scholarly journals Bridging Families and Schools to Prevent Youth from Running Away From Home

2019 ◽  
Vol 14 (3) ◽  
pp. 45-69
Author(s):  
Monica Bixby Radu
Keyword(s):  
School Environment ◽  
Policy Development ◽  
Behavioral Outcomes ◽  
Cumulative Effect ◽  
Social Psychological ◽  
Bully Victimization ◽  
Running Away ◽  
Inclusive School ◽  
Negative Perceptions ◽  
Victims Of Bullying

Running away from home is a serious problem among American youth. It has been linked to numerous negative social, psychological, and behavioral outcomes. It is well-established that family dysfunction is one reason that youth run away from home. However, less research focuses on how both families and schools influence youths’ likelihood of running away from home. Drawing from a sample of 4,546 youth from the 1997 National Longitudinal Survey of Youth, I examine how youths’ perceptions of their schools’ safety, experiences with bully victimization, and bonds with their families and their schools predict the likelihood of running away from home. I find that youths’ negative perceptions of their schools’ safety increase the likelihood that they will run away from home. Additionally, I discover that youth who have been the victims of bullying are more likely to run away from home compared to their peers who have not been bullied. My findings also suggest a cumulative effect between youths’ perceptions of unsafe schools and experiences with bullying, suggesting that youth are most likely to run away from home when they feel unsafe at school and have been the victim of childhood bullying. These findings are important because they have implications for policy development. My findings suggest that (a) promoting a positive and inclusive school environment and (b) helping youth foster stronger relationships may help deter youth from running away from home.  

scholarly journals Newcomer Children: Experiences of Inclusion and Exclusion, and Their Outcomes

2014 ◽  
Vol 2 (4) ◽  
pp. 23-37 ◽  
Author(s):  
Jacqueline Oxman-Martinez ◽  
Ye Ri Choi
Keyword(s):  
Academic Performance ◽  
Social Competence ◽  
School Environment ◽  
Developmental Outcomes ◽  
Self Esteem ◽  
The Philippines ◽  
Immigrant Children ◽  
Social Psychological ◽  
Factors Affecting ◽  
Inclusive School

This article explores the potential inclusion and exclusion factors affecting the developmental outcomes of immigrant children, and examines the influence of inclusive school environment, social/psychological isolation, and perceived discrimination by peers and teachers on the psychosocial and academic adjustment of immigrant children. Our study is based on a subset of data from the New Canadian Children and Youth Study (NCCYS), a national longitudinal survey including 515 foreign-born immigrant children (11 to 13 years) from three ethnic groups (Mainland China, Hong Kong, the Philippines) living in the Montreal and Toronto metropolitan areas, Canada. The results show that after controlling for socio-demographic background variables, teachers’ discriminatory attitudes and psychological isolation contribute to the prediction of risk for immigrant children’s self-esteem, social competence, and academic performance. Inclusive school environment has a significant effect on social competence and academic performance of immigrant children. Peer discrimination is also associated with self-esteem and social competence. These findings suggest that inclusive school environment, social/psychological isolation, and discrimination are critical factors affecting the developmental outcomes of immigrant children that, in turn, are connected to future prospects for their eventual inclusion and participation in other social, economic, and political venues of the host country.

scholarly journals Implementasi Sekolah Ramah Anak untuk Membangun Nilai-Nilai Karakter Anak Usia Dini

2020 ◽  
Vol 4 (2) ◽  
pp. 747
Author(s):  
Tri Na'imah ◽  
Yuki Widyasari ◽  
Herdian Herdian
Keyword(s):  
Grounded Theory ◽  
Character Education ◽  
School Environment ◽  
Environment Friendly ◽  
Safe School ◽  
School Based ◽  
Inclusive School

Tujuan penelitian adalah mengkaji implementasi sekolah ramah anak di TK ‘Aisyiyah di Purwokerto dan mengembangkan konsep sekolah ramah anak berbasis nilai-nilai karakter anak.  Pendekatan penelitian menggunakan  pendekatan grounded theory.  Subjek  penelitian guru dan kepala sekolah  TK ‘Aisyiyah 1 Purwokerto, TK ‘Aisyiyah Teluk Purwokerto Selatan dan TK Bantarwuni, Sumbang. Metode pengumpulan data menggunakan wawancara dan observasi. Analisis data menggunakan analisis komparatif konstan. Hasil penelitian menunjukkan ada tiga kategori dengan lima sub kategori yang berkaitan dengan implementasi sekolah ramah anak di Taman Kanak-kanak untuk mengembangkan karakter anak , yaitu kategori persiapan, perencanaan, pelaksanaan. Taksonomi konsep sekolah ramah anak adalah school-based character education, safe school environment, friendly school, inclusive school, religous school. Implikasi pembelajaran ramah anak adalah dengan menerapkan pembelajaran inklusif, pembelajaran ramah lingkungan, pendidikan sosial, pendidikan berbasis keadilan dan pendidikan berbasis agama.

