Teaching Emotion Regulation: K-12 Teachers’ Perceptions and Practices across the Curriculum

Students can gain a range of skills and knowledge from interactions in schools, including emotional competencies such as regulation of emotions. Teachers are positioned to support students’ development of emotion regulation in the social context of school. We sought to determine K-12 teachers’ sense of responsibility, preparation, engagement, comfort, and approach to teaching students emotion regulation. The quantitative and qualitative data we gathered from 155 general K-12 classroom teachers revealed a sense of responsibility, low preparation, varied engagement, and low to moderate comfort. We found differences by grade levels, school location, and teacher education level. There was moderate alignment between how the teachers regulate their emotions and the emotion regulation processes they teach their students. We share implications for school psychologists and suggest multiple directions for future research.

Using Errorless Learning and Discrimination Training to Teach Early Literacy Skills in a Pre-School Setting

This case study investigates the effects of using an intervention package of errorless learning and discrimination trial training to teach a 4-year old preschool student to read Consonant-Vowel-Consonant (CVC) words. A single case multiple baseline design across three equal instructional sets was used to evaluate the effects of the intervention package. Each set contained six CVC words incorporating words with each of the five vowels. The results of this study indicate that utilizing both errorless learning and discrimination training to teach a preschool student how to read CVC words was effective. In addition, generalization assessments post-intervention showed an increase in (a) mastering new unknown CVC words, as well as (b) book text reading.

Parental Influences on Children’s Oral Health Behaviors, Reading Behaviors, and Reading Attitudes Associated with the Sharing of a Digital Story from the eBook for Oral Health Literacy© Curriculum

This study investigated the relationships between parents and their children on oral health behaviors, reading behaviors, reading attitudes, and liking perceptions of one chapter from an eBook curriculum intervention. A Qualtrics platform was used to survey 316 parent-child dyads across the United States before and after the shared reading of one chapter from the eBook for Oral Health Literacy© entitled “Setting Goals for Going to the Dentist”. Participants answered 75 questions about their teeth brushing and flossing behaviors, number of cavities, how often they visited libraries and bookstores, enjoyment of reading, and perceptions (liking) of the words and pictures of the chapter that they read and heard. Statistically significant relationships were found between parents and their children on oral health behaviors (?2 = 49.12, p < 0.001); reading behaviors (?2 = 10.4, p < 0.01), reading attitudes (?2 = 8.773, p < 0.01), and perception (liking) of the eBook chapter that they read and heard (?2 = 113.813, p < 0.01). Results from 301 parent-child dyads point to the importance of social modeling that parents play in the development of their children’s oral health behaviors, reading behaviors, and reading attitudes. Testing of additional chapters from the eBook intervention is warranted.

The Effectiveness of Online Learning in the Conditions of the Covid-19 Pandemic in Senior High School

Pandemic covid-19 has disrupted the conventional learning process. So a solution is needed to answer these problems. Online learning is an alternative that can solve this problem. The research objective was to obtain an overview of the implementation of online learning at State Senior High School 1 Palembang, as an effort to reduce the spread of covid-19 in schools. The research subjects were students of class X IPA1 until X IPA6(100 students). Data were collected by an interview via zoom cloud meeting. Data analysis was performed using interactive analysis techniques by Miles & Huberman. The results showed that: (1) students already have the basic facilities needed to take part in online learning, (2) online learning has flexibility in its implementation and can encourage independent learning and motivation to be more active in learning, and (3) distance learning encourages the emergence of social distancing behavior and minimizes the appearance of student crowds so that it is considered to reduce the potential for the spread of Covid-19 in the school environment. Weak supervision of students, unstable mobile device signal, and high quota fees are challenges in online learning. Increasing independent learning, interest and motivation, courage to present ideas and questions are other advantages of online learning.

The Prevalence of Cyberbullying among Adolescents: A Case Study of Middle Schools in Vietnam

This paper aims to investigate the prevalence of cyberbullying among Vietnamese adolescents. Special emphasis was placed on gender differences regarding different forms of cyberbullying and victimization. In this study, 200 middle school students from four state schools in Vietnam were online surveyed to obtain information about the prevalence of cyberbullying and victimization. The results show that most of the students used the Internet daily and that almost all of them possess mobile telephones. On average, 7% of students reported that they have cyberbullied others online, whilst 14% of them were victims of cyberbullying. The most common types of victimization reported by students were harassment including “prank or silent phone calls” or “Insults on instant messaging and website”. There were not any significant gender differences in cyberbullying and being victimized by cyberbullies than females.

