scholarly journals La orientación familiar en la prevención del consumo de alcohol en los adolescentes en la Unidad Educativa Alejo Lascano de Jipijapa

2020 ◽  
Vol 5 (3) ◽  
pp. 143
Author(s):  
Paola Flor María Loor Narvaez ◽  
Dayana Margarita Lescay Blanco
Keyword(s):  
Risk Factors ◽  
High School Students ◽  
Alcoholic Beverages ◽  
School Students ◽  
Male Population ◽  
Female Population ◽  
The Family ◽  
The Individual ◽  
Search For Information ◽  
Keywords Prevention

El consumo de bebidas alcohólicas por parte de los adolescentes y jóvenes ha sido una problemática muy analizada en los últimos años. Su consumo se encuentra asociado a diversos factores de riesgos que inciden en el contexto social donde se desarrolla el individuo al convertirse en un hábito no saludable para la salud hasta llegar al alcoholismo lo que ha traído como consecuencia las afectaciones en las relaciones de convivencia social y familiar. La utilización de bebidas alcohólicas es más común en la población masculina que en la femenina y se comienzan su consumo desde aproximadamente los doce años de edad. De ahí que el trabajo que se presente tenga como objetivo analizar los factores de riesgos y las conductas de riesgos que están asociadas a dicho consumo en los estudiantes del bachillerato, así como la necesidad de una formación de la percepción del riesgo que contribuya a la asunción de estilos de vidas saludables y a la prevención del alcoholismo enfatizando en el papel del docente como orientador en el proceso de Educación para la Salud. Para ello se utilizó la búsqueda de información en diferentes fuentes bibliográficas y se propone una alternativa para la prevención del consumo de bebidas alcohólicas donde se enfatizan en las relaciones de convivencia que debe ser desarrollado por los docentes con los estudiantes, la familia y la comunidad. PALABRAS CLAVE: Prevención; alcohol; drogas; adicción; familia; docentes; convivencia. THE FAMILY GUIDANCE IN THE PREVENTION OF ALCOHOL CONSUMPTION IN ADOLESCENTS IN THE EDUCATIONAL UNIT ALEJO LASCANO FROM JIPIJAPA ABSTRACT The consumption of alcoholic beverages by adolescents and young people has been a highly analyzed problem in recent years. Its consumption is associated with various risk factors that affect the social context where the individual develops by becoming an unhealthy habit for health until reaching alcoholism, which has resulted in the effects on the relationships of social coexistence and family. The use of alcoholic beverages is more common in the male population than in the female population and their consumption begins from approximately twelve years of age. Hence, the objective of the work that is presented is to analyze the risk factors and risk behaviors that are associated with such consumption in high school students, as well as the need for training in the perception of risk that contributes to the assumption healthy lifestyles and the prevention of alcoholism, emphasizing the role of the teacher as a guide in the Health Education process. For this, the search for information in different bibliographic sources was used and an alternative is proposed for the prevention of the consumption of alcoholic beverages where they emphasize the relationships of coexistence that must be developed by the teachers with the students, the family and the community. KEYWORDS: Prevention; alcohol; drugs; addiction; family; teachers; coexistence.

scholarly journals ANALYSIS OF BEHAVIORAL RISK FACTORS OF SCHOOL SENIORS IN MOSCOW AND MOSCOW REGION

2017 ◽  
pp. 31-34
Author(s):  
N.I. Sheina ◽  
Z.A. Ovchinnikova
Keyword(s):  
Risk Factors ◽  
High School ◽  
High School Students ◽  
Alcohol Consumption ◽  
Moscow Region ◽  
Alcoholic Beverages ◽  
Behavioral Risk Factors ◽  
Behavioral Risk ◽  
School Students ◽  
Different Types

The prevalence of behavioral risk factors according to the survey of pupils of educational and biomedical classes in Moscow and the Moscow region. Tobacco and alcohol consumption is not common among the studied contingent of high school students. 9–11 % of pupils smoke every day, and 35–47 % have tried alcoholic beverages. No significant differences in the spread of harmful habits among schoolchildren of different types of training has been established.

scholarly journals Interpersonal Support, Emotional Intelligence and Family Function in Adolescence

2021 ◽  
Vol 18 (10) ◽  
pp. 5145
Author(s):  
Ana Belén Barragán Martín ◽  
María del Mar Molero Jurado ◽  
María del Carmen Pérez-Fuentes ◽  
Nieves Fátima Oropesa Ruiz ◽  
África Martos Martínez ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
High School Students ◽  
Peer Group ◽  
School Students ◽  
Family Function ◽  
Interpersonal Support ◽  
Perceived Availability ◽  
The Family ◽  
Positive Correlations ◽  
The Individual

