WorldWideScience

Sample records for school personnel families

  1. Conversations for School Personnel: A New Pathway to School Improvement

    Science.gov (United States)

    Kohler-Evans, Patty; Webster-Smith, Angela; Albritton, Shelly

    2013-01-01

    School personnel are not having the number or quality of meaningful conservations needed to move schools forward in a focused, cohesive manner. In the face of compelling evidence and best practices, many school leaders and teachers continue to work in isolation. There remains a dearth of professional learning communities and where they exist, many…

  2. 34 CFR 76.659 - Use of public school personnel.

    Science.gov (United States)

    2010-07-01

    ... 34 Education 1 2010-07-01 2010-07-01 false Use of public school personnel. 76.659 Section 76.659... Be Met by the State and Its Subgrantees? Participation of Students Enrolled in Private Schools § 76.659 Use of public school personnel. A subgrantee may use program funds to make public personnel...

  3. School Personnel Responses to Children Exposed to Violence

    Science.gov (United States)

    Kenemore, Thomas; Lynch, John; Mann, Kimberly; Steinhaus, Patricia; Thompson, Theodore

    2010-01-01

    Authors explored the experiences of school personnel in their responses to children's exposure to violence. Thirty-one school personnel, including administrators, teachers, counselors, school social workers, and psychologists, were interviewed to obtain data on their experiences related to violence exposure in their schools and the surrounding…

  4. Post-deployment family violence among UK military personnel.

    Science.gov (United States)

    Kwan, Jamie; Jones, Margaret; Somaini, Greta; Hull, Lisa; Wessely, Simon; Fear, Nicola T; MacManus, Deirdre

    2017-12-19

    Research into violence among military personnel has not differentiated between stranger- and family-directed violence. While military factors (combat exposure and post-deployment mental health problems) are risk factors for general violence, there has been limited research on their impact on violence within the family environment. This study aims to compare the prevalence of family-directed and stranger-directed violence among a deployed sample of UK military personnel and to explore risk factors associated with both family- and stranger-directed violence. This study utilised data from a large cohort study which collected information by questionnaire from a representative sample of randomly selected deployed UK military personnel (n = 6711). The prevalence of family violence immediately following return from deployment was 3.6% and 7.8% for stranger violence. Family violence was significantly associated with having left service, while stranger violence was associated with younger age, male gender, being single, having a history of antisocial behaviour as well as having left service. Deployment in a combat role was significantly associated with both family and stranger violence after adjustment for confounders [adjusted odds ratio (aOR) = 1.92 (1.25-2.94), p = 0.003 and aOR = 1.77 (1.31-2.40), p violence both inside and outside the family environment and should be considered in violence reduction programmes for military personnel. Further research using a validated measurement tool for family violence would improve comparability with other research.

  5. HEALTH BEHAVIOURS OF THE PERSONNEL OF PRIMARY SCHOOLS IN ANKARA

    Directory of Open Access Journals (Sweden)

    Serife AK

    2006-04-01

    Full Text Available The main purpose of study is to define the health behaviour profile of the personnel of primary schools as well as to define the topics to be given priority in health education activities. The research population consisted of all personnel of 564 primary schools in Ankara province. The study group (30 schools was estimated by cluster sampling method. The Health Behaviours Questionnaire, which consists of 47 items on health behaviours and demographic characteristics, was used for data collection. In the study, 849 school workers (67,5% female were interviewed. Teachers constituted the largest group (82,3% while the cleaning staff (7.0%, school administrators (6.3%, and other personnel (4.4% were sharing the rest in small proportions. Of the study group 41,7 % are cigarette smokers and of them 67.3% smoke every time and 11,9% sometime in school. Very few school personnel (14,8% do physical exercise regularly. Majority of school personnel (71,3% stated that they brush their teeth at least twice a day regularly. However, only 23,7% of school personnel go to have regular dental control. All results were discussed in details considering the effects of health behaviours of school personnel on students, and some recommendations were developed for health education activities in schools. [TAF Prev Med Bull 2006; 5(2.000: 83-93

  6. Family Weight School treatment

    DEFF Research Database (Denmark)

    Nowicka, Paulina; Höglund, Peter; Pietrobelli, Angelo

    2008-01-01

    OBJECTIVE: The aim was to evaluate the efficacy of a Family Weight School treatment based on family therapy in group meetings with adolescents with a high degree of obesity. METHODS: Seventy-two obese adolescents aged 12-19 years old were referred to a childhood obesity center by pediatricians...... and school nurses and offered a Family Weight School therapy program in group meetings given by a multidisciplinary team. Intervention was compared with an untreated waiting list control group. Body mass index (BMI) and BMI z-scores were calculated before and after intervention. RESULTS: Ninety percent...... group with initial BMI z-score 3.5. CONCLUSIONS: Family Weight School treatment model might be suitable for adolescents with BMI z...

  7. Perceived effect of deployment on families of UK military personnel.

    Science.gov (United States)

    Thandi, G; Greenberg, N; Fear, N T; Jones, N

    2017-10-01

    In the UK, little is known about the perceived effects of deployment, on military families, from military personnel in theatre. To investigate military personnel's perceptions of the impact of deployment on intimate relationships and children. Deployed service personnel who were in a relationship, and who had children, completed a survey while deployed on combat operations. Data were taken from four mental health surveys carried out in Iraq in 2009 and Afghanistan in 2010, 2011 and 2014. Among 4265 participants, after adjusting for military and social-demographic covariates, perceiving that deployment had a negative impact on intimate relationships and children was associated with psychological distress, and traumatic stress symptoms. Military personnel who reported being in danger of being injured or killed during deployment, were more likely to report a perceived negative effect of deployment on their intimate relationships. Reservists were less likely to report a perceived negative impact of deployment on their children compared with regulars. Military personnel who themselves planned to separate from their partner were more likely to report psychological distress, and stressors at home. Perceived insufficient support from the Ministry of Defence was associated with poor mental health, and holding a junior rank. Deployed UK military personnel with symptoms of psychological distress, who experienced stressors at home, were especially likely to perceive that their family were inadequately supported by the military. Those planning to separate from their partner were at increased risk of suffering with mental health problems while deployed. © The Author 2017. Published by Oxford University Press on behalf of the Society of Occupational Medicine. All rights reserved. For Permissions, please email: journals.permissions@oup.com

  8. School Public Relations: Personnel Roles and Responsibilities

    Science.gov (United States)

    Norton, M. Scott

    2008-01-01

    This article emphasizes the paramount importance of the human resources function in the school system--specifically, in the implementation of an effective school public relations program and in the quality of leadership given by the administrators and the professional and classified staffs. The article submits that school administrators at every…

  9. School Personnel-Student Racial Congruence and the Achievement Gap

    Science.gov (United States)

    Moore, Allison B.; MacGregor, Cynthia; Cornelius-White, Jeffrey

    2017-01-01

    Purpose: This paper aims to examine the relationship between student achievement and racial congruence of school personnel and students to help educators and policy makers narrow the achievement gap. Design/methodology/approach: This quasi-experimental, correlational study used publicly available data from 158 elementary schools in the Houston…

  10. Empowering school personnel for positive youth development: the case of Hong Kong school social workers.

    Science.gov (United States)

    To, Siu-ming

    2009-01-01

    While empowerment has become a popular concept in working with adolescents, few attempts have been made to explore the possibilities for empowering school personnel to create an environment in which young people can make maximum use of the opportunity to learn and grow. Based on the field experiences of 15 Hong Kong school social workers, this article examines how practitioners use various strategies to interact with school personnel to generate empowering practices in the school setting: namely, (1) exerting influence on school personnel in daily conversations and interactions; (2) creating an environment conducive to the teacher-student relationship; (3) achieving consensus with school personnel through lobbying and negotiation; and (4) collaborating with school personnel to organize life education and positive youth development programs. The findings provide valuable reference materials to guide other practitioners in applying the empowerment approach in actual practice. It also helps fill the gap in existing literature on empowerment and school social work.

  11. Frequent fliers, school phobias, and the sick student: school health personnel's perceptions of students who refuse school.

    Science.gov (United States)

    Torrens Armstrong, Anna M; McCormack Brown, Kelli R; Brindley, Roger; Coreil, Jeannine; McDermott, Robert J

    2011-09-01

    This study explored school personnel's perceptions of school refusal, as it has been described as a "common educational and public health problem" that is less tolerated due to increasing awareness of the potential socioeconomic consequences of this phenomenon. In-depth interviews were conducted with school personnel at the middle school (N = 42), high school (N = 40), and district levels (N = 10). The findings focus on emergent themes from interviews with school health personnel (N = 12), particularly those themes related to their perceptions of and role in working with school-refusing students. Personnel, especially school health services staff, constructed a typification of the school-refusing student as "the sick student," which conceptualized student refusal due to reasons related to illness. Personnel further delineated sick students by whether they considered the illness legitimate. School health personnel referenced the infamous "frequent fliers" and "school phobics" within this categorization of students. Overarching dynamics of this typification included parental control, parental awareness, student locus of control, blame, and victim status. These typifications influenced how personnel reacted to students they encountered, particularly in deciding which students need "help" versus "discipline," thus presenting implications for students and screening of students. Overall, findings suggest school health personnel play a pivotal role in screening students who are refusing school as well as keeping students in school, underscoring policy that supports an increased presence of school health personnel. Recommendations for school health, prevention, and early intervention include the development of screening protocols and staff training. © 2011, American School Health Association.

  12. Cyberbullying: A Preliminary Assessment for School Personnel

    Science.gov (United States)

    Mason, Kimberly L.

    2008-01-01

    Because of the advent and growth of technology, a new variation of bullying--cyberbullying--has transformed from the physical to the virtual. Cyberbullying is a form of psychological cruelty. Although cyberbullying usually occurs off school grounds, schools are experiencing its repercussions (Li, 2006). This article provides an overview of…

  13. Diabulimia and the Role of School Health Personnel

    Science.gov (United States)

    Hasken, Julie; Kresl, Laura; Nydegger, Teresa; Temme, Megan

    2010-01-01

    Background: Diabulimia, the omission or reduction of insulin use by persons with type 1 diabetes, is a harmful method of weight control. The purpose of this article is to present school health personnel with the information they may need to become more aware of the possibility of diabulimia in their students--especially females--with type 1…

  14. Anorexia Nervosa and Bulimia: Questions and Answers for School Personnel.

    Science.gov (United States)

    Mallick, M. Joan

    1984-01-01

    School personnel can have a vital role in the early detection and treatment of anorexia nervosa and bulimia by understanding certain signs and symptoms. This article provides specific information about early detection, approaches to use when confronting the student, and methods to facilitate treatment. (Author/DF)

  15. Youth and Tattoos: What School Health Personnel Should Know.

    Science.gov (United States)

    Brown, Kelli McCormack; Perlmutter, Paula; McDermott, Robert J.

    2000-01-01

    The recent proliferation of tattooing has prompted increased concern for safety and awareness of hazardous conditions. Transmission of infectious diseases can occur when proper sterilization and safety procedures are not followed. Adolescents are a critical high-risk group that need the attention of school health personnel to help them become…

  16. Helping the child with cancer: what school personnel want to know.

    Science.gov (United States)

    Fryer, L L; Saylor, C F; Finch, A J; Smith, K E

    1989-10-01

    As more children with cancer survive, the importance of facilitating school reintegration as a part of maximizing the quality of life has become evident. Workshops have been presented to school personnel to acquaint them with the issues facing cancer patients and their families, but there are gaps in our knowledge of what school personnel really need or want to know. In this study, 18 teachers of children with cancer and 15 teachers with no prior contact with students with cancer completed a questionnaire designed to assess needs, beliefs, and priorities with regard to working with cancer patients in the classroom. Significant findings included: (a) a consensus that a certain core of information about medical/psychological issues would be useful, and presentation of such information by psychologists and medical personnel working with such families would be optimal; (b) teachers having cancer patients as students were less likely to see the adaptation of siblings as an important issue; (c) teachers associated working with a student with cancer with less stress and demands on their time than predictable from previous studies; and (d) cancer patients as a whole were rated as having fewer behavioral, emotional, and learning problems than randomly selected students without a major illness, suggesting a "halo effect" or contradiction of some literature. Preliminary findings are detailed and implications are discussed for those attempting to help teachers facilitate students' adjustment to school following diagnosis and treatment of cancer.

  17. School Personnel Experiences in Notifying Parents About Their Child's Risk for Suicide: Lessons Learned.

    Science.gov (United States)

    Nadeem, Erum; Santiago, Catherine DeCarlo; Kataoka, Sheryl H; Chang, Vickie Y; Stein, Bradley D

    2016-01-01

    Schools across the nation are increasingly implementing suicide prevention programs that involve training school staff and connecting students and their families to appropriate services. However, little is known about how parents are engaged in such efforts. This qualitative study examined school staff perspectives on parent involvement in the implementation of a district-wide suicide prevention program by analyzing focus group and interview data gathered on the program implementation processes. Participants included middle school teachers, administrators, and other school personnel. Study results revealed that in the immediate wake of a crisis or concern about suicide, school staff routinely contacted parents. However, substantial barriers prevent some students from receiving needed follow-up care (eg, lack of consistent follow-up, financial strain, parental stress, availability of appropriate services). Despite these challenges, school staff identified strategies that could better support parents before, during, and after the crisis. In particular, school-based services increased the success of mental health referrals. Our study suggests that systematic postcrisis follow-up procedures are needed to improve the likelihood that students and families receive ongoing support. In particular, school-based services and home visits, training and outreach for parents, and formal training for school mental health staff on parent engagement may be beneficial in this context. © 2015, American School Health Association.

  18. Development of ACTION! Wellness Program for Elementary School Personnel.

    Science.gov (United States)

    Webber, Larry S; Johnson, Carolyn C; Rose, Donald; Rice, Janet C

    2007-11-01

    The prevalence of overweight and obesity has increased dramatically in the adult population over the past 2 decades. Almost two-thirds of the adult population works outside the home; thus, interventions implemented at the worksite are viable for obesity reduction. Elementary schools are worksites that have a number of resources that can encourage a healthy lifestyle. The purpose of this paper is to describe the formative research activities and how these were used to design the ACTION! Wellness Program for Elementary School Personnel. Formative data were collected using focus groups, a school survey, and an environmental audit. Focus groups were conducted in three elementary schools, whereas the school survey and environmental audit were collected in 24 elementary schools. The intervention was then tested as a pilot study in one school to determine feasibility and receptivity and refine its components. Participants in the focus groups indicated that most had experience with trying to lose weight, some had positive social support, and most had little free time at school; however, most were very receptive to having a weight control intervention program at their school. Eighteen (75%) of the schools had snack vending machines on the school site, and all had cold drink machines. All 24 schools had at least one indoor site that could be used for physical activity programs. All schools were in neighborhoods conducive for walking. ACTION! will take advantage of the school resources in implementing an environmental intervention to reduce overweight and obesity. This paper describes the progression of events that led to the final trial.

  19. School personnel experiences in notifying parents about their child’s risk for suicide: lessons learned

    Science.gov (United States)

    Nadeem, Erum; Santiago, Catherine DeCarlo; Kataoka, Sheryl H.; Chang, Vickie Y.; Stein, Bradley D.

    2015-01-01

    BACKGROUND Schools across the nation are increasingly implementing suicide prevention programs that involve training school staff and connecting students and their families to appropriate services. However, little is known about how parents are engaged in such efforts. METHODS This qualitative study examined school staff perspectives on parent involvement in the implementation of a district-wide suicide prevention program by analyzing focus group and interview data gathered on the program implementation processes. Participants included middle school teachers, administrators, and other school personnel. RESULTS Study results revealed that in the immediate wake of a crisis or concern about suicide, school staff routinely contacted parents. However, substantial barriers prevent some students from receiving needed follow-up care (eg, lack of consistent follow-up, financial strain, parental stress, availability of appropriate services). Despite these challenges, school staff identified strategies that could better support parents before, during, and after the crisis. In particular, school-based services increased the success of mental health referrals. CONCLUSIONS Our study suggests that systematic post-crisis follow-up procedures are needed to improve the likelihood that students and families receive ongoing support. In particular, school-based services and home visits, training and outreach for parents, and formal training for school mental health staff on parent engagement may be beneficial in this context. PMID:26645415

  20. Teacher stress and burnout: implications for school health personnel.

    Science.gov (United States)

    Belcastro, P A; Gold, R S

    1983-09-01

    Recent literature indicates teachers experience considerable stress in the workplace, and that such stress is associated with an increased frequency of physical illnesses and somatic complaints. This study was conducted to identify the relationship between reported levels of stress and somatic complaints and selected illnesses. The Maslach Burnout Inventory and the Teacher Somatic Complaints and Illness Inventory were distributed to 428 teachers in public schools in Southern Illinois. The MBI yields data allowing classification of teachers into two groups according to degrees of work related stress. A discriminant analysis was performed to examine the ability to discriminate between these groups based on their reported patterns of somatic complaints and illnesses. More than 11% of those responding to the study were classified as burned out according to conservative criteria for classification. The conclusion that burnout represents a health risk to teachers in this study has implications for school health personnel. Since school health personnel have experience in educating people about physiological and psychological factors that threaten health, and have experience in motivating individuals to take positive action regarding their health, they can provide teachers with information and skills to cope with occupational stress.

  1. Families of returned defence force personnel: a changing landscape of challenges.

    Science.gov (United States)

    Berle, David; Steel, Zachary

    2015-08-01

    This paper aims to identify the key challenges experienced by the families of defence force personnel following deployment. We undertook a selective review of four post-deployment challenges to the families of defence force personnel: (1) changes to relationships; (2) changes to family member roles and responsibilities; (3) adjustment of children and parenting challenges; and (4) anger, family conflict and violence. Emerging issues in the area of post-deployment adjustment are also discussed. Empirical studies of post-deployment family adjustment are lacking. Each of the reviewed challenges can contribute to psychological difficulties and precipitate contact with mental health services. The challenges faced by defence force personnel when returning from deployment arise within a family context. Clinicians should thoroughly assess these factors in families following deployment, but also recognise family strengths and resilience to these challenges. © The Royal Australian and New Zealand College of Psychiatrists 2015.

  2. School-Based Crisis Intervention: Preparing All Personnel to Assist. Practical Intervention in the Schools Series

    Science.gov (United States)

    Heath, Melissa Allen; Sheen, Dawn

    2005-01-01

    When a student is in dire need of emotional support, caring adults in the school can make a difference. This essential resource helps practitioners prepare all school personnel to respond sensitively and effectively to children and adolescents in crisis. Packed with user-friendly features--including over 50 reproducible tools--the book provides…

  3. Bullying and School Liability--Implications for School Personnel

    Science.gov (United States)

    Essex, Nathan

    2011-01-01

    Bullying is a serious and escalating problem in public schools across America. Each day, thousands of students face taunts and humiliation stemming from bullies. Bullying victims experience emotional and psychological problems that may persist for a lifetime. Other victims commit suicide or retaliate against bullies out of fear for their own…

  4. Frequent Fliers, School Phobias, and the Sick Student: School Health Personnel's Perceptions of Students Who Refuse School

    Science.gov (United States)

    Torrens Armstrong, Anna M.; McCormack Brown, Kelli R.; Brindley, Roger; Coreil, Jeannine; McDermott, Robert J.

    2011-01-01

    Background: This study explored school personnel's perceptions of school refusal, as it has been described as a "common educational and public health problem" that is less tolerated due to increasing awareness of the potential socioeconomic consequences of this phenomenon. Methods: In-depth interviews were conducted with school personnel…

  5. Support needs and experiences of family members of wounded, injured or sick UK service personnel.

    Science.gov (United States)

    Verey, Anna; Keeling, M; Thandi, G; Stevelink, S; Fear, N

    2017-12-01

    When a service person has been wounded, injured or sick (WIS), family members may provide care during their recovery in an unpaid capacity. This may occur in diverse environments including hospitals, inpatient rehabilitation centres, in the community and at home. Thirty-seven family members of WIS personnel were interviewed regarding their support needs, family relationships and use of UK support services. Semistructured, in-depth telephone interviews were used, with data analysis undertaken using a thematic approach. 'Family member involvement' was the main theme under which four subthemes were situated: 'continuity of support', 'proactive signposting and initiating contact', 'psychoeducation and counselling' and 'higher risk groups'. Family members felt they might benefit from direct, consistent and continuous care regardless of the WIS person's injury or engagement type, and whether the WIS person was being treated in a hospital, rehabilitative centre or at home. The findings of this study suggest that family members of WIS personnel value proactive, direct and sustained communication from support service providers. We suggest that families of UK service personnel may benefit from family care coordinators, who could provide continuous and consistent care to family members of WIS personnel. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

  6. School, family and adolescent smoking.

    Science.gov (United States)

    Yañez, Aina; Leiva, Alfonso; Gorreto, Lucia; Estela, Andreu; Tejera, Elena; Torrent, Maties

    2013-01-01

    The socio-cultural environment is an important factor involved with the onset of smoking during adolescence. Initiation of cigarette smoking occurs almost exclusively during this stage. In this context we aimed to analyze the association of school and family factors with adolescent smoking by a cross-sectional study of 16 secondary schools randomly selected from the Balearic Islands involved 3673 students and 530 teachers. The prevalence of regular smoking (at least one cigarette per week) was 4.8% among first year students, 11.6% among second year students, 14.1% among third year students, 20.9% among fourth year students and 22% among teachers. Among first and second year students, there were independent associations between regular smoking and adolescents' perception of being allowed to smoke at home, belonging to a single parent family, poor relationship with parents, poor academic performance, lack of interest in studies and teachers' perception of smoking in the presence of pupils. Among third and fourth year students, there were independent associations between regular smoking and poor relationship with parents, adolescents' perception of being allowed to smoke at home, poor academic performance, lack of control over student misbehavior and the school attended. The school policies and practices affect student related health behavior regarding smoking, independent of individual and family factors.

  7. Preparing School Personnel to Assist Students with Life-Threatening Food Allergies.

    Science.gov (United States)

    Hay, Genevieve H.; And Others

    1994-01-01

    Knowledge of and preparation for life-threatening food allergies will enable school personnel to better respond to students who have severe allergic reactions. Given the high incidence of food-related anaphylaxis in public places, teachers and school personnel should be aware of and prepared to handle severe food allergy reactions. (SM)

  8. Unlicensed Assistive Personnel: Their Role on the School Health Services Team. Position Statement

    Science.gov (United States)

    Rose, Kathleen C.; Disney, Jody; Andresen, Kathleen; Tuck, Christine; Porter, Jessica; Bobo, Nicole

    2015-01-01

    It is the position of the National Association of School Nurses (NASN) that, where laws permit, unlicensed assistive personnel (UAP) can have valuable and necessary roles as assistants to school nurses. It is the professional responsibility of the registered professional school nurse (herein after referred to as school nurse) to identify UAP in…

  9. School Community Connectedness and Family Participation at School

    Science.gov (United States)

    Dove, Meghan K.; Zorotovich, Jennifer; Gregg, Katy

    2018-01-01

    Family involvement in a child's education is a complex system that extends beyond the presence of partnerships between families, schools, and the community (Epstein, 2011). By measuring families' feelings of connectedness and membership to the school community, this study explores families' motivations for participating in their child's learning…

  10. School Foodservice Personnel's Struggle with Using Labels to Identify Whole-Grain Foods

    Science.gov (United States)

    Chu, Yen Li; Orsted, Mary; Marquart, Len; Reicks, Marla

    2012-01-01

    Objective: To describe how school foodservice personnel use current labeling methods to identify whole-grain products and the influence on purchasing for school meals. Methods: Focus groups explored labeling methods to identify whole-grain products and barriers to incorporating whole-grain foods in school meals. Qualitative analysis procedures and…

  11. School Psychologists' Family-School Partnering Experiences with Latinos

    Science.gov (United States)

    Vega, Desireé; Lasser, Jon; Fernandez, Sarah E.

    2017-01-01

    The purpose of this phenomenological study was to identify the beliefs, perceptions, and actions of school psychologists toward family-school partnering (FSP) with Latino families in the public school system. Existing research in this area is extremely limited; therefore, the present study has significant implications for pre- and in-service…

  12. School Counselor Technology Use and School-Family-Community Partnerships

    Science.gov (United States)

    Cronin, Sarah; Ohrtman, Marguerite; Colton, Emily; Crouse, Brita; Depuydt, Jessica; Merwin, Camille; Rinn, Megan

    2018-01-01

    Research in understanding effective strategies to develop stakeholder engagement is needed to further define the school counselor role and best outreach practices. School counselors are increasing their daily technology use. This study explores how school counselor technology use is related to school-family-community partnerships. School…

  13. Family Presence During Resuscitation (FPDR): Observational case studies of emergency personnel in Victoria, Australia.

    Science.gov (United States)

    Porter, Joanne E; Miller, Nareeda; Giannis, Anita; Coombs, Nicole

    2017-07-01

    Family Presence During Resuscitation (FPDR), although not a new concept, remains inconsistently implemented by emergency personnel. Many larger metropolitan emergency departments (ED) have instigated a care coordinator role, however these personnel are often from a non-nursing background and have therefore limited knowledge about the clinical aspects of the resuscitation. In rural emergency departments there are simply not enough staff to allocate an independent role. A separate care coordinator role, who is assigned to care for the family and not take part in the resuscitation has been well documented as essential to the successful implementation of FPDR. One rural and one metropolitan emergency department in the state of Victoria, Australia were observed and data was collected on FPDR events. The participants consisted of resuscitation team members, including; emergency trained nurses, senior medical officers, general nurses and doctors. The participants were not told that the data would be recorded around interactions with family members or team discussions regarding family involvement in the resuscitation, following ethical approval involving limited disclosure of the aims of the study. Seventeen adult presentations (Metro n=9, Rural n=8) were included in this study and will be presented as resuscitation case studies. The key themes identified included ambiguity around resuscitation status, keeping the family informed, family isolation and inter-professional communication. During 17 adult resuscitation cases, staff were witnessed communicating with family, which was often limited and isolation resulted. Family were often uninformed or separated from their family member, however when a family liaison person was available it was found to be beneficial. This research indicated that staff could benefit from a designated family liaison role, formal policy and further education. Copyright © 2016 Elsevier Ltd. All rights reserved.

  14. Child Participation in Family-School Cooperation

    Science.gov (United States)

    Maleš, Dubravka; Kuševic, Barbara; Širanovic, Ana

    2014-01-01

    This paper discusses the cooperation between families and schools from the perspective of the UN Convention on the Rights of the Child (1989). Given that the principal purpose of the cooperation between families and schools is children's well-being, it is reasonable to expect the child's participation in situations of direct parent-teacher…

  15. Factors Associated with Taiwanese Junior High School Personnel Advising Students to Quit Smoking

    Science.gov (United States)

    Chen, Ping-Ling; Huang, Wei-Gang; Chao, Kun-Yu

    2011-01-01

    Background: Most smokers in developing countries begin smoking before age 18, and smoking prevalence is rising among adolescents. School personnel represent a target group for tobacco-control efforts because they interact daily with students, are role models for students, teach about tobacco-use prevention in school curricula, and implement school…

  16. Whole-Grain Continuing Education for School Foodservice Personnel: Keeping Kids from Falling Short

    Science.gov (United States)

    Roth-Yousey, Lori; Barno, Trina; Caskey, Mary; Asche, Kimberly; Reicks, Marla

    2009-01-01

    Objective: The purpose of this project was to develop and test whole-grain continuing education for school foodservice personnel. Methods: A continuing education program was developed to address planning, purchasing, preparing, and serving whole-grain food in schools. Participants completed a pre-post questionnaire to assess changes in knowledge,…

  17. Statewide Study of School Public Relations Personnel: Roles, Responsibilities, Relationships, and Budget Vote Outcomes

    Science.gov (United States)

    Knight, Catherine

    2013-01-01

    This two-part quantitative study expanded our understanding of school PR personnel in public school districts, particularly those who worked during the 2009-2012 budget years. Four cultural changes have redefined the paradigm of public education and served as a springboard for this study: technology-enhanced communications information retrieval,…

  18. Military Personnel: Medical, Family Support, and Educational Services Are Available for Exceptional Family Members

    National Research Council Canada - National Science Library

    Crosse, Marcia

    2007-01-01

    The Department of Defense's (DOD) Exceptional Family Member Program (EFMP) is a mandatory enrollment program for active duty servicemembers who have family members with special medical needs. The Ronald W...

  19. REGISTRATION OF VEHICLES IN SWITZERLAND: MEMBERS OF THE FAMILY OF A MEMBER OF THE PERSONNEL

    CERN Multimedia

    Service des Relations avec les Pays Hôtes

    1999-01-01

    The Permanent Mission of Switzerland to the International Organisations in Geneva has informed CERN that members of the family of a member of the personnel who hold a carte delégitimation or a Ci permit may not register a vehicle in Switzerland. Only those members of the family who are of Swiss nationality or hold an ordinary permit (e.g. a 'B' or 'C' permit) may register vehicles in their own names.Relations with the Host States Servicehttp://www.cern.ch/relations/Tel. 72848

  20. An Overview of Psychological Research on School-Family Partnership

    OpenAIRE

    小倉, 正義; OGURA, Masayoshi

    2007-01-01

    These days, the importance of school-family partnership has much understanding. It is valuable forschool-family partnership to promote children's growth, their school progress, and their development.So school-family partnership is one of notable topics in psychological research. The purpose of thisstudy was to overview psychological research on school-family partnership and to discuss the determinantsof school-family relationship and the methods of promoting school-family partnership. In thef...

  1. Building Vision/Goals and Excellence in the Management of Personnel by Secondary School Principals

    OpenAIRE

    Cecilia Emuji Ereh; James Ekpenyog Okon; Esther S. Uko; Aloysius Okon Umosen

    2012-01-01

    This study examined the relationship between transformational leadership practices of building school vision/goals and Excellence in the personnel management by secondary school principals in Cross River State. The study adopted the correlation survey design. A research question and null hypothesis guided the study, with a population of 5614 respondents, Cluster random sampling technique was used to randomly select 375 out of 5382 teachers from 46 selected public secondary schools from the th...

  2. Lesbian, gay, bisexual, and transgender youth: Limited representation in school support personnel journals.

    Science.gov (United States)

    Graybill, Emily C; Proctor, Sherrie L

    2016-02-01

    Many lesbian, gay, bisexual, and transgender (LGBT) youth experience harassment and discrimination in schools and these experiences lead to increased negative social-emotional outcomes. Youth who can identify at least one supportive adult at school report better outcomes than youth who cannot identify a safe adult. Yet, many educators report feeling uncomfortable or unprepared to support LGBT youth. One reason for educators' discomfort may be that content related to issues unique to LGBT youth is sometimes missing or covered minimally in university training programs. We hypothesized that LGBT content may be covered minimally in school support personnel journals, as well. This study analyzed eight school support personnel journals across the disciplines of school counseling, school nursing, school psychology, and school social work for LGBT content published between 2000 and 2014 to gain a better understanding of the visibility of LGBT issues in the research. Results suggested that there has been a lack of presence of LGBT issues in journals across disciplines. These results also suggest a need for an intentional focus on issues relevant to LGBT youth in school support personnel journals. Thus, the article concludes with an introduction to two articles in this special topic section, including Russell, Day, Ioverno, and Toomey's (in this issue) study on teacher perceptions of bullying in the context of enumerated school policies and other supportive sexual orientation and gender identity related practices and Poteat and Vecho's (in this issue) study on characteristics of bystanders in homophobic bullying situations. The broad goal of these three studies is to increase visibility of critical LGBT issues in school support personnel journals. Copyright © 2015 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  3. Inventory Control of Fixed Assets by School District Personnel.

    Science.gov (United States)

    Jensen, Paul E.

    By July 1, 1966, each school district in New York State was required to install a system of property accounting. This pamphlet provides a suggested method of property accounting to assist school districts in meeting this requirement. In addition, suggestions are made to help the districts record the information needed for fire insurance purposes.…

  4. Knowledge of Legally Sanctioned Discipline Procedures by School Personnel.

    Science.gov (United States)

    Hillman, Susan J.

    Principals, teachers, and counselors in 15 Indiana high schools were interviewed to determine what procedures they believed were required in various disciplinary actions, and what authority they believed had sanctioned these procedures. The interviewees came from small, medium, and large schools in rural and urban settings. Nearly 71 percent of…

  5. School composition, family poverty and child behaviour.

    Science.gov (United States)

    Flouri, Eirini; Midouhas, Emily

    2016-06-01

    There is little research on the role of school composition in young children's behaviour. School composition effects may be particularly important for children in disadvantaged circumstances, such as those growing up in poverty. We explored the role of school academic and socio-economic composition in internalising problems, externalising problems and prosocial behaviour at age 7 years, and tested if it moderates the effect of family poverty on these outcomes. We used data from 7225 7-year-olds of the Millennium Cohort Study who attended state primary schools in England and for whom we had information on these outcomes. In multiple membership models, we allowed for clustering of children in schools and moves between schools since the beginning of school, at age 5. Our school academic and socio-economic composition variables were school-level achievement and % of pupils eligible for free school-meals, respectively. Poverty (family income below the poverty line) was measured in all sweeps until age 7. We explored the roles of both timing and duration of poverty. The effects of poverty were strong and robust to adjustment. School socio-economic composition was associated with individual children's internalising and externalising problems, even in adjusted models. School composition did not interact with poverty to predict any of the outcomes. Neither the academic nor the socio-economic composition of the school moderated the effect of family poverty on children's behaviour in primary school. However, children attending schools with more disadvantaged socio-economic intakes had more internalising and externalising problems than their counterparts.

  6. School District Size and the Deployment of Personnel Resources.

    Science.gov (United States)

    Daft, Richard L.; Becker, Selwyn W.

    1978-01-01

    The administrative component was found to receive a smaller proportion of salaries in large districts, while clerical and maintenance service proportions increased, producing a net effect of larger overhead costs in this study of high school districts in the midwestern U.S. (KR)

  7. Legal Position of School Personnel -- Drugs and Narcotics.

    Science.gov (United States)

    Shannon, Thomas A.

    California educators have been given broad discretionary powers to control students who misuse drugs or narcotics, and to develop drug education programs. This paper outlines and discusses legislation dealing with disciplinary actions against drug offenders, and delineates school responsibilities for developing and implementing effective drug…

  8. The Development of Instruments to Measure Motivational Interviewing Skill Acquisition for School-Based Personnel

    Science.gov (United States)

    Small, Jason W.; Lee, Jon; Frey, Andy J.; Seeley, John R.; Walker, Hill M.

    2014-01-01

    As specialized instructional support personnel begin learning and using motivational interviewing (MI) techniques in school-based settings, there is growing need for context-specific measures to assess initial MI skill development. In this article, we describe the iterative development and preliminary evaluation of two measures of MI skill adapted…

  9. Knowledge of Autism among school personnel in the Garki District of ...

    African Journals Online (AJOL)

    This is particularly to enable stakeholders, principally; school personnel gain adequate knowledge on autism as they are the next important people after parents, in the handling of children. This is aimed towards early diagnosis and intervention. Based on this premise, it is believed that the knowledge of autism through ...

  10. [Costs with personnel and productivity analysis of family health program teams in Fortaleza, Ceará].

    Science.gov (United States)

    Rocha Filho, Fernando dos Santos; da Silva, Marcelo Gurgel Carlos

    2009-01-01

    The research verified the productivity and the operational personnel costs of eight teams of the Family Health Program (PSF) of two Basic Units of Family Health (UBASF) in Fortaleza, Ceará, through the methodology of costs by absorption, in 2004. The largest expenses were with personnel (75%), mainly with the PSF teams, and medicines (18%). The federal allocations received in September, 2004, by each PSF team, were R$ 9,543.33. The total cost by team was R$ 15,719.00. Some professionals of various PSF teams showed productivity above the set objectives, but the average productivity by doctor and nurse was below fifty per cent of objectives, with high idle time making the work onerous. The unity cost of home visits by doctor and prenatal attendance by nurses were checked, and, would be less expensive if the idle time were reduced. Various alternatives of cost reduction were observed, such as scale savings of some resources and services and re-negotiation of contracts with suppliers and cooperatives. The data obtained will contribute to more accurate planning for the installation and maintenance of PSF teams as well as alternatives of cost reductions, higher productivity, and better quality.

  11. The school food environment and adolescent obesity: qualitative insights from high school principals and food service personnel

    Directory of Open Access Journals (Sweden)

    Ellerbeck Edward F

    2007-05-01

    Full Text Available Abstract Objectives To examine high school personnel's perceptions of the school environment, its impact on obesity, and the potential impact of legislation regulating schools' food/beverage offerings. Methods Semi-structured interviews were conducted with the principal (n = 8 and dietitian/food service manager (n = 7 at 8 schools (4 rural, 4 suburban participating in a larger study examining the relationship between the school environment and adolescent health behavior patterns. Results Principal themes included: 1 Obesity is a problem in general, but not at their school, 2 Schools have been unfairly targeted above more salient factors (e.g., community and home environment, 3 Attempts at change should start before high school, 4 Student health is one priority area among multiple competing demands; academic achievement is the top priority, 5 Legislation should be informed by educators and better incorporate the school's perspective. Food service themes included: 1 Obesity is not a problem at their school; school food service is not the cause, 2 Food offerings are based largely on the importance of preparing students for the real world by providing choice and the need to maintain high participation rates; both healthy and unhealthy options are available, 3 A la carte keeps lunch participation high and prices low but should be used as a supplement, not a replacement, to the main meal, 4 Vending provides school's additional revenue; vending is not part of food service and is appropriate if it does not interfere with the lunch program. Conclusion Discrepancies exist between government/public health officials and school personnel that may inhibit collaborative efforts to address obesity through modifications to the school environment. Future policy initiatives may be enhanced by seeking the input of school personnel, providing recommendations firmly grounded in evidence-based practice, framing initiatives in terms of their potential impact on the

  12. Youth Suicide Postvention: Support for Survivors and Recommendations for School Personnel

    Science.gov (United States)

    Talbott, Laura L.; Bartlett, Mary L.

    2012-01-01

    Suicide postvention is a concept related to the prevention of subsequent suicides, provision of mental health services, and the community response following a completed suicide. Many people including parents, school mates, friends, siblings, teammates and extended family are impacted in different ways by the loss of a family member or person of…

  13. Cardiovascular Risk Factors and Physical Activity Behavior among Elementary School Personnel: Baseline Results from the ACTION! Worksite Wellness Program

    Science.gov (United States)

    Webber, Larry S.; Rice, Janet C.; Johnson, Carolyn C.; Rose, Donald; Srinivasan, Sathanur R.; Berenson, Gerald S.

    2012-01-01

    Background: Although the prevalence of obesity is increasing during adulthood, there have been few assessments of obesity, cardiovascular risk factors, and levels of physical activity among adult elementary school staff. Methods: Data were collected from 745 African-American and White female school personnel in a suburban school district in…

  14. Families with school-age children.

    Science.gov (United States)

    Christensen, Kathleen; Schneider, Barbara; Butler, Donnell

    2011-01-01

    Most working parents face a common dilemma--how to care for their children when they are not in school but the parents are at work. In this article Kathleen Christensen, Barbara Schneider, and Donnell Butler describe the predictable and unpredictable scheduling demands school-age children place on working couples and single working parents. The authors assess the potential capacity of schools to help meet the needs of working families through changes in school schedules and after-school programs and conclude that the flexibility parents need to balance family-work responsibilities probably cannot be found in the school setting. They argue that workplaces are better able than schools to offer the flexibility that working parents need to attend to basic needs of their children, as well as to engage in activities that enhance their children's academic performance and emotional and social well-being. Two types of flexible work practices seem especially well suited to parents who work: flextime arrangements that allow parents to coordinate their work schedules with their children's school schedules, and policies that allow workers to take short periods of time off--a few hours or a day or two-to attend a parent-teacher conference, for example, or care for a child who has suddenly fallen ill. Many companies that have instituted such policies have benefited through employees' greater job satisfaction and employee retention. Yet despite these measured benefits to employers, workplaces often fall short of being family friendly. Many employers do not offer such policies or offer them only to employees at certain levels or in certain types of jobs. Flexible work practices are almost nonexistent for low-income workers, who are least able to afford alternative child care and may need flexibility the most. Moreover the authors find that even employees in firms with flexible practices such as telecommuting may be reluctant to take advantage of them, because the workplace culture

  15. Family Matters: An Investigation of Family Coursework in School Counseling Programs

    Science.gov (United States)

    Joe, J. Richelle; Harris, Pamela N.

    2016-01-01

    School counselors are expected to form collaborative relationships with the families of students. Yet, school counselors have limited knowledge about families to form these partnerships, as a descriptive content analysis of the family coursework requirements in CACREP-accredited school counseling programs in the southern region revealed that most…

  16. The recognition of child abuse and the perceived need for intervention by school personnel of primary schools: Results of a vignette study on the influence of case, school personnel, and school characteristics.

    Science.gov (United States)

    Vanderfaeillie, Johan; De Ruyck, Karolien; Galle, Johan; Van Dooren, Erik; Schotte, Chris

    2018-05-01

    In 2015, 523 reports of suspected child abuse and neglect (CAN) were brought to the attention of the Confidential Center of Child Abuse and Neglect (CCCAN) of Brussels. Around 38% of these reports came from school personnel. This study investigated which factors affect the recognition of CAN by school personnel of Dutch-speaking primary education in Brussels and their intervention need. Two hundred seventy-nine staff members of 16 schools professionally working with children, filled in a Questionnaire Assessment of Situations of CAN. The instrument consists of 24 vignettes describing CAN. Respondents were asked questions regarding recognition and intervention need about each vignette. Detection, severity assessment, the need for professional help, the need for referral to a CCCAN and the need to involve judicial authorities were mainly associated with case characteristics. Although most situations of CAN were detected, situations of emotional abuse were less often recognized. Situations involving non-Western victims were considered to be more severe and the perceived need for involvement of professional help, CCCAN and judicial authorities was larger. Ethnic stereotypes affect the actions undertaken in case of CAN. Awareness of these reactions may result in equal treatment for all victims. Staff characteristics were little associated with detection and intervention need. Copyright © 2018 Elsevier Ltd. All rights reserved.

  17. Making the Transition from Traditional to Home Schooling: Home School Family Motivations

    Science.gov (United States)

    Anthony, Kenneth Vance; Burroughs, Susie

    2010-01-01

    This study examined the motivations of families that operate home schools. Four intact, religiously conservative families were interviewed and observed over one year. Findings showed that families were motivated by multiple factors to leave traditional schooling and begin home schooling. Additionally, the motivations to home school influenced the…

  18. Cyber Bullying: Overview and Strategies for School Counsellors, Guidance Officers, and All School Personnel

    Science.gov (United States)

    Bhat, Christine Suniti

    2008-01-01

    Cyber bullying or bullying via information and communications technology tools such as the internet and mobile phones is a problem of growing concern with school-aged students. Cyber bullying actions may not take place on school premises, but detrimental effects are experienced by victims of cyber bullying in schools. Tools used by cyber bullies…

  19. Keeping the Peace and Controlling Crime: What School Resource Officers Want School Personnel to Know

    Science.gov (United States)

    Barnes, Lynn M.

    2016-01-01

    School Resource Officer (SRO) programs have gained widespread popularity across the nation in response to concerns regarding safe schools. While much of the research concerning the program examines students' and school administrators' perceptions regarding the program, current research lacks an examination of the officer's assessment of the daily…

  20. School Personnel's Bystander Action in Situations of Dating Violence, Sexual Violence, and Sexual Harassment Among High School Teens: A Qualitative Analysis.

    Science.gov (United States)

    Edwards, Katie M; Rodenhizer, Kara Anne; Eckstein, Robert P

    2017-04-01

    We examined school personnel's engagement in bystander action in situations of teen dating violence (DV), sexual violence (SV), and sexual harassment (SH). We conducted focus groups with 22 school personnel from three high schools in New Hampshire. School personnel identified their own barriers to intervening in situations of teen DV, SV, and SH (e.g., not having the time or ability to intervene). School personnel also discussed the ways in which they intervened before (e.g., talking with teens about healthy relationships), during (e.g., breaking up fights between dating partners) and after (e.g., comforting victims) instances of teen DV, SV, and SH. These data can be used to support the development of bystander training for school personnel as one component of comprehensive DV, SV, and SH prevention for teens. In addition, these data provide information that can be used to develop measures that assess school personnel bystander action barriers and behaviors in instances of teen DV, SV, and SH.

  1. Personal Docente del Nivel Primario. Series Estadisticas Basicas: Colombia (Teaching Personnel in Primary Schools. Basic Statistics Series: Colombia).

    Science.gov (United States)

    Ministerio de Educacion Nacional, Bogota (Colombia). Instituto Colombiano de Pedagogia.

    This document provides statistical data on the distribution and education of teacher personnel working in Colombian elementary schools between 1940 and 1968. The statistics cover the number of men and women, public and private schools, urban and rural location, and the amount of education of teachers. (VM)

  2. Smooth School Transitions: Tips for Military Families

    Science.gov (United States)

    ... All Around Family Life Family Life Family Life Medical Home Family Dynamics Media Work & Play Getting Involved in Your ... Word Shop AAP Find a Pediatrician Family Life Medical Home Family Dynamics Adoption & Foster Care Communication & Discipline Types of ...

  3. The Fourth Revolution: Family Systems in the Schools.

    Science.gov (United States)

    Woody, Robert Henley; Woody, Jennifer K.

    1994-01-01

    Identifies historical roots, public policy evolution, and legislative mandates relevant to schools meeting students' mental health needs and creating a school-family effort. To promote acceptance, the linkage between school systems and family systems theory is explained. Assessment and intervention strategies are described. (JBJ)

  4. Family Involvement in School-Based Dysphagia Management

    Science.gov (United States)

    Angell, Maureen E.; Bailey, Rita L.; Nicholson, Joanna K.; Stoner, Julia B.

    2009-01-01

    This article provides a practitioner-friendly synthesis of existing literature on family involvement in the management of dysphagia for school-age. Research reviewed includes family perspectives on programs, therapists, and characteristics that comprise effective family involvement in school-based dysphagia management programs. Also included are…

  5. An Evaluability Assessment of the Toyota Families in Schools Program.

    Science.gov (United States)

    Quint, Janet

    The Toyota Families in Schools (TFS) Program is a new family literacy initiative that was developed by the National Center for Family Literacy (NCFL) with support from the Toyota Motor Corporation. TFS is based on a previous NCFL model calling for providing literacy activities to preschoolers and parents from low-income families. NCFL wanted to…

  6. Disclosure Experiences of Urban, Ethnically Diverse LGBT High School Students: Implications for School Personnel

    Science.gov (United States)

    Varjas, Kris; Kiperman, Sarah; Meyers, Joel

    2016-01-01

    Disclosure of sexual orientation and/or gender identity is a milestone event for lesbian, gay, bisexual, or transgender (LGBT) youth and can have both positive and negative mental health consequences. Twenty-nine urban, ethnically diverse LGBT high school students participated in face-to-face, in-depth interviews. Qualitative results revealed two…

  7. Effect of Family Type on Secondary School Students\\' Performance ...

    African Journals Online (AJOL)

    This study investigated the effect of family type on Secondary School students\\' performance in physics in Ilorin metropolis. The sample comprised one hundred Senior Secondary II students from four schools in Ilorin metropolis. The instrument for the study titled \\"Effect of Family type on Students\\' Performance in Physics ...

  8. Management of anaphylaxis in schools: Evaluation of an epinephrine auto-injector (EpiPen®) use by school personnel and comparison of two approaches of soliciting participation.

    Science.gov (United States)

    Nguyen Luu, Nha Uyen; Cicutto, Lisa; Soller, Lianne; Joseph, Lawrence; Waserman, Susan; St-Pierre, Yvan; Clarke, Ann

    2012-07-09

    There has been no large study characterizing selection bias in allergy and evaluating school personnel's ability to use an epinephrine auto-injector (EpiPen®). Our objective was to determine if the consent process introduces selection bias by comparing 2 methods of soliciting participation of school personnel in a study evaluating their ability to demonstrate the EpiPen®. School personnel from randomly selected schools in Quebec were approached using a 1) partial or 2) full disclosure approach and were assessed on their ability to use the EpiPen® and identify anaphylaxis. 343 school personnel participated. In the full disclosure group, the participation rate was lower: 21.9% (95%CI, 19.0%-25.2%) versus 40.7% (95%CI, 36.1%-45.3%), but more participants achieved a perfect score: 26.3% (95%CI, 19.6%-33.9%) versus 15.8% (95%CI, 10.8%-21.8%), and identified 3 signs of anaphylaxis: 71.8% (95%CI, 64.0%-78.7%) versus 55.6% (95%CI, 48.2%-62.9%). Selection bias is suspected as school personnel who were fully informed of the purpose of the assessment were less likely to participate; those who participated among the fully informed were more likely to earn perfect scores and identify anaphylaxis. As the process of consent can influence participation and bias outcomes, researchers and Ethics Boards need to consider conditions under which studies can proceed without full consent. Despite training, school personnel perform poorly when asked to demonstrate the EpiPen®.

  9. Migrant Education, Interstate Secondary Credit Accrual and Acceptance Manual: Practical Guidelines for School Personnel Serving Migrant Secondary Students.

    Science.gov (United States)

    Villarreal, Gay Callaway

    Migrant students graduation rates, although improving, are still significantly lower than those of their non-migrant peers. This manual is a comprehensive reference guide for Chapter 1 Migrant Program personnel counselors and teachers serving migrant students at the secondary level. Migrant students are those who move across school district…

  10. Development and Psychometrics of Instruments to Assess School Personnel's Bystander Action in Situations of Teen Relationship Abuse and Sexual Assault.

    Science.gov (United States)

    Edwards, Katie M; Sessarego, Stephanie N; Stanley, Linda R; Mitchell, Kimberly J; Eckstein, Robert P; Rodenhizer, Kara Anne E; Leyva, P Caroline; Banyard, Victoria L

    2017-12-01

    This article describes recently developed instruments that assess school personnel's bystander barriers and intentions in situations of teen relationship abuse, sexual assault, and sexual harassment, as well as perceptions of school readiness specific to relationship abuse, sexual assault, and sexual harassment prevention and response. Participants were 1,150 high school personnel from 25 schools in New Hampshire, Massachusetts, and Maine. Specific instruments focused on bystander intentions, bystander action, barriers to bystander action, and perceptions of school readiness. Participants were randomly divided into two groups for analysis-the exploratory sample (ES; n = 575) and the confirmatory sample (CS; n = 575). Overall, the measures demonstrated acceptable fit indices. Results suggested that most measures and subscales had adequate reliability, but a few subscales had less than ideal internal consistency, which can likely be attributed to the small number of items. More work is needed, but these measures act as a starting point by which the role of school personnel in prevention initiatives and bystander intervention can be evaluated.

  11. HIV/AIDS prevention: knowledge, attitudes and education practices of secondary school health personnel in 14 cities of China.

    Science.gov (United States)

    Chen, J Q; Dunne, M P; Zhao, D C

    2004-01-01

    This study assessed the preparedness of school health personnel to develop and deliver HIV/AIDS prevention education programmes for young people in China. A survey of 653 personnel working in secondary schools in 14 cities was conducted. More than 90% had basic knowledge of ways in which HIV can be transmitted, but knowledge of ways in which the virus is not transmitted needs improvement. Substantial numbers of teachers were not sure whether there was an effective preventive vaccine (42%) or did not know whether AIDS was a curable illness or not (32%). The great majority approved of AIDS prevention programmes in universities (98%) and secondary schools (91%), although fewer (58%) agreed that the topic was appropriate for primary schools. Currently, most classroom activities focuses on teaching facts about HIV/AIDS transmission, while less than half are taught about HIV/AIDS related discrimination and life skills to reduce peer pressure. Personnel with some prior training on HIV/ AIDS education (53%) had better factual knowledge, more tolerant attitudes and more confidence in teaching about HIV/AIDS than those without training. The majority of teachers indicated a need for more resource books, audiovisual products, expert guidance, school principal support and dissemination of national AIDS prevention education guidelines to schools.

  12. An Analysis of Training Effects on School Personnel's Knowledge, Attitudes, Comfort, and Confidence Levels toward Educating Students about HIV/AIDS in Pennsylvania

    Science.gov (United States)

    Deutschlander, Sharon

    2010-01-01

    The purpose of this study was to determine the training effects on school personnel's knowledge, attitudes, comfort, and confidence levels toward educating students about HIV/AIDS in Pennsylvania. The following four research questions were explored: (a) What is the knowledge, attitudes, confidence, and comfort levels of school personnel regarding…

  13. Evaluation of the Impact of a Diabetes Education Curriculum for School Personnel on Disease Knowledge and Confidence in Caring for Students

    Science.gov (United States)

    Smith, Cory T.; Chen, Aleda M. H.; Plake, Kimberly S.; Nash, Christiane L.

    2012-01-01

    Background: School personnel may lack knowledge of diabetes and be unprepared to address the needs of students with type 1 diabetes. This project evaluated the effectiveness of a type 1 diabetes education program for school personnel on increasing knowledge of diabetes and confidence in caring for students with diabetes. Methods: Two types of…

  14. Original article School personnel’s perceptions of their schools’ involvement in culturally and linguistically diverse school-family-community partnerships

    Directory of Open Access Journals (Sweden)

    Jolanta Jonak

    2014-05-01

    Full Text Available BACKGROUND The achievement gap between White and culturally and linguistically diverse (CLD students is a chronic issue in many U.S. schools that stakeholders endeavor to eliminate through best practices involving curriculum, instruction, and early interventions; however, disparities often persist. In addition to all educational efforts provided by schools and implementation of best practices when students begin to struggle academically or behaviorally in schools, family involvement cannot be disregarded. PARTICIPANTS AND PROCEDURE School personnel from one Midwestern school district in the United States educating over 8,000 students was surveyed to obtain their perceptions about school-family-community partnerships. A total of 117 informants, including teachers, student support personnel, and administrators, provided their opinions through an online survey measuring responses to questions related to current best practices in their schools with regard to culturally and linguistically diverse students, their families and their communities. RESULTS In a research study focused on school practices relating to parent involvement, it was found that strategies intended to encourage and incorporate parent involvement were implemented in just one-third to one-half of the schools surveyed, indicating the need for increased and concerted effort on the part of school professionals to recognize and address obstacles to a pivotal school-parent-community relationship. CONCLUSIONS Although schools can be credited with endeavoring to provide best practices for their CLD students, in keeping with state and federal mandates and assumedly in keeping with best intentions, there is in fact much work to be done to better facilitate the success of these students. School psychologists can provide the impetus for this effort by formally recommending parent involvement and participation in their assessments of CLD students in particular. This recommendation should

  15. Evidence-Based Family-School Interventions with Preschool Children

    Science.gov (United States)

    Bates, Stacey L.

    2005-01-01

    Fifteen studies of family-school interventions with preschool children conducted between 1980 and 2002, and published in peer-reviewed journals, were reviewed and evaluated according to the criteria developed by the Task Force on Evidence-Based Intervention in School Psychology (Division 16 and Society for the Study of School Psychology Task…

  16. Teen and Parent Perceptions of a Secondary School Family Course

    Science.gov (United States)

    Stonely, Heather M.; Klein, Shirley R.

    2004-01-01

    Adolescent and parent focus groups were conducted to do a needs assessment and discover possible topics for a secondary school family class. Results included identifying teen and parent family-related needs and societal concerns; discovering where teens currently learn about family life; and receiving teen and parent feedback about a proposed…

  17. Analysis of Primary School Teachers' Opinions on Family Diversity

    Science.gov (United States)

    Bosch, Alvaro Capano; Massonnier, Natalie; González Tornaría, Maria del L.

    2016-01-01

    This article aims to do an analysis based on the opinion of primary school teachers on family models that are different from the traditional nuclear family. We worked with 60 teachers from Montevideo and the metropolitan area. They answered the Questionnaire: Teachers' Opinion on Family Diversity (CIDF for its Spanish acronym) (Morgado,…

  18. Cambodian Family-School Partnership: Toward an Evolving Theory

    Directory of Open Access Journals (Sweden)

    Peter Tan Keo

    2010-01-01

    Full Text Available This article explores the current debate around family-school partnerships. Traditional family-school partnership theories do not account for the intended voices of Cambodian families. This article draws from existing research on Southeast Asian families more generally in order to develop a research-based, data-driven family-school partnership conceptual framework for Cambodian American families. It is believed that a pro-ethnic, voice-centric family-school partnership fosters an inclusive, supportive learning environment for Cambodian children. The logic undergirding that belief assumes that this partnership is likelyto increase cultural awareness between critical home-school partners. At the very least, the proposed concept model serves as a theoretical building block upon which an empirical research study can be built. That study is encouraged to explore the implications of establishing a family-school partnership that reflects the sense and sensibilities of Cambodian families, particularly those stemming from lower income backgrounds. Implicit in the review is the premium placed on challenging Eurocentric, middle-class partnership paradigms to account for the authentic voices of ethnic minorities, and the utility of disaggregating data for Southeast Asians, given the array of cultural and linguistic differences spanningthe Asian American community.

  19. Cambodian Family-School Partnership: Toward an Evolving Theory

    Directory of Open Access Journals (Sweden)

    Peter Tan Keo

    2010-01-01

    Full Text Available This article explores the current debate around family-school partnerships. Traditional family-school partnership theories do not account for the intended voices of Cambodian families. This article draws from existing research on Southeast Asian families more generally in order to develop a research-based, data-driven family-school partnership conceptual framework for Cambodian American families. It is believed that a pro-ethnic, voice-centric family-school partnership fosters an inclusive, supportive learning environment for Cambodian children. The logic undergirding that belief assumes that this partnership is likely to increase cultural awareness between critical home-school partners. At the very least, the proposed concept model serves as a theoretical building block upon which an empirical research study can be built. That study is encouraged to explore the implications of establishing a family-school partnership that reflects the sense and sensibilities of Cambodian families, particularly those stemming from lower income backgrounds. Implicit in the review is the premium placed on challenging Eurocentric, middle-class partnership paradigms to account for the authentic voices of ethnic minorities, and the utility of disaggregating data for Southeast Asians, given the array of cultural and linguistic differences spanning the Asian American community.

  20. Reducing the risks of delegation: use of procedure skills checklists for unlicensed assistive personnel in schools, Part 1.

    Science.gov (United States)

    Shannon, Robin Adair; Kubelka, Suzanne

    2013-07-01

    School nurses are challenged by federal civil rights laws and the standards of school nursing practice to care for a burgeoning population of students with special health care needs. Due to the realities of current school nurse-to-student ratios, school nurses are frequently responsible for directing unlicensed assistive personnel (UAPs) to support the health and safety needs of students, where State Nurse Practice Acts, state legislation, and local policy mandates allow. The delegation of health care tasks to UAPs poses many professional, ethical, and legal dilemmas for school nurses. One strategy to reduce the risks of delegation is through the use of procedure skills checklists, as highlighted by the experience of one large urban school district. Part 1 of this two-part article will explore the scope of the problem and the principles of delegation, including legal and ethical considerations.

  1. Resilient family processes, personal reintegration, and subjective well-being outcomes for military personnel and their family members.

    Science.gov (United States)

    Clark, Malissa A; O'Neal, Catherine W; Conley, Kate M; Mancini, Jay A

    2018-01-01

    Deployment affects not just the service members, but also their family members back home. Accordingly, this study examined how resilient family processes during a deployment (i.e., frequency of communication and household management) were related to the personal reintegration of each family member (i.e., how well each family member begins to "feel like oneself again" after a deployment), as well as several indicators of subjective well-being. Drawing from the family attachment network model (Riggs & Riggs, 2011), the present study collected survey data from 273 service members, their partners, and their adolescent children. Resilient family processes during the deployment itself (i.e., frequency of communication, household management), postdeployment positive and negative personal reintegration, and several indicators of well-being were assessed. Frequency of communication was related to personal reintegration for service members, while household management was related to personal reintegration for nondeployed partners; both factors were related to personal reintegration for adolescents. Negative and positive personal reintegration related to a variety of subjective well-being outcomes for each individual family member. Interindividual (i.e., crossover) effects were also found, particularly between adolescents and nondeployed partners. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

  2. Management of anaphylaxis in schools: Evaluation of an epinephrine auto-injector (EpiPen® use by school personnel and comparison of two approaches of soliciting participation

    Directory of Open Access Journals (Sweden)

    Nguyen Luu Nha

    2012-07-01

    Full Text Available Abstract Background There has been no large study characterizing selection bias in allergy and evaluating school personnel’s ability to use an epinephrine auto-injector (EpiPen®. Our objective was to determine if the consent process introduces selection bias by comparing 2 methods of soliciting participation of school personnel in a study evaluating their ability to demonstrate the EpiPen®. Methods School personnel from randomly selected schools in Quebec were approached using a 1 partial or 2 full disclosure approach and were assessed on their ability to use the EpiPen® and identify anaphylaxis. Results 343 school personnel participated. In the full disclosure group, the participation rate was lower: 21.9% (95%CI, 19.0%-25.2% versus 40.7% (95%CI, 36.1%-45.3%, but more participants achieved a perfect score: 26.3% (95%CI, 19.6%-33.9% versus 15.8% (95%CI, 10.8%-21.8%, and identified 3 signs of anaphylaxis: 71.8% (95%CI, 64.0%-78.7% versus 55.6% (95%CI, 48.2%-62.9%. Conclusions Selection bias is suspected as school personnel who were fully informed of the purpose of the assessment were less likely to participate; those who participated among the fully informed were more likely to earn perfect scores and identify anaphylaxis. As the process of consent can influence participation and bias outcomes, researchers and Ethics Boards need to consider conditions under which studies can proceed without full consent. Despite training, school personnel perform poorly when asked to demonstrate the EpiPen®.

  3. Neighborhood, Family and Individual Influences on School Physical Victimization

    OpenAIRE

    Foster, Holly; Brooks-Gunn, Jeanne

    2012-01-01

    Few studies on the correlates of school violence include school and neighborhood influences. We use ecological systems theory and social disorganization theory to simultaneously incorporate neighborhood (e.g., concentrated poverty, residential instability, and immigrant concentration), school, family, and individual predictors of physical school victimization longitudinally among a large socio-economically and ethnically diverse (49% Hispanic; 34% African American) sample of 6 and 9 year olds...

  4. How Going to School Affects the Family

    DEFF Research Database (Denmark)

    Landersø, Rasmus; Nielsen, Helena Skyt; Simonsen, Marianne

    in school starting age induced by date of birth, we find that the timing of these transitions affect parental outcomes. At child age seven, for example, being one year older at school start increases maternal employment with four percentage points. At child age 15, similarly, being one year older at school...

  5. Confronting School: Immigrant Families, Hope, Education

    Science.gov (United States)

    Amigó, María Florencia

    2017-01-01

    While children remain at the center of families' decisions to emigrate, the global contexts and technologies that allow diasporas to remain connected to their cultures have influenced families' aspirations in relation to their children's education. This article presents data from a qualitative study on how immigrant families negotiate the…

  6. Health Insurance – Affiliation to LAMal insurance for families of CERN personnel

    CERN Multimedia

    Staff Association

    2017-01-01

    On May 16, the HR department published in the CERN Bulletin an article concerning cross-border workers (“frontaliers”) and the exercise of the right of choice in health insurance: « In view of the Agreement concluded on 7 July 2016 between Switzerland and France regarding the choice of health insurance system* for persons resident in France and working in Switzerland ("frontaliers"), the Swiss authorities have indicated that those persons who have not “formally exercised their right to choose a health insurance system before 30 September 2017 risk automatically becoming members of the Swiss LAMal system” and having to “pay penalties to their insurers that may amount to several years’ worth of contributions”. Among others, this applies to spouses of members of the CERN personnel who live in France and work in Switzerland. » But the CERN Health Insurance Scheme (CHIS), provides insuranc...

  7. Family-school relationship and school success: comparison between families of cape-verdian origin, indian origin and natives

    Directory of Open Access Journals (Sweden)

    Teresa Seabra

    2017-06-01

    Full Text Available The explanation for the inequality of school performances given by education professionals is often associated with the amplitude of the family support to the offspring’s education. In order to explore this relationship we analyze the results of part of a survey questionnaire applied to children in the 5th and 6th grade, where it was possible to identify the trajectory school of each student and the representations and practices of their parents in relation with the school. This is a total of 837 students spread over 8 schools in the municipalities of Lisbon and Loures with different national origins. We compared the information to indigenous students, for those who have Cape Verdean origin and those of Indian origin. We conclude that family support for education (index built on the way to school meetings, the control they exert over their homework, the dialogue about school life and the support given by the families to the difficulties contributes to school performance and that the two variables vary in a direct relationship. But this is not, in any way, a sufficient condition for success or failure in school as it is not unreasonable to conclude the decisive effect of the practices of family support for education about the results students get in school. There was also a stronger relationship with the results when it comes to the students of Cape Verdean origin and more fragile with those of Indian origin.

  8. Family Influences on Dropout Behavior in One California High School.

    Science.gov (United States)

    Rumberger, Russell W.; And Others

    1990-01-01

    Investigated how family processes influence high school student dropout behavior. Used a sample of 114 dropouts from 1 California high school, 48 of whom were matched to similarly profiled continuing students. Identified factors that explain students' dropout decisions: permissive parenting, negative parental reactions to grades, excessive…

  9. The Family Liaison Position in High-Poverty, Urban Schools

    Science.gov (United States)

    Dretzke, Beverly J.; Rickers, Susan R.

    2016-01-01

    This study examined the roles and responsibilities of family liaisons working in urban schools with enrollments characterized by high poverty, high mobility, and ethnic diversity. Results indicated that the major responsibilities of the liaisons were creating a trusting and welcoming environment, facilitating parent involvement in the school,…

  10. EPIC: Helping School Life and Family Support Each Other.

    Science.gov (United States)

    Montgomery, David

    1992-01-01

    Born out of a 1981 murder, Buffalo (New York) Public Schools' EPIC (Effective Parenting Information for Children) program successfully combines parenting, effective teaching, and community programs to help family and school life support each other. Under EPIC, teachers are advised to help students acquire 23 skills involving self-esteem, rules,…

  11. Participation and Family Education in School: Successful Educational Actions

    Science.gov (United States)

    Garcia, Lars Bonell; Ríos, Oriol

    2014-01-01

    The research "INCLUD-ED, Strategies for Inclusion and Social Cohesion in Europe from Education" (2006-11) identified several forms of family participation that contribute to the improvement of school performance and living together in schools: participation in decision-making processes, participation in the evaluation of educational…

  12. Family Engagement: A Collaborative, Systemic Approach for Middle School Counselors

    Science.gov (United States)

    Davis, Keith M.; Lambie, Glenn W.

    2005-01-01

    Early adolescence is a period of intrapersonal and interpersonal transformation; thus, middle school counselors need to provide services that appropriately match their students' and families' developmental needs. A collaborative, systemic approach is one way that counselors can work with other school-based professionals to support…

  13. The Future of Family Business Education in UK Business Schools

    Science.gov (United States)

    Collins, Lorna; Seaman, Claire; Graham, Stuart; Stepek, Martin

    2013-01-01

    Purpose: This practitioner paper aims to question basic assumptions about management education and to argue that a new paradigm is needed for UK business schools which embraces an oft neglected, yet economically vital, stakeholder group, namely family businesses. It seeks to pose the question of why we have forgotten to teach about family business…

  14. CONFLICTS IN THE FAMILY AND SCHOOL ENVIRONMENTS SUPERIOR MIDDLE LEVEL

    Directory of Open Access Journals (Sweden)

    Víctor Manuel Linares-Sevilla

    2016-01-01

    Full Text Available This paper presents partial results of the dissertation enrolled in the Master of peace education and school life. It aims to analyze the family conflicts that significantly affect academic performance of students in higher secondary education. Since the paradigm of education for peace, through the ethnographic method aims to identify risk factors in family dynamics of new students.

  15. School Variables as Mediators of Personal and Family Factors on School Violence in Taiwanese Junior High Schools

    Science.gov (United States)

    Chen, Ji-Kang; Astor, Ron Avi

    2012-01-01

    Using a nationally representative sample of 3,058 junior high school students in Taiwan, this study examines a model of how personal traits, family factors, and school dynamics influence school violence committed by students against students and teachers. This model proposed that school violence is directly influenced by personal traits,…

  16. The Family-School Interaction: School Composition and Parental Educational Expectations in the United States

    Science.gov (United States)

    Lawrence, Elizabeth

    2015-01-01

    Research has shown that intersections among families, schools and communities affect children's development, but there is still much unknown about how these contexts are linked and how they jointly influence children's education. This study explores one aspect of the overlapping influence of schools and families on children's education: the…

  17. Facilitating reintegration for military service personnel, veterans, and their families: An introduction to the special issue.

    Science.gov (United States)

    Elnitsky, Christine A; Kilmer, Ryan P

    2017-01-01

    As service members return from active duty and, in some cases, exit the military, they face a process of reintegration (also referred to as community reintegration) as they seek to resume participation in their life roles as civilians. Facilitating this dynamic process of reintegration for service members, veterans, and their families-including outlining potential strategies for supporting this return to civilian life and its demands, roles, and responsibilities-is the focus of this Special Issue. Reintegration has been framed as a national priority (U.S. Department of Veterans Affairs, 2015) and has been a point of emphasis of efforts at federal, state, and local levels. As the articles in this issue suggest, multiple public, private, and voluntary systems and the communities to which service members, veterans, and their families return can help influence their health outcomes and, ultimately, their reintegration. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  18. Families with School-Age Children

    Science.gov (United States)

    Christensen, Kathleen; Schneider, Barbara; Butler, Donnell

    2011-01-01

    Most working parents face a common dilemma--how to care for their children when they are not in school but the parents are at work. In this article Kathleen Christensen, Barbara Schneider, and Donnell Butler describe the predictable and unpredictable scheduling demands school-age children place on working couples and single working parents. The…

  19. Neighborhood, Family and Individual Influences on School Physical Victimization

    Science.gov (United States)

    Brooks-Gunn, Jeanne

    2013-01-01

    Few studies on the correlates of school violence include school and neighborhood influences. We use ecological systems theory and social disorganization theory to simultaneously incorporate neighborhood (e.g., concentrated poverty, residential instability, and immigrant concentration), school, family, and individual predictors of physical school victimization longitudinally among a large socio-economically and ethnically diverse (49% Hispanic; 34% African American) sample of 6 and 9 year olds (49% female) from the Project on Human Development in Chicago Neighborhoods (PHDCN). These children were followed up at Wave II at ages 8 and 11 (n=1425). Results of Hierarchical Generalized Linear Models reveal neighborhood residential instability increases school victimization net of family and individual correlates. Furthermore, cross-level interactions were also supported where residential family mobility has a stronger risk influence in areas of high residential instability. Also, the influence of residential family mobility is decreased in areas with higher levels of immigrant concentration. We also found cross-context connections where parent-to-child aggression in the home is connected to a higher risk of victimization at school. The role of neighborhood and family residential instability on victimization warrants further research. PMID:23263822

  20. School Climate Improvement Action Guide for Working with Families. School Climate Improvement Resource Package

    Science.gov (United States)

    National Center on Safe Supportive Learning Environments, 2017

    2017-01-01

    Improving school climate takes time and commitment from a variety of people in a variety of roles. This document outlines how family members--including guardians of students--can support school climate improvements. Key action steps are provided for the following strategies: (1) Participate in planning for school climate improvements; (2) Engage…

  1. School Readiness amongst Urban Canadian Families: Risk Profiles and Family Mediation

    Science.gov (United States)

    Browne, Dillon T.; Wade, Mark; Prime, Heather; Jenkins, Jennifer M.

    2018-01-01

    There is an ongoing need for literature that identifies the effects of broad contextual risk on school readiness outcomes via family mediating mechanisms. This is especially true amongst diverse and urban samples characterized by variability in immigration history. To address this limitation, family profiles of sociodemographic and contextual risk…

  2. Beyond School Boundaries: New Health Imperatives, Families and Schools

    Science.gov (United States)

    Rich, Emma

    2012-01-01

    This article draws upon research examining the impact of new health imperatives on schools in the United Kingdom. Specifically, it examines features of emerging surveillant relations, which not only speak to the changing nature of health-related practices in schools but have particular currency for broader understandings of theorisations of…

  3. Fostering Family--School and Community-School Partnerships in Inclusive Schools: Using Practice as a Guide

    Science.gov (United States)

    Haines, Shana J.; Gross, Judith M. S.; Blue-Banning, Martha; Francis, Grace L.; Turnbull, Ann P.

    2015-01-01

    Partnerships between school staff, families, and community members are vital for ensuring the success of all students in inclusive schools. This article reports the results of a synthesis of two original studies: one study that examined the perspectives of family members and another study that examined the perspectives of community partners in…

  4. Reducing the risks of delegation: use of procedure skills checklists for unlicensed assistive personnel in schools, Part 2.

    Science.gov (United States)

    Shannon, Robin Adair; Kubelka, Suzanne

    2013-09-01

    School nurses are challenged by Federal Civil Rights Laws and the Standards of School Nursing Practice to care for a burgeoning population of students with special healthcare needs. Due to the realities of current school nurse-to-student ratios, school nurses are frequently responsible for directing unlicensed assistive personnel (UAPs) to support the health and safety needs of students, where State Nurse Practice Acts, state legislation, and local policy mandates allow. The delegation of health care tasks to UAPs poses many professional, ethical, and legal dilemmas for school nurses. One strategy to reduce the risks of delegation is through the use of procedure skills checklists, as highlighted by the experience of one large urban school district. Part 1 of this two-part article (Shannon & Kubelka, 2013) explored the scope of the problem and the principles of delegation, including legal and ethical considerations. Part 2 discusses the use of procedure skills checklists by school nurses as a strategy to reduce the risks of delegation of student special health care tasks to UAPs.

  5. From Permission to Partnership: Participatory Research to Engage School Personnel in Systems Change

    Science.gov (United States)

    Blitz, Lisa V.; Mulcahy, Candace A.

    2017-01-01

    Data collected from teachers in a racially diverse, high-poverty high school were used to inform the initial steps in developing a school-university partnership to create a culturally responsive trauma-informed community school. The project utilized community-based participatory research to explore sensitive areas of school system functioning.…

  6. Nursing Delegation to Unlicensed Assistive Personnel in the School Setting. Position Statement. Revised

    Science.gov (United States)

    Cagginello, Joan; Blackborow, Mary; Porter, Jessica; Disney, Jody; Andresen, Kathleen; Tuck, Christine

    2014-01-01

    It is the position of the National Association of School Nurses (NASN) that the delegation of nursing tasks in the school setting can be a valuable tool for the registered professional school nurse (hereinafter referred to as school nurse), when based on the nursing definition of delegation (American Nurses Association [ANA], 2012) and in…

  7. Family-school relationship in the Italian infant schools: not only a matter of cultural diversity.

    Science.gov (United States)

    Granata, Anna; Mejri, Ouejdane; Rizzi, Federica

    2016-01-01

    The family-school relationship is a crucial component in achieving the optimum scholastic experience of pupils. Such a relationship is often described in somewhat reductive binary terms of collaboration/non-collaboration. However, the significant presence of families from different cultural backgrounds in Italy since the 1990s demonstrates how multiple types of rapport with schools can generate effective styles of relationship. Infant schools constitute a privileged location where such dynamics can be investigated. Firstly, because they exhibit the highest percentage of families that have moved to Italy from other countries (33.9%); secondly, because they represent the initial stage when school and family first come into contact, playing an "imprinting role" for all subsequent scholastic phases. Based on in-depth interviews with infant school teachers and parents of pupils coming from different backgrounds, this research investigated different factors that influence family-school relations: (1) interpersonal factors, that include listening skills, emotions and relational styles of parents or teachers; (2) structural factors, that are related to the living conditions of families and to the whole social welfare system in Italy; (3) cultural factors, that bring together values, lifestyles and educational cultures of both parents and teachers. The idea regarding the inadequate distinction based on a dichotomy between Italian and migrant families seemed to be confirmed: Italian families and migrant families are characterized by many common features as well as by many inner differentiations. The results of this study suggest that the family-school relationship evolves into a communication framework that encompasses both obstacles and resources. The results of our research suggest that the relationship between parents and teachers in Italian infant schools is influenced by different factors, not only cultural ones. All of these factors are related to both parents and

  8. Present situation and the role of the radiation control education for health personnel before leaving school

    International Nuclear Information System (INIS)

    Orito, T.; Koga, S.; Suzuki, S.; Nakamura, M.

    1992-01-01

    For purpose of investigating the present situation of radiological technologist education for radiation protection and control before leaving school, questionnaires were sent out to 28 school for radiological technologist in Japan. For purpose of characterizing each school, it is permitted by the 'Designation rules for schools and training schools for radiological technologist' to use 500 school hours for any of the subject, mainly special subjects that are selected by the school. In investigating the 500 school hours which are left to the discretion of each school for characterization, some of those hours are used for radiation control-related subjects in 20 schools from which answers to questionnaires were obtained. Briefly, 15 to as many as 210 hours are spent for lessons regarding such subjects. (author)

  9. Students' Family and Violence in Schools

    OpenAIRE

    Veiga, Feliciano

    2009-01-01

    The purpose of this study was to analyze the relation between the adolescents orientation towards violence in schools and variables of the familiar context - parents (un)employment, divorce, socio-cultural status, aprent authority, brothers friendship and familiar self-concept, as well as the variations of that relation according to the variable "perceived parental support".

  10. Family Background and Optimal Schooling Decisions.

    Science.gov (United States)

    Lazear, Edward

    1980-01-01

    Examines whether variations in the levels of attained schooling across groups can be explained by a model that assumes that captial markets are perfect and that individuals maximize wealth. Available from Editorial Office, Review of Economics and Statistics, M-8 Littauer Center, Cambridge, MA 02138. (Author/IRT)

  11. Notes on family-school relationship in contemporaneity

    Directory of Open Access Journals (Sweden)

    Fábio Kalil Souza

    2017-06-01

    Full Text Available The development of any human being can be conceived in an intercontextual way. During its existence, it goes through, especially, two unquestionable development contexts: the family and the school. Understanding how these agencies operate both separately and interconnectedly in the process of coming-into-being of the individual is foundational to make this matter visible. The relationship between such agencies becomes the focus. This theoretical article presents a non-exhaustive study of family-school relationship. The methodology used is a literature review, which includes results from national and international research. The author moves on the topic describing the main contributions of the investigations. It was concluded that the family-school relationship, taken as essential to the development of the subject, is charged with ambivalence, conflicts, inequalities, contradictions, but also with cooperation, partnership and complementarity of actions, depending on how the game interrelation between those involved happens and the presence of various sociocultural factors.

  12. [Self-esteem, family function, and school achievement of adolescents].

    Science.gov (United States)

    Gutiérrez-Saldaña, Pedro; Camacho-Calderón, Nicolás; Martínez-Martínez, Martha L

    2007-11-01

    To determine the relationship between academic achievement, self-esteem and family function in adolescents. Descriptive, cross-sectional study. State secondary school in Querétaro state, Mexico. Seventy-four adolescents of both sexes between the ages of 10 and 17, enrolled in a state secondary school. Two groups of 37 pupils were formed, chosen by simple randomized sampling according to high or low academic achievement. Participants were clinically healthy and prior informed consent for their participation was obtained. Self-esteem based on self-concept format A, family function based on FACES III and academic achievement based on the school evaluation scale. A descriptive statistical analysis and the chi2 test were used (P self-esteem, 68% (P = .00007; OR, 7.55; 95% CI, 2.39-24.84); a functional family, 54% (P = .011); were mainly female, 73% (P = .018); age, 13 (60%) (P = .062); school in the morning, 95% (P = .000); and were in second grade, 46% (P = .026). Pupils with low academic achievement had low self-esteem, 78% (P = .00007; OR, 7.55; 95% CI, 2.39-24.84); came from borderline-function families, 43% (P = .47); were male, 54% (P = .018; OR, 3.18; 95% CI, 1.08-9.48); age 13, 38% (P = .062); in afternoon school, 76% (P = .00); and were in first grade, 43% (P = .144). Upon establishing a relationship between academic achievement and family dynamics, it was found that family dysfunction is a risk factor (OR, 6.67; 95% CI, 1.42-34). Low self-esteem and family dysfunction are risk factors for low academic achievement.

  13. Family and academic performance: identifying high school student profiles

    Directory of Open Access Journals (Sweden)

    Alicia Aleli Chaparro Caso López

    2016-01-01

    Full Text Available The objective of this study was to identify profiles of high school students, based on variables related to academic performance, socioeconomic status, cultural capital and family organization. A total of 21,724 high school students, from the five municipalities of the state of Baja California, took part. A K-means cluster analysis was performed to identify the profiles. The analyses identified two clearly-defined clusters: Cluster 1 grouped together students with high academic performance and who achieved higher scores for socioeconomic status, cultural capital and family involvement, whereas Cluster 2 brought together students with low academic achievement, and who also obtained lower scores for socioeconomic status and cultural capital, and had less family involvement. It is concluded that the family variables analyzed form student profiles that can be related to academic achievement.

  14. Personal, family and school influences on secondary pupils’ feelings of safety at school, in the school surroundings, and at home

    NARCIS (Netherlands)

    Mooij, Ton

    2012-01-01

    Mooij, T. (2012). Personal, family and school influences on secondary pupils’ feelings of safety at school, in the school surroundings, and at home. Teachers and Teaching: theory and practice, 18(2), 129-157. doi:10.1080/13540602.2012.632270

  15. Personal, family, and school influences on secondary pupils’ feelings of safety at school, in the school surroundings, and at home

    NARCIS (Netherlands)

    Mooij, Ton

    2010-01-01

    Mooij, T. (2010, 26-28 August). Personal, family, and school influences on secondary pupils’ feelings of safety at school, the school surroundings, and at home. Presentation at the ‘European Conference on Educational Research’ of the 'European Educational Research Association' (EERA), Helsinki.

  16. How medical schools can encourage students' interest in family medicine.

    Science.gov (United States)

    Rohan-Minjares, Felisha; Alfero, Charles; Kaufman, Arthur

    2015-05-01

    The discipline of family medicine is essential to improving quality and reducing the cost of care in an effective health care system. Yet the slow growth of this field has not kept pace with national demand. In their study, Rodríguez and colleagues report on the influence of the social environment and academic discourses on medical students' identification with family medicine in four countries-the United Kingdom, Canada, France, and Spain. They conclude that these factors-the social environment and discursive activity within the medical school-influence students' specialty choices. While the discourses in Canada, France, and Spain were mostly negative, in the United Kingdom, family medicine was considered a prestigious academic discipline, well paying, and with a wide range of practice opportunities. Medical students in the United Kingdom also were exposed early and often to positive family medicine role models.In the United States, academic discourses about family medicine are more akin to those in Canada, France, and Spain. The hidden curriculum includes negative messages about family medicine, and "badmouthing" primary care occurs at many medical schools. National education initiatives highlight the importance of social determinants in medical education and the integration of public health and medicine in practice. Other initiatives expose students to family medicine role models and practice during their undergraduate training and promote primary care practice through new graduate medical education funding models. Together, these initiatives can reduce the negative effects of the social environment and create a more positive discourse about family medicine.

  17. Diabetes Preparedness in Schools: What Do Foodservice Personnel Need to Know to Respond?

    Science.gov (United States)

    Grenci, Alexandra

    2009-01-01

    Diabetes is increasing in youth, presenting a serious public health threat. Although type 1 diabetes has historically been more common in children, type 2 diabetes is on the rise, linked to increases in overweight and obesity among American youth, particularly those of high risk racial and ethnic groups. Foodservice personnel, along with other…

  18. A Family-School Intervention for Children with ADHD: Results of a Randomized Clinical Trial

    Science.gov (United States)

    Power, Thomas J.; Mautone, Jennifer A.; Soffer, Stephen L.; Clarke, Angela T.; Marshall, Stephen A.; Sharman, Jaclyn; Blum, Nathan J.; Glanzman, Marianne; Elia, Josephine; Jawad, Abbas F.

    2012-01-01

    Objective: Accumulating evidence highlights the importance of using psychosocial approaches to intervention for children with attention-deficit/hyperactivity disorder (ADHD) that target the family and school, as well as the intersection of family and school. This study evaluated the effectiveness of a family-school intervention, Family-School…

  19. Decision-Making Processes in Texas School Districts That Arm Personnel

    Science.gov (United States)

    Domain, Melinda Willoughby

    2014-01-01

    This qualitative phenomenological study employed narrative inquiry to describe the decision-making processes that Texas school districts followed in enacting firearms policies that allow school employees to carry concealed weapons on district property. Exploration of the lived experiences of eight Texas superintendents in such schools contributed…

  20. Personal Docente del Nivel Primario. Series Estadisticas Basicas, Nivel Educativo: Caldas (Teaching Personnel in Primary Schools. Basic Statistics Series, Level of Education: Caldas).

    Science.gov (United States)

    Ministerio de Educacion Nacional, Bogota (Colombia). Instituto Colombiano de Pedagogia.

    This document provides statistical data on the distribution and education of teaching personnel working in the elementary schools of Caldas, Colombia, between 1958 and 1967. The statistics cover the number of men and women, public and private schools, urban and rural location, and the amount of education of the teachers. For overall statistics in…

  1. Personal Docente des Nivel Primario. Series Estadisticas Basicas, Nivel Educativo: Narino (Teaching Personnel in Primary Schools. Basic Statistics Series, Level of Education: Narino).

    Science.gov (United States)

    Ministerio de Educacion Nacional, Bogota (Colombia). Instituto Colombiano de Pedagogia.

    This document provides statistical data on the distribution and education of teaching personnel working in the elementary schools of Narino, Colombia, between 1958 and 1967. The statistics cover the number of men and women, public and private schools, urban and rural location, and the amount of education of the teachers. For overall statistics in…

  2. Personal Docente del Nivel Primario. Series Estadisticas Basicas, Nivel Educativo: Cauca (Teaching Personnel in Primary Schools. Basic Statistics Series, Level of Education: Cauca).

    Science.gov (United States)

    Ministerio de Educacion Nacional, Bogota (Colombia). Instituto Colombiano de Pedagogia.

    This document provides statistical data on the distribution and education of teaching personnel working in the elementary schools of Cauca, Colombia, between 1958 and 1967. The statistics cover the number of men and women, public and private schools, urban and rural location, and the amount of education of the teachers. For overall statistics in…

  3. Personal Docente del Nivel Primario. Series Estadisticas Basicas, Nivel Educativo: Cordoba (Teaching Personnel in Primary Schools. Basic Statistics Series , Level of Education: Cordoba).

    Science.gov (United States)

    Ministerio de Educacion Nacional, Bogota (Colombia). Instituto Colombiano de Pedagogia.

    This document provides statistical data on the distribution and education of teaching personnel working the elementary schools of Cordoba, Colombia, between 1958 and 1967. The statistics cover the number of men and women, public and private schools, urban and rural location, and the amount of education of the teachers. For overall statistics in…

  4. Personal Docente del Nivel Primario. Series Estadisticas Basicas, Nivel Educativo: Boyaca (Teaching Personnel in Primary Schools. Basic Statistics Series, Level of Education: Boyaca).

    Science.gov (United States)

    Ministerio de Educacion Nacional, Bogota (Colombia). Instituto Colombiano de Pedagogia.

    This document provides statistical data on the distribution and education of teaching personnel working in the elementary schools of Boyaca, Colombia, between 1958 and 1967. The statistics cover the number of men and women, public and private schools, urban and rural location, and the amount of education of the teachers. For overall statistics in…

  5. Personal Docente del Nivel Primario. Series Estadisticas Basicas, Nivel Educativo: Huila (Teaching Personnel in Primary Schools. Basic Statistics Series, Level of Education: Huila).

    Science.gov (United States)

    Ministerio de Educacion Nacional, Bogota (Colombia). Instituto Colombiano de Pedagogia.

    This document provides statistical data on the distribution and education of teaching personnel working in the elementary schools of Huila, Colombia, between 1958 and 1967. The statistics cover the number of men and women, public and private schools, urban and rural location, and the amount of education of the teachers. For overall statistics in…

  6. School Nutrition and Food Service Techniques for Children with Exceptional Needs: Guidelines for Food Service Personnel, Teachers, Aides, Volunteers, and Parents.

    Science.gov (United States)

    Gunther, Margaret L.; Troftgruben, Judith A.

    Designed to help school food service personnel, teachers, aides, and volunteers extend the benefits of the school meal program to handicapped children, this manual discusses eating problems resulting from such conditions as cerebral palsy, mental retardation, blindness, orthopedic handicaps, and other health impairments. Specific recommendations…

  7. Youths' Socialization to Work and School within the Family

    Science.gov (United States)

    Lee, Bora; Porfeli, Erik J.

    2015-01-01

    We tested a model of socialization to work in the family context and its implications as a lever for school engagement using a sample of 154 parent-youth dyads living in the United States. A path model was fitted to data. Findings revealed that parents' reported work experiences was aligned to youths' perception of their parents' success in the…

  8. Family Integrants Obstructing Pupils' School Attendance and Girl ...

    African Journals Online (AJOL)

    This study is hinged on finding out the family integrants obstructing pupils' school attendance, the girl – child education and proffering solution to it via counsellors' strategies. The samples were three hundred (300) parents and twenty (20) counsellors. This brought the total sample to three hundred and twenty (320).

  9. Musical Home Environment, Family Background, and Parenting Style on Success in School Music and in School

    Science.gov (United States)

    Zdzinski, Stephen; Dell, Charlene; Gumm, Alan; Rinnert, Nathan; Orzolek, Douglas; Yap, Ching Ching; Cooper, Shelly; Keith, Timothy; Russell, Brian

    2015-01-01

    The purpose of this study was to examine influences of parental involvement-home music environment, family background, and parenting style factors on success in school music and in school. Participants (N = 1114) were music students in grades 4-12 from six regions of the United States. Data were gathered about parental involvement-home environment…

  10. Factors of Social Adjustment to School: Child's Personality, Family and Pre-School

    Science.gov (United States)

    Zupancic, Maja; Kavcic, Tina

    2011-01-01

    The role of child's characteristics (gender, cognitive ability, mother-perceived personality traits), family environment (maternal education, self-reported parenting practices) and pre-school experience (at least three years vs. no experience) in social adjustment to school, reflected through teacher reports on social competence and internalising…

  11. The Family-School Relationships in Europe: A Research Review

    Directory of Open Access Journals (Sweden)

    Paola Dusi

    2012-01-01

    Full Text Available The literature on research carried out in the field and parents’ and teachers’ declarations all point in the same direction: good collaboration between home and school is useful to the child-student for his education and learning. Despite this, parent-teacher relationships in Europe (and elsewhere, from Spain to Sweden, from Ireland to Greece, and from Italy to the Czech Republic, represent an unresolved issue. This is a complex relationship that calls into play various social spheres: macro (social, intermediary (institutional and micro (relational; in fact, there are as many diverse realities as there are schools. In Europe, the relationship between individual behaviours (parents vs. teachers, social orientations (neoliberalism and institutional frameworks (school marketsappears significant: scarce parental participation, lack of adequate forms of home-school communications, and the need to make investments in parent and teacher training. Nevertheless, family and school are called on to create a dialogue in order to contribute to the processes of training new generations. They both need each other in order to carry out that task in the best way. This paper presents and discusses the results of a theoretical analysis conducted on the basis of the international literature concerning research on the school-family relationship, with particular attention on the situation of different European countries, and concludes with suggestions for some practical improvements.

  12. Teaching Positioning and Handling Techniques to Public School Personnel through Inservice Training. Brief Report.

    Science.gov (United States)

    Inge, Katherine J.; Snell, Martha E.

    1985-01-01

    Two teachers were taught positioning and handling techniques using written task analyses, demonstrations by an occupational therapist, verbal and modeling prompts, corrective feedback, and praise. Training took place in the natural school environment, during school hours, and with students that the teachers taught. A functional relationship…

  13. An Internet Web-Site To Enhance Communication with School Personnel and Parents.

    Science.gov (United States)

    Flores, Jayne; Karr-Kidwell, PJ

    This document represents a Web site for Chisholm Trail Intermediate School (Keller Independent School District (KISD), Fort Worth, Texas). The first part of the document provides an introduction that discusses the importance of the communication environment and the sense of community that can be created within education. This section also…

  14. Different Aspects of Involving Family in School Life

    Directory of Open Access Journals (Sweden)

    Blândul Valentin-Cosmin

    2016-11-01

    Full Text Available The school has come to not have a huge credibility even, sometimes being abandoned, primarily because, nowadays, no matter hierarchy and is not perceived as a value. The actual society no longer has trust in the educational establishment, the values acquired and ranked by the amount of learning embedded in it. Such an attitude is reflected by the relationship between “parent - teacher” and “student - teacher”. Based on these findings, the present study aims to investigate the main features of the relationship that is established between school and family, concerned how parents can get involved in school life effectively. The lot of subjects was represented by 212 teachers from secondary schools in Bihor, Romania and the instrument used in the research was a questionnaire consisting of 46 objective and subjective items. The results are very interesting and shows that many respondents argue that parents show indifference to the formal education of their children, not involved in the didactic or extracurricular activities and in school life, not take part in parent meetings or when called for, is difficult to communicate with parents etc. There are some cases when, because of the family economic situation is poor, parents send their children to work, offering less time and interest in their education and instruction.

  15. Students' Personal Traits, Violence Exposure, Family Factors, School Dynamics and the Perpetration of Violence in Taiwanese Elementary Schools

    Science.gov (United States)

    Chen, Ji-Kang; Astor, Ron Avi

    2011-01-01

    School violence has become an international problem affecting the well-being of students. To date, few studies have examined how school variables mediate between personal and family factors and school violence in the context of elementary schools in Asian cultures. Using a nationally representative sample of 3122 elementary school students in…

  16. A New Typology: Four Perspectives of School Counselor Involvement with Families

    Science.gov (United States)

    McCarthy, Shannon; Watson, Dayna

    2018-01-01

    School counselors are called to collaborate with families to support student success and achievement. Although the need for collaboration is apparent in the ASCA National Model as well as research on family-school engagement, an organized view of what this collaboration between school counselors and families may look like and how existing or…

  17. A Look at the Single Parent Family: Implications for the School Psychologist.

    Science.gov (United States)

    Burns, Christine W.; Brassard, Marla R.

    1982-01-01

    Reviews the effects on parents and children of living in a single parent family, and suggests ways in which school psychologists can aid schools and single parent families. Presents school-based interventions for children and parents. Suggests changes in administrative policies to meet the needs of single parent families. (Author)

  18. Declarations of Independence: Home School Families' Perspectives on Education, the Common Good, and Diversity

    Science.gov (United States)

    Anthony, Kenneth V.

    2013-01-01

    This study examined the perspectives of home school families regarding the rights, interests, and responsibilities of family and state over education. These families viewed the common good differently than critics of home schooling. They believed the diversity of curriculum and worldview in their home schools positively impacts the common good by…

  19. Working Together to Support English Language Learners: School-Family-Community Engagement. PERC Research Brief

    Science.gov (United States)

    Hughes, Rosemary; Reumann-Moore, Rebecca; Rowland, Jeannette; Lin, Joshua

    2016-01-01

    When schools, families, and communities work together, student outcomes are better. This brief focuses on the ways family and community engagement can enhance schools' efforts to improve outcomes for ELLs and highlights specific strategies schools can use to more effectively engage families and communities.

  20. The Burden of Difference? School Welfare Personnel’s and Parents’ Views on Wellbeing of Migrant Children in Finland

    Directory of Open Access Journals (Sweden)

    Minna Säävälä

    2012-01-01

    Full Text Available The school welfare system faces a challenge in the linguistically and culturally diversifying school. This article examines how school welfare personnel, native language teachers, and migrant parents conceptualize the wellbeing of migrant children in Finland. The data analyzed by thematic content analysis consists of group and individual interviews of a total of 47 persons: nurses, psychologists, social workers, a headmaster, special education teachers, native language teachers, and migrant parents in the Helsinki metropolitan area. The school welfare professionals and migrant parents views stressed different factors as risks and resources of migrant childrens wellbeing. In school welfare personnels view, school wellbeing is secured by downplaying difference between children of diverse cultural backgrounds; moreover, they do not see negative attitudes, discrimination, or bullying of migrant children as a particular problem. Migrant parents and native language teachers in turn consider or at least fear their childrens wellbeing to be jeopardized by social exclusion, prejudice or discrimination. The school personnel find it difficult to recognize the power imbalance between minorities and the national majority that lies behind these different conceptualizations. This reduces trust and impedes the cooperation of migrant homes and school, particularly in situations when an intervention is imperative for securing child wellbeing.

  1. Salaries and Wages Paid Professional and Support Personnel in Public Schools, 2009-2010. A Reference Tool for School Administrators

    Science.gov (United States)

    Protheroe, Nancy; Licciardi, Christopher M.; Cooke, Willa D.

    2010-01-01

    This report presents salary and wage data collected as part of the 37th edition of the "ERS National Survey of Salaries and Wages in Public Schools, 2009-2010." The survey, conducted in fall 2008, collected data on salaries scheduled and salaries paid for 23 selected professional positions and 10 selected support positions in public school systems…

  2. Barriers to School-Family Collaboration at a School Located in an Informal Settlement in South Africa

    Directory of Open Access Journals (Sweden)

    Mavis Maria Raborife

    2010-06-01

    Full Text Available As the shift towards inclusive education intensifies, the need for school to work collaboratively with families becomes necessaryfor the sake of maximizing students’ academic success. However, in certain communities such effort is often undermined byvarious factors which interact directly and/or indirectly with both institutions – school and family. Schools located in informalsettlements of South Africa are not unique to this situation. This paper presents the perspectives of parents, educators andschool management teams about barriers which inhibit collaboration between the school and families. Interviews conducted ingroups and with individual participants were followed as data collection strategies. Findings revealed factors falling under threecategories, namely: community, schools and family factors. These factors interact with each other in a dynamic way to createchallenges to undermine school-family collaboration. The findings of this study could guide school efforts for promotingmeaningful and long-lasting relationships with families.

  3. Implementation of the Education of the Handicapped Act [Public Law 94-142], 1989. Eleventh Annual Report to Congress. Information on the Supply and Demand for Personnel: Excerpts. Reporting Data on the 1986-87 School Year. Information on Personnel Supply and Demand.

    Science.gov (United States)

    National Clearinghouse for Professions in Special Education, Reston, VA.

    This paper concerns the supply and demand for special education personnel for the 1986-87 school year. Obtaining valid, reliable, and comparable data on all the elements that generated personnel need was not possible. Single indicators were most commonly used to obtain data for planning by states, school districts, universities, and the Federal…

  4. Engaging Families to Support Students' Transition to High School: Evidence from the Field

    Science.gov (United States)

    Mac Iver, Martha Abele; Epstein, Joyce L.; Sheldon, Steven B.; Fonseca, Ean

    2015-01-01

    This exploratory study addresses the challenge of declining family engagement at the critical transition to high school. We use data from a survey of schools to examine whether and how middle grades and high schools engage families when their students transition to high school. Findings indicate that there is a significant negative relationship…

  5. Evaluation of a Family-based Substance Abuse Prevention Program Targeted for the Middle School Years.

    Science.gov (United States)

    Abbey, Antonia; Pilgrim, Colleen; Hendrickson, Peggy; Buresl, Sue

    2000-01-01

    Evaluates family-based substance abuse prevention program implemented in a rural community for families with middle school students. In comparison with nonparticipants, students had higher family cohesion, less family fighting, greater school attachment, higher self-esteem, and believed alcohol should be consumed at an older age, at one-year…

  6. Tobacco use patterns, knowledge, attitudes towards tobacco and availability of tobacco control training among school personnel from a rural area in Poland.

    Science.gov (United States)

    Kaleta, Dorota; Polańska, Kinga; Rzeźnicki, Adam; Stelmach, Włodzimierz; Wojtysiak, Piotr

    2017-01-01

    Tobacco-free school environment as well as non-smoking teachers and school personnel provide positive role models for children and young people. In Poland, smoking should be banned in colleges, schools, educational establishments and educational care facilities. However, for the existing law to be effective, awareness of all people in school curriculum and enforcement of the law are crucial. The aim of the study was to evaluate tobacco use patterns, knowledge and attitudes towards tobacco as well as availability of tobacco control training among school personnel in a rural area in Poland. Moreover, compliance with tobacco control policies and their enforcement were assessed. The study was carried out in Piotrkowski district between November 2014 and May 2015 in accordance with the Global School Personnel Survey (GSPS) methodology. Sixty schools participated in the survey (92% of the schools from the region) with involvement of 1044 teachers and 500 non-teaching staff (the response rate - 83.1%). The multivariate linear regression analyses were applied to study factors linked to the need for anti-tobacco training dedicated to the youth and teachers' knowledge as well as activities to educate the students about tobacco use and its prevention. About 24% of the school personnel were current and 9% were ex-smokers. Significantly more teachers than the non-teaching staff indicated that the schools had a policy prohibiting tobacco use among students. In addition, 6% of the study participants indicated everyday violations of the tobacco control policy by the school personnel. More than 80% of the teaching personnel indicated the need for training dedicated to the youth to prevent their tobacco use. In the multivariate linear regression model, longer duration of working experience predicted higher levels of knowledge and more activities performed to teach the youth about tobacco use and its prevention. The smokers comparing to the non-smokers perceived the need for anti

  7. Immigrant families' perceptions on walking to school and school breakfast: a focus group study

    Directory of Open Access Journals (Sweden)

    Busby Katie

    2007-12-01

    Full Text Available Abstract Background Immigrant children face an increased risk of being overweight. Little is known about how immigrant families perceive school programs that may help prevent obesity, such as walking to school and school breakfast. Methods Six focus groups (n = 53 were conducted with immigrant parents of school-aged children, two each in three languages: Vietnamese, Spanish, and Somali. A facilitator and translator conducted the focus groups using a script and question guide. Written notes and audio transcripts were recorded in each group. Transcripts were coded for themes by two researchers and findings classified according to an ecological model. Results Participants in each ethnic group held positive beliefs about the benefits of walking and eating breakfast. Barriers to walking to school included fear of children's safety due to stranger abductions, distrust of neighbors, and traffic, and feasibility barriers due to distance to schools, parent work constraints, and large families with multiple children. Barriers to school breakfast participation included concerns children would not eat due to lack of appealing/appropriate foods and missing breakfast due to late bus arrival or lack of reminders. Although some parents acknowledged concerns about child and adult obesity overall, obesity concerns did not seem personally relevant. Conclusion Immigrant parents supported the ideals of walking to school and eating breakfast, but identified barriers to participation in school programs across domains of the ecological model, including community, institution, and built environment factors. Schools and communities serving immigrant families may need to address these barriers in order to engage parents and children in walking and breakfast programs.

  8. The Role of the Counsellor and other School Personnel in Providing ...

    African Journals Online (AJOL)

    There has been a widespread criticism of the quality of education provided by Nigerian public schools. This has led to a consistent clamour for quality education for Nigerian citizens. Attention is being focused on how to make use of the resources available in the education system to have a functional education that will lead ...

  9. Crohn's Disease and Ulcerative Colitis: A Guide for Teachers and Other School Personnel

    Science.gov (United States)

    ... for stress and can help build confidence and self-esteem. Communication with parents and healthcare professionals Teachers usually get ... in the life of the school. teaching assertiveness, communication, and problem-solving skills that will help the child make sound decisions ...

  10. Examining reciprocal influences among family climate, school attachment, and academic self-regulation: Implications for school success.

    Science.gov (United States)

    Xia, Mengya; Fosco, Gregory M; Feinberg, Mark E

    2016-06-01

    Guided by family systems and ecological theories, this study examined the multicontextual implications of family, school, and individual domains for adolescents' school success. The first goal of this study was to examine reciprocal influences among family climate, school attachment, and academic self-regulation (ASR) during the middle school years. The second goal was to test the relative impact of each of these domains on adolescents' school adjustment and academic achievement after the transition to high school. We applied a cross-lag structural equation modeling approach to longitudinal data from 979 students in the 6th grade and their families, followed over 5 measurement occasions, from 6th through 9th grade. Controlling for family income, parent education, and adolescent gender, the results revealed reciprocal relationships between the family climate and school attachment over time; both of these factors were related to increases in ASR over time. In turn, ASR was a robust predictor of academic success, with unique associations with school adjustment and academic achievement. Family climate and school adjustment had modest to marginal associations with school adjustment, and no association with academic achievement. Applications of these findings for family school interventions are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  11. Evaluation of the impact of a diabetes education eLearning program for school personnel on diabetes knowledge, knowledge retention and confidence in caring for students with diabetes.

    Science.gov (United States)

    Taha, Nehad A; Rahme, Zahra; Mesbah, Naglaa; Mahmoud, Fatma; AlKandari, Sarah; Othman, Nashwa; Sharaikha, Hanan; Lari, Bashayer S; AlBeloushi, Shaima; Saad, Eglal; Arefanian, Hossein; Sukkar, Faten F

    2018-05-01

    To study the impact of a novel comprehensive eLearning approach in delivering diabetes related education program that includes knowledge and sets of practices to the school personnel in Kuwait to enable them to provide a supportive environment for students with diabetes. The program was designed with three components namely; knowledge, skills and recommendations. The diabetes knowledge was delivered through an interactive eLearning program, the effectiveness of which was assessed using diabetes knowledge questionnaires which were deployed pre- and post-course delivery. Additionally, the participants' knowledge retention and confidence in caring for a student with diabetes were evaluated at 6 or 12 months post-intervention. A total of 124 public schools' personnel participated in the program. Post e-Learning delivery, diabetes knowledge increased significantly from baseline (p eLearning diabetes education for school personnel increases their knowledge which can be retained for up to 12 months and imparts confidence in caring for students with diabetes. This novel approach of delivering diabetes education will help school personnel in managing students with diabetes. Copyright © 2018 Elsevier B.V. All rights reserved.

  12. The Evaluation of a Food Allergy and Epinephrine Autoinjector Training Program for Personnel Who Care for Children in Schools and Community Settings

    Science.gov (United States)

    Wahl, Ann; Stephens, Hilary; Ruffo, Mark; Jones, Amanda L.

    2015-01-01

    With the dramatic increase in the incidence of food allergies, nurses and other school personnel are likely to encounter a child with food allergies. The objectives of this study were to assess the effectiveness of in-person training on enhancing knowledge about food allergies and improving self-confidence in preventing, recognizing, and treating…

  13. Perceptions of children: low academic performance, school and family

    Directory of Open Access Journals (Sweden)

    Gabriela Maffei Moreira-Malagolli

    2017-06-01

    Full Text Available Seizing children's perceptions is a challenge for family members, teachers and researchers. Aware of this, this article was the result of three researches developed in the years 2006 and 2010 and aims to appropriate discourses of children / students of the 4th grade / 5th year of Elementary School to understand how they conceived and experienced situations of low performance School. From the Bioecological Perspective of Human Development, semi-structured interviews with children were organized. The results showed that the children who participated in the three studies understood the family as a point of support, support and affection. They recognized the figure of the teacher, highlighting the affective relationship they had with her. In addition, they also revealed feeling guilty about their learning difficulties, expressing anguish and sadness. Attention must be paid to the child's educational trajectory in order to prevent the child from reaching the 5th grade with lags or even to acquire the idea that the course of schooling is painful.

  14. Salaries and Wages Paid Professional and Support Personnel in Public Schools, 2008-09. A Reference Tool for School Administrators

    Science.gov (United States)

    Educational Research Service, 2009

    2009-01-01

    This report presents salary and wage data collected as part of the "Educational Research Service (ERS) National Survey of Salaries and Wages in Public Schools, 2008-2009." The survey, conducted in fall 2008, collected data on salaries scheduled and salaries paid for 23 selected professional positions and 10 selected support positions in public…

  15. School-Family Relationships, School Satisfaction and the Academic Achievement of Young People

    Science.gov (United States)

    Hampden-Thompson, Gillian; Galindo, Claudia

    2017-01-01

    Families' perceptions of, and interactions with, schools and teachers can play an essential role in young people's educational outcomes. According to Bronfenbrenner's ecological systems theory, young people grow within multiple nested systems of influence interacting with each other. Thus, their development is affected by persons, processes, and…

  16. Classroom Race/ethnic Composition, Family-School Connections, and the Transition to School

    Science.gov (United States)

    Benner, Aprile D.; Yan, Ni

    2015-01-01

    Using data from the Early Childhood Longitudinal Study-Kindergarten Cohort (N = 13,970), we examined whether two aspects of school-family connections, parental involvement and communication quality, accounted for the association between classroom composition and children's academic and socioemotional functioning following the transition to…

  17. Cultural Competence in Alberta Schools: Perceptions of ESL Families in Four Major School Boards

    Science.gov (United States)

    Ngo, Hieu V.

    2012-01-01

    Complex linguistic, acculturative, and social needs of English-as-a-second-language (ESL) learners challenge the K-12 education system to develop cultural competence in working with culturally diverse families. This study surveyed 242 self-identified ESL students and their parents from four of Alberta's major school boards. Results of the survey…

  18. Evaluation of a mass screening of breast cancer with mammography in personnel of regional public schools

    International Nuclear Information System (INIS)

    Saito, Yoshihiro; Muto, Taisei; Asanuma, Taku; Horikoshi, Akira; Tsuchihara, Katsuo

    2009-01-01

    We have examined a total of 15,224 women in our hospital aiming at a mass screening of breast cancer with mammography (MMG) during the last 8 years. Subjected women were teachers or staffs of public schools in six prefectures in the Tohoku area. More than 90% of them were under 50 years old and women younger than 49 accounted for about half of them. A recall rate was 3.8%, and breast cancer was found in 55 women (0.36%) and the ratio of cancers diagnosed among recalled women was 9.5%. Twenty-one point eight percent of detected cancers were associated with calcification. The average diameter of the detected tumors in the screening group was 1.6 cm, whereas that of outpatients (controls) was 2.5 cm. Stage 0 and I cancer cases in the screening group accounted for 82.0%, whereas those in the outpatient group, 49.6%, indicating a significant increase in detection rate of early breast cancer in the screening compared to the outpatients group. However, detection rate of breast masses was 76.7% of all cases of breast tumor by means of MMG, versus 86.0% by means of physical examination. These results suggest that the mass screening by using physical examination and MMG, as well as ultrasonography, may provide a better clinical application for precise diagnosis, when it is done for working women in the regional public schools who are younger. (author)

  19. Academic procrastination: associations with personal, school, and family variables.

    Science.gov (United States)

    Rosário, Pedro; Costa, Marta; Núñez, José Carlos; González-Pienda, Julio; Solano, Paula; Valle, Antonio

    2009-05-01

    Procrastination is a common behavior, mainly in school settings. Only a few studies have analyzed the associations of academic procrastination with students' personal and family variables. In the present work, we analyzed the impact of socio-personal variables (e.g., parents' education, number of siblings, school grade level, and underachievement) on students' academic procrastination profiles. Two independent samples of 580 and 809 seventh to ninth graders, students attending the last three years of Portuguese Compulsory Education, have been taken. The findings, similar in both studies, reveal that procrastination decreases when the parents' education is higher, but it increases along with the number of siblings, the grade level, and the underachievement. The results are discussed in view of the findings of previous research. The implications for educational practice are also analyzed.

  20. Youths’ socialization to work and school within the family

    Science.gov (United States)

    Lee, Bora; Scholar, Postdoctoral; Porfeli, Erik

    2015-01-01

    The present study tested a model of socialization to work in the family context and its implications as a lever for school engagement using a sample of 154 parent-youth dyads living in the United States. A path model was fitted to data. Findings revealed that parents’ reported work experiences was aligned to youths’ perception of their parents’ success in the work domain. Also, a significant association was found between youth’s perception of their parents’ family success and youth’s emotional and experiential conceptualizations of work. Furthermore, youth who viewed work as a positive experience were more likely to be engaged in schoolwork, both emotionally and cognitively. Implications for vocational guidance are discussed. PMID:26101556

  1. EMOTIONAL STRENGTHENING IN THE FAMILY: INTERVENTION FROM THE SCHOOL CONTEXT

    Directory of Open Access Journals (Sweden)

    Jael Alejandra Vargas Rubilar

    2012-06-01

    Full Text Available The psychological consequences from relational styles characterized by lack of affection and interactional mismanagement between family members can inhibit or block the attempt by members to achieve their full potential for healthy psy -chosocial development. In this context, emotional strengthening families would become a key condition for overcoming these dysfunctional patterns.The aim of this work is to show why psychoeducation and emotional stimula-tion can be particularly useful in the context of psychosocial risk due to poverty and present some strategies to approach such goal from the school environment. This approach is mainly focused on the strengthening of emotional resources in parents and primary caregivers to achieve a direct impact on the children’s emo-tional development.

  2. Joint en Environmental Promotion from the Triad: School, Family, Community

    Directory of Open Access Journals (Sweden)

    Adriana Del Rosario Mejías Vetancourt

    2016-08-01

    Full Text Available The present research has as main objective to generate a theoretical approach of the Joint Environmental Promotion from the Triad: School, Family, Community Primary School "Cinqueña III" town Barinas state of Barinas. The nature of this research is supported by the phenomenological qualitative approach critical partner paradigm. Key informants were considered five (05, which were chosen at the discretion of the investigator, according to the actors who are considered binding: a manager, a teacher, a representative, a member of the school board, a member of the community council. Among the techniques of information collection are: participant observation and qualitative depth interview. As techniques for analyzing information categorization, coding and triangulation, accompanied by descriptive and interpretative phase it is contemplated. Then, a comparative matrix is made to analyze the information collected and shall determine the findings as a result of addressing the issue of research in the Basic School Cinqueña III, municipality of Barinas Barinas state.

  3. Connecting families and high schools through interactive homework

    Science.gov (United States)

    Pandya, Katrina

    2008-10-01

    The current study analyzed the effectiveness of integrating parents in the education of their children through interactive homework (IH). More specifically, the research questions of the study examined the effectiveness, feasibility, and usefulness of parental involvement in increasing academic performance within high school science classes. Using a mixed method design with a single IH treatment group, a convenience sample of 84 anatomy and biology students was assessed over a 6-week period. Although Spearman correlations failed to reveal any associations linking hours of parental IH involvement with student outcomes, related-samples t tests of pre/post student performance indicated significant increases in homework, test scores and overall grades, with greatest improvement observed in test scores. Exit questionnaires, focus groups, and interviews were coded for emergent themes that in turn were analyzed for common patterns. These qualitative data revealed positive feedback related to specific program components and a general interest for program continuation. The results indicated that it is possible to successfully incorporate parents at the high school level, even in technical subject areas. The research may be of particular interest to families and educators due to the positive scholastic effects of incorporating parents in high school academics. Social change is generated by incorporating parents into the educational process which strengthens the school-home bond and contributes to student achievement and motivation.

  4. Interpersonal Relations of Surveillance and Privacy in Families and Schools

    DEFF Research Database (Denmark)

    Albrechtslund, Anders; Bøge, Ask Risom

    technologies for interpersonal surveillance between parents and children, partners, and school mates. The findings from our in-depth interviews suggest, for instance, that the use of smartphones in families involve negotiations about the boundaries of trust and intimacy in parent-child relations which can...... sometimes lead to strategies of resistance or modification. Also negotiated is the management of children’s exposure to perceived risks, drawbacks and harmful influences caused by the use of digital technologies. In the paper, we identify examples of the way the deep infiltration of technology...... into contemporary life leads to new challenges to parenting and growing up which need critical attention....

  5. Negotiating between Family, Peers and School: Understanding the World of Government School and Private School Students

    Science.gov (United States)

    Sucharita, V.

    2014-01-01

    The present paper, based on an ethnographic study of a government school and a low-cost private school in Andhra Pradesh, India, argues that the students of a government school and a private school have two different worlds and are socialised differently. As children progress from childhood to adolescence, the transition is accompanied by…

  6. "Sin Olvidar a los Padres": Families Collaborating within School and University Partnerships

    Science.gov (United States)

    Riojas-Cortez, Mari; Flores, Belinda Bustos

    2009-01-01

    This article describes the significance of 3 entities--the family, the school, and the university--working together to assist young Latino children succeed in school. In an effort to increase parental and teacher communication regarding school expectations, the Family Institute for Early Literacy Development was created. It uses principles of…

  7. Group Counseling in the Schools: Considerations for Child and Family Issues

    Science.gov (United States)

    Crespi, Tony D.; Gustafson, Amy L.; Borges, Silvia M.

    2006-01-01

    School psychologists are increasingly being confronted with a wide spectrum of psychological, psychosocial, familial, and home-school issues impacting child development. With one in six children raised in alcoholic families, with divorce impacting approximately 60% of families, and with such issues as teenage pregnancy, parental neglect, as well…

  8. School Access and Participation: Family Engagement Practices in the New Latino Diaspora

    Science.gov (United States)

    Lowenhaupt, Rebecca

    2014-01-01

    This article describes how schools shape family engagement practices in the context of the New Latino Diaspora. Building on critical scholarship that has called for more culturally appropriate definitions of family engagement, this study seeks to develop a theoretical understanding of how school practices influence immigrant families' access to…

  9. Examining Congruence within School-Family Partnerships: Definition, Importance, and Current Measurement Approaches

    Science.gov (United States)

    Glueck, Courtney L.; Reschly, Amy L.

    2014-01-01

    The purpose of this article is to explore the construct of congruence, particularly with regard to school-family collaboration and partnerships. An in-depth review of the empirical and theoretical literature supporting a shift in focus from encouraging family involvement to creating effective school-family partnerships is presented, followed by an…

  10. Using the Family Autobiography in School Counselor Preparation: An Introduction to a Systemic Perspective

    Science.gov (United States)

    Holcomb-McCoy, Cheryl

    2004-01-01

    School counseling professionals are recognizing the need to address family issues as an intervention strategy with children. Counselor educators can assist school counselor trainees in understanding the family systems' perspective by using the family autobiography as a course requirement. This article presents a description of the family…

  11. The school-family alliance within schooling borders in great Buenos Aires

    Directory of Open Access Journals (Sweden)

    María Mercedes López

    2006-01-01

    Full Text Available The present paper has been written within the framework of a project called "Analysis of alternative experiences to tackle massive school failure in the surrounding urban areas of Buenos Aires". Two categories were considered relevant as a means to analyzing the complexity that characterises present-day state school institutions in the Great Buenos Aires area. The paper intends to reflect on the concept and meanings of border in social sciences, emphasizing its potential to better understand the practices that take place in state schools. The other category analysed is that of "school-family alliance", in order to understand its development during the last decades in view of the extreme poverty that permeates the area studied.

  12. Personnel monitoring

    International Nuclear Information System (INIS)

    1965-01-01

    This film stresses the need for personnel monitoring in work areas where there is a hazard of exposure to radiation. It illustrates the use of personnel monitoring devices (specially the film dosimeter), the assessment of exposure to radiation and the detailed recording of the results on personnel filing cards

  13. Personnel monitoring

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1966-12-31

    This film stresses the need for personnel monitoring in work areas where there is a hazard of exposure to radiation. It illustrates the use of personnel monitoring devices (specially the film dosimeter), the assessment of exposure to radiation and the detailed recording of the results on personnel filing cards

  14. 3. Medical emergencies in primary schools and school ownership of ...

    African Journals Online (AJOL)

    RICHY

    1 Community Medicine Department, University of Jos, Nigeria. 2 Family Medicine ... school personnel and students to respond promptly and properly when an ... death and disability among the young and the middle aged who have many ...

  15. How Do Marginalized Families Engage in School Choice in Inequitable Urban Landscapes? A Critical Geographic Approach

    Science.gov (United States)

    Yoon, Ee-Seul; Lubienski, Christopher

    2017-01-01

    The normalization of school choice in the education system is purported to provide more schooling options for all families, particularly those who do not have the means to move into affluent areas with "better" schools. Nonetheless, it is still unclear to what extent the policy of school choice has been effective in achieving the goal of…

  16. Leadership Style of School Head-Teachers and Their Colleague's Work-Family Conflict

    Science.gov (United States)

    Tatlah, Ijaz Ahmed; Quraishi, Uzma

    2010-01-01

    This paper aims to investigate the relationship of people-oriented and task-oriented leadership styles with the work-family and family-work conflicts and the intensity of mutual relationship between work-family and family-work conflicts. Data for the research were collected through a survey of public sector elementary and secondary school teachers…

  17. Vocational High School Students Entrepreneurship: The Success of Family or School Education..?

    Directory of Open Access Journals (Sweden)

    Arum Biruli Walidaini

    2017-09-01

    Full Text Available Purpose of this research is to • determine entrepreneur attitude of SMK students that have entrepreneurship, • determine role of eductaion in family also the role of eduction in school. Approch of that type used is qualitative. Research object was SMK students had been doing entrepreneur while Wadi. Informant in this research were students, the student's parent, teacher of entrepreneur and headmaster. Data collecting using deep interview technique, observation and documentation also attitude test. The research result shows that entreprenuership attitude of students include high category, education of family has important role to build entrepreneurship attitude in terms of involving children in their business, the role of school limited in supporting development of student's knowledge.

  18. The impact of family size on children’s school attendance in the Philippines

    OpenAIRE

    Kezia C. Bansagan; Hazel Joyce C. Panganiban

    2008-01-01

    Much empirical work has been done to determine the effects of family size on the education of children. Using a sample from the October 2006 Labor Force Survey, this paper attempts to determine the impact of family size on children’s education as measured by school attendance while considering socioeconomic factors. Results have shown that family size is significantly and negatively correlated with children’s school enrollment. Even after controlling for family size and birth-order effect, th...

  19. Vocational High School Students Entrepreneurship: The Success of Family or School Education..?

    OpenAIRE

    Arum Biruli Walidaini; Agung Wirnarno

    2017-01-01

    Purpose of this research is to • determine entrepreneur attitude of SMK students that have entrepreneurship, • determine role of eductaion in family also the role of eduction in school. Approch of that type used is qualitative. Research object was SMK students had been doing entrepreneur while Wadi. Informant in this research were students, the student's parent, teacher of entrepreneur and headmaster. Data collecting using deep interview technique, observation and documentation also attitude ...

  20. Adjustment Problems in the Family and School Contexts, Attitude towards Authority, and Violent Behavior at School in Adolescence

    Science.gov (United States)

    Ochoa, Gonzalo Musitu; Lopez, Estefania Estevez; Emler, Nicholas P.

    2007-01-01

    This study analyzed the role of different but interrelated variables in the family and school contexts in relation to problems of violent behavior at school during adolescence. Participants were 1,068 students aged 11 to 16 (47% male) drawn from secondary schools in the Valencian Community (Spain). Statistical analyses were carried out using…

  1. Bridging the School-Home Divide in the Middle Grades: A Process for Strengthening School-Family Partnerships

    Science.gov (United States)

    Kyzar, Kathleen; Jimerson, Jo Beth

    2018-01-01

    Evidence around adolescent learning and development is clear: School-family partnerships matter. However, traditional methods for engaging families that narrowly define who is involved and what constitutes involvement fall short of promoting optimal outcomes. Meaningful family engagement practices involve reciprocal, two-way interactions between…

  2. Implicit orientation toward family and school among bilingual Latino college students.

    Science.gov (United States)

    Devos, Thierry; Blanco, Karla; Muñoz, Cynthia; Dunn, Roger; Ulloa, Emilio C

    2008-08-01

    The authors examined the associations that underlie the orientations of bilingual Latino college students toward family and school. Participants completed, in English or Spanish, 3 implicit association tests assessing their attitude toward family vs. school, identifications with these concepts, and self-esteem. Results revealed a more positive attitude toward, and stronger identification with, family than school. Identification with family was stronger among participants who completed the study in English, suggesting self-definition in terms of distinctions from the context. Last, the more participants valued family over school and identified with family rather than school, the higher was their self-esteem. These findings shed light on the subtle, yet crucial, mechanisms by which cultural knowledge is incorporated in the self-concept of bilingual Latino college students.

  3. Family and school socioeconomic disadvantage: interactive influences on adolescent dating violence victimization.

    Science.gov (United States)

    Spriggs, Aubrey L; Halpern, Carolyn Tucker; Herring, Amy H; Schoenbach, Victor J

    2009-06-01

    Although low socioeconomic status has been positively associated with adult partner violence, its relationship to adolescent dating violence remains unclear. Further, few studies have examined the relationship between contextual disadvantage and adolescent dating violence, or the interactive influences of family and contextual disadvantage. Guided by social disorganization theory, relative deprivation theory, and gendered resource theory, we analyzed data from the U.S. National Longitudinal Study of Adolescent Health (1994-1996) to explore how family and school disadvantage relate to dating violence victimization. Psychological and minor physical victimization were self-reported by adolescents in up to six heterosexual romantic or sexual relationships. Family and school disadvantage were based on a principal component analysis of socioeconomic indicators reported by adolescents and parents. In weighted multilevel random effects models, between-school variability in dating violence victimization was proportionately small but substantive: 10% for male victimization and 5% for female victimization. In bivariate analyses, family disadvantage was positively related to victimization for both males and females; however, school disadvantage was only related to males' physical victimization. In models adjusted for race/ethnicity, relative age within the school, and mean school age, neither family nor school disadvantage remained related to males' victimization. For females, family disadvantage remained significantly positively associated with victimization, but was modified by school disadvantage: family disadvantage was more strongly associated with dating violence victimization in more advantaged schools. Findings support gendered resource theory, and suggest that status differentials between females and their school context may increase their vulnerability to dating violence victimization.

  4. Cognitive performance and academic achievement: How do family and school converge?

    Directory of Open Access Journals (Sweden)

    Ana Filipa Alves

    2017-12-01

    Full Text Available Children enter the school system with different educational experiences, leaving also with different levels of learning and school results. In this study, we intend to understand the impact of family and school on children's cognitive performance and academic achievement during elementary education. The sample consists of 406 Portuguese children, from preschool and the 1st cycle of Basic Education, aged from 4 to 10 years old. Through full structural equation model, it was observed that the latent variable family (parents’ schooling and socioeconomic level and the latent variable school (community and type of school have a significant impact on academic achievement. However, only family presents a significant impact on cognitive performance. These data suggest that the impact of school on intelligence quotient is not expressive in early academic years, where family present higher explanation of the variance.

  5. "Poder en las Voces y Acciones Comunitarias": Immigrant Young People and Their Families' Transformative Engagement with High School

    Science.gov (United States)

    Alvarez Gutiérrez, Leticia

    2015-01-01

    This research examines how high-school-aged undocumented immigrant Latinas/os and their families resist being marginalized in schools and in communities. These young people and their families are part of a university intergenerational participatory action research collective, Family School Partnership (FSP), located within an urban high school in…

  6. CREATING SUPPORTIVE LEARNING ENVIRONMENTS: EXPERIENCES OF LESBIAN AND GAY-PARENTED FAMILIES IN SOUTH AFRICAN SCHOOLS

    Directory of Open Access Journals (Sweden)

    Diana Breshears

    2016-06-01

    Full Text Available Through in-depth interviews with 21 parents and 12 children in lesbian/gayparented families, we explored the experiences of this unique family form in South African schools. Specifically, families reflected on their positive and negative experiences in the children’s education and used these reflections to offer advice to teachers and administrators wishing better to support lesbian/ gay-parented families. The results of our study offer an understanding of the challenges and needs of this diverse family in the school system, as well as a starting point for administrators and teachers wanting to create inclusive environments for all family types.

  7. Adjustment problems in the family and school contexts, attitude towards authority, and violent behavior at school in adolescence.

    Science.gov (United States)

    Musitu Ochoa, Gonzalo; Estévez Lopez, Estefania; Emler, Nicholas P

    2007-01-01

    This study analyzed the role of different but interrelated variables in the family and school contexts in relation to problems of violent behavior at school during adolescence. Participants were 1,068 students aged 11 to 16 (47% male) drawn from secondary schools in the Valencian Community (Spain). Statistical analyses were carried out using structural equation modeling. The model accounted for 32% of the variance in school violence. Results showed a direct association between quality of communication with father and teacher's expectations of the student with the adolescent's involvement in violent behavior at school. Moreover, findings showed indirect paths by which adolescents' self-concept (family and school domains), acceptance by peers, and attitude toward authority, seemed to be influenced by the quality of interactions with parent and teachers, and also were closely associated with violent behavior at school. Findings are discussed in relation to previous research on adolescent psychosocial adjustment and behavioral problems at school.

  8. Entry of US Medical School Graduates Into Family Medicine Residencies: 2015-2016.

    Science.gov (United States)

    Kozakowski, Stanley M; Travis, Alexandra; Bentley, Ashley; Fetter, Gerald

    2016-10-01

    This is the 35th national study conducted by the American Academy of Family Physicians (AAFP) that reports retrospectively the percentage of graduates from MD-granting and DO-granting medical schools who entered Accreditation Council for Graduate Medical Education (ACGME)-accredited family medicine residency programs as first-year residents. Approximately 8.7% of the 18,929 students graduating from US MD-granting medical schools and 15.5% of the 5,314 students graduating from DO-granting medical schools between July 2014 and June 2015 entered an ACGME family medicine residency in 2015. Together, 10.2% of graduates of MD- and DO-granting schools entered family medicine. Of the 1,640 graduates of the MD-granting medical schools who entered a family medicine residency in 2015, 80% graduated from 70 of the 134 schools (52%). In 2015, DO-granting medical schools graduated 823 into ACGME-accredited family medicine residencies, 80% graduating from 19 of the 32 schools (59%). In aggregate, medical schools west of the Mississippi River represent less than a third of all MD-granting schools but have a rate of students selecting family medicine that is 40% higher than schools located east of the Mississippi. Fifty-one percent (24/47) of states and territories containing medical schools produce 80% of the graduates entering ACGME-accredited family medicine residency programs. A rank order list of MD-granting medical schools was created based on the last 3 years' average percentage of graduates who became family medicine residents, using the 2015 and prior AAFP census data.

  9. The moderating impact of interacting with distressed families of decedents on trauma exposure in medical examiner personnel.

    Science.gov (United States)

    Coleman, Jennifer A; Delahanty, Douglas L; Schwartz, Joseph; Murani, Kristina; Brondolo, Elizabeth

    2016-11-01

    Prior research has examined the incidence of posttraumatic stress stemming from either direct or indirect trauma exposure in employees of high-risk occupations. However, few studies have examined the contribution of both direct and indirect trauma exposure in high-risk groups. One particularly salient indirect trauma often endorsed as the most stressful by many occupational groups is interacting with distressed family members of victims of crime, illness, or accidents. The present study examined the extent to which interacting with distressed families moderated the impact of cumulative potentially traumatic event (PTE) exposure on depression and posttraumatic stress disorder (PTSD) symptoms in 245 employees of medical examiner (ME) offices. Employees from 9 ME office sites in the United States participated in an online survey investigating the frequency of work place PTE exposures (direct and indirect) and mental health outcomes. Results revealed that cumulative PTE exposure was associated with higher PTSD symptoms (PTSS) for employees who had higher frequency of exposure to distressed family members. After controlling for cumulative and direct PTE exposure, gender, and office site, exposure to distressed families was significantly associated with depressive symptoms, but not PTSS. Findings of our research underscore the need for training employees in high-risk occupations to manage their reactions to exposure to distraught family members. Employee training may buffer risk for developing PTSD and depression. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  10. [Family involvement in dental health education of school children].

    Science.gov (United States)

    Cărăuşu, Elena Mihaela; Mihăilă, C B; Indrei, L L

    2002-01-01

    Education for oral-dental health in children is that component of general health education aimed at creating cultural health models, cultivating in the young generation a healthy hygienic behaviour and outlying the opinions about the ways dental disorders can be prevented and treated. The most important goal of health education is to contribute to the preservation/improvement of children's oral health status. This study has two main goals: to assess the exact health education knowledge of the questioned parents and to evaluate their involvement in the oral health education and promotion. This study included 95 parents, aged between 25 and 49 years, with children in primary schools. For data collection a questionnaire was used. The questions were grouped on common features: food habits and healthy diet, causes of oral disease, prevention of oral disease, dental visit habits, oral hygiene habits. The study revealed that parents have a moderate knowledge about dental health education and dental caries prevention, no significant sex differences being found, and poor knowledge about periodontal diseases prevention. As to food hygiene, parents proved a sound knowledge about healthy and unhealthy diet. Our conclusions at the end of this study is that the family with children in primary schools do not get involved in oral/dental health education.

  11. Family socioeconomic status, family health, and changes in students' math achievement across high school: A mediational model.

    Science.gov (United States)

    Barr, Ashley Brooke

    2015-09-01

    In response to recent calls to integrate understandings of socioeconomic disparities in health with understandings of socioeconomic disparities in academic achievement, this study tested a mediational model whereby family socioeconomic status predicted gains in academic achievement across high school through its impact on both student and parent health. Data on over 8000 high school students in the U.S. were obtained from wave 1 (2009-2010) and wave 2 (2012) of the High School Longitudinal Study of 2009 (HSLS:09), and structural equation modeling with latent difference scores was used to determine the role of family health problems in mediating the well-established link between family SES and gains in academic achievement. Using both static and dynamic indicators of family SES, support was found for this mediational model. Higher family SES in 9th grade reduced the probability of students and their parents experiencing a serious health problem in high school, thereby promoting growth in academic achievement. In addition, parent and student health problems mediated the effect of changes in family SES across high school on math achievement gains. Results emphasize the importance of considering the dynamic nature of SES and that both student and parent health should be considered in understanding SES-related disparities in academic achievement. This relational process provides new mechanisms for understanding the intergenerational transmission of socioeconomic status and the status attainment process more broadly. Copyright © 2015 Elsevier Ltd. All rights reserved.

  12. Entry of US Medical School Graduates Into Family Medicine Residencies: 2014-2015.

    Science.gov (United States)

    Kozakowski, Stanley M; Fetter, Gerald; Bentley, Ashley

    2015-10-01

    This is the 34th national study conducted by the American Academy of Family Physicians (AAFP) that reports retrospectively the percentage of graduates from US MD-granting and DO-granting medical schools who entered Accreditation Council for Graduate Medical Education (ACGME)-accredited family medicine residency programs as first-year residents in 2014. Approximately 8.5% of the 18,241 students graduating from US MD-granting medical schools between July 2013 and June 2014 entered a family medicine residency. Of the 1,458 graduates of the US MD-granting medical schools who entered a family medicine residency in 2014, 80% graduated from 69 of the 131 schools. Eleven schools lacking departments or divisions of family medicine produced only a total of 26 students entering family medicine. In aggregate, medical schools west of the Mississippi River represent less than a third of all US MD-granting schools but have an aggregate rate of students selecting family medicine that is two-thirds higher than schools to the east of the Mississippi. A rank order list of US MD-granting medical schools was created based on the last 3 years' average percentage of graduates who became family medicine residents, using the 2014 and prior AAFP census data. US MD schools continue to fail to produce a primary care workforce, a key measure of social responsibility as measured by their production of graduates entering into family medicine. DO-granting and international medical school graduates filled the majority of ACGME-accredited family medicine first-year resident positions in 2014.

  13. Perceptions of School and Family Climates and Experiences of Relational Aggression

    Science.gov (United States)

    Pernice-Duca, Francesca; Taiariol, Jennifer; Yoon, Jina

    2010-01-01

    The role of family and school-level variables on relational aggression and relational victimization was investigated among 158 fourth- and fifth-grade children. Family cohesion, maternal and paternal responsiveness, and school climate were hypothesized to be significant predictors of relational aggression and relational victimization. The results…

  14. Validation of Family, School, and Peer Influence on Volunteerism Scale among Adolescents

    Science.gov (United States)

    Law, Ben M. F.; Shek, Daniel T. L.; Ma, Cecilia M. S.

    2013-01-01

    Social systems, particularly family, school, and peer, are especially critical in influencing adolescents to participate in volunteer service; however, no objective measures of this construct exist. Objectives: This study examined the psychometric properties of the Family, School, and Peer Influence on Volunteerism scale (FSPV) among Chinese…

  15. The Private School Market in Kuwait: A Field Study on Educational Investment Behavior of Kuwaiti Families

    Science.gov (United States)

    Alqahtani, Abdulmuhsen Ayedh

    2014-01-01

    The current study aims at exploring Kuwaiti families' educational investment behavior pursuant to the selection of a specific private school for their children from the private school market. Using the quantitative approach and the principles of marketing research, a survey was administered to a randomly selected sample of Kuwaiti families (n =…

  16. Newcomer Immigrant Adolescents: A Mixed-Methods Examination of Family Stressors and School Outcomes

    Science.gov (United States)

    Patel, Sita G.; Clarke, Annette V.; Eltareb, Fazia; Macciomei, Erynn E.; Wickham, Robert E.

    2016-01-01

    Family stressors predict negative psychological outcomes for immigrant adolescents, yet little is known about how such stressors interact to predict school outcomes. The purpose of this study was to explore the interactive role of family stressors on school outcomes for newcomer adolescent immigrants. Using a convergent parallel mixed-methods…

  17. School Consultants as Agents of Social Justice for Multicultural Children and Families

    Science.gov (United States)

    Li, Chieh; Vazquez-Nuttall, Ena

    2009-01-01

    This article discusses some of the social justice issues that multicultural students and families encounter that are directly relevant to school consultation practice. The issues include culturally fair education, fair expectations of the child from the family and school, fair assessment, evidence-based intervention, and evaluation of…

  18. School and Home Connections and Children's Kindergarten Achievement Gains: The Mediating Role of Family Involvement

    Science.gov (United States)

    Galindo, Claudia; Sheldon, Steven B.

    2012-01-01

    Children's home and school are the most influential contexts in which learning and development occur, especially during early childhood. This paper builds on Bronfenbrenner's ecological theory and Epstein's theory of overlapping spheres of influence to examine school and family connections and their relationships to family involvement and…

  19. Going Through Medical School and Considering the Choice of Family Medicine: Prescription or Antidote?

    Science.gov (United States)

    Mauksch, Hans O.; And Others

    A study of the choice of specialty by medical students suggests that Family Medicine depends on students whose choice predates medical school; the number of those interested diminishes significantly over the four years. Interviews suggest several characteristics of the medical school that mitigate against the choice of family medicine and steer…

  20. [Education in family medicine at the Medical School in Sarajevo].

    Science.gov (United States)

    Masić, Izet

    2004-01-01

    At the Medical faculty of the University of Sarajevo in the 11th semester of the instruction is organized the turnus training from family medicine, and according to the instructive plan and programme of the medical faculty defined in the statute from 1991 year, as well as the rest turnus instruction which the students of medicine pass in the sixth year of studies, and this instruction is imagined as a way and the path that the future physicians as better as possible prepare for the individual work with the patients after acquiring of the diploma. The instruction obligations according to this form of the instruction as that which is being produced are getting performed in the frame of the subject the social medicine and the organization of the healthcare protection. True, the subject family medicine will be independent of the school year 2005/06 for the registration generation 200/01. The momentary plan and programmee (turn) instruction is coinciped so that the teachers and assistants perform 20 hours of the theoretic instruction in the amphitheaters of the Medical faculty and the practical instructions perform the assistants for the family medicine by the fund from 75 hours of the instruction in units of the Health center on the localities Visnjik and Grbavica. The content of the programme encircles the method units which have lead professor Hodgets and the collaborators from Quins' university in Canada and according to the project concipied according to the regulations inter-university agreement of the mentioned university in Canada and the ours in Sarajevo, and the agreement between the Federal ministry of health in Sarajevo and Canada government and which we shall shortly present in this paper. After the heard theoretical and performed practical instruction is being performed the evaluation of knowledge by the corresponding test, which well also be shortly explained in this article. True, there are the definite misunderstandings and the different attitudes

  1. Effectiveness of Professional Learning Communities for Related Services Personnel: Nebraska School Psychologist Perceptions on Utilizing Learning Communities

    Science.gov (United States)

    O'Grady, Ryan

    2013-01-01

    Schools continue to change in many ways. Technology, diversity, Response to Intervention (RtI), 21st Century Skills, and other initiatives warrant the need for continued professional development for all school staff. School psychologists play a key role in the school system and can bring significant contributions to the school team. School…

  2. [Compatibility of family and profession. Survey of radiologists and medical technical personnel in clinics with different organizations].

    Science.gov (United States)

    Bundy, B D; Bellemann, N; Burkholder, I; Heye, T; Radeleff, B A; Grenacher, L; Kauczor, H U; Weber, M A

    2012-03-01

    The compatibility of family and profession is especially difficult for employees in medical professions because of shift work and overtime. It seems that in the future women are going to represent the majority of medical professionals in Germany. Hence, with the forthcoming lack of physicians in Germany social aspects will also play a greater role in the choice of the place of employment. Therefore a statistical survey was made among employees on how they judge the compatibility of family and job and what they would like to improve. From autumn 2009 until spring 2010 a total of 115 questionnaires were distributed to 8 different academic radiology departments. The anonymous questionnaire with partially open, partially graded questions and partially multiple answer questions was designed with the help of an expert for statistics and analytics and included questions about the employment and family situation, plans for the future, requested flexible working hours and childcare models, as well as ideas for improvement. Of the questionnaires 87 were analyzed with a specially designed access database using, for example descriptive statistics and histogram analyses. Of the interviewees 68% were female and 31% were male (1% not significant n.s.), 46% had children and 49% were childless (5% n.s.), 63% were medical doctors, 33% radiographers (3% other) and 82% worked full-time. Of the male respondents with children 42% indicated that their spouse was at home, 18% of female respondents with children indicated that their spouse was at home and only mothers worked part-time. Of the male respondents 73% would like to take parental leave, 44% of all respondents (70% of the male respondents and 34% of the female respondents) agreed that radiology is more compatible with family than other medical disciplines and 87% would like to have a childcare possibility in close proximity to the working place. In most of the families the classic role model prevails, although women are well

  3. Assessing the Personal Financial Problems of Junior Enlisted Personnel

    National Research Council Canada - National Science Library

    Buddin, Richard

    2002-01-01

    .... Surveys of military personnel show that, particularly for junior personnel, financial problems constitute a major source of stress, subordinate only to increased workload and family separation...

  4. Beyond Coffee with the Principal: Toward Leadership for Authentic School-Family Partnerships

    Science.gov (United States)

    Auerbach, Susan

    2010-01-01

    This article problematizes conventional school-family partnerships, as geared toward narrow school agendas or mandates for collaboration, and documents efforts to lead more authentic partnerships as part of socially just urban schools. Just as meaningful parent involvement needs to go "beyond the bake sale," so, too, must leadership for…

  5. My Future, My Family, My Freedom: Meanings of Schooling for Poor, Rural Chinese Youth

    Science.gov (United States)

    Xiang, Xin

    2018-01-01

    In this article, Xin Xiang investigates what dushu, or "schooling," means for rural senior secondary school students in a high-poverty county in southwestern China. With the persistence of China's rural-urban education inequality and alarming reports about secondary school dropout rates, rural students' and their families' attitudes…

  6. Family Law Proceedings, Domestic Violence and the Impact upon School: A Neglected Area of Research

    Science.gov (United States)

    Eriksson, Maria; Bruno, Linnea; Nasman, Elisabet

    2013-01-01

    The aim of this article is to open up a discussion about an unexplored area of children's lives at school. While there has been considerable discussion of issues about child protection and the cooperation between school and social services in that context, studies on the intersection between school and family law proceedings seem virtually…

  7. School Curriculum, Policies, and Practices Regarding Lesbian, Gay, Bisexual, and Transgender Families

    Science.gov (United States)

    Bishop, Christa M.; Atlas, Jana G.

    2015-01-01

    This study examined what elementary schools in New York State are doing to recognize lesbian, gay, bisexual, and transgender (LGBT) families in terms of curriculum, policies, and practices. In all, 116 school psychologists completed an online survey regarding their districts. Findings indicated that even though most school districts serve…

  8. Overweight and Obesity in Youth in Schools--The Role of the School Nurse. Position Statement. Revised

    Science.gov (United States)

    Mehrley, Melissa; Leibold, Nancyruth

    2011-01-01

    It is the position of the National Association of School Nurses that school nurses have the knowledge and expertise to promote the prevention of overweight and obesity and address the needs of overweight and obese youth in schools. The school nurse collaborates with students, families, school personnel, and health care providers to promote healthy…

  9. Con Respeto. Bridging the Distances between Culturally Diverse Families and Schools. An Ethnographic Portrait.

    Science.gov (United States)

    Valdes, Guadalupe

    As part of a larger ethnographic study, this book focuses on Mexican American family life, parental attitudes toward school, and efforts to increase student achievement by changing families. Exploration of the daily life of the 10 immigrant families sheds light on what educators have interpreted as the disinterest of newly arrived immigrants in…

  10. Typologies of Family Functioning and Children's Adjustment during the Early School Years

    Science.gov (United States)

    Sturge-Apple, Melissa L.; Davies, Patrick T.; Cummings, E. Mark

    2010-01-01

    Guided by family systems theory, the present study sought to identify patterns of family functioning from observational assessments of interparental, parent-child, and triadic contexts. In addition, it charted the implications for patterns of family functioning for children's developmental trajectories of adjustment in the school context across…

  11. Relationship among Family Support, Love Attitude, and Well-Being of Junior High School Students

    Science.gov (United States)

    Wu, Ho-tang; Chou, Mei-ju; Chen, Wei-hung; Tu, Chin-Tang

    2016-01-01

    This research aims to analyze the correlation between family support, love attitude, and well-being of junior high school students. After analyzing related literature, it is found that demographic variables like gender, grade, family structure, socioeconomic position have difference in perception of well-being. In addition, family support and love…

  12. Creating Supportive Learning Environments: Experiences of Lesbian and Gay-Parented Families in South African Schools

    Science.gov (United States)

    Breshears, Diana; Lubbe-De Beer, Carien

    2016-01-01

    Through in-depth interviews with 21 parents and 12 children in lesbian/gay-parented families, we explored the experiences of this unique family form in South African schools. Specifically, families reflected on their positive and negative experiences in the children's education and used these reflections to offer advice to teachers and…

  13. Engaging parents in the family check-up in middle school: longitudinal effects on family conflict and problem behavior through the high school transition.

    Science.gov (United States)

    Van Ryzin, Mark J; Stormshak, Elizabeth A; Dishion, Thomas J

    2012-06-01

    Adolescence is a time of significant developmental change. During this period, levels of problem behavior that had been relatively innocuous may escalate in the company of peers, with simultaneous reductions in parental monitoring and involvement. In this article, we report the results of a randomized controlled trial of the Family Check-Up (FCU), a family-centered, school-based intervention designed to forestall the escalation of adolescent problem behavior by promoting and motivating skillful parenting through the transition to high school. In this study, 593 ethnically diverse families were randomized to be offered the FCU when their youth were in seventh and eighth grades of middle school. We used complier average causal effect analysis to examine change in family conflict, antisocial behavior, involvement with deviant peers, and alcohol use from sixth through ninth grades. Analyses revealed that when compared with a matched control group, youths whose parents had engaged in the FCU demonstrated significantly lower rates of growth in family conflict (p = .052), antisocial behavior, involvement with deviant peers, and alcohol use. Our results extend current research on the FCU and provide support for theory that links family conflict with a variety of youth problem behavior. These results and the extant research on the FCU suggest that traditional school-based service delivery models that focus on the individual child may benefit from a shift in perspective to engage parents and families. Copyright © 2012 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

  14. Personnel Preparation.

    Science.gov (United States)

    Fair, George, Ed.; Stodden, Robert, Ed.

    1981-01-01

    Three articles comprise a section on personnel preparation in vocational education. Articles deal with two inservice programs in career/vocational education for the handicapped and a project to train paraprofessionals to assist special educators in vocational education. (CL)

  15. How Visible and Integrated Are Lesbian, Gay, Bisexual, and Transgender Families: A Survey of School Psychologists Regarding School Characteristics

    Science.gov (United States)

    Bishop, Christa M.

    2010-01-01

    This study examined what elementary schools in New York State are doing to recognize lesbian gay, bisexual, and transgender (LGBT) families in terms of curriculum, policies, and practices. One hundred and sixteen participants were recruited through the New York Association of School Psychologists email listserve and completed a brief online…

  16. Towards gender-sensitivity: the Philippine POPCOM experience. How sensitive to gender issues are our family planning personnel?

    Science.gov (United States)

    Danguilan, M

    1995-04-01

    The Philippine Commission on Population (POPCOM) sets and coordinates the country's population policy. POPCOM launched Gender I in early 1994 in the attempt to find out how aware and sensitive its board of commissioners, staff, and the provincial and city population officers were on gender and population issues. The assessment covered the respondents' gender relations at the workplace; gender, work, and family responsibilities; job satisfaction; their perceptions about gender-related issues in reproductive health; personal sex attitudes; and general perceptions on gender issues. The project also explored respondents' knowledge and perceptions on population growth and structure; population information generation and use; quality of life; reproductive health; law, ethics, and policy; and men's and women's roles. Having completed the institutional assessment, POPCOM has now implemented the Gender II project designed to strengthen the formulation, coordination, and implementation of gender-aware population and reproductive health policies and programs. Project activities include policy review and framework development, capability building through gender and reproductive health training and information management, and special research projects.

  17. On-the-Spot Problem Solving of Airline Professionals: A Case Study of Sky Business School Personnel Training Program

    Science.gov (United States)

    Nara, Jun

    2010-01-01

    This research explores how chief cabin crew members of major airlines made their decisions on-the-spot when they had unexpected problems. This research also presents some insights that may improve personnel training programs for future stewardesses and stewards based on the investigation of their decision-making styles. The theoretical framework…

  18. The Family as a Place of Education. Between a School- Centred Focus on Education and Family Needs

    Directory of Open Access Journals (Sweden)

    Ulrike Loch

    2016-12-01

    Full Text Available The results of PISA studies over recent years have revealed the social selectivity of the scholastic education system. Based on my empirical research on families with mentally ill parents, I show how, for the children involved, social exclusion begins before they even start school. I also show how parents’ mental illness is seen to affect children, and what support such families require. The findings demonstrate how important it is to take family coping situations into account in education discourse concerning child and youth welfare services and formal education systems.

  19. Balancing Work Responsibilities and Family Needs: The Federal Civil Service Response. A Report Concerning Significant Actions of the U.S. Office of Personnel Management. A Report to the President and the Congress of the United States.

    Science.gov (United States)

    Merit Systems Protection Board, Washington, DC.

    This report examines actions of the U.S. Office of Personnel Management in providing leadership to several of the government's human resource management programs in the work and family benefits area. It reviews employee benefit programs that help civilian federal workers balance their work responsibilities and personal needs. Programs reviewed are…

  20. Impulsivity moderates promotive environmental influences on adolescent delinquency: A comparison across family, school, and neighborhood contexts

    Science.gov (United States)

    Chen, Pan; Jacobson, Kristen C.

    2013-01-01

    The present study examined moderating effects of impulsivity on the relationships between promotive factors from family (family warmth, parental knowledge), school (school connectedness), and neighborhood (neighborhood cohesion) contexts with delinquency using data collected from N = 2,978 sixth to eighth graders from 16 schools surrounding a major city in the Midwestern United States. More than half of the respondents were non-Caucasian (Mage = 12.48; 41.0% male). Multilevel modeling analyses were conducted to take into account the clustering of the participants within schools. Impulsivity was positively associated with adolescent delinquency. Additionally, family warmth, parental knowledge, and school connectedness, but not neighborhood cohesion, were independently and inversely related to adolescent delinquency. Finally, impulsivity moderated relationships between family warmth and parental knowledge with delinquency but not relationships between school attachment and neighborhood cohesion with delinquency. Specifically, the negative relationship between family warmth and delinquency was significant for adolescents with high levels of, but not for those with below-average levels of, impulsivity. In addition, parental knowledge had a stronger association with decreased levels of delinquency for adolescents reporting higher levels of impulsivity. The moderating effects of impulsivity did not differ for males and females or for minority and non-minority participants. Findings indicate that impulsivity may have greater impact on adolescents’ susceptibility to positive family influences than on their susceptibility to promotive factors from school or neighborhood contexts. Implications for future research and practice are discussed. PMID:23673971

  1. The role of family, peers and school perceptions in predicting involvement in youth violence.

    Science.gov (United States)

    Laufer, Avital; Harel, Yossi

    2003-01-01

    This study explored the relative importance of family, peers and school in predicting youth violence. The analysis was done on a nationally representative sample included 8,394 students from grade 6th-10th in Israel. Measures of youth violence included bullying, physical fights and weapon carrying. The findings suggested that all three social systems had significant relations with youth violence, respectively. Variables found to predict violence were: Family-lack of parental support regarding school; Peers-Lack of social integration or too many evenings out with friends; School-feeling of school alienation, low academic achievement and perceptions of frequent acts of violence in school. School perceptions had the strongest predicting power. Findings emphasized the importance of focusing on improving the daily school experience in reducing youth violence.

  2. Family Background, School Characteristics, and Children's Cognitive Achievement in Madagascar

    Science.gov (United States)

    Glick, Peter; Randrianarisoa, Jean Claude; Sahn, David E.

    2011-01-01

    This paper uses linked household, school, and test score data from Madagascar to investigate the relation of household characteristics and school factors to the cognitive skills of children ages 8-10 and 14-16. In contrast to most achievement test studies in developing countries, the study uses representative rather than school-based samples of…

  3. Family Relationships and Perfectionism in Middle-School Students

    Science.gov (United States)

    DiPrima, Amy J.; Ashby, Jeffrey S.; Gnilka, Philip B.; Noble, Christina L.

    2011-01-01

    Several authors have suggested that perfectionism develops in the context of a person's family of origin. However, there are few empirical studies that address the relationship between family variables and perfectionism. This study examined the relationship between family variables and multidimensional perfectionism among a sample of 253…

  4. Promoting School and Life Success through Early Childhood Family Literacy

    Science.gov (United States)

    Swick, Kevin J.

    2009-01-01

    Early childhood family literacy programs have great potential to positively influence children and families. This article presents the core values and key components of high quality early childhood family literacy programs. The benefits and cost effectiveness of these programs are also discussed.

  5. The Family as a Place of Education. between a School-Centred Focus on Education and Family Needs

    Science.gov (United States)

    Loch, Ulrike

    2016-01-01

    The results of PISA studies over recent years have revealed the social selectivity of the scholastic education system. Based on my empirical research on families with mentally ill parents, I show how, for the children involved, social exclusion begins before they even start school. I also show how parents' mental illness is seen to affect…

  6. An Analysis of the Impact of the Research Utilization Project on Principals' Attitudes and on the Use of Information Services By Teachers and Other Field Personnel in 16 Target Elementary Schools of the District of Columbia.

    Science.gov (United States)

    Robinson, Erika L.

    Bridging the gap between the research resources and field personnel becomes an increasingly important problem. This study investigated the impact of the Research Utilization Project (RUP) on public elementary schools in the District of Columbia. In the 16 schools selected by a multistage stratified sampling method, the total number of information…

  7. Medical School Hotline: Developing communication skills for leading family meetings.

    Science.gov (United States)

    Inaba, Michiko; Bell, Christina; Tamura, Bruce; Kasuya, Richard; Masaki, Kamal

    2011-06-01

    Good clinician-family communication is essential for the provision of high-quality patient care. Families rate the communication skills of clinicians as critical clinical skills. However, there has been no structured training of fellow communication skills while leading family meetings in the University of Hawai'i Geriatric Medicine Fellowship Program. Effective training to develop communication skills with families will better prepare Geriatric Medicine fellows for this important task, and ultimately improve the quality of care they provide to these patients and patients' families.

  8. "On solid ground": family and school connectedness promotes adolescents' future orientation.

    Science.gov (United States)

    Crespo, Carla; Jose, Paul E; Kielpikowski, Magdalena; Pryor, Jan

    2013-10-01

    The present study investigated the role of connectedness to the family and school contexts on future orientation of New Zealand adolescents. Participants were 1774 young people (51.9% female) aged between 9 and 16 years at time 1 of the study, who reported their connectedness to family and school and their perceptions of future orientation at three times of measurement one year apart. Structural equation modelling was used to test the combined role of family and school connectedness on future orientation over time. Findings supported a multiple mediation model in that adolescents' connectedness to family and school predicted more positive perceptions of future orientation both directly and indirectly via the effect of the context variables on each other. Copyright © 2013 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

  9. Well-being and suicidal ideation of secondary school students from military families.

    Science.gov (United States)

    Cederbaum, Julie A; Gilreath, Tamika D; Benbenishty, Rami; Astor, Ron A; Pineda, Diana; DePedro, Kris T; Esqueda, Monica C; Atuel, Hazel

    2014-06-01

    The mental health of children is a primary public health concern; adolescents of military personnel may be at increased risk of experiencing poorer well-being overall and depressive symptoms specifically. These adolescents experience individual and intrafamilial stressors of parental deployment and reintegration, which are directly and indirectly associated with internalizing behaviors. The present study sought to better understand the influence of parental military connectedness and parental deployment on adolescent mental health. Data from the 2011 California Healthy Kids Survey examined feeling sad or hopeless, suicidal ideation, well-being, and depressive symptoms by military connectedness in a subsample (n = 14,299) of seventh-, ninth-, and 11th-grade California adolescents. Cross-classification tables and multiple logistic regression analyses were used. More than 13% of the sample had a parent or sibling in the military. Those with military connections were more likely to report depressive symptoms and suicidal ideation. Controlling for grade, gender, and race/ethnicity, reporting any familial deployment compared with no deployments was associated with increasing odds of experiencing sadness or hopelessness, depressive symptoms, and suicidal ideation. Findings emphasize the increased risk of mental health issues among youth with parents (and siblings) in the military. Although deployment-related mental health stressors are less likely during peace, during times of war there is a need for increased screening in primary care and school settings. Systematic referral systems and collaboration with community-based mental health centers will bolster screening and services. Copyright © 2014 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

  10. Family Resources in Two Generations and School Readiness among Children of Teen Parents

    Science.gov (United States)

    Fomby, Paula; James-Hawkins, Laurie; Mollborn, Stefanie

    2015-01-01

    Overall, children born to teen parents experience disadvantaged cognitive achievement at school entry compared to children born to older parents. However, within this population there is variation, with a significant fraction of teen parents’ children acquiring adequate preparation for school entry during early childhood. We ask whether the family background of teen parents explains this variation. We use data on children born to teen mothers from three waves of the Early Childhood Longitudinal Study-Birth Cohort (N~700) to study the association of family background with children's standardized reading and mathematics achievement scores at kindergarten entry. When neither maternal grandparent has completed high school, children's scores on standardized assessments of math and reading achievement are one-quarter to one-third of a standard deviation lower compared to families where at least one grandparent finished high school. This association is net of teen mothers’ own socioeconomic status in the year prior to children's school entry. PMID:26806989

  11. Prevalence of bullying and victimization among children in early elementary school: Do family and school neighbourhood socioeconomic status matter?

    Directory of Open Access Journals (Sweden)

    Jansen Pauline W

    2012-07-01

    Full Text Available Abstract Background Bullying and victimization are widespread phenomena in childhood and can have a serious impact on well-being. Children from families with a low socioeconomic background have an increased risk of this behaviour, but it is unknown whether socioeconomic status (SES of school neighbourhoods is also related to bullying behaviour. Furthermore, as previous bullying research mainly focused on older children and adolescents, it remains unclear to what extent bullying and victimization affects the lives of younger children. The aim of this study is to examine the prevalence and socioeconomic disparities in bullying behaviour among young elementary school children. Methods The study was part of a population-based survey in the Netherlands. Teacher reports of bullying behaviour and indicators of SES of families and schools were available for 6379 children aged 5–6 years. Results One-third of the children were involved in bullying, most of them as bullies (17% or bully-victims (13%, and less as pure victims (4%. All indicators of low family SES and poor school neighbourhood SES were associated with an increased risk of being a bully or bully-victim. Parental educational level was the only indicator of SES related with victimization. The influence of school neighbourhood SES on bullying attenuated to statistical non-significance once adjusted for family SES. Conclusions Bullying and victimization are already common problems in early elementary school. Children from socioeconomically disadvantaged families, rather than children visiting schools in disadvantaged neighbourhoods, have a particularly high risk of involvement in bullying. These findings suggest the need of timely bullying preventions and interventions that should have a special focus on children of families with a low socioeconomic background. Future studies are necessary to evaluate the effectiveness of such programs.

  12. Development of a Family-School Intervention for Young Children With Attention Deficit Hyperactivity Disorder.

    Science.gov (United States)

    Mautone, Jennifer A; Marshall, Stephen A; Sharman, Jaclyn; Eiraldi, Ricardo B; Jawad, Abbas F; Power, Thomas J

    2012-01-01

    Although numerous studies have evaluated the effectiveness of multi-modal psychosocial interventions for children with attention deficit hyperactivity disorder, these programs are limited in that there has not beeti an explicit focus on the connection between fatnily and school. This study was designed to develop and pilot test a family-school ititervention, Family-School Success-Early Elementary (FSS-EE), for kindergarten and first-grade studetits with attention deficit hyperactivity disorder. Key components of FSS-EE were family-school behavioral consultatioti, daily report cards, and strategies to improve parent-child relationships atid family involvement in educatioti. FSS-EE was developed using a multistep iterative process. The piloted version consisted of 12 weekly sessions including 6 group meetings, 4 individualized family sessions, and 2 school-based consultations. Families participating in the study were given the choice of placing their childreti on medication; 25% of children were on medication at the time of random assignmetit. Childreti ( n = 61) were randomly assigned to FSS-EE or a comparison group controlling for nonspecific treatment effects. Outcomes were assessed at post interventioti and 2-month follow-up. Study findings indicated that FSS-EE was feasible to implement and acceptable to paretits atid teachers. In addition, the findings provided preliminary evidence that FSS-EE is effective in improving parenting practices, child behavior at school, and the student-teacher relationship.

  13. Beliefs about family-school relationships. Changes in pre-service teachers after receiving specific training

    Directory of Open Access Journals (Sweden)

    Cristina Vázquez

    2014-12-01

    Full Text Available Teachers’ beliefs about family-school relationship vary in a continuum according to the role that parents and teachers have, and the power that they hold. Pre-service teachers also have beliefs about this relationship and their own competence to develop it. Two groups of pre-service teachers (second year students participated in this study. One group received specific training on family-school relationship and its improvement (116 students attending a degree in Early Childhood Education, who constituted the experimental group, EG. The other group was not trained (92 students attending a degree in Primary Education, who made up the control group, CG. The Beliefs about family-school Questionnaire (CCR was developed and applied before and after the EG was trained. Results show that students in the EG increased their beliefs about family-school collaboration in the post-test and decreased their beliefs about parental subordination to teachers’ authority and parents’ carelessness. Students in the CG kept their beliefs unchanged, which were significantly more prone to support teachers’ authority and parental subordination and parents’ carelessness compared to the EG.. Perceived competence for family-school relationship did not change significantly in either group. However, significant correlations between beliefs and perceived competence were found, pointing out the importance of working pre-service teachers’ beliefs about family-school collaboration.

  14. Does contact by a family nurse practitioner decrease early school absence?

    Science.gov (United States)

    Kerr, Jill; Price, Marva; Kotch, Jonathan; Willis, Stephanie; Fisher, Michael; Silva, Susan

    2012-02-01

    Chronic early school absence (preschool through third grade) is associated with school failure. The presence of school nurses may lead to fewer absences, and nurse practitioners in school-based health centers (SBHCs) can facilitate a healthier population resulting in improved attendance. Efforts to get students back to school are unexplored in nursing literature. This article describes a nursing intervention to decrease early school absence in two elementary schools K-3 (N = 449) and a Head Start program (N = 130). The Head Start Family Nurse Practitioner (FNP) contacted families of chronically and excessively absent students by telephone, clinic visit at school, or home visit. The aggregate percentage attendance was evaluated by grades (preschool to third grade), schools (Head Start, Elementary Schools 1 and 2), and grades and schools and compared with publicly available school district aggregate data. There were statistically significant increases in attendance from Year 1 to Year 2 at p < .05 at the elementary level but not at the Head Start level. Student demographics, types of contacts, absence reasons (including sick child), and medical diagnoses are described.

  15. Family homework and school-based sex education: delaying early adolescents' sexual behavior.

    Science.gov (United States)

    Grossman, Jennifer M; Frye, Alice; Charmaraman, Linda; Erkut, Sumru

    2013-11-01

    Early sexual activity can undermine adolescents' future school success and health outcomes. The purpose of this study was to assess the role of a family homework component of a comprehensive sex education intervention in delaying sexual initiation for early adolescents and to explore what social and contextual factors prevent adolescents from completing these family homework activities. This mixed methods study included 6th- and 7th-grade survey responses from 706 students at 11 middle school schools receiving a sex education intervention, as well as interviews from a subset of 33, 7th-grade students from the larger sample. Adolescents who completed more family homework assignments were less likely to have vaginal intercourse in 7th grade than those who completed fewer assignments, after controlling for self-reports of having had vaginal intercourse in 6th grade and demographic variables. Participants' explanations for not completing assignments included personal, curriculum, and family-based reasons. Family homework activities designed to increase family communication about sexual issues can delay sex among early adolescents and contribute to school-based sex education programs. Successful sex education programs must identify and address barriers to family homework completion. © 2013, American School Health Association.

  16. Newcomer immigrant adolescents: A mixed-methods examination of family stressors and school outcomes.

    Science.gov (United States)

    Patel, Sita G; Clarke, Annette V; Eltareb, Fazia; Macciomei, Erynn E; Wickham, Robert E

    2016-06-01

    Family stressors predict negative psychological outcomes for immigrant adolescents, yet little is known about how such stressors interact to predict school outcomes. The purpose of this study was to explore the interactive role of family stressors on school outcomes for newcomer adolescent immigrants. Using a convergent parallel mixed-methods design, we used quantitative methods to explore interactions between family separation, acculturative family conflict, and family life events to predict 2 school outcomes, academic achievement (via grade point average [GPA]), and externalizing problems (student- and teacher-reported). The sample included 189 newcomer immigrant public high school students from 34 countries of origin. Quantitative measures included the Multicultural Events Scale for Adolescents, Family Conflicts Scale, and the Achenbach System of Empirically Based Assessment (ASEBA). Qualitative data were collected through a semi-structured interview. Quantitative results found that more family life events were associated with lower GPA, but this association was weaker for participants who had been separated from their parents. More family conflict was associated with more externalizing symptoms (both youth- and teacher-reported). However, the association between family conflict and teacher-reported externalizing symptoms was found only among participants reporting a greater than average number of life events. Qualitative results show that separation from extended family networks was among the most stressful of experiences, and demonstrate the highly complex nature of each family stressor domain. At a time when immigration is rapidly changing our school system, a better understanding of early risk factors for new immigrants can help teachers, administrators, and mental health practitioners to identify students with greatest need to foster behavioral, academic, and emotional well-being. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  17. IDENTITY FORMATION AMONG PRIMARY SCHOOL-AGED CHILDREN IN DYSFUNCTIONAL FAMILIES

    Directory of Open Access Journals (Sweden)

    V. G. Bulygina

    2015-01-01

    Full Text Available Primary school age is a stage of significant personal changes of a child, including the identity formation as a result of a major restructuring of the system of relations of the child within the family. Background: The aim is to study the influence of a dysfunctional family system on the identity formation of primary school-aged children. Methods: There were examined seven-year-old children, secondary school pupils from families with signs of dysfunctionality (n =42. To assess interfamilial relations there were used proprietary methodologies and standardized tests diagnosing a role structure of the family, emotional sphere of children, peculiarities of the child identification with family members, signs of the family dysfunctionality. Results: It is revealed that the process of identity formation in primary school-aged children in dysfunctional families is characterized by expressed difficulties in identifying himself with family members. In 33% of cases the low hierarchical position and the typical female role characteristics are ascribed to father. To the contrary, the male social role position in 47% of cases is attributed to mother. The ambivalence of the child’s self-relation and his relation to family members is revealed. Therewith, 38% of girls’ profiles coincide either with the set of characteristics of fathers, or equally with sets of characteristics of both parents. The negative emotional state is diagnosed in 62% of children. Conclusion: It is established that in dysfunctional families the interfamilial relations and role structure have specific features, negatively influencing on the child development and the formation of his personality.Key words: children, primary school age, dysfunctional family, identity formation.

  18. Correlation Among Students’ Family Background, Academic Performance in Junior High School, and Senior High School Tracking in Taiwan

    Directory of Open Access Journals (Sweden)

    Ming-Fu Huang

    2014-12-01

    Full Text Available There were numerous previous studies on educational tracking. However, most of the data adopted in these studies were collected a decade ago, involving sample population 20-64 years of age. Among them, many elderly samples had undergone senior high school tracking in the early years. The present study used the data of students and parents from the 3rd wave (2005 of the Taiwan Education Panel Survey (TEPS. A path analysis was conducted to investigate the inequality of opportunities involved in the influence of student family background on educational tracking at the senior high school stage. The results show: although the overall percentage of junior high school graduates entering advanced levels was approximately 100% and almost all students of different family backgrounds entered advanced levels, the most crucial factor among those affecting educational tracking of senior high school stage was students’ academic performance during junior high school. Students with higher family socioeconomic status and fewer siblings showed better academic performance in junior high schools, and consequently had higher possibilities of entering public senior high schools leading to a more promising future. This indicates that though the inequality in the quantity of opportunities approached 0, the inequality in the quality of opportunities still remained, which fails to support the hypothesis of the maximally maintained inequality of educational opportunity (MMI; however, the result supports the hypothesis of the effectively maintained inequality of educational opportunity (EMI.

  19. Unmet Needs of Families of School-Aged Children with an Autism Spectrum Disorder

    Science.gov (United States)

    Brown, Hilary K.; Ouellette-Kuntz, Helene; Hunter, Duncan; Kelley, Elizabeth; Cobigo, Virginie

    2012-01-01

    Background: To aid decision making regarding the allocation of limited resources, information is needed on the perceived unmet needs of parents of school-aged children with an autism spectrum disorder. Materials and Methods: A cross-sectional survey was conducted of 101 Canadian families of school-aged children with an autism spectrum disorder.…

  20. School Belonging of Adolescents: The Role of Teacher-Student Relationships, Peer Relationships and Family Involvement

    Science.gov (United States)

    Uslu, Fatma; Gizir, Sidika

    2017-01-01

    This study examines the extent to which teacher-student relationships, peer relationships, and family involvement can be used to predict a sense of school belonging among adolescents, according to gender. The sample of the study consists of 815 students enrolled in nine state primary schools in the central districts of Mersin, Turkey. The data was…

  1. A School Administrator's Guide to the Family and Medical Leave Act

    Science.gov (United States)

    Bosland, Carl C.

    2007-01-01

    This book is a comprehensive, yet practical, reference for information and guidance to comply with the requirements of the Family and Medical Leave Act of 1993. It provides school administrators with the latest information to ensure that school policies and practices are up-to-date and it helps to manage leave and avoid costly legal violations.…

  2. Ahiska Refugee Families' Configuration of Resettlement and Academic Success in U.S. Schools

    Science.gov (United States)

    Bal, Aydin; Arzubiaga, Angela E.

    2014-01-01

    In this article, we report on an ethnographic study of figured worlds of resettlement and identities that Muslim refugee youth from the Russian Federation coconstructed in an urban school at the Southwestern U.S. border. In the school, multiple cultural-historical discourses came together within a global context: refugee families, a global Islamic…

  3. Evaluation of the Family/School Partnership Project, Year III, 1996-97.

    Science.gov (United States)

    Kester, Donald L.; Plakos, John; Santos, Will

    The report details the third-year evaluation of a transitional bilingual education project at Chester W. Nimitz Middle School in Huntington Park, California. The Family/School Partnership Project is designed to assist limited English proficient students in mastering English skills to transition to regular classroom activities by integrating…

  4. Gender Invariance of Family, School, and Peer Influence on Volunteerism Scale

    Science.gov (United States)

    Law, Ben; Shek, Daniel; Ma, Cecilia

    2015-01-01

    Objective: This article examines the measurement invariance of "Family, School, and Peer Influence on Volunteerism Scale" (FSPV) across genders using the mean and covariance structure analysis approach. Method: A total of 2,845 Chinese high school adolescents aged 11 to 15 years completed the FSPV scale. Results: Results of the…

  5. Protective Effects of Middle School Comprehensive Sex Education with Family Involvement

    Science.gov (United States)

    Grossman, Jennifer M.; Tracy, Allison J.; Charmaraman, Linda; Ceder, Ineke; Erkut, Sumru

    2014-01-01

    Background: School-based comprehensive sex education programs can reduce early adolescents' risky sexual behavior. The purpose of this study was to assess the effectiveness of a 3-year comprehensive sex education program in delaying vaginal sex for middle school students and whether the family component of the intervention contributes to its…

  6. Culture in Inclusive Schools: Parental Perspectives on Trusting Family-Professional Partnerships

    Science.gov (United States)

    Francis, Grace L.; Blue-Banning, Martha; Turnbull, Ann P.; Hill, Cokethea; Haines, Shana J.; Gross, Judith M. S.

    2016-01-01

    This qualitative study improves understanding of parent perspectives about the factors that facilitate family-professional partnerships in schools recognized for inclusive practices. Five themes emerged from 11 focus groups consisting of parents of students with and without disabilities and with varying levels of involvement with the school: (a)…

  7. Family, Work, and School Influences on the Decision to Enter the Military.

    Science.gov (United States)

    Teachman, Jay D.; And Others

    1993-01-01

    Examined correlates of enlistment of young men in military. Focused on all volunteer force, paying attention to effects of work, school, and family roles on enlistment. Work and school enrollment significantly reduced likelihood of enlisting in military for whites but not for African Americans. Marriage and parenthood did not affect likelihood of…

  8. Associations between Finnish 9th Grade Students' School Perceptions, Health Behaviors, and Family Factors

    Science.gov (United States)

    Ilona, Haapasalo; Raili, Valimaa; Lasse, Kannas

    2012-01-01

    Purpose: The aim of this study was to examine the associations between students' perceptions of the psychosocial school environment, health-compromising behaviours, and selected family factors. The analyses were based on data provided for the Health Behaviour in School-aged Children Study (2006). Design/methodology/approach: The data were obtained…

  9. Patterns of Practice: Case Studies of Early Childhood Education & Family Engagement in Community Schools

    Science.gov (United States)

    Jacobson, Linda; Rollins, S. Kwesi; Brown, Janet; Naviasky, Heather

    2016-01-01

    This "Patterns of Practice: Case Studies of Early Childhood Education & Family Engagement in Community Schools" report updates the community school case studies through a description of ongoing developments in Cincinnati, OH; Evansville, IN; Multnomah County, OR; and Tulsa, OK and adds to that knowledge base of early learning and…

  10. How Parents Influence School Grades: Hints from a Sample of Adoptive and Biological Families

    Science.gov (United States)

    Johnson, Wendy; McGue, Matt; Iacono, William G.

    2007-01-01

    Using the biological and adoptive families in the Minnesota-based Sibling Interaction and Behavior Study, we investigated the associations among genetic and environmental influences on IQ, parenting, parental expectations for offspring educational attainment, engagement in school, and school grades. All variables showed substantial genetic…

  11. Influences of Family Involvement in Kindergarten Transition Activities on Children's Early School Adjustment

    Science.gov (United States)

    Kang, Jean; Horn, Eva M.; Palmer, Susan

    2017-01-01

    Transition to kindergarten can be a pivotal experience for children because of its potential long-term impact on school performance. As the importance of relationships among contextual factors surrounding a child has been recognized, many schools have made efforts to establish strong ties with families in order to make kindergarten transition…

  12. Differences in School Behavior and Achievement between Children from Intact, Reconstituted, and Single-Parent Families.

    Science.gov (United States)

    Featherstone, Darin R.; And Others

    1992-01-01

    Analyzed differences in school behavior and achievement among students (n=530) in grades six through nine from intact, reconstituted, and single-parent families. Students from intact, two-parent families had fewer absences and tardies, higher grade point averages, and fewer negative and more positive teacher behavioral ratings than did those from…

  13. Work Experiences and Family Functioning among Employed Fathers with Children of School Age.

    Science.gov (United States)

    Kinnunen, Ulla; And Others

    1996-01-01

    Investigated how 657 fathers' job satisfaction and job stress were related to four domains: individual, parent-child, marital, and child. Results showed that the job affected all four domains. Job stress and job satisfaction were directly related to family functioning. Discusses implications for families with school-age children. (RJM)

  14. Predicting Treatment Dropout in Parent Training Interventions for Families of School-Aged Children with ADHD

    Science.gov (United States)

    Schneider, Brian W.; Gerdes, Alyson C.; Haack, Lauren M.; Lawton, Katie E.

    2013-01-01

    Premature treatment dropout is a problem for many families seeking mental health services for their children. Research is currently limited in identifying factors that increase the likelihood of dropout in families of school-aged children with Attention-Deficit/Hyperactivity Disorder (ADHD). Thus, the goal of the current study was to examine…

  15. Learning from Families Experiencing Homelessness--How School Leaders Can Make a Difference through Transformative Leadership

    Science.gov (United States)

    Warke, Amy L.

    2012-01-01

    Homelessness is a growing phenomenon, especially among women and children (Hulchanski, 2009). This study was conducted because of the increase in families experiencing homelessness registering in my school. In none of the current studies about homelessness have the researchers spoken to the families and children experiencing homelessness. This…

  16. Families' Experiences in Different Homeless and Highly Mobile Settings: Implications for School and Community Practice

    Science.gov (United States)

    Miller, Peter M.

    2015-01-01

    Family homelessness has been on the rise throughout the United States in recent years. As a result, more schools and communities than ever are challenged to serve students whose lives are touched by instability, uncertainty, and crisis. To date, there has been little inquiry into how families' particular places of homelessness might shape school…

  17. Contextual Influences on Children's Mental Health and School Performance: The Moderating Effects of Family Immigrant Status

    Science.gov (United States)

    Georgiades, Katholiki; Boyle, Michael H.; Duku, Eric

    2007-01-01

    Data from a nationally representative sample of 13,470 children aged 4-11 years were used to study contextual influences on children's mental health and school performance, the moderating effects of family immigrant status and underlying family processes that might explain these relationships. Despite greater socioeconomic disadvantage, children…

  18. Family and Consumer Sciences: A Facility Planning and Design Guide for School Systems.

    Science.gov (United States)

    Maryland State Dept. of Education, Baltimore.

    This document presents design concepts and considerations for planning and developing middle and high school family and consumer sciences education facilities. It includes discussions on family and consumer sciences education trends and the facility planning process. Design concepts explore multipurpose laboratories and spaces for food/nutrition…

  19. School Leadership for Authentic Family and Community Partnerships: Research Perspectives for Transforming Practice

    Science.gov (United States)

    Auerbach, Susan, Ed.

    2011-01-01

    School leaders are increasingly called upon to pursue meaningful partnerships with families and community groups, yet many leaders are unprepared to meet the challenges of partnerships, to cross cultural boundaries, or to be accountable to the community. Alliances are needed among educators, families, and community groups that value relationship…

  20. Somatic symptoms, peer and school stress, and family and community violence exposure among urban elementary school children.

    Science.gov (United States)

    Hart, Shayla L; Hodgkinson, Stacy C; Belcher, Harolyn M E; Hyman, Corine; Cooley-Strickland, Michele

    2013-10-01

    Somatic symptoms are a common physical response to stress and illness in childhood. This study assessed 409, primarily African American (85.6 %), urban elementary school children to examine the association between: (1) somatic symptoms and potential external stressors (school and peer stress, family conflict, and community violence) and (2) parent and child agreement on children's self-report of somatic symptoms. The odds of self-report of somatic complaints were significantly associated with family conflict, school and peer stress, and community violence exposure (OR = 1.26, 95 % CI: 1.05-1.50; OR = 1.18, 95 % CI 1.08-1.28; and OR = 1.02, 95 % CI: 1.00-1.05, respectively). Identifying the associations between social, family, and community based stress and somatic symptoms may improve the quality of life for children living in urban environments through early identification and treatment.

  1. Family Policies and Children's School Achievement in Single- versus Two-Parent Families.

    Science.gov (United States)

    Pong, Suet-Ling; Dronkers, Jaap; Hampden-Thompson, Gillian

    2003-01-01

    Investigates the gap in math and science achievement of third- and fourth-graders who live with a single parent versus those who live with two parents in 11 countries. Finds single parenthood to be less detrimental when family policies equalize resources between single- and two-parent families. Concludes that national family policies can offset…

  2. Students' personal traits, violence exposure, family factors, school dynamics and the perpetration of violence in Taiwanese elementary schools.

    Science.gov (United States)

    Chen, Ji-Kang; Astor, Ron Avi

    2011-02-01

    School violence has become an international problem affecting the well-being of students. To date, few studies have examined how school variables mediate between personal and family factors and school violence in the context of elementary schools in Asian cultures. Using a nationally representative sample of 3122 elementary school students in Taiwan, this study examined a theoretical model proposing that negative personal traits, exposure to violence and parental monitoring knowledge have both direct influences as well as indirect influences mediated through school engagement, at-risk peers and poor student-teacher relationships on school violence committed by students against students and teachers. The results of a structural equation modeling analysis provided a good fit for the sample as a whole. The final model accounted for 32% of the variance for student violence against students and 21% for student violence against teachers. The overall findings support the theoretical model proposed in this study. Similar findings were obtained for both male and female students. The study indicated that to reduce school violence more effectively in the context of elementary schools, intervention may exclusively focus on improving students' within-school experiences and the quality of the students' relationships with teachers and school peers.

  3. Multiracial Family Seeking Multiracial School: One Parent's Perspective

    Science.gov (United States)

    Shaver, Christina

    2006-01-01

    This author observed that many Montessori schools have made efforts to include diversity in their programs. She toured schools in Chicago and found them oozing with multicultural awareness--from the library books on the shelves to the marketing materials they provided to the classroom celebrations of a variety of holidays. However, she observed…

  4. Family Connections: Building Connections among Home, School, and Community

    Science.gov (United States)

    Dikkers, Amy Garrett

    2013-01-01

    Recent research on parental involvement has explored connections between parental involvement in school and children's academic achievement. While many schools have active parent organizations and a base of parents who offer additional support, others struggle to make connections with their parents or community members. Even in places with active…

  5. An analysis of family-school collaboration in preventing adolescent ...

    African Journals Online (AJOL)

    The purpose of this article is to describe how school staff members, learners and parents collaborate to prevent adolescent learner violence in two different urban secondary schools. The increase in acts of interpersonal learner violence has a destructive effect on the safe and positive development of young people.

  6. Caregiver Asthma in Urban Families: Implications for School Absenteeism

    Science.gov (United States)

    Everhart, Robin S.; Miller, Sarah; Leibach, Gillian G.; Dahl, Alexandra L.; Koinis-Mitchell, Daphne

    2018-01-01

    Asthma is a significant contributor to missed school days, especially for children living in urban settings. This preliminary study examined the impact of caregiver asthma on school absenteeism in a sample of 102 urban children with asthma from African American, Latino, and non-Latino White backgrounds. Caregivers and children participated in a…

  7. Family-School Collaboration Services: Beliefs into Action

    Science.gov (United States)

    Miller, Gloria E.; Arthur-Stanley, Amanda; Lines, Cathy

    2012-01-01

    The recently adopted NASP "Model for Comprehensive and Integrated School Psychological Services" consists of 10 domains of practice that describe the competencies of school psychologists to effectively support the positive educational, behavioral, and mental health outcomes of all students. Anastasia Skalski (2010), NASP Director of…

  8. Family Influence on Teenage Participation in School Activities.

    Science.gov (United States)

    Cashion, Barbara G.; Dager, Edward Z.

    This paper is concerned with the relationship between social participation and family structure. A theory is developed in the framework of George Herbert Mead's analysis on the development of a consistent self in response to a generalized other. According to this theory, the influence of the family is implicated as one of the social-psychological…

  9. Family Characteristics and Elementary School Achievement in an Urban Ghetto

    Science.gov (United States)

    Solomon, Daniel; And Others

    1972-01-01

    The relationships of sex, father absence, family size, and birth order to factor scores representing general academic achievement'' were investigated in a sample of urban black ghetto fifth-grade children. Significant main effects were found for sex and family size. (Author)

  10. School climate, family structure, and academic achievement: a study of moderation effects.

    Science.gov (United States)

    O'Malley, Meagan; Voight, Adam; Renshaw, Tyler L; Eklund, Katie

    2015-03-01

    School climate has been lauded for its relationship to a host of desirable academic, behavioral, and social-emotional outcomes for youth. The present study tested the hypothesis that school climate counteracts youths' home-school risk by examining the moderating effects of students' school climate perceptions on the relationship between family structure (i.e., two-parent, one-parent, foster-care, and homeless households), and academic performance (i.e., self-reported [grade point average] GPA). The present sample consisted of 902 California public high schools, including responses from over 490,000 students in Grades 9 and 11. Results indicated that, regardless of family structure, students with more positive school climate perceptions self-reported higher GPAs. Youths with two-parent, one-parent, and homeless family structures displayed stepwise, linear improvements in self-reported GPA as perceptions of climate improved. Foster-care students' positive school climate perceptions had a weaker effect on their self-reported GPA compared with students living in other family structures. A unique curvilinear trend was found for homeless students, as the relationship between their school climate perceptions and self-reported GPA was stronger at lower levels. Overall, the moderation effect of positive school climate perceptions on self-reported GPA was strongest for homeless youth and youth from one-parent homes, suggesting that school climate has a protective effect for students living in these family structures. A protective effect was not found for youth in foster-care. Implications for research and practice are discussed.

  11. Development and initial validation of a measure of work, family, and school conflict.

    Science.gov (United States)

    Olson, Kristine J

    2014-01-01

    This study reports the development and initial validation of a theoretically based measure of conflict between work, family, and college student roles. The measure was developed through the assessment of construct definitions and an assessment of measurement items by subject matter experts. Then, the measurement items were assessed with data from 500 college students who were engaged in work and family responsibilities. The results indicate that conflict between work, family, and school are effectively measured by 12 factors assessing the direction of conflict (e.g., work-to-school conflict, and school-to-work conflict) as well as the form of conflict (i.e., time, strain, and behavior based conflict). Sets of exploratory and confirmatory factor analyses demonstrated that the 12 factors of the new measure are distinct from the 6 factors of the Carlson, Kacmar, and Williams (2000) work-family conflict measure. Criterion validity of the measure was established through a series of regression analyses testing hypothesized relationships between antecedent and outcome variables with role conflict. Results indicate that role demand was a robust predictor of role conflict. To extend the literature, core self-evaluations and emotional stability were established as predictors of role conflict. Further, work, family, and school role satisfaction were significantly impacted with the presence of role conflict between work, family, and school. PsycINFO Database Record (c) 2014 APA, all rights reserved.

  12. Adolescent vigorous physical activity and the neighborhood school environment: examinations by family social class

    DEFF Research Database (Denmark)

    Svastisalee, Chalida; Schipperijn, Jasper; Holstein, Bjørn Evald

    Purpose: To investigate whether associations between daily vigorous physical activity (VPA) and the built environment are patterned according to family social class. Methods: We used self-reported daily VPA measured in 6046 11 to 15-year-old boys and girls in 80 schools. Multi-level stratified...... likely to achieve daily VPA than boys. Among children from low family social class backgrounds, girls were less likely to achieve daily VPA than boys (OR = 0.40; CI: 0.28-0.57). Additionally, children from low family social class backgrounds attending schools with low exposure to walking and cycling...... paths had the lowest odds (OR =0.51; CI: 0.29-0.88) of achieving daily VPA than those attending schools with higher exposure to paths. Conclusions: Findings of this study suggest that a lack of supportive physical activity support in school surroundings may have a greater impact on children of low...

  13. Consumer Education: A Partnership between Schools and Families.

    Science.gov (United States)

    Pritchard, Mary E.; Myers, Barbara Kimes

    1992-01-01

    A survey of 16 adolescents, 11 mothers, and 11 fathers found remarkably similar economic value orientations, supporting consumer socialization theories. Inclusion of families as socializing agents and knowledge of adolescent development are recommended for consumer education. (SK)

  14. Family Structure and Children's Schooling in sub-Saharan Africa

    African Journals Online (AJOL)

    imply that women should be free to choose this role and that men should be ... of wage labour impelled men who were instrumental in the family production .... like urban residence, education, and a smaller spousal age gap it has been.

  15. Achievement Motivation and Fear of Failure in Family and School

    Science.gov (United States)

    Hermans, Hubert J. M.; And Others

    1972-01-01

    Results indicate that the achievement motivation and the debilitating anxiety of the child manifest themselves in the social interaction patterns both within the family and within the classroom. (Authors)

  16. Effects of family-togetherness on the food selection by primary and junior high school students: family-togetherness means better food.

    Science.gov (United States)

    Kusano-Tsunoh, A; Nakatsuka, H; Satoh, H; Shimizu, H; Sato, S; Ito, I; Fukao, A; Hisamichi, S

    2001-06-01

    To see how different foods were selected depending on family-togetherness at breakfast and dinner, we investigated the meals of eight thousand primary and four thousand junior high school students by questionnaire. About 70% of primary school children but less than 50% of junior high school children ate breakfast with their family. The food, eaten by children who ate meals together with their family, took more time for cooking and was more traditional with rice as the staple. Food eaten by children who did not eat with their family lacked both preparation time and staple base. Family-togetherness affects the foods of primary school children more than those of junior high school students.

  17. Family Relationships and the Psychosocial Adjustment of School-Aged Children in Intact Families

    Science.gov (United States)

    Hakvoort, Esther M.; Bos, Henny M. W.; Van Balen, Frank; Hermanns, Jo M. A.

    2010-01-01

    The authors investigated whether the quality of three family relationships (i.e., marital, parent-child, sibling) in intact families are associated with each other and with children's psychosocial adjustment. Data were collected by means of maternal and child reports (N = 88) using standardized instruments (i.e., Marital Satisfaction Scale,…

  18. Family relationships and the psychosocial adjustment of school-aged children in intact families

    NARCIS (Netherlands)

    Hakvoort, E.M.; Bos, H.M.W.; van Balen, F.; Hermanns, J.M.A.

    2010-01-01

    The authors investigated whether the quality of three family relationships (i.e., marital, parent-child, sibling) in intact families are associated with each other and with children's psychosocial adjustment. Data were collected by means of maternal and child reports (N = 88) using standardized

  19. Levels of Leadership: Effects of District and School Leaders on the Quality of School Programs of Family and Community Involvement

    Science.gov (United States)

    Epstein, Joyce L.; Galindo, Claudia L.; Sheldon, Steven B.

    2011-01-01

    Purpose: This study tests key constructs of sociocultural and organizational learning theories with quantitative methods to better understand the nature and impact of district and school leadership and actions on the quality of programs of family and community involvement. Research Design: Survey data from a "nested" sample of 24 districts and 407…

  20. Bullying and Victimisation in School Children: The Role of Social Identity, Problem-Solving Style, and Family and School Context

    Science.gov (United States)

    Cassidy, Tony

    2009-01-01

    The relationship between social identity, family and school context, problem-solving style, self-esteem, health behaviour, psychological distress, and victimisation, was explored in a quasi-experimental survey of 461 children aged between 11 and 15 years old. There was a high prevalence of victimisation (29%) in the group and 44% of those…

  1. Individual, Family, School, and Community Predictors of High School Male Suicidal Behaviors: An Analysis of 2010 Iowa Youth Survey Data

    Science.gov (United States)

    Beck-Cross, Cathy

    2012-01-01

    Youth suicide is a public health issue and the second leading cause of death for young Iowans ages 15 to 24 years, with young males six times more likely to die than their female peers (Iowa Department of Public Health, 2009). Suicide among adolescents is a complex issue, but there are patterns of individual, family, school, and community…

  2. Prevalence of bullying and victimization among children in early elementary school : Do family and school neighbourhood socioeconomic status matter?

    NARCIS (Netherlands)

    Jansen, P.W.; Verlinden, Marina; Dommisse-van Berkel, Anke; Mieloo, Cathelijne; van der Ende, J; Veenstra, René; Verhulst, F.C.; Jansen, Wilma; Tiemeier, Henning

    2012-01-01

    Background: Bullying and victimization are widespread phenomena in childhood and can have a serious impact on well-being. Children from families with a low socioeconomic background have an increased risk of this behaviour, but it is unknown whether socioeconomic status (SES) of school neighbourhoods

  3. Prevalence of bullying and victimization among children in early elementary school: Do family and school neighbourhood socioeconomic status matter?

    NARCIS (Netherlands)

    P.W. Jansen (Pauline); V.J.A. Verlinden (Vincent); A. Dommisse-Van Berkel (Anke); C.L. Mieloo (Cathelijne); J. van der Ende (Jan); R. Veenstra (René); F.C. Verhulst (Frank); W. Jansen (Wilma); H.W. Tiemeier (Henning)

    2012-01-01

    textabstractBackground: Bullying and victimization are widespread phenomena in childhood and can have a serious impact on well-being. Children from families with a low socioeconomic background have an increased risk of this behaviour, but it is unknown whether socioeconomic status (SES) of school

  4. Educational-material context of the family and students’ attitudes towards schooling

    Directory of Open Access Journals (Sweden)

    Bogunović Blanka

    2007-01-01

    Full Text Available The impact of the family environment, the mode and the quality of parental stimulation may have a decisive role in the student’s capacity development and realization of given capabilities, and affects particularly the level and the quality of his/her academic attainment. A student’s academic attainment is conditioned by educational aspirations formed in a dynamic interaction with stimulating aspects of the family context. The aims of our study were: to examine the students’ attitudes towards schooling, and to obtain answers to the question: which stimulating aspects of family context are the most predictable for the development of educational aspirations, i.e. attitudes towards school and gaining knowledge, educational interests and plans for further education. The sample comprised 1.464 eighth-grade students, aged 15, from 34 primary schools in Serbia. The data were collected by the use of questionnaires filled in by the students and school principals. The results indicate a trend of interrelatedness of cognitively and educationally favorable conditions within the family and positive attitudes towards school, attainment, high aspirations and cognitive and intellectual interests for out-of-school activities. It can be concluded that family stimulation is the resultant of the influence of cultural and educational profile of the family and active parental attitudes regarding education and attainment of their children. The findings could have practical implications in the domain of parents/school cooperation, not only in order to increase the awareness of the importance of active participation of both parties, but also to provide useful guidelines for developing optimal contents and procedures. .

  5. Motivational readiness of children to school in nuclear and single parent families

    Directory of Open Access Journals (Sweden)

    Kateryna Ostrovska

    2015-12-01

    Full Text Available The aim of the paper is a comparison of psychological readiness of the child to go to school in nuclear and single parent families. To obtain the objectives of the paper the following methods were used: 1 methods “Two schools” by L.A Venger to identify the level of formation of internal position of the student; 2 the method “Motivational research studies in older preschoolers” by M.R. Ginsburg; 3 method “Pattern” by L.I. Tsehanskaya to determine the degree of development of skills training activities; 4 method “Graphic dictation” by D. El’konin to study the ability to follow adult instructions. The investigated group consisted of 40 students from first grade secondary school - 20 students from nuclear families (12 girls and 8 boys and 20 students from single parent families (9 girls and 11 boys. As a result of qualitative, comparative and correlation analysis it was shown that readiness of children to go to school susbstantially depends on completness of their families. The children from families have a higher level of skill training and internal position than children from single parent families. This occurs because both parents pay more attention to the children in the forming of a willingness to learn in school. The studies have shown that in the group of children from nuclear families dominate the highest level of development of skills training activities, increased formation of internal positions and childrens social motivation. These indicators are the hallmarks of readiness to learn at school. Also, some recommendations to teachers are provided as for increase of motivation to learn in children from single parent families.

  6. Engaging Mexican Origin Families in a School-Based Preventive Intervention

    Science.gov (United States)

    Mauricio, Anne M.; Gonzales, Nancy A.; Millsap, Roger E.; Meza, Connie M.; Dumka, Larry E.; Germán, Miguelina; Genalo, M. Toni

    2009-01-01

    This study describes a culturally sensitive approach to engage Mexican origin families in a school-based, family-focused preventive intervention trial. The approach was evaluated via assessing study enrollment and intervention program participation, as well as examining predictors of engagement at each stage. Incorporating traditional cultural values into all aspects of engagement resulted in participation rates higher than reported rates of minority-focused trials not emphasizing cultural sensitivity. Family preferred language (English or Spanish) or acculturation status predicted engagement at all levels, with less acculturated families participating at higher rates. Spanish-language families with less acculturated adolescents participated at higher rates than Spanish-language families with more acculturated adolescents. Other findings included two-way interactions between family language and the target child’s familism values, family single- vs. dual-parent status, and number of hours the primary parent worked in predicting intervention participation. Editors’ Strategic Implications: The authors present a promising approach—which requires replication—to engaging and retaining Mexican American families in a school-based prevention program. The research also highlights the importance of considering acculturation status when implementing and studying culturally tailored aspects of prevention models. PMID:18004659

  7. [Selected family socio-economic factors as predictors of peer violence among school children in Poland].

    Science.gov (United States)

    Stalmach, Magdalena; Tabak, Izabela; Radiukiewicz, Katarzyna

    2014-01-01

    Analyses concerning peer violence among girls and boys aged 13-17 years, in the context of socio- -economic characteristics of the family: family structure, parental employment status and perceived family wealth. Preliminary data from the recent HBSC studies conducted in 12 voivodeships in Poland in 2013 was used. The analyzes concerned 2300 students aged 13-17 years (45% boys) and focused on the following types of violence: being a perpetrator and a victim of bullying, participation in fights and cyberbullying. Chi-square test analysis and multivariate logistic regression models were used. Significantly more boys than girls experienced bullying (28% vs. 22%) and was perpetrators of violence in the school (39% vs. 25%). The youth from single-parent families significantly more often than students from two-parent families, participated in fights and was the perpetrators of violence in the school. Being a perpetrator and a victim of violence concerned mostly students from poor families and boys, whose father was unemployed. The following risk factors was identified- among boys: low economic status of the family (victims of bullying) and single-parent family (victims of cyberbullying), father's unemployment (the perpetrator of bullying) and age 13-14 years (victims and perpetrators of bullying, participation in fights) and among girls: low economic status of the family (cyberbullying), mother's unemployment and age 13-14 years (victims of violence). The family socio-economic factors, gender and age determine the type and the prevalence of peer violence. Low economic status of the family and single-parent family increases the risk of experiencing violence. For the prevention of bullying the educational role of the father and his commitment to family budget are important.

  8. Protective effects of middle school comprehensive sex education with family involvement.

    Science.gov (United States)

    Grossman, Jennifer M; Tracy, Allison J; Charmaraman, Linda; Ceder, Ineke; Erkut, Sumru

    2014-11-01

    School-based comprehensive sex education programs can reduce early adolescents' risky sexual behavior. The purpose of this study was to assess the effectiveness of a 3-year comprehensive sex education program in delaying vaginal sex for middle school students and whether the family component of the intervention contributes to its effectiveness. This longitudinal evaluation followed a cohort of 6th graders (N = 2453) through the end of 8th grade. The design used random assignment of 24 schools into treatment and comparison conditions. The analysis included multiple-group logistic regression to assess differences in delay of sex between intervention and comparison groups. In schools where the program was taught, 16% fewer boys and 15% fewer girls had had sex by the end of 8th grade compared to boys and girls at comparison schools. Completing family activities during the first year of the program predicted delayed sexual debut for boys. Theory-based, developmentally appropriate, comprehensive sex education programs that include parent involvement can be effective in delaying vaginal sex for middle school students. Parent involvement is particularly important for boys, as family activities may encourage parents to talk with their sons earlier and more frequently. © 2014, American School Health Association.

  9. [Family characteristics associated with the nutritional status of schools children in the city of Cartagena].

    Science.gov (United States)

    González-Pastrana, Yina; Díaz-Montes, Carmen

    2015-12-01

    Objective To determine the family characteristics associated with the nutritional status of school children in the city of Cartagena. Method A cross-sectional study involving a population of 104 384 children aged 6 to 10 in the city of Cartagena. Confidence levels were 95 % and prevalence levels were 5.8 % with 2 % error. The sample was 544 students. The schools were selected by proportional affixation in each of the three locations in the city, for a total of 21 schools. Later, the number of classrooms and the list of the students were requested. Children from these classrooms were randomly selected to complete the sample in each school. The tab and the family APGAR were the instruments used to assess the family characteristics as well as their family functionality. For nutritional status, anthropometric measurements were taken and evaluated in the WHO Anthro Plus program. The information was processed in the statistical package Epi info 7. Results 53.9 % of students had adequate nutritional status and 46.1 % malnutrition. The family characteristics associated with the child malnutrition by excess are: the number of family members OR 0.65 (CI: 0.4 -0.9) and family income OR 0.53 (CI: 0.3 -0.7). Meanwhile, the malnutrition by deficit was associated only with family income OR 2.08 (CI: 1.1 -3.9). Conclusion The variables that showed association with nutritional status were: income equal to or less than the minimum wage and number of family members.

  10. The Family-School Relationships in Europe: A Research Review

    Science.gov (United States)

    Dusi, Paola

    2012-01-01

    The literature on research carried out in the field and parents' and teachers' declarations all point in the same direction: good collaboration between home and school is useful to the child-student for his education and learning. Despite this, parent-teacher relationships in Europe (and elsewhere), from Spain to Sweden, from Ireland to Greece,…

  11. Strategies for Developing Literacy-Focused Family-School Partnerships

    Science.gov (United States)

    Wilkins, Julia; Terlitsky, Amy B.

    2016-01-01

    Student achievement increases when parents are involved in their child's education. This article describes the benefits of building partnerships with parents around child literacy activities. Tips for teachers provide ideas for sustaining communication with parents, involving parents in the school community, and conducting home visits along with…

  12. Crossing the Frontier to Inland China: Family Social Capital for Minority Uighur Students in Chinese Boarding Schools

    Science.gov (United States)

    Chen, Yangbin

    2010-01-01

    This paper examines family influences on Uighur (a Muslim ethnic minority in northwestern China) students' experiences in Xinjiang classes in an inland China boarding school. Supported by the concept of family social capital, the paper argues that, although family structure becomes deficient for Uighur students away from home, their families can…

  13. Early Maternal Employment and Children's School Readiness in Contemporary Families

    Science.gov (United States)

    Lombardi, Caitlin McPherran; Coley, Rebekah Levine

    2014-01-01

    This study assessed whether previous findings linking early maternal employment to lower cognitive and behavioral skills among children generalized to modern families. Using a representative sample of children born in the United States in 2001 (N = 10,100), ordinary least squares regression models weighted with propensity scores assessed links…

  14. Work-Family Balance and Academic Advancement in Medical Schools

    Science.gov (United States)

    Fox, Geri; Schwartz, Alan; Hart, Katherine M.

    2006-01-01

    Objective: This study examines various options that a faculty member might exercise to achieve work-family balance in academic medicine and their consequences for academic advancement. Method: Three data sets were analyzed: an anonymous web-administered survey of part-time tenure track-eligible University of Illinois College of Medicine (UI-COM)…

  15. Sexual Harassment & Student Services Personnel: Information for School Counselors, Social Workers, and Psychologists. Know More, Do More.

    Science.gov (United States)

    Keyes, Melissa A.

    This publication provides information for intervention and prevention services concerning sexual harassment and sexual discrimination in schools. It is especially designed for student services professionals and includes national and state laws, suggestions for how to work with students, and strategies for protecting employees and students. Chapter…

  16. Principals' Human Capital Development Practices for Enhancing Staff Personnel Administration in Secondary Schools in Oyo State, Nigeria

    Science.gov (United States)

    Chidi, Nnebedum; Victor, Akinfolarin Akinwale

    2017-01-01

    Unsatisfactory performance of secondary school students in external examinations in Oyo State seems to suggest lapses in principals' application of human capital development practices especially in the areas of training and mentoring of teachers to enhance instructional delivery. This unpleasant state of affair necessitated the researchers to…

  17. [Family communication styles, attitude towards institutional authority and adolescents' violent behaviour at school].

    Science.gov (United States)

    Estévez López, Estefanía; Murgui Pérez, Sergio; Moreno Ruiz, David; Musitu Ochoa, Gonzalo

    2007-02-01

    The purpose of present study is to analyse the relationship among certain family and school factors, adolescents' attitude towards institutional authority, and violent behaviour at school. The sample is composed of 1049 adolescents of both sexes and aged from 11 to 16 years old. Statistical analyses were carried out using structural equation modelling. Results indicate a close association between negative communication with father and violent behaviour in adolescence. Moreover, data suggest that teachers' expectations affect students' attitude towards institutional authority, which in turn is closely related to school violence. Finally, findings show an indirect influence of father, mother and teacher in adolescents' violent behaviour, mainly through their effect on family- and school-self-concept.

  18. CORRELATION BETWEEN FAMILY COMMUNICATION PATTERNS AND JUVENILE DELINQUENCY IN JUNIOR HIGH SCHOOL

    Directory of Open Access Journals (Sweden)

    Zurriyatun Thoyibah

    2017-08-01

    Full Text Available Background: Adolescents who are in transition period have high risk behavior of juvenile delinquency. Communication between parents and adolescents effectively and openly could help adolescents to avoid delinquency behavior. Objective: This study aims to examine the relationship between family communication patterns and juvenile delinquency in Junior High School. Methods: This research employed a cross-sectional design with correlation description approach. There were 243 students selected using simple random sampling from the 7th and 8th grade students of Junior High School. A questionnaire of juvenile delinquency and family communication pattern were used in this study. Data were analyzed using Chi Square test. Result: The research showed that the majority juvenile delinquency category was low (65% and the majority of communication pattern was in functional category (73.3%. There was a significant relationship between family communication pattern and juvenile delinquency (p<0.05. Conclusion: Communication pattern within family have significant association with juvenile delinquency.

  19. Returning to School After Adolescent Cancer: A Qualitative Examination of Australian Survivors' and Their Families' Perspectives.

    Science.gov (United States)

    McLoone, Jordana K; Wakefield, Claire E; Butow, Phyllis; Fleming, Catharine; Cohn, Richard J

    2011-06-01

    To examine key factors related to adolescent cancer survivors' return to school after cancer treatment completion, which can be a time of complex transition. Seventy semi-structured interviews were conducted with 19 adolescent cancer survivors (mean age 16.1 years), 21 mothers, 15 fathers, and 15 siblings from 22 Australian families. The conceptual framework of Miles and Huberman (1994) was employed to analyze interview data and emergent themes were organized using the software package QSR NVivo 8.0. Barriers to successful school re-entry included symptoms of fatigue, anxiety (particularly regarding examinations), and poor communication between families and the broader school community. Changing grade or school typically extinguished pre-existing support networks and was perceived by parents as a period of unmet need. Support from friends, teachers, tutors, and the hospital outreach nurse were seen as instrumental in creating a positive school re-entry experience. However, the majority of participants reported that support from the school counselor was minimal. Siblings reported this period as relatively non-impactful regarding their own education. Additional support is needed to help parents navigate the education system and to advocate effectively for their child's academic needs beyond the immediate re-entry period. There is strong potential for school counselors to increase the level of support they provide adolescents and their parents during the school re-entry period. The impact of this period on siblings' education is under-studied and warrants further research.

  20. School Victimization: Family Environment, Self-esteem, and Life Satisfaction from a Gender Perspetive

    Directory of Open Access Journals (Sweden)

    Amapola Povedano

    2011-04-01

    Full Text Available This study analyzed from a gender perspective relationships between perceived family climate, self-esteem, life satisfaction, and adolescent victimization by peers in school. The associations between variables were analyzed with a sample of 1,884 adolescents (52% boys and 48% girls, aged 11 through 17 years (M = 13.7, DT = 1.4. Results structural equation modeling analysis showed that family environment, self-esteem, and life satisfaction were significantly and negatively related to school victimization. Multigroup analyses showed that relationships between variables were not different for boys and girls. We discuss the implications of these results.

  1. Participants in school-sponsored and independent sports: perceptions of self and family.

    Science.gov (United States)

    Browne, B A; Francis, S K

    1993-01-01

    Sports are believed to contribute to physical well-being, social adjustment, and self-esteem. In this study, perceptions of social competence and family dynamics were examined among adolescent participants in school-sponsored and independent sports (baseball and skateboarding). Subjects, aged 12 to 19 years, completed a questionnaire consisting of FACES III, a social competence scale, and miscellaneous items concerning school performance, sports commitment, and perceptions of adult attitudes. Perceptions of social competence were differentially related to degree of sports involvement and perceived skill but were not related to the social acceptability of the sport. Adolescents in both groups depicted their families as demonstrating low levels of cohesion but high adaptability.

  2. Group 12: Related Service Providers. IMPACT: The District of Columbia Public Schools Effectiveness Assessment System for School-Based Personnel, 2012-2013

    Science.gov (United States)

    District of Columbia Public Schools, 2012

    2012-01-01

    The 2012-2013 school year represents a pivotal juncture for DC Public Schools. Last spring, Mayor Gray and Chancellor Kaya Henderson introduced "A Capital Commitment," their ambitious plan to dramatically accelerate student achievement in the district over the next five years by providing all of their students with a safe, academically…

  3. Appearance and Reality in the World of Personnel in a Stressful Educational Setting: Practices Inhibiting School Effectiveness in an Israeli Boarding School.

    Science.gov (United States)

    Aviram, Ovadia

    Contrast between the appearances and the reality of several aspects of a school environment, including a participative management style, a democratic leadership style, the principal's image as democratic, and attentiveness to student needs is discussed as related to a boarding school in Israel. During an exploratory case study, observations were…

  4. Objective Structures and Symbolic Violence in the Immigrant Family and School Relationships: Study of Two Cases in Chile

    Directory of Open Access Journals (Sweden)

    Rayen Cornejo Torres

    2015-12-01

    Full Text Available The historical trend of migration processes in Chile faces a challenge given the incremental growth of immigration during recent years. This study focuses on the relationship between family and school, distinguishing within it the particular relationship between immigrant families and school agents. The qualitative approach applied here enabled a focus on the effect of the cultural diversity that immigration produces, including the configuration of conflicts between immigrant families and the school institution. The main issues discussed in this article concern the approach and the nature of interaction between schools and immigrant families. This approach is articulated with the observed emergence of symbolic violence. The characterization of the conflict of expectations among immigrant families and schools is also described, suggesting the need to rethink the practices associated with an inclusive education that allows the integration of immigrant families.

  5. Dating Violence Victimization Among High School Students in Minnesota: Associations With Family Violence, Unsafe Schools, and Resources for Support.

    Science.gov (United States)

    Earnest, Alicia A; Brady, Sonya S

    2016-02-01

    The present study examines whether being a victim of violence by an adult in the household, witnessing intra-familial physical violence, and feeling unsafe at school are associated with physical dating violence victimization. It also examines whether extracurricular activity involvement and perceived care by parents, teachers, and friends attenuate those relationships, consistent with a stress-buffering model. Participants were 75,590 ninth-and twelfth-grade students (51% female, 77% White, 24% receiving free/reduced price lunch) who completed the 2010 Minnesota Student Survey. Overall, 8.5% of students reported being victims of dating violence. Significant differences were found by gender, grade, ethnicity, and free/reduced price lunch status. Logistic regression analyses demonstrated that being a victim of violence by an adult in the household, witnessing intra-familial physical violence, feeling unsafe at school, and low perceived care by parents were strongly associated with dating violence victimization. Associations of moderate strength were found for low perceived care by teachers and friends. Little to no extracurricular activity involvement was weakly associated with dating violence victimization. Attenuating effects of perceived care and extracurricular activity involvement on associations between risk factors (victimization by a family adult, witnessing intra-familial violence, feeling unsafe at school) and dating violence victimization were smaller in magnitude than main effects. Findings are thus more consistent with an additive model of risk and protective factors in relation to dating violence victimization than a stress-buffering model. Health promotion efforts should attempt to minimize family violence exposure, create safer school environments, and encourage parental involvement and support. © The Author(s) 2014.

  6. Lessons from Crisis Recovery in Schools: How Hurricanes Impacted Schools, Families and the Community

    Science.gov (United States)

    Howat, Holly; Curtis, Nikki; Landry, Shauna; Farmer, Kara; Kroll, Tobias; Douglass, Jill

    2012-01-01

    This article examines school and school district-level efforts to reopen schools after significant damage from hurricanes. Through an empirical, qualitative research design, four themes emerged as critical to the hurricane recovery process: the importance of communication, resolving tension, coordinating with other services and learning from the…

  7. Implementation of the Education of the Handicapped Act [Public Law 94-142], 1988. Tenth Annual Report to Congress. Summary of Information on the Supply of and Demand for Personnel. Reporting Data on the 1985-86 School Year.

    Science.gov (United States)

    National Clearinghouse for Professions in Special Education, Reston, VA.

    This paper summarizes information reported by states for the 1985-86 school year on supply of and demand for personnel necessary for implementation of the Education of the Handicapped Act. Following a narrative section which synthesizes the statistics, tables give data for numbers of teachers needed and employed, broken down by handicapping…

  8. Implementation of the Education of the Handicapped Act [Public Law 94-142], 1987. Ninth Annual Report to Congress. Summary of Information on the Supply of and Demand for Personnel. Reporting Data on the 1984-85 School Year.

    Science.gov (United States)

    National Clearinghouse for Professions in Special Education, Reston, VA.

    This paper summarizes information reported by states for the 1984-1985 school year on supply of and demand for personnel necessary for implementation of the Education of the Handicapped Act. Following a narrative section which synthesizes the statistics, tables give data for numbers of teachers needed and employed, broken down by handicapping…

  9. Personal, Family and School Influences on Secondary Pupils' Feelings of Safety at School, in the School Surroundings and at Home

    Science.gov (United States)

    Mooij, Ton

    2012-01-01

    Different types of variables seem to influence school safety and a pupil's feelings of safety at school. The research question asks which risk and promotive variables should be integrated in a theoretical model to predict a pupil's feelings of safety at school, in the school surroundings and at home; what the outcomes are of an empirical check of…

  10. Families or Schools? Explaining the Convergence in White and Black Academic Performance.

    OpenAIRE

    Cook, Michael D; Evans, William N

    2000-01-01

    Differences in test scores of white and black students have narrowed substantially over time, falling by one-half since 1970s. Some have speculated that this convergence is due to changes in family background or convergence in school quality. In this article we decompose the convergence in test scores into that portion due to changes in parental education, changes in school quality, and a narrowing of the within-school gap in test scores. Only about 25% of the overall convergence is attributa...

  11. Social factors outside of family and school related to student dropout

    Directory of Open Access Journals (Sweden)

    Stepanović-Ilić Ivana

    2017-01-01

    Full Text Available The paper presents a systematisation of broader social factors affecting student dropout in Serbia from the framework of Bronfenbrenner’s approach. Although recognised by authors and commonly related to community and education as a system, these factors are rarely investigated. Starting from our previous research into dropout, focused primarily on family and school, this study is aimed at investigating community and systemic factors. The data were compiled by semi-structured interviews with respondents from the following groups (including relevant public statistical data: students who dropped out/are at risk and their parents; school principals and counsellors from schools with high and low attrition rates; teachers’, parents’ and students’ representatives from schools with high dropout rates; social workers in charge of schools with a low attrition rate; representatives of national educational institutions. The findings reveal that factors with a negative impact on children’s education dominate over supportive ones which could have a preventive effect on attrition. Negative influences exist in all social niches: in microsystems (peers prone to risky behaviour, poor neighbourhoods, in weak mesosystem connections of school and family with local institutions, in exosystems (undeveloped regions, up to the macrosystem level (legislative inefficiency, lack of cooperation within educational institutions and between governmental departments. Productive features were observed in mesosystem connections of schools as examples of good practice, as well as at macrosystem level in the form of recognising the dropout problem at the national level. Although preliminary, the obtained results provide useful guidelines for future investigations.

  12. Influence of family and school-level factors on age of sexual initiation.

    Science.gov (United States)

    White, Candace N; Warner, Lynn A

    2015-02-01

    This study examined the association of individual, family, and school-level characteristics with age of sexual initiation (ASI) and focused specifically on school context as a moderator of known predictors of ASI. Data are from Waves I and IV of the National Longitudinal Study of Adolescent Health (N = 10,596). Predictors include grade point average, physical development, attitudes about sex, likelihood of higher education, alcohol use, delinquency, family structure, parents' education level, childhood abuse, maternal approval of sex, parental monitoring, and parent-child relationship quality. School-level predictors are averages of adolescents' attitudes about sex and likelihood of higher education and parents' education. Hierarchical linear models run separately by sex were used to predict ASI. When school-level attitudes about sex are more favorable, both boys and girls report younger ASI, and school mean parental education attainment moderates the influence of individual adolescents' attitudes about sex on ASI. More of the predictors are significant for girls than boys, whereas perception of maternal and peer approval of sexual activity are the most salient predictors of younger ASI for boys. Results highlight the importance of school context for understanding adolescents' motivations for early ASI. Findings support the need for school-wide prevention interventions that engage adolescents, peers, and parents in addressing attitudes about early sex. Copyright © 2015 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

  13. Family Relationships and Parental Monitoring during Middle School as Predictors of Early Adolescent Problem Behavior

    Science.gov (United States)

    Fosco, Gregory M.; Stormshak, Elizabeth A.; Dishion, Thomas J.; Winter, Charlotte E.

    2012-01-01

    The middle school years are a period of increased risk for youths' engagement in antisocial behaviors, substance use, and affiliation with deviant peers (Dishion & Patterson, 2006). This study examined the specific role of parental monitoring and of family relationships (mother, father, and sibling) that are all critical to the deterrence of…

  14. Theoretical and Conceptual Frameworks Used in Research on Family-School Partnerships

    Science.gov (United States)

    Yamauchi, Lois A.; Ponte, Eva; Ratliffe, Katherine T.; Traynor, Kevin

    2017-01-01

    This study investigated the theoretical frameworks used to frame research on family-school partnerships over a five-year period. Although many researchers have described their theoretical approaches, little has been written about the diversity of frameworks used and how they are applied. Coders analyzed 215 journal articles published from 2007 to…

  15. School Readiness among Low-Income Black Children: Family Characteristics, Parenting, and Social Support

    Science.gov (United States)

    Bono, Katherine E.; Sy, Susan R.; Kopp, Claire B.

    2016-01-01

    This study focuses on the associations between family variables and academic and social school readiness in low-income Black children. Analyses drew from the National Institute for Child Development (NICHD) Study of Early Child Care and Youth Development dataset. The participants included 122 children and their mothers. Data collection occurred…

  16. Child Health in Elementary School Following California's Paid Family Leave Program

    Science.gov (United States)

    Lichtman-Sadot, Shirlee; Bell, Neryvia Pillay

    2017-01-01

    We evaluate changes in elementary school children health outcomes following the introduction of California's Paid Family Leave (PFL) program, which provided parents with paid time off following the birth of a child. Our health outcomes--overweight, ADHD, and hearing-related problems--are characterized by diagnosis rates that only pick up during…

  17. Educating our Children Together: A Sourcebook for Effective Family- School- Community Partnerships

    Science.gov (United States)

    Carter, Susanne

    2003-01-01

    Because schools, communities, and families play interconnected roles in the crucial mission of educating children, they must find ways to work together as educational partners. Providing parents with information and resources to support their children's education is a cornerstone of the No Child Left Behind Act (NCLB). This sourcebook is based on…

  18. Community Involvement and Victimization at School: An Analysis through Family, Personal and Social Adjustment

    Science.gov (United States)

    Jimenez, Teresa Isabel; Musitu, Gonzalo; Ramos, Manuel Jesus; Murgui, Sergio

    2009-01-01

    The present study analyzes the impact of adolescents' community involvement on victimization by peers at school through various indicators of family, personal and social adjustment (openness of communication with mother and father, life satisfaction, social self-esteem, and loneliness). Participating in the project were 565 adolescents aged 11 to…

  19. Family-School Strategies for Responding to the Needs of Children Experiencing Chronic Stress

    Science.gov (United States)

    Swick, Kevin J.; Knopf, Herman; Williams, Reginald; Fields, M. Evelyn

    2013-01-01

    Children experience chronic stress in ways that can impair their brain functioning and overall development. This article articulates the unique needs of children experiencing chronic stress and discusses strategies that families and schools can use to support and strengthen children's development across the social, emotional, and cognitive domains.

  20. "Contra La Corriente" (Against the Current): The Role of Latino Fathers in Family-School Engagement

    Science.gov (United States)

    Quiñones, Sandra; Kiyama, Judy Marquez

    2014-01-01

    A community-based, multisite study using mixed methods examined the experiences and perspectives of Latino students and families in a low performing urban school district in New York State. This research project was spearheaded by a Latino Education Task Force which brought together multiple stakeholders in a collaborative effort to counteract…

  1. Family Life and Human Development (Sex Education): The Prince George's County Public Schools Experience.

    Science.gov (United States)

    Schaffer, Michael J.

    1981-01-01

    The Prince George's County schools' sex education program for grades K-12 was developed and implemented in the late 1960s and has three focus areas: family life and interpersonal relationships; the physiological and personality changes during puberty; and advanced physiology and psychology of human sexual behavior. The program augments what the…

  2. Do Birth Order, Family Size and Gender Affect Arithmetic Achievement in Elementary School?

    Science.gov (United States)

    Desoete, Annemie

    2008-01-01

    Introduction: For decades birth order and gender differences have attracted research attention. Method: Birth order, family size and gender, and the relationship with arithmetic achievement is studied among 1152 elementary school children (540 girls, 612 boys) in Flanders. Children were matched on socioeconomic status of the parents and…

  3. The Impact of Tourette's Syndrome in the School and the Family: Perspectives from Three Stakeholder Groups

    Science.gov (United States)

    Rivera-Navarro, Jesús; Cubo, Esther; Almazán, Javier

    2014-01-01

    This article analyzes the perceptions of Spanish health professionals, children with Tourette's Syndrome (TS) and their parents about social, school and family problems related to the disorder. A qualitative research methodology was used involving Focus Groups (FGs) made up of children with TS (× 2 FGs), parents/caregivers of persons with TS (× 2…

  4. Does Family Structure Matter? Comparing the Life Goals and Aspirations of Learners in Secondary Schools

    Science.gov (United States)

    Davids, Eugene Lee; Roman, Nicolette Vanessa

    2013-01-01

    The aim of this study was to compare the goals and aspirations of learners from single- and two-parent families. The study used a quantitative methodology with a cross-sectional comparative group design. The sample consisted of 853 Grade 11 learners from secondary schools in the Northern, Southern and Metro Central education districts in the…

  5. The Impact of Discrimination on the Early Schooling Experiences of Children from Immigrant Families

    Science.gov (United States)

    Adair, Jennifer Keys

    2015-01-01

    How the young children of immigrants experience their early school years may in large part determine their academic future and negatively affect their emotional, social, and mental development. Children benefit from a positive, supportive learning environment where their contributions are valued; many from immigrant families, however, experience…

  6. Family Involvement in Creative Teaching Practices for All in Small Rural Schools

    Science.gov (United States)

    Vigo Arrazola, Begoña; Soriano Bozalongo, Juana

    2015-01-01

    Parental involvement is interpreted as a key form of support that can contribute to the establishment of inclusive practices in schools, but this can be difficult in sparsely populated areas. Using ethnographic methods of participant observation, informal conversations and document analysis, this article therefore focuses on family involvement…

  7. Family Homework and School-Based Sex Education: Delaying Early Adolescents' Sexual Behavior

    Science.gov (United States)

    Grossman, Jennifer M.; Frye, Alice; Charmaraman, Linda; Erkut, Sumru

    2013-01-01

    Background: Early sexual activity can undermine adolescents' future school success and health outcomes. The purpose of this study was to assess the role of a family homework component of a comprehensive sex education intervention in delaying sexual initiation for early adolescents and to explore what social and contextual factors prevent…

  8. The Relations among Family Functioning, Class Environment, and Gratitude in Chinese Elementary School Students

    Science.gov (United States)

    Bai, Yu; Jin, Leili

    2016-01-01

    Gratitude is a key construct in positive psychology. Previous studies seldom examined the salient contextual correlates of gratitude in early adolescence in non-Western society. This study examined the relations among family functioning, class environment, and gratitude in a sample of 202 Chinese elementary school students. The results showed that…

  9. Participants in School-Sponsored and Independent Sports: Perceptions of Self and Family.

    Science.gov (United States)

    Browne, Beverly A.; Francis, Sally K.

    1993-01-01

    Examined perceptions of social competence and family dynamics among adolescent participants in school-sponsored and independent sports (baseball and skateboarding). Findings from 271 adolescents revealed that perceptions of social competence were differentially related to degree of sports involvement and perceived skill but were not related to…

  10. Families of Children with Disabilities in Elementary and Middle School: Advocacy Models and Strategies.

    Science.gov (United States)

    Alper, Sandra; And Others

    1996-01-01

    This article describes models and methods of advocacy for families of children with disabilities in elementary and middle school, including self-advocacy, social support advocacy, interpersonal advocacy, and legal advocacy. Issues for parents during these years are discussed, as are the role and needs of siblings. Advocacy is seen as a dynamic…

  11. Family and Cultural Predictors of Depression among Samoan American Middle and High School Students

    Science.gov (United States)

    Yeh, Christine J.; Borrero, Noah E.; Tito, Patsy

    2013-01-01

    This study investigated family intergenerational conflict and collective self-esteem as predictors of depression in a sample of 128 Samoan middle and high school students. Simultaneous regression analyses revealed that each independent variable significantly contributed to an overall model that accounted for 13% of the variance in depression.…

  12. In Patience and Hope: A 20-Year Narrative Study of a Family, School, and Community Partnership

    Science.gov (United States)

    Higgins, Ann; Deegan, James G.

    2009-01-01

    This case study describes a 20-year journey of educational transformation from 1985 to 2005 in a bellwether, or highly developed, instance of one school, family, and community partnership--the Kileely Community Project--situated in a large social housing project in Limerick City in the Midwestern region of the Republic of Ireland. The study is a…

  13. Families, Schools, and Student Achievement Inequality: A Multilevel MIMIC Model Approach

    Science.gov (United States)

    Tsai, Shu-Ling; Smith, Michael L.; Hauser, Robert M.

    2017-01-01

    This article examines inequality in different dimensions of student academic achievement (math, science, and reading) by family background and school context in three East Asian (Taiwan, Japan, and South Korea) and three Western (United States, Germany, and the Czech Republic) nations. Building on Hauser (2009), we develop a novel…

  14. ENRICHMENT PROGRAM FOR ACADEMICALLY TALENTED JUNIOR HIGH SCHOOL STUDENTS FROM LOW INCOME FAMILIES.

    Science.gov (United States)

    PRESSMAN, HARVEY

    A PROPOSAL FOR AN ENRICHMENT PROGRAM FOR ACADEMICALLY TALENTED JUNIOR HIGH SCHOOL STUDENTS FROM LOW-INCOME FAMILIES IN CERTAIN AREAS OF BOSTON IS PRESENTED. BASIC ASSUMPTIONS ARE THAT THERE IS AND OBVIOUS AND PRESSING NEED TO GIVE EXTRA HELP TO THE ABLE STUDENT FROM A DISADVANTAGED BACKGROUND, AND THAT A RELATIVELY BRIEF ENRICHMENT EXPERIENCE FOR…

  15. Women Leaders in High-Poverty Community Schools: Work-Related Stress and Family Impact

    Science.gov (United States)

    Lawson, Jennifer E.

    2008-01-01

    This qualitative study explores the experiences of women administrators in high-poverty community schools, investigating four women's perspectives on work demands and the impact on their families. Their work demands are related to the characteristics of impoverished communities, whereas their work resources are based on intrinsic rewards and…

  16. Twenty Years after the Velvet Revolution: Shifts in Czech Adolescents' Perceptions of Family, School, and Society

    Science.gov (United States)

    Šerek, Jan; Macek, Petr; Ježek, Stanislav; Lacinová, Lenka

    2014-01-01

    Families and schools are traditionally seen as substantial socialization agents forming adolescents' social values and their views of society. Special attention is paid to the question whether the relative importance of these influences remains stable in times of major social changes. In this study, two different generations of Czech middle…

  17. Principals, Parents and Pregnancy: A Case Study of School Leadership Practices Designed to Engage Families Facing Pregnancy

    Science.gov (United States)

    Fowler, Carla Deirdre

    2016-01-01

    This qualitative case study focused on contemporary school leadership and parental interrelationships, exploring the relationship, if any, between school leaders and the families of pregnant and parenting urban African American teen mothers in a northeastern city. The social, emotional, academic, and medical perspectives of ways families can…

  18. Branding Your Post-School Outcomes Data Collection Process

    Science.gov (United States)

    National Post-School Outcomes Center, 2013

    2013-01-01

    The purpose of "Branding your Post-School Outcomes Data Collection Process" is to help state education agencies create brand recognition with youths, families, and school personnel for the post-school outcomes survey. Recognition--paired with information about the survey purpose, who is conducting the interview, and how the information…

  19. The Development of Reading Skills in Kindergarten Influence of Parental Beliefs about School Readiness, Family Activities, and Children's Attitudes to School

    Science.gov (United States)

    Jung, Eunjoo

    2016-01-01

    Children's early home learning experiences are important influences on children's adjustment and achievement in the early years of school. This study explores the relationships between parental beliefs about school readiness, family engagement in home learning activities, on children's attitudes to school as reported by parents, and children's…

  20. Rural Issues for Children and Families Affected by Epilepsy.

    Science.gov (United States)

    Ellis, Gail Johnston

    Epilepsy affects approximately one percent of the population, with most cases having onset during childhood. School personnel can best incorporate the child with epilepsy into the classroom and provide support for families by becoming familiar with the types of seizure disorders, the issues that epilepsy presents for children and families, and the…

  1. Mediators of Effects of a Selective Family-Focused Violence Prevention Approach for Middle School Students

    Science.gov (United States)

    2013-01-01

    This study examined how parenting and family characteristics targeted in a selective prevention program mediated effects on key youth proximal outcomes related to violence perpetration. The selective intervention was evaluated within the context of a multi-site trial involving random assignment of 37 schools to four conditions: a universal intervention composed of a student social-cognitive curriculum and teacher training, a selective family-focused intervention with a subset of high-risk students, a condition combining these two interventions, and a no-intervention control condition. Two cohorts of sixth-grade students (total N=1,062) exhibiting high levels of aggression and social influence were the sample for this study. Analyses of pre-post change compared to controls using intent-to-treat analyses found no significant effects. However, estimates incorporating participation of those assigned to the intervention and predicted participation among those not assigned revealed significant positive effects on student aggression, use of aggressive strategies for conflict management, and parental estimation of student’s valuing of achievement. Findings also indicated intervention effects on two targeted family processes: discipline practices and family cohesion. Mediation analyses found evidence that change in these processes mediated effects on some outcomes, notably aggressive behavior and valuing of school achievement. Results support the notion that changing parenting practices and the quality of family relationships can prevent the escalation in aggression and maintain positive school engagement for high-risk youth. PMID:21932067

  2. 25 CFR 38.12 - Leave system for education personnel.

    Science.gov (United States)

    2010-04-01

    ... 25 Indians 1 2010-04-01 2010-04-01 false Leave system for education personnel. 38.12 Section 38.12 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION EDUCATION PERSONNEL § 38.12 Leave system for education personnel. (a) Full-time school-term employees. Employees on a full-time school-term...

  3. Association of school, family, and mental health characteristics with suicidal ideation among Korean adolescents.

    Science.gov (United States)

    Lee, Gyu-Young; Choi, Yun-Jung

    2015-08-01

    In a cross-sectional research design, we investigated factors related to suicidal ideation in adolescents using data from the 2013 Online Survey of Youth Health Behavior in Korea. This self-report questionnaire was administered to 72,435 adolescents aged 13-18 years in middle and high school. School characteristics, family characteristics, and mental health variables were analyzed using descriptive statistics, χ(2) tests, and logistic regression. Both suicidal ideation and behavior were more common in girls. Suicidal ideation was most common in 11th grade for boys and 8th grade for girls. Across the sample, in logistic regression, suicidal ideation was predicted by low socioeconomic status, high stress, inadequate sleep, substance use, alcohol use, and smoking. Living apart from family predicted suicidal ideation in boys but not in girls. Gender- and school-grade-specific intervention programs may be useful for reducing suicidal ideation in students. © 2015 Wiley Periodicals, Inc.

  4. Does family structure matter? Comparing the life goals and aspirations of learners in secondary schools

    Directory of Open Access Journals (Sweden)

    Eugene Lee Davids

    2013-01-01

    Full Text Available The aim of this study was to compare the goals and aspirations of learners from single- and two-parent families. The study used a quantitative methodology with a cross-sectional comparative group design. The sample consisted of 853 Grade 11 learners from secondary schools in the Northern, Southern and Metro Central education districts in the Western Cape. The data were collected using the Aspirations Index and a short biographical questionnaire. The results suggest that there was a significant main effect of family structure on certain goals and aspirations of learners in secondary schools. These goals and aspirations included wealth, image, personal growth, relationships, and health. Furthermore, learners in single-parent families placed more emphasis on intrinsic goals.

  5. Antibiotic use and resistance: a cross-sectional study exploring knowledge and attitudes among school and institution personnel in Tbilisi, Republic of Georgia.

    Science.gov (United States)

    Kandelaki, Ketevan; Lundborg, Cecilia Stålsby; Marrone, Gaetano

    2015-09-29

    The Republic of Georgia lacks regulations regarding drug prescriptions. In pharmacies, all drugs except psychotropic medication are sold legally without prescription anti-, including anti-tuberculosis agents. Due to the lack of adequate policies and regulations, the big share of responsibility regarding antibiotic education lies with the general public. This study examines public knowledge and attitudes toward antibiotic use and resistance in the Republic of Georgia among personnel from government schools and other public institutions. This cross-sectional study was conducted in June 2011 using a quantitative questionnaire. Convenience sampling method was used. Participants included 250 individuals aged 21-80 years, from government schools and public institutions. Participants were from Tbilisi as well as the surrounding rural and urban areas. Respondents provided demographic data along with statements on knowledge and attitudes towards antibiotic use and resistance. Poisson and logistic regression models were used to study the relationship between knowledge, attitude outcomes and socio-demographic characteristics. The overall response rate was 75% (n = 187), of which 80% were female. Approximately 91% of respondents had used antibiotics at least once and 55% agreed that antibiotics speed up recovery from common colds. A number of respondents (55%) reported having received antibiotics without previously consulting a doctor and 62% reported having purchased antibiotics without a prescription. Respondents demonstrated some misunderstanding around the terms 'bacteria' and 'virus.' About 52% of participants agreed that antibiotics are effective against bacteria; however, 55% also agreed that antibiotics are effective against viruses. Trust in doctors was high at 80%. More knowledge was associated with a lower probability of having purchased antibiotics without medical consultation. The study findings demonstrate that respondents have several misconceptions and lack

  6. Family and Community Predictors of Comorbid Language, Socioemotional and Behavior Problems at School Entry.

    Directory of Open Access Journals (Sweden)

    Nathan Hughes

    Full Text Available To identify the prevalence and family and community-level predictors of comorbid speech-language difficulties and socioemotional and behavioral (SEB difficulties across a population of children at school entry.The School Entry Health Questionnaire is a parent survey of children's health and wellbeing, completed by all children starting school in Victoria, Australia (N = 53256. It includes parental report of speech-language difficulties, the Strengths and Difficulties Questionnaire (behavior, and numerous family and community variables. Following univariate analysis, family and community risk characteristics were entered into a multinomial logistic regression model to identify the associated relative risk of comorbid speech/language and SEB needs. The influence of experiencing multiple risk factors was also examined.20.4% (n = 10,868 began school with either speech-language or SEB difficulties, with 3.1% (n = 1670 experiencing comorbid needs. Five factors predicted comorbidity: the child having witnessed violence; a history of parent mental illness; living in more deprived communities; and the educational attainment of each parent (independently. The relative risk of comorbidity was 6.1 (95% Confidence Interval: 3.9, 9.7 when a child experienced four or more risk factors, compared to those with no risk factors.The risk of comorbidity in early childhood is associated with a range of family and community factors, and elevated by the presence of multiple factors. Children growing up in families experiencing multiple, complex needs are therefore at heightened risk of the early development of difficulties likely to impact upon schooling. Early identification of these children offers opportunities for appropriate and timely health and education intervention.

  7. An Analysis of Family-School Collaboration in Preventing Adolescent Violence in Urban Secondary Schools

    Science.gov (United States)

    Bender, C. J. Gerda; Emslie, Annemarie

    2010-01-01

    The purpose of this article is to describe how school staff members, learners and parents collaborate to prevent adolescent learner violence in two different urban secondary schools. The increase in acts of interpersonal learner violence has a destructive effect on the safe and positive development of young people. Empirical evidence indicates…

  8. Urban Adolescents' Out-of-School Activity Profiles: Associations with Youth, Family, and School Transition Characteristics

    Science.gov (United States)

    Pedersen, Sara

    2005-01-01

    This study applied individual growth trajectory analyses and person-oriented analysis to identify common profiles of out-of-school activity engagement trajectories among racially and ethnically diverse inner city teens (N = 1,430). On average, teens exhibited declining trajectories of participation in school-based and team sports activities and…

  9. Single-Parent Family Forms and Children's Educational Performance in a Comparative Perspective: Effects of School's Share of Single-Parent Families

    Science.gov (United States)

    de Lange, Marloes; Dronkers, Jaap; Wolbers, Maarten H. J.

    2014-01-01

    Living in a single-parent family is negatively related with children's educational performance compared to living with 2 biological parents. In this article, we aim to find out to what extent the context of the school's share of single-parent families affects this negative relationship. We use pooled data from the Organisation for Economic…

  10. Single-parent family forms and children's educational performance in a comparative perspective: Effects of school's share of single-parent families

    NARCIS (Netherlands)

    Lange, M. de; Dronkers, J.A.; Wolbers, M.H.J.

    2014-01-01

    Living in a single-parent family is negatively related with children's educational performance compared to living with 2 biological parents. In this article, we aim to find out to what extent the context of the school's share of single-parent families affects this negative relationship. We use

  11. The Influence of Family Socialisation on the Success of Girls from Poor Urban Communities in Brazil at School

    Science.gov (United States)

    Carvalho, Marília

    2015-01-01

    The principle focus of this article is to understand the influence of socialisation in the family on the success of girls at school. Eight low-income families with children of both sexes in the city of São Paulo, Brazil were studied through interviews and observation methods. It was found that socialisation in the family favoured in girls, and not…

  12. The Double ABCX Model of Adaptation in Racially Diverse Families with a School-Age Child with Autism

    Science.gov (United States)

    Manning, Margaret M.; Wainwright, Laurel; Bennett, Jillian

    2011-01-01

    In this study, the Double ABCX model of family adaptation was used to explore the impact of severity of autism symptoms, behavior problems, social support, religious coping, and reframing, on outcomes related to family functioning and parental distress. The sample included self-report measures collected from 195 families raising school-age…

  13. Does School Admission by Zoning Affect Educational Inequality? A Study of Family Background Effect in Estonia, Finland, and Sweden

    Science.gov (United States)

    Põder, Kaire; Lauri, Triin; Veski, Andre

    2017-01-01

    We indicate the size of family background effects in Sweden, Finland, and Estonia--countries that differ in both the rhetoric and extensiveness of the system-level school choice policies. Family background effect is defined as the dependence of student achievement on family background characteristics, such as parental education, income, and social…

  14. Transnational Mexican-Origin Families' Ways of Knowing: A Framework toward Bridging Understandings in U.S. Schools

    Science.gov (United States)

    Kasun, G. Sue

    2016-01-01

    Transnational students and families are those who cross real and metaphoric borders, spanning countries, to engage family and community in meaningful ways. Based on a three-year, multi-sited ethnographic study, I show the distinct ways of knowing of four Mexican-origin, working class families and how the U.S. schools where the children from these…

  15. Habitus and Flow in Primary School Musical Practice: Relations between Family Musical Cultural Capital, Optimal Experience and Music Participation

    Science.gov (United States)

    Valenzuela, Rafael; Codina, Nuria

    2014-01-01

    Based on Bourdieu's idea that cultural capital is strongly related to family context, we describe the relations between family musical cultural capital and optimal experience during compulsory primary school musical practice. We analyse whether children from families with higher levels of musical cultural capital, and specifically with regard to…

  16. Is Work-Family Balance a Possibility? The Case of Kenyan Female Teachers in Urban Public Schools

    Science.gov (United States)

    Muasya, Gladys

    2016-01-01

    Young mothers in Kenyan public schools experience a high level of work-family conflict. Currently, there are no formal family-friendly policies, despite declining levels of extended family support and rising cost of hiring domestic workers. A total of 375 female teachers from three towns and Nairobi city filled open-ended surveys to examine the…

  17. Psychotropic Medications: An Update for School Psychologists

    Science.gov (United States)

    Rappaport, Nancy; Kulick, Deborah; Phelps, LeAdelle

    2013-01-01

    This article provides an overview of medications used frequently in the treatment of pediatric depression, anxiety, and bipolar disorder. The need for a collaborative relationship between the prescribing physician, school personnel, and the family is outlined. School psychologists can play crucial roles by providing the physician with information…

  18. Tourette Syndrome and the School Nurse. Revised.

    Science.gov (United States)

    Ort, Sharon I.; And Others

    Information on Tourette Syndrome (TS), as well as transient and chronic tic disorders, is provided in this pamphlet for the school nurse, who can support and educate the child, family, and other school personnel. Information is included on genetic factors and behaviors that may be connected to TS: obsessive-compulsive symptoms, hyperactivity,…

  19. Family Conflict, Mood, and Adolescents’ Daily School Problems: Moderating Roles of Internalizing and Externalizing Symptoms

    Science.gov (United States)

    Timmons, Adela C.; Margolin, Gayla

    2014-01-01

    Using daily diary data, this study examined cross-day associations between family conflict and school problems and tested mediating effects of daily negative mood and moderating effects of psychological symptoms. For 2 weeks, parents and adolescents (N = 106; mean age = 15.4) reported daily conflict; adolescents reported daily negative mood and school problems. Results indicated bidirectional, multi-day spillover between parent-adolescent conflict and school problems with daily negative mood statistically accounting for spillover both within and across days. Externalizing symptoms strengthened links between father-adolescent conflict and school problems, whereas depressive and anxious symptoms strengthened links between parent-adolescent conflict and daily negative mood. By demonstrating cross-domain transmission of daily problems, these findings highlight the salience of everyday events as possible intervention targets. PMID:25346538

  20. Family conflict, mood, and adolescents' daily school problems: moderating roles of internalizing and externalizing symptoms.

    Science.gov (United States)

    Timmons, Adela C; Margolin, Gayla

    2015-01-01

    Using daily diary data, this study examined cross-day associations between family conflict and school problems and tested mediating effects of daily negative mood and moderating effects of psychological symptoms. For 2 weeks, parents and adolescents (N = 106; Mage = 15.4) reported daily conflict; adolescents reported daily negative mood and school problems. Results indicated bidirectional, multiday spillover between parent-adolescent conflict and school problems with daily negative mood statistically accounting for spillover both within and across days. Externalizing symptoms strengthened links between father-adolescent conflict and school problems, whereas depressive and anxious symptoms strengthened links between parent-adolescent conflict and daily negative mood. By demonstrating cross-domain transmission of daily problems, these findings highlight the salience of everyday events as possible intervention targets. © 2014 The Authors. Child Development © 2014 Society for Research in Child Development, Inc.

  1. The experiences of Cypriot hearing adults with Deaf parents in family, school, and society.

    Science.gov (United States)

    Hadjikakou, Kika; Christodoulou, Despina; Hadjidemetri, Eleni; Konidari, Maria; Nicolaou, Nicoletta

    2009-01-01

    This paper investigates the personal experiences of hearing adults with signing Deaf parents in their families, school, and society. In order to obtain relevant information, in-depth semi-structured interviews were conducted with 10 Cypriot hearing adults with Deaf parents between the ages of 21 and 30 years with different occupation, sex, and educational background. It was found that most of the participants developed a bicultural identity, undertook the interpreter and protector role in their family, and interacted well with their parents, despite the lack of in-depth communication that they noted. The positive role of the extended family was acknowledged. The prejudices of Cypriot hearing people against the Deaf people were identified, as well as the lack of state support toward the Deaf community. This study has implications for Deaf parents, and professionals working, planning, and implementing social, psychological, and educational support services to Deaf-parented families.

  2. The Effect of Family and School Cultural Environment Through Self Efficacy on Student Learning Result

    Directory of Open Access Journals (Sweden)

    Ely Rizky Amaliyah

    2017-11-01

    Full Text Available This study aims to explain the relationship between environmental variables out g a, school culture, self-efficacy and student learning outcomes Administrative Program Program at SMK. This research includes quantitative research type with the explanatory descriptive method. The sampling technique was proportionate stratified random sampling, the study sample consisted of 114 students. Data analysis in this research using path analysis. Results research shows that there is a positive and significant influence of family environment on self-efficacy, there is the positive and significant influence of school culture on self-efficacy, there is a direct positive and significant influence between the environment to the family on the results of learning. While the school culture The air does not directly influence the learning outcomes, but the air of self-efficacy ng driving direct effect on learning outcomes, and the family environment is not aired directly influence the outcome through self-efficacy jar arts students, and school culture has an indirect effect on learning outcomes through students' self-efficacy.

  3. Effects of the family-school cooperation on student social behavior and academic achievement

    Directory of Open Access Journals (Sweden)

    Milošević Nikoleta M.

    2002-01-01

    Full Text Available Cooperation between a family and school makes provisions for solving problems students face in their interpersonal relations and academic achievement. We are singling out a view of the effects of a micro-system on child's development, which states that immediate interrelations in a micro-system - a family - can effect interrelations in another micro-system -peer groups - or can effect academic achievement. The majority of authors agree that modes and spheres of influences that family exerts are numerous and diverse and that they depend on characteristics of a broader social and cultural community where a child is growing up as well as on parents' abilities and preparations. How successful the family-school cooperation will be is largely determined by teacher's personality and the way he/she is communicating with parents. A joint planning and implementation of decisions reached, identical norms of behavior, commonly adopted goals are a prerequisite for a child's normal development. It is pointed out that school should plan and organize its activities (courses, seminars, forums lectures, discussions, so as to popularize knowledge of pedagogy and psychology among parents as well as teacher training in communication competence.

  4. Everyday Family Experience: A Child’s Home Preparation for School

    Directory of Open Access Journals (Sweden)

    Majerčíková Jana

    2017-08-01

    Full Text Available Introduction: The family life of a child of compulsory school age is influenced by the way that a child’s educational career is discussed and practically supported. This is transmitted into normal family life through the completion of the child’s homework and any other school-related responsibilities. The parent is considered an actor who contributes significantly to the supervision of the child’s homework. Methods: This research project explored how parents and children describe their experience of homework through semi-structured interviews with elementary school pupils and their parents. The results are presented in our study. Seven, mostly university-educated parents and six pupils were interviewed at the start of compulsory schooling, when the bonds and interaction are the most intensive between parents and children in the context of homework. The transcribed interviews were analysed using the technique of open coding. Codes identified were repeatedly read, reviewed and subsequently grouped into categories with the aim of description and explanation. Results: The survey revealed that the completion of homework in the parent - child interaction is an implicit part of everyday family life. Homework and advance home preparation are considered to be the responsibility of the parent as well as the child, on the other hand, the home preparation is also time-consuming and gendermarked. Limitations: The limitations of the study relate primarily to the construction of the research sample. The intentional sample of parents was determined by socioeconomic status and quantity and also by the parents’ willingness to share their parenting experience, and for the child by the extent of data gathered. In further research, this will be supported by observation in the home setting. Conclusions: The research findings contribute to a description of the child’s life in the family and confirm the importance of inevitable parental participation in their

  5. The student’s families with disabilities in school, their needs and demands. Ecuador case

    Directory of Open Access Journals (Sweden)

    Miriam Mariana Gallegos

    2017-01-01

    Full Text Available This paper identifies the needs of families with children with disabilities, strengths to support educational processes and analyzes how family requirements affect the continuity of parents’ life projects. This research aimed to know the emotional status of parents, commitment to the education of their children, the dreams of the family to ensure their inclusion in life. In the analysis of the information gathered, from the implementation of the survey and focal groups, to the families of students who attend different special education schools was obtained as a finding that a high percentage of parents leave and/or delay their personal life projects because of the birth of a child with disabilities, just as a list of needs that educational institutions do not take into account or do not believe that must be satisfied. When the school has a role in providing the relevant supports to the student and his family with the aim of providing quality education to develop the highest levels of autonomy of their students.

  6. A multilevel approach to family-centered prevention in schools: process and outcome.

    Science.gov (United States)

    Dishion, T J; Kavanagh, K

    2000-01-01

    The Adolescent Transitions Program (ATP) is a multilevel approach to family-based interventions within a middle-school setting. The intervention strategy is based on an ecological framework for studying social and emotional development in children and adolescents, emphasizing a network of contextual factors within which parenting is both directly and indirectly influential on the development of problem behavior. The ATP model includes a universal, selected, and indicated strategy for serving families with young adolescents. The model is designed to address the needs of families of young adolescents that present with a range of problem behavior and diverse developmental histories. The three interventions levels are described, and outcome data are presented, that support the effectiveness of the ATP model. This approach and the associated data are consistent with a broad literature supporting the effectiveness of family interventions, especially for high-risk youth. The effective implementation of family interventions within a school context suggests that these interventions can make a significant contribution to reducing problem behavior and substance use from a public health perspective.

  7. Family environment, coping, and mental health in adolescents attending therapeutic day schools.

    Science.gov (United States)

    Rodriguez, Erin M; Donenberg, Geri R; Emerson, Erin; Wilson, Helen W; Brown, Larry K; Houck, Christopher

    2014-10-01

    This study examined associations among family environment, coping, and emotional and conduct problems in adolescents attending therapeutic day schools due to mental health problems. Adolescents (N = 417; 30.2% female) ages 13-20 (M = 15.25) reported on their family environment (affective involvement and functioning), coping (emotion-focused support-seeking, cognitive restructuring, avoidant actions), and emotional and conduct problems. Poorer family environment was associated with less emotion-focused support-seeking and cognitive restructuring, and more emotional and conduct problems. Emotional problems were negatively associated with cognitive restructuring, and conduct problems were negatively associated with all coping strategies. Cognitive restructuring accounted for the relationship between family environment and emotional problems. Cognitive restructuring and emotion-focused support-seeking each partially accounted for the relationship between family functioning and conduct problems, but not the relationship between family affective involvement and conduct problems. Findings implicate the role of coping in the relationship between family environment and adolescent mental health. Copyright © 2014 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

  8. Family poly-victimization and cyberbullying among adolescents in a Chinese school sample.

    Science.gov (United States)

    Chen, QiQi; Lo, Camilla K M; Zhu, Yuhong; Cheung, Anne; Chan, Ko Ling; Ip, Patrick

    2018-03-01

    The sustained increase in their use of social networking facilitates the development of adolescents but comes with the risk of cyberbullying, which creates new challenges in regard to adolescent protection. Past evidence shows that family victimization may play an essential role in the way adolescents learn cyberbullying behaviors. Yet, research on the co-occurrence of family victimization and cyberbullying is limited. This study aims to investigate the associations between cyberbullying and family victimization among adolescents, and to examine the health correlates of cyberbullying and family poly-victimization. A large sample of 18,341 students, aged 15-17, from six cities in China, collected between 2009 and 2010 is employed in the present study, which investigated the association between various kinds of family victimization and adolescent cyberbullying. Data analysis was conducted in 2017. In-law conflict, intimate partner violence, elder abuse and neglect, and child maltreatment were associated with a higher possibility of children becoming internet victims. Parents' divorce and separation, low family income, mother's low level of education, and father's unemployment were all associated with cyberbullying victimization. Cyber victimization was positively correlated to symptoms of PTSD and depression, self-harm, and other physical and mental health variables. Possible explanations for the relationships found in this study are discussed and implications for future research and services are provided. Proactive screening for family poly-victimization and cyberbullying is suggested. Schools are highly recommended to cooperate with parents to promote cyber safety. Copyright © 2018 Elsevier Ltd. All rights reserved.

  9. Family environment and adolescent psychological well-being, school adjustment, and problem behavior: a pioneer study in a Chinese context.

    Science.gov (United States)

    Shek, D T

    1997-03-01

    Chinese secondary school students (N = 365) responded to instruments measuring their family environment, psychological well-being, school adjustment, and problem behavior. Measures of the family environment include perceived paternal and maternal parenting styles, family functioning, and conflict with father and mother. Results from bivariate and canonical correlation analyses showed that in general, adolescents' perceptions of parenting styles, family functioning, and parent-adolescent conflict were significantly related to scores on measures of psychological well-being (general psychiatric morbidity, life satisfaction, purpose in life, hopelessness, and self-esteem), school adjustment (perceived academic performance and school conduct), and problem behavior (smoking and psychotropic drug abuse). The findings suggest that family factors play an important role in influencing the psychosocial adjustment, particularly the positive mental health, of Chinese adolescents.

  10. Family, political power and money in the Neoplatonic School of Athens

    Directory of Open Access Journals (Sweden)

    Luc Brisson

    2017-07-01

    Full Text Available How was the Neoplatonic School of Athens able to maintain itself for more than a century at Athens, in a hostile environment, while being the target of the opposition of the Christians who were not only in the majority, but also held political power? These are the questions this text seeks to answer. Although it does not promise any earth-shaking discovery, it will try to sketch a clear and precise portrait of the Neoplatonic School of Athens on the family, political and economic level.

  11. And still WE rise: Parent-child relationships, resilience, and school readiness in low-income urban Black families.

    Science.gov (United States)

    Anderson, Riana Elyse

    2018-02-01

    The Family Stress Model acknowledges forms of resilience in the face of hardship; however, few studies have emerged on the potentially positive role of familial relationships in the academic, psychological, and prosocial success of impoverished Black children. The current study evaluates how parent-child relationship conflict and financial stress are associated with children's school readiness (i.e., academic, psychosocial, and socioemotional indicators). Latent profile analyses, incorporating financial stress, general stress, and parent-child relationship variables were used to test whether varying family stress profiles differentially predicted children's school readiness in Black families with children entering kindergarten (N = 292). Findings revealed 4 latent classifications with profiles of low, moderate, moderate/high, and high/moderate stress and conflict variables, respectively. Whereas the low-profile was associated with the most desirable school readiness indicators overall, children in the high/moderate-profile were rated as significantly more psychosocially and socioemotionally prepared for school than their moderate/high-profile counterparts. Families with less conflictual parent-child relationships had more optimal school readiness relative to families with higher conflict and less financial strain. The findings of the current study have the potential to contribute to theories of poverty and parent-child relationships, as well as guide therapeutic services focused on family relationships through school- and community-related programs for impoverished urban Black youth and their families. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

  12. Assessing attachment in school-aged children: Do the School-Age Assessment of Attachment and Family Drawings work together as complementary tools?

    Science.gov (United States)

    Carr-Hopkins, Rebecca; De Burca, Calem; Aldridge, Felicity A

    2017-07-01

    Our goal was to identify an assessment package that could improve treatment planning for troubled children and their families. To assess the validity of our tools, we tested the relations among the School-Age Assessment of Attachment, the Family Drawing and children's risk status. We used the Dynamic-Maturational Model of Attachment and Adaptation to interpret the assessments in the hope of identifying a gradient of risk, and explore whether a new coding method improved the validity of Family Drawings and their utility as a tool to complement the School-Age Assessment of Attachment. The participants were 89 children, aged between 5 and 12 years; 32 children were involved with mental health services or child protection. Each child completed a School-Age Assessment of Attachment and a Family Drawing. Both assessments differentiated between clinical and normative referrals with moderate effect sizes when dichotomizing risk versus non-risk attachment. When the analysis incorporated a gradient of six attachment classifications, the effect sizes decreased, but specificity of risk increased. The School-Age Assessment of Attachment had greater validity for discriminating risk, and type of risk, than the Family Drawings. With a School-Age Assessment of Attachment and family history, the Family Drawing can provide information about distress that some children do not provide verbally. Integration of the two assessment tools alongside information about parental and family functioning appears to be the key to formulating children's problems.

  13. Tabulations of Responses from the 1999 Survey of Spouses of Active Duty Personnel. Volume 2. Programs and Services, Employment, Family, Economic Issues, and Background

    National Research Council Canada - National Science Library

    Deak, Mary

    2001-01-01

    The 1999 Active Duty Surveys (ADS) gather information on current location, spouse's military assignment, military life, programs and services, spouse employment, family information, economic issues, and background...

  14. The Empowerment Of Role Of The Family In Developing Character Of Environmental Awareness In Elementary School-Age Children

    Directory of Open Access Journals (Sweden)

    Kadek Aria Prima Dewi PF

    2017-06-01

    Full Text Available This research aims to see the empowerment process of role of the family through Waste Bank media to develop character of environmental awareness in elementary school-age children. The qualitative descriptive research methodology is used. The result of this research shows that the empowerment of role of the family in developing character of environmental awareness in elementary school-age children in State Elementary School 1 Padangsambian is determined by the role of waste bank media through intervention of school to students' parents. The initial stage of intervention activity is performed with parenting activity in school with the theme of environmental awareness. Furthermore, all forms of activities or moral actions of environmental awareness are guided by Waste Bank community. The family becomes active in the environmental awareness activity and the control process is implemented together by school and Waste Bank community.

  15. Cognitive development support of adolescents in the family and school environment

    OpenAIRE

    Šíchová, Andrea

    2015-01-01

    The thesis introduces a theme of cognitive development support of adolescents in the school and family environment. The first part defines the age group of adolescents which is described with particular emphasis on cognitive abilities. The following section explains the basic prerequisite for the development of cognitive abilities, about the theory of structural cognitive modifiability. The second part describes selected methods of cognitive development promotion. It includes approaches used ...

  16. Polish migrant youth in Scottish schools : conflicted identity and family capital.

    OpenAIRE

    Moskal, M.

    2013-01-01

    The perspectives of migrant children and young people have been largely omitted in youth studies. Existing literature focuses predominantly on young people born to migrant parents in the host country, while the problems of first generation of migrant youth have received limited attention. This paper focuses on first-generation Polish migrants and their experiences in relation to school transition, new language learning and the changing family relationships in the new social environment. It dr...

  17. Familial Predisposition of Primary Dysmenorrhea among Senior High School Girl Students

    Directory of Open Access Journals (Sweden)

    Prema Sharlini

    2015-12-01

    Full Text Available Background: Dysmenorrhea is a common female reproductive problem in women of active reproductive age which is characterized by menstrual pain or cramps in a women’s lower abdomen or back. Dysmenorrhea can be classified into primary and secondary. One of the associated risk factor of primary dysmenorrhoeais the family history, however the study on the family history of primary dysmenorrhea with recurrent menstrual pain is limited. This study was conducted to identify the correlation between family history and primary dysmenorrhea in high school girls. Methods: This cross sectional study was conducted at several senior high schools in Jatinangor from April−June 2013. One hundred and sixty two students were included in this study. The sample size was calculated based on the unpaired−dichotomous variable for the two−sided formula. A self administered questionnaire was distributed to the senior high school girl students who were in their menarche age, menstrual cycle characteristics, presence or absence of dysmenorrhea, severity of pain and presence dysmenorrhea in mothers and in sisters were inquired. Data were analyzed using chi square test. Results: Overall, there were association between positive family history and primary dysmenorrhea among the students with (p<0.001. The prevalence of dysmenorrhea in the students was 92.6% with 95% confidence interval which was 87.5−95.7%. The prevalence rate was 67.9% in mothers with 95% confidence interval which is 60.4−74.6% and 80.2% prevalence of primary dysmenorrhoea in sisters with 95% confidence interval which is 73.4−85.6%. Conclusions: There is a significant association between positive family history and primary dysmenorrhea

  18. [Panorama of purchasing food products from family farmers for the Brazilian School Nutrition Program].

    Science.gov (United States)

    Saraiva, Elisa Braga; da Silva, Ana Paula Ferreira; de Sousa, Anete Araújo; Cerqueira, Gabrielle Fernandes; Chagas, Carolina Martins dos Santos; Toral, Natacha

    2013-04-01

    This article seeks to describe the viewpoint of purchasing food products from family farmers, analyzing their performance within the new guidelines of the Brazilian School Nutrition Program (PNAE). It is a critical assessment based on a review of the literature and the official data provided by the National Fund for the Development of Education/Ministry of Education relating to 2010. The program budget in 2010 was approximately R$2.5 billion and attended 45.6 million children, adolescents and adults. From the total amount, R$150,397,052.68 was allocated for the purchase of agricultural products from family farmers. In Brazil, 47.4% of the local councils acquired food products from family farmers for the Brazilian School Nutrition Program and the purchase percentage was, on average, 22.7%. Given the nature of recent legislation, other aspects should be explored in order to strengthen the compliance with the regulations in different Brazilian contexts and thus contribute both to local economic development and the provision of school meals which fulfill the principles of a healthy and adequate diet.

  19. School-Wide Healthy Weight Behaviors: Promoting Universal Longevity via School-Family Ecologies (PULSE)

    Science.gov (United States)

    Anderson, Laura M.; Phelps, LeAdelle

    2009-01-01

    Rates of childhood obesity have more than tripled in the last 40 years, resulting in a challenge from the public sector and various governmental institutions for the development of effective prevention/early intervention programming. Based on an extensive review of the literature, an evidence-based, school-wide curriculum is proposed. Promoting…

  20. Role of Family Background, Student Behaviors, and School-Related Beliefs in Predicting High School Dropout

    Science.gov (United States)

    Parr, Alyssa K.; Bonitz, Verena S.

    2015-01-01

    The authors' purpose was to test a parsimonious model derived from social cognitive career theory (R. W. Lent, S. D. Brown, & G. Hackett, 1994) and expectancy value theory (J. S. Eccles & A. Wigfield, 2002) that integrates groups of variables (demographic background, student behaviors, and school-related beliefs) with the goal of…

  1. School and family effects on the ontogeny of children's interests, self-perceptions, and activity choices.

    Science.gov (United States)

    Eccles, J S

    1992-01-01

    In this chapter we have presented two perspectives on the link between social context and the following motivational constructs: self-concept of ability and sense of personal efficacy in specific activity domains; perceptions of the value of skills in various domains; interest in various activities; activity choice; persistence; performance; and general self-esteem. In the first section, we discussed how social-contextual variables in both the family and the home could produce individual differences in the motivational constructs of interest. We presented a general framework for thinking about this issue and summarized our recent empirical work. In the second section, we discussed how systematic changes in the social environments that confront children as they develop could explain age-related changes in the motivational constructs of interest. Again we presented a general framework for thinking about this issue and summarized our empirical work testing the hypotheses generated from this framework. Throughout this section we have argued that optimal development takes place when there is good stage-environment fit between the needs of developing individuals and the opportunities afforded in their social environments. Furthermore, we suggested that the negative changes in motivational variables often associated with early adolescent development result from regressive changes in school and home environments. For example, the transition to junior high school, in particular, often confronts early adolescents with regressive environmental changes such as a decrease in the opportunity to participate in classroom decision making, a decrease in teacher support and teacher efficacy, and an increase in teaching styles and reporting practices likely to induce a focus on relative ability and comparative performance as well as excessive social comparison. Not surprisingly, there is also a decrease in intrinsic motivation and an increase in school misbehavior associated with this

  2. Self-harm in adolescence: protective health assets in the family, school and community.

    Science.gov (United States)

    Klemera, Ellen; Brooks, Fiona M; Chester, Kayleigh L; Magnusson, Josefine; Spencer, Neil

    2017-07-01

    The aim of this paper was to examine if the multiple environments of the adolescent including family, peers, school and neighbourhood might function as protective health assets against self-harming behaviour during adolescence. The present study utilised data collected from 1608 respondents aged 15 years as part of the England WHO Health Behaviour in School-aged Children (HBSC) Study. Multilevel modelling was undertaken using the package MLwiN (version 2.33) to investigate the potential domains and dimensions of family life, school culture and environment, and neighbourhood factors that may operate as protective health assets. The results indicated that while peer support did not appear to operate as a protective health asset in the context of self-harm, key dimensions of adolescent/parent interaction and adolescent experience of the school culture and their neighbourhood were associated with reduced likelihood of self-harming behaviours during adolescence. The Findings highlight the significance of belonging and connectedness as important constituent elements of protective health assets for young people. Interventions that address the multiple environments of the young person, may offer an effective means to reduce the levels of self-harm.

  3. Improving the family orientation process in Cuban Special Schools trough Nearest Prototype classification

    Directory of Open Access Journals (Sweden)

    Caballero-Mota, Y.

    2013-03-01

    Full Text Available Cuban Schools for children with Affective – Behavioral Maladies (SABM have as goal to accomplish a major change in children behavior, to insert them effectively into society. One of the key elements in this objective is to give an adequate orientation to the children’s families; due to the family is one of the most important educational contexts in which the children will develop their personality. The family orientation process in SABM involves clustering and classification of mixed type data with non-symmetric similarity functions. To improve this process, this paper includes some novel characteristics in clustering and prototype selection. The proposed approach uses a hierarchical clustering based on compact sets, making it suitable for dealing with non-symmetric similarity functions, as well as with mixed and incomplete data. The proposal obtains very good results on the SABM data, and over repository databases.

  4. Background and elements of the linkage between the Brazilian school feeding program and family farming.

    Science.gov (United States)

    Schwartzman, Flavia; Mora, Claudia Andrea Rodriguez; Bogus, Claudia Maria; Villar, Betzabeth Slater

    2017-12-18

    Since 2009, legislation of the National School Feeding Program of Brazil (PNAE) institutionalizes its linkage with family farming as it establishes the requirement that at least 30% out of the total financial resources allocated by the federal government to the states and municipalities for school feeding must be used in the purchase of products directly from this sector. This study analyzes the process of drafting this legislation, focusing on the elements related to the procurement from family farming, through a historical contextualization, and it also presents a graphical representation with the main elements of this linkage: its objectives, target population, actions implemented and expected results. Actors involved with the drafting of the legislation were interviewed. The analyses show that the procurement from family farming is a far-reaching initiative in terms of the concept, execution and results. It has also showed that a strong articulation between the actors and institutions of the different sectors involved is critical to its success. The education, agriculture, planning, procurement and civil society sectors should work articulately at national, state and local level. The results of this study demonstrate that initiatives like this, of institutional procurement from family farming, which are currently being implemented in several countries, constitute as an important strategy of food and nutrition security, for the fulfillment of the human right to adequate food and the promotion of long-term sustainable development.

  5. FOOD FROM FAMILY FARMS IN THE FEEDING OF MUNICIPAL SCHOOLS IN CAXAMBU, MINAS GERAIS, IN 2010

    Directory of Open Access Journals (Sweden)

    Marcelo Maia Pereira

    2011-07-01

    Full Text Available The acquisition of food from family farms can provide an adequate and safe food to students, and respect the culture, traditions and promote social control, food security and sustainable development for the city of Caxambu, Minas Gerais. Was evaluated and monitored to the supply of agricultural products for the feeding of 2,054 students from public schools in Caxambu, Minas Gerais, for family farmers in the town of Caxambu, during the academic year 2010. We performed a descriptive analysis. Two farmers have provided chayote, cabbage, cassava, cabbage, ripe pumpkin, zucchini, parsley and lettuce twice a week, excellent visual quality and the amount provided for in cronogram. Cost of family farms was 6.92% less than the amount allocated to the municipality by FNDE / PNAE. It was found that the municipality is not serving Law No. 11,947, which has a minimum of 30% for the acquisition of genres from family farms. Although this program has been little explored in 2010, the administration's efforts, in partnership with EMATER were made to motivate the participation of more farmers, by the insertion of new food in school menus.

  6. [Social support and physical activity in adolescents from public schools: the importance of family and friends].

    Science.gov (United States)

    Prado, Crisley Vanessa; Lima, Alex Vieira; Fermino, Rogério César; Añez, Ciro Romelio Rodriguez; Reis, Rodrigo Siqueira

    2014-04-01

    The aim of this study was to verify the association between different types and sources of social support and physical activity among adolescents from Curitiba, Paraná State, Brazil. A school-based survey was conducted with a representative sample of adolescents from public schools (n = 1,469). Multiple regression models were used to test the association between weekly frequency and sources of social support from family and friends and weekly frequency of physical activity. Among boys, frequent company of family (PR: 2.88; 95%CI: 2.00-4.13) and friends (PR: 5.46; 95%CI: 2.33-12.78) and positive reinforcement from friends (PR: 1.81; 95%CI: 1.18-2.77) were positively associated with physical activity. Sporadic invitation by the family was negatively associated with physical activity (PR: 0.66; 95%CI: 0.46-1.14). For girls, frequent company of family (PR: 3.39; 95%CI: 1.49-7.69) and friends (PR: 4.06; 95%CI: 2.22-7.45) increased the likelihood of physical activity. Company of friends was the most important type of social support for physical activity among these adolescents.

  7. Delinquent Behavior in High School Students in Hong Kong: Sociodemographic, Personal, and Family Determinants.

    Science.gov (United States)

    Shek, Daniel T L; Lin, Li

    2016-02-01

    On the basis of longitudinal data collected over 6 years, the changes in delinquent behavior and the related sociodemographic, personal, and family determinants were examined in this study. DESIGN, SETTING, PARTICIPANTS, INTERVENTIONS, AND MAIN OUTCOME MEASURES: A 6-year longitudinal research design was used. Students responded to a questionnaire containing sociodemographic questions and validated measures of positive youth development, family functioning, and delinquent behavior. There was an increasing trend of delinquent behavior with the growth rate slowing down over the high school years. Male adolescents reported higher levels of delinquent behavior and showed a greater increase of delinquent behavior relative to female adolescents. Although positive youth development and family functioning were negatively associated with the initial level of delinquent behavior, they were positively associated with the growth rate of delinquent behavior over time. Delinquent behavior could be described by a quadratic growth curve during high school years. Gender, positive youth development, and family functioning influence the level and developmental trajectory of delinquent behavior in adolescence. Copyright © 2016 North American Society for Pediatric and Adolescent Gynecology. Published by Elsevier Inc. All rights reserved.

  8. Gender and Family Disparities in Suicide Attempt and Role of Socioeconomic, School, and Health-Related Difficulties in Early Adolescence

    Directory of Open Access Journals (Sweden)

    Kénora Chau

    2014-01-01

    Full Text Available Suicide attempt (SA is common in early adolescence and the risk may differ between boys and girls in nonintact families partly because of socioeconomic, school, and health-related difficulties. This study explored the gender and family disparities and the role of these covariates. Questionnaires were completed by 1,559 middle-school adolescents from north-eastern France including sex, age, socioeconomic factors (family structure, nationality, parents’ education, father’s occupation, family income, and social support, grade repetition, depressive symptoms, sustained violence, sexual abuse, unhealthy behaviors (tobacco/alcohol/cannabis/hard drug use, SA, and their first occurrence over adolescent’s life course. Data were analyzed using Cox regression models. SA affected 12.5% of girls and 7.2% of boys (P<0.001. The girls living with parents divorced/separated, in reconstructed families, and with single parents had a 3-fold higher SA risk than those living in intact families. Over 63% of the risk was explained by socioeconomic, school, and health-related difficulties. No family disparities were observed among boys. Girls had a 1.74-time higher SA risk than boys, and 45% of the risk was explained by socioeconomic, school, and mental difficulties and violence. SA prevention should be performed in early adolescence and consider gender and family differences and the role of socioeconomic, school, and health-related difficulties.

  9. Acculturation and School Adjustment of Early-Adolescent Immigrant Boys and Girls in Germany: Conditions in School, Family, and Ethnic Group

    Science.gov (United States)

    Schachner, Maja K.; Van de Vijver, Fons J. R.; Noack, Peter

    2018-01-01

    Navigating between cultures in addition to developmental changes and challenges in early adolescence can be difficult. We investigated school, family, and ethnic group as conditions for acculturation and school adjustment among early-adolescent boys and girls. Analyses were based on 860 mostly second- and third-generation immigrant students from…

  10. Linking school - General stomatologist comprehensive family in correcting deleterious habits: thumb sucking, nail biting and bruxism, in primary school, through music therapy

    Directory of Open Access Journals (Sweden)

    Susana Barrios Piñera

    2010-09-01

    Full Text Available This investigation treat about an strategy for the correction of habits deforms that have an effect on the apprenticeship school, as soon as digital suction, eat up the nails and creak the teeth, resting on the musictherapy and the association action of the school, the family and the community, with direct attention by the General Integral Estomatology.

  11. Association between family structure, maternal education level, and maternal employment with sedentary lifestyle in primary school-age children

    Directory of Open Access Journals (Sweden)

    Francisco Vázquez-Nava

    2013-03-01

    Conclusion: : Living in a non-intact family, more than low maternal educational level and having a working mother, appears to be associated with sedentary lifestyle in overweight primary school-age children.

  12. An adaptive approach to family-centered intervention in schools: linking intervention engagement to academic outcomes in middle and high school.

    Science.gov (United States)

    Stormshak, Elizabeth A; Connell, Arin; Dishion, Thomas J

    2009-09-01

    This study examined the impact of an adaptive approach to family intervention in public schools on academic outcomes from age 11 to 17. Students were randomly assigned to the three-session Family Check-Up (FCU), which is designed to motivate change in parenting practices by using an assessment-driven approach and strengths-based feedback. All services were voluntary, and approximately 25% of the families engaged in the FCU. Compared with matched controls, adolescents whose parents received the FCU maintained a satisfactory GPA into high school, and intervention engagement was associated with improved attendance. The highest-risk families were the most likely to engage in the family-centered intervention, suggesting the efficacy of integrating supportive services to families in the context of other schoolwide approaches to promote the success and achievement of vulnerable students.

  13. Tabulations of Responses from the 1999 Survey of Active Duty Personnel: Volume 2 Programs, Services, Family and Individual Information, and Economic Issues

    National Research Council Canada - National Science Library

    Deak, Mary

    2000-01-01

    The 1999 Active Duty Surveys (ADS) gather information on military assignments, retention issues, personal and military background, preparedness, mobilizations and deployments, family composition, use of military programs and services...

  14. Necessary but Not Sufficient: The Role of Policy for Advancing Programs of School, Family, and Community Partnerships

    Directory of Open Access Journals (Sweden)

    Joyce L. Epstein

    2016-09-01

    Full Text Available Since the release of Equality of Educational Opportunity, researchers have emphasized the importance of applying the results of research to policies for school improvement. Policies tell educators to do something, but not how to enact specific laws. This study analyzes data from 347 schools in 21 districts to identify variables that support the enactment of policies for parental engagement. We address research questions on how school and district practices affect the quality of school-based partnership programs. Our results indicate that a policy on parental involvement may be a good first step, but other factors—principals’ support for family and community engagement and active facilitation of research-based structures and processes by district leaders—are important for establishing a basic partnership program. These factors promote programs that engage all students’ families. Schools that take these steps have higher percentages of engaged families and report higher rates of average daily attendance among their students.

  15. Gender and family disparities in suicide attempt and role of socioeconomic, school, and health-related difficulties in early adolescence.

    Science.gov (United States)

    Chau, Kénora; Kabuth, Bernard; Chau, Nearkasen

    2014-01-01

    Suicide attempt (SA) is common in early adolescence and the risk may differ between boys and girls in nonintact families partly because of socioeconomic, school, and health-related difficulties. This study explored the gender and family disparities and the role of these covariates. Questionnaires were completed by 1,559 middle-school adolescents from north-eastern France including sex, age, socioeconomic factors (family structure, nationality, parents' education, father's occupation, family income, and social support), grade repetition, depressive symptoms, sustained violence, sexual abuse, unhealthy behaviors (tobacco/alcohol/cannabis/hard drug use), SA, and their first occurrence over adolescent's life course. Data were analyzed using Cox regression models. SA affected 12.5% of girls and 7.2% of boys (P gender and family differences and the role of socioeconomic, school, and health-related difficulties.

  16. Parental psychological symptoms and familial risk factors of children and adolescents who exhibit school refusal.

    Science.gov (United States)

    Bahali, K; Tahiroglu, A Y; Avci, A; Seydaoglu, G

    2011-12-01

    To assess the levels of psychological symptoms in the parents of children with school refusal and determine the familial risk factors in its development. This study was performed on 55 pairs of parents who had children exhibiting school refusal and were compared with a control group. A socio-demographic data form, the Beck Depression Inventory, the State-Trait Anxiety Inventory, and the Symptom Checklist-90 revised were applied to these parents. Parents of the school refusal group had higher anxiety and depression scores than the controls. Among the risk factors for school refusal, physical punishment by the parents, a history of organic disease in the parents or children, and a history of psychiatric disorders in the parents or other relatives were found to be significant. Depending on genetic and environmental factors, parents with psychiatric disorders appeared to be associated with development of psychiatric disorders in their children. Moreover, psychiatric disorders in parents negatively affected the treatment of their children and adolescents who exhibited school refusal. It is therefore vital to treat psychiatric disorders of parents with the children having psychiatric disorders, and thus increase parent participation in their children's therapeutic process.

  17. Family and school influences on adolescents' adjustment: The moderating role of youth hopefulness and aspirations for the future.

    Science.gov (United States)

    Gerard, Jean M; Booth, Margaret Zoller

    2015-10-01

    Using a school-based sample of 675 adolescents, this short-term longitudinal investigation examined the relationships among individual, family, and school influences on adolescent adjustment problems. Adolescents' perceptions of school climate and their sense of connectedness to school were negatively associated with conduct problems. A significant interaction between parental academic support and adolescents' academic aspirations was detected for the total sample, boys, and White youth, indicating that parental support serves a protective function against conduct problems for students with low academic expectations. Adolescents' hopefulness, parental academic aspirations, and school connectedness were negatively associated with depression. Adolescents' hopefulness and their academic aspirations moderated associations between both family and school influences on adolescent adjustment with youth gender and race qualifying these interaction effects. Copyright © 2015 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

  18. Educational Challenges and Diminishing Family Safety Net Faced by High-School Girls in a Slum Residence, Nairobi, Kenya

    Science.gov (United States)

    Abuya, Benta A.; Onsomu, Elijah O.; Moore, Dakysha

    2012-01-01

    In 2010, there was a slight decrease in the number of out-of school adolescents from 75 million in 2009 (UNESCO, 2009) to 71 million in 2010, of which 55% are girls (UNESCO, 2010). In Kenya, only 17% of girls have secondary education (CBS, 2004). This paper analyzes the role of families in girls' secondary education in two schools within Nairobi…

  19. How Family Socioeconomic Status, Peer Behaviors, and School-Based Intervention on Healthy Habits Influence Adolescent Eating Behaviors

    Science.gov (United States)

    Moreno-Maldonado, Concepción; Ramos, Pilar; Moreno, Carmen; Rivera, Francisco

    2018-01-01

    Psychologists in schools can play an important role in developing policies and programs to promote healthy eating habits. This study analyses the contributions of family socioeconomic status, peer influence (schoolmates' food consumption), and school-based nutrition interventions to explain adolescent eating behaviors. Data were obtained from the…

  20. Some Ways in Which Neighborhoods, Nuclear Families, Friendship Groups, and Schools Jointly Affect Changes in Early Adolescent Development.

    Science.gov (United States)

    Cook, Thomas D.; Herman, Melissa R.; Phillips, Meredith; Settersten, Richard A., Jr.

    2002-01-01

    This study assessed how schools, neighborhoods, nuclear families, and friendship groups jointly contribute to positive change during early adolescence. Analyses showed that the four context indices modestly intercorrelated at the individual student level, but clustered more tightly at the school and neighborhood levels. Joint influence of all four…

  1. Outsourcing the State's Responsibilities? Third Sector Organizations Supporting Migrant Families' Participation in Schools in Catalonia and London

    Science.gov (United States)

    Paniagua, Alejandro; D'Angelo, Alessio

    2017-01-01

    Based on two case studies of Third Sector Organizations (TSOs) working with schools and parents in Catalonia and London, this paper aims to discuss some of the implications of "participative" programmes aimed at involving those migrant families seen by schools as "hard to reach". First, we describe how an ambiguous notion of…

  2. The Relationship between Family Functioning and Academic Achievement in Female High School Students of Isfahan, Iran, in 2013-2014.

    Science.gov (United States)

    Rezaei-Dehaghani, Abdollah; Keshvari, Mahrokh; Paki, Somayeh

    2018-01-01

    Nowadays, the most important problem of the educational system is the vast spread of school failure. Therefore, detection of the factors leading to or preventing students' academic achievement is of utmost importance. Family function is considered to be a critical component of academic success. This study aimed to investigate the relationship between family functioning and academic achievement in high school female students in Isfahan. This descriptive correlational study was conducted through random sampling among 237 female high school students in Isfahan during school year 2013-2014. Data were collected by participants' personal characteristics and Bloom family function questionnaires. To analyze the data, descriptive statistics (mean and standard deviation) and inferential statistics (Pearson correlation and linear regression analysis) were adopted and computed using SPSS software. The results showed a significant correlation between family function (except lack of independence) and students' academic achievement ( p family function dimensions, expressiveness ( β = 0.235, p family socialization ( β = 0.219, p = 0.001), and cohesion ( β = 0.211, p = 0.001) were more reliable predictors of academic achievement. The results of this study showed that students' academic achievement is highly correlated with the performance of their families. Therefore, to improve students' educational status in cultural and educational programs, which are specified for them, family function centered plans should be at the heart of attention.

  3. Increasing School Success through Partnership-Based Family Competency Training: Experimental Study of Long-Term Outcomes

    Science.gov (United States)

    Spoth, Richard; Randall, G. Kevin; Shin, Chungyeol

    2008-01-01

    An expanding body of research suggests an important role for parent or family competency training in children's social-emotional learning and related school success. This article summarizes a test of a longitudinal model examining partnership-based family competency training effects on academic success in a general population. Specifically, it…

  4. The relationship between family functioning and academic achievement in female high school students of Isfahan, Iran, in 2013–2014

    Directory of Open Access Journals (Sweden)

    Abdollah Rezaei-Dehaghani

    2018-01-01

    Full Text Available Background: Nowadays, the most important problem of the educational system is the vast spread of school failure. Therefore, detection of the factors leading to or preventing students' academic achievement is of utmost importance. Family function is considered to be a critical component of academic success. This study aimed to investigate the relationship between family functioning and academic achievement in high school female students in Isfahan. Materials and Methods: This descriptive correlational study was conducted through random sampling among 237 female high school students in Isfahan during school year 2013-2014. Data were collected by participants' personal characteristics and Bloom family function questionnaires. To analyze the data, descriptive statistics (mean and standard deviation and inferential statistics (Pearson correlation and linear regression analysis were adopted and computed using SPSS software. Results: The results showed a significant correlation between family function (except lack of independence and students' academic achievement (p < 0.05. Further, among family function dimensions, expressiveness (β = 0.235, p < 0.001, family socialization (β = 0.219, p = 0.001, and cohesion (β = 0.211, p = 0.001 were more reliable predictors of academic achievement. Conclusions: The results of this study showed that students' academic achievement is highly correlated with the performance of their families. Therefore, to improve students' educational status in cultural and educational programs, which are specified for them, family function centered plans should be at the heart of attention.

  5. A Confirmatory Factor Analysis of Home Environment and Home Social Behavior Data from the Elementary School Success Profile for Families

    Science.gov (United States)

    Wegmann, Kate M.; Thompson, Aaron M.; Bowen, Natasha K.

    2011-01-01

    The purpose of the current study was to test the factor structure and scale quality of data provided by caregivers about the home environment and child behavior at home using the Elementary School Success Profile (ESSP) for Families. The ESSP for Families is one component of the ESSP, an online social-environmental assessment that also collects…

  6. Role of Family Resources and Paternal History of Substance Use Problems in Psychosocial Adjustment among School-Aged Children

    Science.gov (United States)

    Peleg-Oren, Neta; Rahav, Giora; Teichman, Meir

    2009-01-01

    The present study examines the role of family resources (parenting style and family cohesion) and paternal history of substance abuse on the psychosocial adjustment of their school-aged children. Data were collected from 148 children aged 8-11 (72 of fathers with history of substance use disorder, 76 children of fathers with no substance use…

  7. Life and Death Decisions: Using School-Based Health Education to Facilitate Family Discussion about Organ and Tissue Donation

    Science.gov (United States)

    Waldrop, Deborah P.; Tamburlin, Judith A.; Thompson, Sanna J.; Simon, Mark

    2004-01-01

    Public education that encourages family discussions about organ and tissue donation can enhance understanding, facilitate a donor's wishes and increase the numbers of donations. Action research methods were used to explore the impact of a student-initiated family discussion about donation. Most discussions were positive; only 7% middle school and…

  8. Migrant and Non-Migrant Families in Chengdu, China: Segregated Lives, Segregated Schools

    Directory of Open Access Journals (Sweden)

    Nan Li

    2015-05-01

    Full Text Available This study documented the experiences of Chinese rural-urban migrant children and their parents living in the host city of Chengdu, China. It was informed by previous studies but applied a theoretical lens cultural reproduction theory—to reveal deeper understanding of rural-urban migrant families’ lives in the city of Chengdu. Participants in this study were 10 families—10 migrant parents, 10 local Chengdu resident parents, 5 local Chengdu children, and 5 migrant children. Through qualitative interviews and observations the researchers created 5 family case studies, documenting differences and similarities in the lives of migrant and local resident families in Chengdu. Results indicated that children in the two groups experienced unequal childhoods. Although the Chinese central government has issued a number of proactive policies to allow migrant children to attend local urban public schools since 2003, the negative effect of the longstanding Hukou residency policy still impacts migrant families’ lives in Chengdu. In this article we discuss an entrenched urban-rural divide between urban residents and rural-urban migrant families, in work, community, and schooling.

  9. Annual individual doses for personnel dealing with ionizing radiation sources

    International Nuclear Information System (INIS)

    Poplavskij, K.K.

    1982-01-01

    Data on annual individual doses for personnel of national economy enterprises, research institutes, high schools, medical establishments dealing with ionizing radiation sources are presented. It is shown that radiation dose for the personnel constitutes only shares of standards established by sanitary legislation. Numeral values of individual doses of the personnel are determined by the type, character and scope of using ionizing radiation sources

  10. Effectiveness evaluation of the Positive Family Support intervention: A three-tiered public health delivery model for middle schools.

    Science.gov (United States)

    Smolkowski, Keith; Seeley, John R; Gau, Jeffery M; Dishion, Tom J; Stormshak, Elizabeth A; Moore, Kevin J; Falkenstein, Corrina A; Fosco, Gregory M; Garbacz, S Andrew

    2017-06-01

    This article presents the results of an evaluation of Positive Family Support, an ecological family intervention and treatment approach to parent supports and family management training developed from a history of basic and translational research. This effectiveness trial, with 41 public middle schools randomly assigned to intervention or control, examined student-, teacher-, and parent-reported outcomes, as well as math and reading scores and school attendance. Multilevel analyses suggested that for students at risk for behavior problems, immediate-intervention schools outperformed control schools on parent-reported negative school contacts for students at risk for behavior problems. Implementation, however, was hampered by several challenges, including school funding cuts, lack of staff time to provide parenting supports, and staff turnover. Given that preventive interventions are generally cost effective, it is critical that researchers continue their efforts to refine these interventions and find ways to support schools' implementation of evidence-based programs that can reduce problem behavior. This article is part of a special issue "Parental Engagement in School-Based Interventions". Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  11. The influence of family context on life, educational and occupational ideal among middle school students in China.

    Science.gov (United States)

    Yao, Benxian; Zhang, Ling; Zhen, Rui; Zhou, Xiao

    2016-06-01

    This study examined the relationship between family context of middle school students on their educational and occupational ideals. Middle school students (N = 2000) responded to questions assessing family location, family structure, parental educational level and family economic status, as well as to the Middle School Students' Ideals Questionnaire. Multivariate analysis of variance indicated that life, educational and occupational ideals of female students and students in lower grades were higher than that of male students and students in higher grades. Regression analysis indicated that paternal education level have a positive association with educational and occupational ideals, but not life ideals, and family economic status have a positive relation to life ideals, but not educational and occupational ideals. Moreover, the interaction between family economic status and family location has a negative association with students' life, educational and occupational ideals. These results suggest that different factors predicted different ideals of adolescents, and that family economic status had a negative moderating effect on the relationship between family location and ideals of students. © 2015 International Union of Psychological Science.

  12. Formative research for a healthy diet intervention among inner-city adolescents: the importance of family, school and neighborhood environment.

    Science.gov (United States)

    Dodson, Jennifer L; Hsiao, Ya-Chun; Kasat-Shors, Madhuri; Murray, Laura; Nguyen, Nga Kim; Richards, Adam K; Gittelsohn, Joel

    2009-01-01

    To understand influences on diet among low-income African-American adolescents in East Baltimore. Formative research was conducted for a food store-centered healthy diet intervention targeted to inner-city youth. Family, school and neighborhood influences on eating habits and health concepts were explored. Family structure, economic resources and past experiences influence what food means to adolescents. Healthy food in school and local stores is limited. Terminology to categorize foods was identified, including the term "home foods". Suggested adolescent nutritional interventions include promotion of home-based eating, improving availability of healthy foods in school and neighborhood stores, and targeted educational materials.

  13. Cultural Systems and Lifestyles: The Impact of the Occupation of Shrimping on Family Life.

    Science.gov (United States)

    Crumrine, Janice G.; Nix, Harold L.

    The findings of this second phase of a four-phase study of shrimp fishing focus on the effect of this occupation upon the family. Data were collected from a random sample of 87 boat captains, 73 wives, community personnel, and high school students in two Georgia coastal counties. The family structure reveals a traditional conception of male and…

  14. Support beyond High School for Those with Mental Illness

    Science.gov (United States)

    Joyce-Beaulieu, Diana; Grapin, Sally

    2015-01-01

    School personnel have many opportunities to assist students and families in preparing for a successful transition to college and careers. Initial high school efforts may include prescreening incoming freshman student files to identify those at-risk and assuring that support services and interventions are implemented quickly. Early supports for…

  15. Special Health Care Needs Across the School and Family Contexts: Implications for Service Utilization.

    Science.gov (United States)

    O'Connor, Meredith; Rosema, Stefanie; Quach, Jon; Kvalsvig, Amanda; Goldfeld, Sharon

    2017-08-01

    A fifth of children enter school with special health care needs (SHCN), many of whom have difficulties that are milder or not yet formally diagnosed (emerging SHCN). This study aimed to investigate how differing perceptions of children's emerging SHCN across the family and school contexts relates to service utilization. Sample: The nationally representative birth cohort of the Longitudinal Study of Australian Children, which includes parent reports on the abbreviated Children with Special Health Care Needs Screener. For a subsample of 2459 children teachers also completed the Australian Early Development Census, a measure of early childhood development at school entry that includes SHCN. Logistic regression analyses were conducted adjusting for severity of condition, gender, language background, and disadvantage. Overall 24.1% of children were identified by their parent and/or teacher as experiencing emerging SHCN. Compared with those with consistent reports, children with parent-only identified needs had lower odds of accessing school services (odds ratio [OR], 0.29; 95% confidence interval [CI], 0.10-0.81). Similarly, children with parent-only (OR, 0.39; 95% CI, 0.20-0.75) and teacher-only (OR, 0.25; 95% CI, 0.14-0.46) identified needs had significantly lower odds of accessing services in the community. When parent and teacher perceptions of children's emerging SHCN were inconsistent, service use was lower at school and in the community. Further efforts are needed by health and education providers to ensure that common understandings about a child's needs at school are established early in children's educational careers. Copyright © 2017. Published by Elsevier Inc.

  16. Care Coordination with Schools: The Role of Family-Centered Care for Children with Special Health Care Needs.

    Science.gov (United States)

    Barnard-Brak, Lucy; Stevens, Tara; Carpenter, Julianna

    2017-05-01

    Objectives Family-centered care has been associated with positive outcomes for children with special health care needs. The purpose of the current study was to examine the relationship of family-centered care as associated with care coordination with schools and school absences (e.g., missed days) as reported by parents of children with special health care needs. Methods The current study utilized data from the National Survey of Children with Special Health Care Needs 2009-201 (N = 40,242) to achieve this purpose. The National Survey of Children with Special Health Care Needs may be considered a nationally-representative and community-based sample of parent responses for children with special health care needs across the United States. Results Results from the current study indicate that family-centered care is associated with fewer absences and improved care coordination with schools when applicable. The variables of functional difficulties, poverty level, and the number of conditions were statistically controlled. Conclusions We suggest that the positive influence of family-centered care when practiced extends beyond the family and interacts with educational outcomes. We also suggest that the role of schools appears to be under-studied given the role that schools can play in family-centered care.

  17. School and extended family in the transmission and revitalisation of Gallo in upper-Brittany

    DEFF Research Database (Denmark)

    Nolan, John Shaun

    2008-01-01

    This paper examines the transmission patterns of Eastern Brittany's Romance language variety, Gallo, based on quantitative data showing learning patterns of school pupils of the language and their parents in 2003 and 2004. Results confirm the sharp decline in Gallo transmission between generations...... learning patterns of Gallo also demonstrate how they may be representative of a rupture with a greater and more stable use of Gallo in the past. Data also indicate that of those parents who do play a transmission role, there are fewer females than in previous generations. The school system has become...... a vital player in Gallo's revitalisation and it is, to some degree, brought out of its rural familial environment. However, Gallo is but an optional subject and in the context of issues raised by RLS theory, the decreasing trigenerational transmission pattern means that current revitalisation activity...

  18. Family Smoking Prevention And Tobacco Control Act: banning outdoor tobacco advertising near schools and playgrounds.

    Science.gov (United States)

    Luke, Douglas A; Ribisl, Kurt M; Smith, Carson; Sorg, Amy A

    2011-03-01

    The tobacco industry has challenged new FDA rules restricting outdoor tobacco advertising near schools and playgrounds on First Amendment grounds, arguing that they would lead to a near complete ban on tobacco advertising in dense urban areas. To examine how the 2009 Family Smoking Prevention and Tobacco Control Act (FSPTCA) rules banning outdoor tobacco advertising near schools and playgrounds would affect tobacco retailers. GIS spatial analyses of two different states (Missouri, New York), along with more detailed analyses of two urban areas within those states (St. Louis, New York City), were conducted in 2010. The percentage of tobacco retailers falling within 350-, 500-, and 1000-foot buffer zones was then calculated. 22% of retailers in Missouri and 51% in New York fall within 1000-foot buffers around schools. In urban settings, more retailers are affected, 29% in St. Louis and 79% in New York City. Sensitivity analyses demonstrate that smaller buffers decrease the proportion of affected retailers. That is, 350-foot buffers affect only 6.7% of retailers in St. Louis and 29% in New York City. The effects of new outdoor tobacco advertising restrictions vary by location and population density. In Missouri and New York, outdoor tobacco advertising would still be permitted in many locations if such advertising was prohibited in a 1000-foot buffer zone around schools and playgrounds. Much smaller buffer zones of 350 feet may result in almost no reduction of outdoor advertising in many parts of the country. Copyright © 2011. Published by Elsevier Inc.

  19. Visual impairment in urban school children of low-income families in Kolkata, India.

    Science.gov (United States)

    Ghosh, Sambuddha; Mukhopadhyay, Udayaditya; Maji, Dipankar; Bhaduri, Gautam

    2012-01-01

    To evaluate pattern of visual impairment in school children from low-income families in Kolkata, India, an institutional cross-sectional study was conducted among 2570 children of 10 primary schools. Ocular examination including refraction was done and pattern of visual impairment and refractive error was studied. The age range was 6-14 years. Refractive error was seen in 14.7%. Only 4 children were already wearing correction. Myopia and hypermetropia was present in 307 (11.9%) and 65 (2.5%) children, respectively. Visual acuity of less than 6/12 in better eye was present in 109 (4.2%) and 5 (0.2%) children pre- and post-correction, respectively. Eighteen children had amblyopia. Although prevalence of refractive error in this group is less compared to school children of all income categories reported from other cities of India, it is more compared to school children of all income categories from the same city. Refractive error mostly remains uncorrected in this group.

  20. A Teenager’s reϐlection on formation of the value orientations in the family and at school

    Directory of Open Access Journals (Sweden)

    VILIJA GRINCEVIČIENĖ

    2017-10-01

    Full Text Available Family and school – the most important social institutions in which the young generation is prepared to live in tomorrow’s society. Analysis of the research revealed that in the period of age from 14 to 19 the most important values is considered as: empathy, perfection, justice, self-improvement, self-esteem, security, acceptance, courage, knowledge, creativity, competitiveness, friendship, cooperation, responsibility and altruism. Family, which successfully trains and educates such values as security, justice, altruism, empathy, self-esteem, enable the young generation to develop social competence. Th e main values conveyed in the school- competitiveness, education, cooperation, friendship, recognition. Looking at the situation from a range of competencies, a school distinguished by communication, learning to learn skills and personal development. A closer interaction between school and family accelerate the positive socialization process of young generation and guarantee the further development of the formation process of value orientations (personality development.

  1. Magnitude of the smoking problem, knowledge, attitude and practice, among family members of primary school students

    Directory of Open Access Journals (Sweden)

    Babak Nakhostin-Roohi

    2013-06-01

    Full Text Available Background: smoking is a very important public health problem, urgently requiring immediate and effective measures due to its harmful effect on health. The purpose of this study was to collect baseline information about the magnitude of smoking problem, knowledge, attitude, and practice among family members of primary school students in the northwest region of Iran.Methods: of 55 680 primary school students (the 3th, 4th and 5th grades, 7.1% (n=3 954 were selected using randomized multi-stage cluster sampling. Data collection was conducted in April, May, and June 2011, by means of a self-administered two-page questionnaire.Results: a total of 3 954 students (57.6% boys and 42.3% girls with the mean age of 10.46±1.09 years were evaluated. According to our data, the prevalence of cigarette smoking among fathers was more than other family members (27.1% versus 17.8% whereas the prevalence of water pipe smoking among fathers and other family members was almost similar (9.2% and 9.7% respectively. None of the smoking type was prevalent among mothers (cigarette: 1% and water pipe: 1.1%. Considerable numbers of all students under study had been exposed to secondhand smoke at home (cigarette: 19.8% and water pipe: 7.7%.Conclusions: considering our findings, two procedures recommended to prevail the problem are to provide greater education about hazards of tobacco consumption among students and their family; and to legislate new laws by officials to ban tobacco use at home.

  2. Neutron personnel dosimetry

    International Nuclear Information System (INIS)

    Griffith, R.V.

    1981-01-01

    The current state-of-the-art in neutron personnel dosimetry is reviewed. Topics covered include dosimetry needs and alternatives, current dosimetry approaches, personnel monitoring devices, calibration strategies, and future developments

  3. Family-Focused Preschool: Tiny Elma School District Offers Birth-to-Kindergarten Services in Hopes of Starting Families on an Education-First Course.

    Science.gov (United States)

    Steineger, Melissa

    1996-01-01

    Describes the Elma School District (Washington) birth-to-kindergarten program. One-fourth of the 100 students in the program are developmentally delayed. Family-focus elements include parent volunteers, home visits, class visitations, parenting information dissemination, parent-teacher conferences, referral to social services, and intervention.…

  4. The Multivariate Roles of Family Instability and Interparental Conflict in Predicting Children's Representations of Insecurity in the Family System and Early School Adjustment Problems.

    Science.gov (United States)

    Coe, Jesse L; Davies, Patrick T; Sturge-Apple, Melissa L

    2017-02-01

    This study examined the moderating role of family instability in relations involving destructive interparental conflict, children's internal representations of insecurity in the family system, and their early school maladjustment. Two hundred forty-three preschool children (M age = 4.60 years; 56 % girls) and their families participated in this multi-method (i.e., observations, structured interview, surveys) multi-informant (i.e., observer, parent, teacher), longitudinal study. Findings indicated that the mediational role of children's insecure family representations in the pathway between destructive interparental conflict and children's adjustment problems varied significantly depending on the level of family instability. Interparental conflict was specifically associated with insecure family representations only under conditions of low family instability. In supporting the role of family instability as a vulnerable-stable risk factor, follow up analyses revealed that children's concerns about security in the family were uniformly high under conditions of heightened instability regardless of their level of exposure to interparental conflict.

  5. The Multivariate Roles of Family Instability and Interparental Conflict in Predicting Children’s Representations of Insecurity in the Family System and Early School Adjustment Problems

    Science.gov (United States)

    Coe, Jesse L.; Davies, Patrick T.; Sturge-Apple, Melissa L.

    2016-01-01

    This study examined the moderating role of family instability in relations involving destructive interparental conflict, children’s internal representations of insecurity in the family system, and their early school maladjustment. Two hundred forty-three preschool children (M age = 4.60 years; 56% girls) and their families participated in this multi-method (i.e., observations, structured interview, surveys) multi-informant (i.e., observer, parent, teacher), longitudinal study. Findings indicated that the mediational role of children’s insecure family representations in the pathway between destructive interparental conflict and children’s adjustment problems varied significantly depending on the level of family instability. Interparental conflict was specifically associated with insecure family representations only under conditions of low family instability. In supporting the role of family instability as a vulnerable-stable risk factor, follow up analyses revealed that children’s concerns about security in the family were uniformly high under conditions of heightened instability regardless of their level of exposure to interparental conflict. PMID:27146062

  6. Personnel Monitoring Department - DEMIN

    International Nuclear Information System (INIS)

    1989-01-01

    The activities and purposes of the Personnel Monitoring Dept. of the Institute of Radioprotection and Dosimetry of the Brazilian CNEN are presented. A summary of the personnel monitoring service is given, such as dosemeters supply, laboratorial inspections, and so on. The programs of working, publishing, courses and personnel interchange are also presented. (J.A.M.M.)

  7. Evidence-based development of school-based and family-involved prevention of overweight across Europe

    DEFF Research Database (Denmark)

    Brug, Johannes; Velde, Saskia J. te; Chinapaw, Mai J.M.

    2010-01-01

    balance among school-aged children. Earlier studies have indicated that school and family environments are key determinants of energy-balance behaviors in schoolchildren. Schools are an important setting for health promotion in this age group, but school-based interventions mostly fail to target...... intervention development targeting the most relevant energy balance-related behaviors and their personal, family-environmental and school-environmental determinants applying the Intervention Mapping protocol. The intervention scheme will undergo formative and pilot evaluation in five countries. The results......Background: There is an urgent need for more carefully developed public health measures in order to curb the obesity epidemic among youth. The overall aim of the "EuropeaN Energy balance Research to prevent excessive weight Gain among Youth" (ENERGY)-project is the development and formative...

  8. Delinquent behaviors among students exposed to family violence in Quebec schools

    Science.gov (United States)

    Cénat, Jude Mary; Hébert, Martine; Blais, Martin; Lavoie, Francine; Guerrier, Mireille

    2016-01-01

    Objective Juvenile delinquency is one of the major public concerns in many countries. This study aims to document the association between exposure to interparental violence and delinquent behaviors among high school students in Quebec (Canada). Methods A representative sample of 8194 students aged 14–20 years was recruited in Quebec (Canada) high schools. Participants completed a questionnaire describing delinquent behaviors as well as exposure to interparental psychological and physical violence. Findings Overall, one out of two participants has experienced delinquent behaviors and 61.8% of them have reported having been exposed to at least one of the two forms of family violence. Overall, youth exposed to interparental violence are more likely to experience delinquent behaviors. Both psychological and physical interparental violence were significantly and independently associated with delinquent behaviors. Conclusion The findings of this study point out the vulnerability of youth exposed to interparental violence. They also highlight the need in the prevention of juvenile delinquency to focus not only on youth but also on both parents that may have been involved in family violence. PMID:28111591

  9. Family, school, and community factors and relationships to racial-ethnic attitudes and academic achievement.

    Science.gov (United States)

    Smith, Emilie Phillips; Atkins, Jacqueline; Connell, Christian M

    2003-09-01

    This study examined family, school, and community factors and the relationships to racial-ethnic attitudes and academic achievement among 98 African American fourth-grade children. It has been posited that young people who feel better about their racial-ethnic background have better behavioral and academic outcomes, yet there is a need for more empirical tests of this premise. Psychometric information is reported on measures of parent, teacher, and child racial-ethnic attitudes. Path analysis was used to investigate ecological variables potentially related to children's racial-ethnic attitudes and achievement. Parental education and level of racial-ethnic pride were correlated and both were related to children's achievement though in the final path model, only the path from parental education level was statistically significant. Children whose teachers exhibited higher levels of racial-ethnic trust and perceived fewer barriers due to race and ethnicity evidenced more trust and optimism as well. Children living in communities with higher proportions of college-educated residents also exhibited more positive racial-ethnic attitudes. For children, higher racial-ethnic pride was related to higher achievement measured by grades and standardized test scores, while racial distrust and perception of barriers due to race were related to reduced performance. This study suggests that family, school, and community are all important factors related to children's racial-ethnic attitudes and also to their academic achievement.

  10. Influence of school-level and family-level variables on Chinese college students' aggression.

    Science.gov (United States)

    Zhou, Jiawei; Yang, Jiarun; Yu, Yunmiao; Wang, Lin; Han, Dong; Zhu, Xiongzhao; He, Jincai; Qiu, Xiaohui; Yang, Xiuxian; Qiao, Zhengxue; Sui, Hong; Yang, Yanjie

    2017-08-01

    With the frequent occurrence of campus violence, scholars have devoted increasing attention to college students' aggression. This study aims to estimate the prevalence of aggression in Chinese university students and identify factors that could influence their aggression. We can thus find methods to reduce the incidence of college students' aggression in the future. A multi-stage stratified sampling procedure was used to select university students (N = 4565) aged 16-25 years in Harbin. The Aggression Questionnaire, the Adolescent Self-Rating Life Events Checklist and the Social Support Revalued Scale were used to collect data. Females reported lower levels of aggression than males (p aggression, and the model was highly significant (R 2  = .233, Ad R 2  = .230, p aggression is affected by gender, family-level and school-level variables. Aggression scores are significantly correlated with not only family-level or school-level variables independently, but their combination as well. We find that the risk factors for aggression include a dissatisfying profession, higher levels of study pressure, poor parental relationships, poor interpersonal relationships, the presence of siblings, punishment, health maladjustment, less subjective support, and lower levels of utilization of social support.

  11. Educational Participation of Families in a Valencian Public School. A Qualitative Study

    Directory of Open Access Journals (Sweden)

    Andrés Payà Rico

    2016-07-01

    Full Text Available In the present article we carry out a field study in a state school located in Carcaixent (from Valencia about the different perceptions, reflections and impressions of the faculty, management team, Parents Association (AMPA and parents from the political and critical reflection about the active participation of families. Thanks to a set of semi-structured interviews, its transcription and further analysis of its contents, we have obtained valuable conclusions and reflections which indicate the importance that families give to participation, to the point that they are immerse in the process of transformation in a learning community (CdA. Among the conclusions obtained in the mentioned qualitative study, we have been able to observe the familiar perceptions about participation, the existing obstacles and determinants for it, the relationship between the different members of the educational community, the channels of participation, etc.; a whole range of considerations which provide useful information of political and pedagogical character. These considerations can orientate the implementation of school participation policies and the construction of a cohesive and active educational community.

  12. Personnel preferences in personnel planning and scheduling

    OpenAIRE

    van der Veen, Egbert

    2013-01-01

    Summary The personnel of an organization often has two conflicting goals. Individual employees like to have a good work-life balance, by having personal preferences taken into account, whereas there is also the common goal to work efficiently. By applying techniques and methods from Operations Research, a subfield of applied mathematics, we show that operational efficiency can be achieved while taking personnel preferences into account. In the design of optimization methods, we explicitly con...

  13. Work–Family Conflict Among Athletic Trainers in the Secondary School Setting

    Science.gov (United States)

    Pitney, William A.; Mazerolle, Stephanie M.; Pagnotta, Kelly D.

    2011-01-01

    Abstract Context: Work–family conflict (WFC) negatively affects a professional's ability to function at work or home. Objective: To examine perceptions of and contributing factors to WFC among secondary school athletic trainers. Design: Sequential explanatory mixed-methods study. Setting: Secondary school. Patients or Other Participants: From a random sample of 1325 individuals selected from the National Athletic Trainers' Association Member Services database, 415 individuals (203 women, 212 men; age = 36.8 ± 9.3 years) provided usable online survey data. Fourteen individuals participated in follow-up interviews. Intervention(s): Online WFC questionnaire followed by in-depth phone interviews. Main Outcome Measure(s): Descriptive statistics were obtained to examine perceived WFC. Pearson product moment correlations were calculated to examine the relationship between work hours, total athletic training staff, and number of children and WFC score. We performed analysis of variance to examine differences between the independent variables of sex and control over work schedule and the dependent variable of WFC score. The a priori α was set at P ≤ .05. Qualitative data were analyzed using inductive content analysis. Multiple-analyst triangulation and member checks established trustworthiness of the qualitative data. Results: Mean WFC scores were 23.97 ± 7.78 for scale 1 (family defined as having a partner or spouse with or without children) and 23.17 ± 7.69 for scale 2 (family defined as individuals, including parents, siblings, grandparents, and any other close relatives, involved in one's life), indicating moderate perceived WFC. A significant relationship was found between the average hours of work per week and WFC scores: those with less scheduling control experienced more WFC. Two dimensions emerged from the qualitative methods that relate to how WFC is mitigated in the secondary school environment: (1) organizational—having colleagues and administration

  14. Work-family conflict among athletic trainers in the secondary school setting.

    Science.gov (United States)

    Pitney, William A; Mazerolle, Stephanie M; Pagnotta, Kelly D

    2011-01-01

    Work-family conflict (WFC) negatively affects a professional's ability to function at work or home. To examine perceptions of and contributing factors to WFC among secondary school athletic trainers. Sequential explanatory mixed-methods study. Secondary school. From a random sample of 1325 individuals selected from the National Athletic Trainers' Association Member Services database, 415 individuals (203 women, 212 men; age = 36.8 ± 9.3 years) provided usable online survey data. Fourteen individuals participated in follow-up interviews. Online WFC questionnaire followed by in-depth phone interviews. Descriptive statistics were obtained to examine perceived WFC. Pearson product moment correlations were calculated to examine the relationship between work hours, total athletic training staff, and number of children and WFC score. We performed analysis of variance to examine differences between the independent variables of sex and control over work schedule and the dependent variable of WFC score. The a priori α was set at P ≤ .05. Qualitative data were analyzed using inductive content analysis. Multiple-analyst triangulation and member checks established trustworthiness of the qualitative data. Mean WFC scores were 23.97 ± 7.78 for scale 1 (family defined as having a partner or spouse with or without children) and 23.17 ± 7.69 for scale 2 (family defined as individuals, including parents, siblings, grandparents, and any other close relatives, involved in one's life), indicating moderate perceived WFC. A significant relationship was found between the average hours of work per week and WFC scores: those with less scheduling control experienced more WFC. