A multi-tiered strategy to treat trauma and build social-emotional skills among court-involved, at-risk, female students

2020 ◽  
pp. 173-182
Author(s):  
Beverly A. Baroni ◽  
Lori Vanderwill ◽  
Angelique Day
Keyword(s):  
At Risk ◽  
Female Students ◽  
Social Emotional ◽  
Emotional Skills ◽  
Court Involved

Enhancing social-emotional skills in at-risk preschool students through Theraplay based groups: The Sunshine Circle Model.

2017 ◽  
Vol 26 (4) ◽  
pp. 185-195 ◽  
Author(s):  
Catherine Tucker ◽  
Kay Schieffer ◽  
T. J. Wills ◽  
Courtney Hull ◽  
Quillian Murphy
Keyword(s):  
At Risk ◽  
Social Emotional ◽  
Emotional Skills ◽  
Preschool Students ◽  
Circle Model

scholarly journals An Exploration of the Nature of Social Interactions Between Preschool Students with Diverse Social-Emotional Skills During Engineering Activities

2021 ◽  
Author(s):  
Gurupriya Ramanathan
Keyword(s):  
At Risk ◽  
Social Skills ◽  
Problem Solving ◽  
Social Interactions ◽  
Peer Interactions ◽  
Future Research ◽  
Social Emotional ◽  
Problem Solving Skills ◽  
Emotional Skills ◽  
Preschool Students

Peer interactions are a significant part of school experiences and influence children’s adjustment to school, however preschool students with and at-risk for disabilities are found to display a unique trajectory of social development, often requiring intentional instruction in social skills. A variety of interventions have been designed to support these students; however, they target foundational skills such as inviting peers to play and taking turns with materials, leaving a gap in the research on more complex social skills such as collaboration and joint problem-solving. The engineering design process (EDP) is a cyclical method that students follow to collectively build a solution to a problem. Engineering encompasses hands-on activity, inquiry, teamwork, and other instructional practices that develop students’ collaboration and problem-solving skills. Given that preschool students with or at-risk for disabilities require further support in social skills such as collaboration and problem-solving, and engineering activities provide naturally embedded opportunities for collaboration, students’ engagement in the EDP working along with peers is a gap in the research that needs to be explored. The purpose of this study was to explore the nature of social interactions that take place between preschool students with diverse social-emotional skills when engaging in engineering activities using a qualitative single case study design. Thirteen preschool students and one preschool teacher participated in this study wherein four engineering activities were implemented in the classroom over a four-week period. Analysis of video clips of student participation in the four activities as well as teacher interviews revealed two distinct patterns of social interactions among students: a) collaboration: wherein students assigned responsibilities to each other and completed the activities in small groups; and b) “baby steps” towards collaboration: wherein students needing teacher support worked intermittently with peers. A third emergent finding concerns the nature of materials provided during these activities and the possibilities those provided for students to work together. The importance of these engineering activities in providing the platform for students with diverse needs to work together and engage in authentic peer interactions is discussed. Implications of these findings and recommendations for future research including how students with disabilities can access and meaningfully participate in similar inquiry-driven activities as well as the teacher’s role in supporting their participation is discussed.

scholarly journals Influence of Bibliotherapy Education on the Social-Emotional Skills for Sustainable Future

2018 ◽  
Vol 10 (12) ◽  
pp. 4832 ◽  
Author(s):  
Şengül Başarı ◽  
Gözde Latifoğlu ◽  
Ahmet Güneyli
Keyword(s):  
Social Skills ◽  
Test Group ◽  
Female Students ◽  
Male Students ◽  
Control Group ◽  
Social Emotional ◽  
Psychological Counselling ◽  
Emotional Skills ◽  
The Social ◽  
Significant Difference