Background: During adolescence, although the peer group exerts a strong influence on how the individual thinks and feels and on personal social values, the family still exerts a sustaining and supporting role. This study analyzed the relationships established between family function, emotional intelligence and perceived interpersonal support in adolescence. Method: The sample was made up of 1287 high school students aged 14 to 18 (M = 15.11; SD = 0.91) in the province of Almeria (Spain). Results: The results showed moderate correlations between the intrapersonal emotional intelligence dimension and perceived availability of support (advice or orientation), and between the mood dimension of emotional intelligence and the three interpersonal support dimensions (appraisal, belonging and tangible). In addition, significant positive correlations were found between family function and the intrapersonal and mood dimensions of emotional intelligence, with medium and large effect sizes, respectively. Apart from that, the data revealed that students who could count on a more functional family referred to high empathy and acceptance by others and greater support in material or financial matters, followed by those with moderate family function. In addition, students from homes with severely dysfunctional families perceived less available support. Finally, students who said they could count on strong family function also scored higher on the intrapersonal factor of emotional intelligence. Conclusions: The implications of these findings for the development of emotional intelligence in early adolescence are discussed from the family context, considering the relationship between emotional intelligence and social support.

Social Environment and Creativity

2011 ◽  
Vol 1 (2) ◽  
pp. 46-58
Author(s):  
Jiří Semrád ◽  
Milan Škrabal
Keyword(s):  
High School Students ◽  
Social Environment ◽  
Family Environment ◽  
Social Background ◽  
Family Influence ◽  
Creative Activity ◽  
School Students ◽  
Cultural Legacy ◽  
The Social ◽  
The Family

The paper deals with issues connected with the motivation of high school students to participate in activities aimed at professional creative activity and, in this context, issues of environmental influences, especially from school and the family. It is responding to some of the growing efforts of neoliberalism to over individualize creative expression and activities and completely ignore social influences. It also takes into account the cultural legacy of past generations and the sources of creative power that have taken root in society and from which individuals draw and process their inspiration. Presented within are the results of an empirical probe focused on the influence of the social environment on the creative activity of teenagers. The paper follows the relations to the existing body of knowledge on the relationship between social environment and creativity, with an effort to capture the social conditionality of creative performances—to capture their roots. The results of the probe have confirmed the initial hypothesis that the creative efforts of secondary school students taking part in vocational training is based on the social background of the family and school. However, the family influence on the students’ creativity is not as significant as one would expect. It is the indirect effect of the family environment that has a larger influence.

Family Environment and Child-To-Parent Violence: The Role of Emotional Insecurity

2021 ◽  
pp. 088626052110063
Author(s):  
Miriam Junco-Guerrero ◽  
Ana Ruiz-Fernández ◽  
David Cantón-Cortés
Keyword(s):  
High School Students ◽  
Family Environment ◽  
Structural Equation ◽  
Irrational Beliefs ◽  
Family System ◽  
Equation Modeling ◽  
School Students ◽  
Mothers And Fathers ◽  
The Family ◽  
Emotional Insecurity

Child-to-parent violence (CPV) constitutes a serious social problem due to its short and long-term consequences, which not only directly affect the victim but also generate a rupture of the family system. In this study, direct and indirect effects of exposition to violence within the family, insecurity in the family system (manifested as disengagement and/or preoccupation), and justification of violence on CPV toward mothers and fathers were analyzed with structural equation modeling (SEM). Davies and Cummings emotional security theory (1994) was applied. A total of 904 high school students between 13 and 20 years old participated in this study. Information regarding each participant’s committed CPV was obtained from the Child-to-Parent Aggression Questionnaire. Emotional insecurity was assessed with the Security in the Family System scale. To assess exposition to violence and justification of violence, the Exposure to Violence Questionnaire and Irrational Beliefs Inventory for Adolescents were applied, respectively. Strong relationships between exposition to violence within the family, emotional insecurity, justification of violence, and CPV toward mothers and fathers were observed. The results show that adolescents who are exposed to violence at home are more aggressive in the future. In addition, this relationship is mediated, at least in part, by the justification of violence and emotional insecurity. These results suggest that prevention and treatment of CPV aggressors should focus on improving security within the survivors’ family system as well as modifying attitudes toward violence.

Contraceptive Use Among Korean High School Adolescents: A Decision Tree Model

2021 ◽  
pp. 105984052098753
Author(s):  
Sung Hae Kim ◽  
Yoona Choi
Keyword(s):  
Risk Factors ◽  
High School ◽  
High School Students ◽  
Health Education ◽  
Decision Tree ◽  
Sexual Health ◽  
Sexual Intercourse ◽  
Contraceptive Use ◽  
Sexual Health Education ◽  
School Students

Although the rate of sexual intercourse among adolescents has increased in Asian countries, including Korea, many sexually active adolescents still do not use contraception. The aim of this study was to identify the risk factors for contraceptive nonuse among adolescents using decision tree analysis of the 2018 Korea Youth Risk Behavior Survey data from 2,460 high school students who had an experience of sexual intercourse. The findings indicated that the highest risk group who did not use contraception during sexual intercourse did not receive sexual health education in school and was involved in habitual or purposeful drug use. The experience of ever receiving treatment due to violence and the experience of sexual intercourse after drinking were also identified as risk factors for contraceptive nonuse. To encourage contraceptive use, development of standard sexual health education, counseling, and educational intervention intended to prevent risky behaviors is needed.

Characteristics of behavior of students of medical pre-university in relation to their own health

2020 ◽  
pp. 45-51
Author(s):  
O. V. Tikashkina ◽  
A. Yu. Makarova
Keyword(s):  
Risk Factors ◽  
High School Students ◽  
Well Being ◽  
Special Period ◽  
Health Resource ◽  
School Students ◽  
Personal Time ◽  
Resource Center ◽  
University Admission ◽  
Vegetables And Fruits

High school students are in a special period of their life, associated with increased preparation for University admission, which affects the lifestyle and well-being, which are risk factors for the health of students. The purpose of the study was to study the behavior of students in relation to their own health Resource center «Medical Sechenov Preuniversary» by means of a questionnaire. 152 surveyed students aged 15–17 years were found to have a violation of the multiplicity and regularity of nutrition, a deficit in the consumption of protein, vegetables and fruits in the diet. A significant part of them showed a lack of motor activity. At the same time, students have complaints of a vegetative nature: they experience anxiety, cephalgia and frequent irritability, and frequent back pain is noted. The lack of personal time was diagnosed in one fourth of the student.

After the Blackbird Whistles: Listening to Silence in Classrooms

2010 ◽  
Vol 112 (11) ◽  
pp. 2833-2849 ◽  
Author(s):  
Katherine Schultz
Keyword(s):  
High School ◽  
High School Students ◽  
Classroom Practice ◽  
Literacy Practices ◽  
Longitudinal Research ◽  
Research Question ◽  
Ethnographic Study ◽  
School Students ◽  
Student Talk ◽  
The Individual

Background/Context Students spend a large part of their time in schools in silence. However, teachers tend to spend most of their time attending to student talk. Anthropological and linguistic research has contributed to an understanding of silence in particular communities, offering explanations for students’ silence in school. This research raised questions about the silence of marginalized groups of students in classrooms, highlighting teachers’ role in this silencing and drawing on limited meanings of silence. More recently, research on silence has conceptualized silence as a part of a continuum. Purpose/Objective/Research Question/Focus of Study The purpose of this project was to review existing literature and draw on two longitudinal research studies to understand the functions and uses of silence in everyday classroom practice. I explore the question, How might paying attention to the productivity of student silence and the possibilities it contains add to our understanding of student silence in educational settings? Silence holds multiple meanings for individuals within and across racial, ethnic, and cultural groups. However, in schools, silence is often assigned a limited number of meanings. This article seeks to add to educators’ and researchers’ tools for interpreting classroom silence. Research Design The article is based on two longitudinal qualitative studies. The first was an ethnographic study of the literacy practices of high school students in a multiracial high school on the West Coast. This study was designed with the goal of learning about adolescents’ literacy practices in and out of school during their final year of high school and in their first few years as high school graduates. The second study documents discourses of race and race relations in a postdesegregated middle school. The goal of this 3-year study was to gather the missing student perspectives on their racialized experiences in school during the desegregation time period. Conclusions/Recommendations Understanding the role of silence for the individual and the class as a whole is a complex process that may require new ways of conceptualizing listening. I conclude that an understanding of the meanings of silence through the practice of careful listening and inquiry shifts a teacher's practice and changes a teacher's understanding of students’ participation. I suggest that teachers redefine participation in classrooms to include silence.

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