scholarly journals School Policy Innovation to Reduce Bullying Effect

2021 ◽  
Vol 13 (3) ◽  
pp. 2675-2688
Author(s):  
Riana Nurhayati ◽  
Siti Irene Astuti Dwiningrum ◽  
Ariefa Efianingrum
Keyword(s):  
High School Students ◽  
School Environment ◽  
Sampling Technique ◽  
School Policy ◽  
School Students ◽  
Perpetrators And Victims ◽  
The Impact ◽  
The Relationship ◽  
Victims Of Bullying ◽  
Pearson Correlations

Bullying is an unpleasant act that is still a problem in the school environment. To find out about school policy innovations in an effort to reduce the impact of bullying behavior, this will illustrate the relationship between bullying perpetrators and victims of bullying in SMA as well as school policy innovations to reduce the impact of bullying. This research was conducted in high school students of all levels with the number of respondents 1119 students in Indonesia. Descriptive approach with mixed methods. The sample / respondent was determined by purposive sampling technique. The data used a questionnaire and were analyzed with proportions and conducted FGD and interviews with teachers in SMA. The results of the study concluded that: 1) The value of r-count (Pearson Correlations) of the bullying was 0.186 r-table 0.062 and the r-count value for the bullying victim aspect was 0.139 r-table 0.062, meaning that the relationship between the two variables was positive and increased the bullying and victims of bullying, there will also be increased assistance and support from parents, teachers and friends; 2) The solution to reduce bullying effects must implement policies at the macro, meso and micro levels that work systemically and in synergy by creating creative and innovative programs. With the existence of an effective and innovative school policy, bullying cases that occur in schools can be minimized in terms of quality and quantity.

The Discourse of Drama

2021 ◽  
Vol 14 (3) ◽  
pp. 90-106
Author(s):  
Bergljót Thrastardóttir ◽  
Steinunn Helga Lárusdóttir ◽  
Ingólfur Ásgeir Jóhannesson
Keyword(s):  
Teacher Education ◽  
Gender Equality ◽  
Staff Member ◽  
School Environment ◽  
Ethnographic Study ◽  
School Staff ◽  
Inclusive School

In this article, we consider how girls are positioned in school by what we have chosen to call the discourse of drama. The widely held notion that Nordic girls have it all along with this drama discourse are seen to be the key narratives that reinforce a hegemonic form of girlhood. This ethnographic study focuses on the relations of students between the ages of 13 and 15 in the light of uninformed school staff-member practices. Our findings suggest that girls, despite living in what is seen to be a country that upholds gender equality, are silenced through this discourse of drama. We suggest that teacher education should lead to the facilitation of a gender-inclusive school environment free of stereotypical ideas of gender as a fixed binary.

Cyberbullying at School

2021 ◽  
pp. 34-53
Author(s):  
Joanna Lizut
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
School Environment ◽  
School Experiences ◽  
School Bullying ◽  
School Life ◽  
High Expectations ◽  
Strong Link ◽  
School Activities ◽  
Negative Perceptions

It is very important to collocate the occurrence of cyberbullying with a negative school environment. School bullying is widely known to be associated with many negative indicators, including lower academic achievement, lower school satisfaction, and lower levels of attachment and involvement at school. Several studies have combined cyberbullying with negative school experiences, such as lower academic performance and negative perceptions of the school climate. Moreover, many have suggested a strong link between the climate in the school and both traditional and cyberbullying. Some recent studies have shown that people who are perpetrators of cyberbullying and those who are victims both report a worse climate in schools than others not involved in the behavior. A poor disciplinary climate is one in which students are either unaware of the rules and the consequences of violations or one in which students are unmotivated to internalize and conform to the rules because they feel that they are unfair or unimportant. Weak parental involvement implies that the parents are not involved with the student's school life; they provide no help with homework, have very little communication with teachers, and rarely assist with school activities. Having a lack of didactic pressure means that neither teachers nor students hold high expectations for their academic achievement.

Educational Expectations among Immigrant Youth: Links to Segmented Assimilation and School Context

2020 ◽  
Vol 7 (3) ◽  
pp. 252-278
Author(s):  
Christina J. Diaz
Keyword(s):  
School Environment ◽  
School Context ◽  
Immigrant Youth ◽  
Educational Expectations ◽  
Segmented Assimilation ◽  
Social Psychological ◽  
National Education ◽  
Household Resources ◽  
National Education Longitudinal Study ◽  
First And Second Generation

Although schools are important socialization venues for all children, they also serve as sites of acculturation for immigrant youth. According to segmented assimilation theory, first- and second-generation students experience divergent trajectories of incorporation, in part, because they are exposed to school contexts that support or stifle their attainment. I argue that such a process must have social-psychological underpinnings, which I examine by relating children’s educational expectations to their school environment during adolescence. Specifically, I use the National Education Longitudinal Study to assess differences in expectations by school context among immigrant and U.S.-origin youth between eighth and 12th grades. Results indicate that students in comparably disadvantaged school environments report lower expectations, though this relationship is driven by household resources and student characteristics. I also find that most students exhibit increases in their educational expectations, and that such changes are not systemically patterned by school context. This article sheds light on the goals of immigrant youth and the extent to which these plans transform from childhood to adolescence.

scholarly journals MODERN UNDERSTANDING OF BULLING IN SCHOOL ENVIRONMENT

2020 ◽  
Vol 3 (6(75)) ◽  
pp. 58-62
Author(s):  
O.N. Kapirenkova ◽  
M.I. Piskazheva
Keyword(s):  
Comparative Analysis ◽  
School Environment ◽  
Social Psychological ◽  
Psychological Phenomenon

Article is dedicated to the phenomenon of bullinga in the school medium. Is represented the comparative analysis of the determination of concept in practical psychology. Is carried out the analysis of content and Евразийский Союз Ученых (ЕСУ) # 6(75), 2020 59 characteristics of bullinga as social psychological phenomenon. Is represented the analysis of the stages of the process of bullinga in the school medium. article is dedicated to the phenomenon of bullinga in the school medium. Is represented the comparative analysis of the determination of concept in practical psychology. Is carried out the analysis of content and characteristics of bullinga as social psychological phenomenon. Is represented the analysis of the stages of the process of bullinga in the school medium.

scholarly journals THE CHARACTERISTICS OF BEHAVIOR OF DEAF AND HARD-OF-HEARING LEARNERS IN DIFFERENT TYPES OF SCHOOL ENVIRONMENT

2018 ◽  
Vol 8 (1) ◽  
pp. 27-34
Author(s):  
Ivana Roksandić ◽  
◽  
Ivana Pavković ◽  
Jasmina Kovačević ◽  
◽  
...  
Keyword(s):  
Hard Of Hearing ◽  
School Environment ◽  
Social Adaptation ◽  
Positive Interactions ◽  
Teaching Staff ◽  
Educational Models ◽  
Different Types ◽  
Inclusive School ◽  
Break Time ◽  
Primary Damage

The school environment is a context that provides students with the opportunity to acquire certain skills during regular teaching, extracurricular and other activities, as well as to manage social relationships, adapting their behavior to specific social demands and interactions. The results of a large number of surveys indicate the specificities and shortcomings in social adaptation, communication, education, problems in the behavior of deaf and hard-of-hearing learners that result from primary damage. This paper analyzes the behavior of deaf and hard-of-hearing students who are educated in regular schools and schools for deaf and hard-of-hearing students, especially aspects of behavior during the class, at the break time, towards friends as well as their emotional attitude. The similarities and the differences in the behavior of deaf and hard-of-hearing learners in different types of school environment are highlighted. Finally, some general guidelines for the approaches to the development of individual educational models of support for deaf and hard-of-hearing students are given. The pointed out fact is the importance of the participation of defectologists in the inclusive school environments in order to provide the expert guidance to the teachers, the teaching staff and theparents in order to create an incentive environment for the development of positive interactions and forms of behavior for deaf and hard-of-hearing students.

scholarly journals Development and evaluation of the effectiveness of an individual educational route for a younger student with disabilities

2020 ◽  
Vol 8 (3) ◽  
Author(s):  
Elena Kolosova
Keyword(s):  
General Education ◽  
School Environment ◽  
Informal Education ◽  
Structured Interview ◽  
Educational Environment ◽  
Necessary Condition ◽  
Special Educational Needs ◽  
First Case ◽  
Inclusive School

In this article existing approaches to the development and implementation of an individual educational route for a younger student in an inclusive school environment were analyzed. This work was carried out as part of the dissertation research. The author presents the results of a comparative analysis of regulatory and pedagogical literature, revealing the content of such concepts as individual educational trajectory, educational environment, educational space, individual educational route, and individual curriculum. The contradictions between modern scientific ideas about the essence of an individual path in education for normatively developing children and its reduction in inclusive practice to a consolidated plan of correctional and developmental work are revealed. If in the first case, the role of the student is characterized by subjectivity, the goals of individualization of education are associated with the identification and implementation of the cognitive interests and inclinations of the child, and the role of the teacher is to provide pedagogical support and facilitation, to promote educational ideas, trials, then in the situation of developing an individual educational route for a student with disabilities of health in the center of attention is his nosology. The "route" here represents the stages of the correctional and developmental work of specialists, which is a necessary condition for the child's life, his development, but not the only tool for the individualization of education, understood as the process and result of building a person's image through the development of culture in ways that are adequate for him, at a pace and choice of content... The article proposes the author's interpretation of the concept of an individual educational route for a child with disabilities, identifies the structural components, highlights the participants contributing to its formation. As the basic resources of the variable educational environment, based on this environment an individual educational route is designed, it is proposed to consider the spheres of additional and informal education. The author presents a semi-structured interview as a pedagogical tool that allows you to design an individual educational route and evaluate its effectiveness within the framework of an anthropological approach to education. The proposed semi-structured interview as a pedagogical toolkit is intended for use in group work with the inclusion of a family raising a child with disabilities, a teacher of additional education, and other members of the inclusive community. The results and conclusions of the article, the described stages of the semi-structured interview can be used in the work of psychological and pedagogical councils of general education schools that implement educational programs for children with special educational needs.

Sign in / Sign up

Export Citation Format

Share Document