Recommendation of School Social Work Activities to Address Students Issues in Vietnam

Bullying and physical violence, truancy, self-harm and other mental health issues are increasingly experienced within the school population. In being a crucial part of addressing such issues and the more traditional areas of poverty, family relationships and parenting, child abuse and neglect, home-school relationships, support for children with disabilities, school social work has become a specialist area of professional practice with a growing evidence base of effectiveness. This paper aims to explore issues related to middle-school students in Vietnam and their needs in school social work activities to address those problems. Implications for school social work research and practice which are recognized as a key area for students’ wellbeing are discussed.

Social Media Use: A Risk Factor for Depression among School Adolescents in Enugu State of Nigeria

Social media just like the rest of Information and Communication Technology (ICT) channels aid and promote speedy and easy access to information more especially among school adolescents. Social media use among school adolescents is a double-edged sword as they use them to connect friends and find information about many things including learning. However, they also spend too much time on them which affect their mental health and may cause them depression. This research investigated on the social media use: A risk factor for depression among school adolescents’ depression in Enugu State. Descriptive survey research was adopted for the study. The population of the study was all the school adolescents in Enugu State. Stratified random sampling was used to select 800 adolescents from 4 states. In each of the four states, 200 adolescents were selected. Self-structured questionnaire and Hamilton depression scale were used to elicit information for data collection. The results were analyzed using mean scores and standard deviations. The findings revealed that many adolescents spend up to 10 hours daily on social media, they prefers chatting on social media to talking to their parents, among other behaviours. The findings also indicated that; adolescents who spend up to 10 hours daily on social media have decreased activities and feeling of incapacity, adolescents who don’t have enough sleep in the night due their use of social media experience hallucination, low mood among other findings.

Flexibility & Grace: Lessons Learned in K-12 during the Covid-19 Pandemic

The start of the school year 2020 was a tumultuous time for stakeholders. Parents had to make accommodations for school programs. Teachers and students on the frontlines had to make mental and physical adjustments to in-person and online learning. No matter how one looks at it, post Covid-19 school will never be the same. This article takes a deep dive into why schools that had to adjust learners will be in a more situated space to ensure learning occurs in a manner consistent with schools that provide high-quality instruction for students and families.

An Investigation of Eating Disorders among Gifted Adolescents

Gifted students may experience greater risk of disordered eating, especially during adolescence, which is already a high-risk time for the development of eating disorders. In particular, the novel Covid-19 global pandemic exacerbates stress that may influence adolescents with disordered eating. This study investigated eating disorders of 33 identified gifted adolescents (77% female) in one Midwest state with an online survey using a well-validated instrument, the Eating Disorder Examination-Questionnaire (EDE-Q), that contains subscales of eating restraint, eating concern, shape concern, and weight concern. Narrative responses were included in the data. Results indicated 20% of the gifted adolescents in this study revealed concerning responses about their weight, shape, and dietary restrictions. Voluntary comments revealed apprehension, concerns, and distress among some respondents. Recommendations are provided for teachers, parents, as well as for students themselves.

Improved Intersubjectivity—Does it also Helps to Facilitate the Other Learning Acquisitions Skills in Vulnerable Groups of Adolescents?

The Alternative School Day (ASD) is a project for adolescents who have difficulties in several areas. Nine pupils (14-16 years old), their parents and teachers were interviewed at autumn and spring. The pupils attended ASD one day per week. None of them was coming from academic homes. Bandura’s (1982) self-efficacy and social cognitive learning theory were utilized in order to investigate which kind of learning processes that seem to be involved in the positive outcome measures, found through the participation in this special program. This as well as the concept intersubjectivity. Do the teachers in the special program (ASD), share another intersubjectivity with the participants, both logically and emotionally? The ASD is more unconventional and each student gets more attention, the atmosphere is more unbound and playful. A whole body of research is employing the importance of play in children and adolescent’s development (Glynn & Webster, 1993; Barnett, 1990, 1991; Basi & Hurwitz, 2012). And an ongoing debate, ought to be whether, adapted education, should be incorporated within an earlier stage through the school curriculum for children and adolescents at the risk zone.