The aim of this study is to evaluate the influence of bibliotherapy education on the social-emotional skills of psychological counselling and guidance candidates. The test group of the study consisted of psychological counselling and guidance students who participated voluntarily in the course named “Applied Counselling and Bibliotherapy”. A pre-test and post-test experimental design without a control group was used in the study. The Social Skills Inventory was used, for determining the social skills level of students before and after they are provided with bibliotherapy education. It was concluded from the study that there is a significant difference in the general scores for the social skills of female students after bibliotherapy education and the scores they obtained in the sub-dimensions of social expressivity. With the given reading materials and method of delivery, when the effect of bibliotherapy education on social skills level was compared, it was found in the final test that female students’ scores in the sub-dimensions of emotional expressivity and social control were significantly higher than those of male students. However, it was concluded that male students’ scores in the sub-dimension of emotional control were higher than those of female students.

PRESCHOOL CHILDREN'S INTEREST, SOCIAL-EMOTIONAL SKILLS, AND EMERGENT MATHEMATICS SKILLS

2016 ◽  
Vol 53 (4) ◽  
pp. 390-403 ◽  
Author(s):  
Greta L. Doctoroff ◽  
Paige H. Fisher ◽  
Bethany M. Burrows ◽  
Maria Tsepilovan Edman
Keyword(s):  
Social Emotional ◽  
Emotional Skills ◽  
Mathematics Skills ◽  
Emergent Mathematics

Cross-country comparability of a social-emotional skills assessment designed for youth in low-resource environments

2021 ◽  
Vol 21 (3-4) ◽  
pp. 182-219
Author(s):  
Nina Menezes Cunha ◽  
Andres Martinez ◽  
Patrick Kyllonen ◽  
Sarah Gates
Keyword(s):  
Skills Assessment ◽  
Social Emotional ◽  
Emotional Skills ◽  
Low Resource ◽  
Cross Country

Profile of nutritional status, energy availability, haemoglobin levels and bone density in santriwati (Islamic female student) with chronic energy deficiency risk

2021 ◽  
Vol 9 (2) ◽  
pp. 97-104
Author(s):  
Fillah Fithra Dieny ◽  
A Fahmy Arif Tsani ◽  
Umu Faradilla ◽  
Ayu Rahadiyanti
Keyword(s):  
At Risk ◽  
Bone Density ◽  
Energy Expenditure ◽  
Energy Intake ◽  
Body Fat ◽  
Female Student ◽  
Female Students ◽  
Body Fat Percentage ◽  
Energy Availability ◽  
Fat Percentage

Background: Santriwati (Islamic female student), women of reproductive age, were susceptible to experienced Chronic Energi Deficiency (CED). CED reflects the low energy availability of someone who can risk reducing bone density. Objectives: This study aimed to analyze the differences in body mass index, body fat percentage, hemoglobin levels, energy availability, and bone mineral density of female students who experienced CED risk and not experienced CED risk.Materials and Methods: The research design was a cross-sectional study, with 101 female students as subjects who were selected by random sampling. The research was conducted from February to March 2019 at the Kyai Galang Sewu Islamic Boarding School, Semarang. CED risk data was taken using the upper arm circumference measurement. Percent body fat and BMI data were taken using BIA. Energy availability data is obtained from the difference between energy intake (energy intake) and energy output (energy expenditure through physical activity) divided by Fat-Free Mass (FFM). Energy intake data was taken using the SQ-FFQ questionnaire, and energy expenditure was calculated using the 24-hour activity record form. Anemia data were collected using strip hemoglobin measurements. Bone density data were taken using the Osteosys Sonost 3000 densitometer. Bivariate analysis used the Independent T-Test.Results: A total of 57.2% of subjects experienced anemia. Subjects who had underweight nutritional status were 20.8%. Santriwati experienced osteopenia as much as 13.9%. There was no difference in bone density and hemoglobin levels between female students who were at risk of CED and not CED risk (p> 0.05), but there were differences in energy availability, body fat percentage, BMI between those at risk of CED and not CED risk (p <0.05)Conclusion: subjects at risk of CED (Lila <23.5 cm) had lower energy availability, body fat, and BMI than subjects who were not at risk of CED.

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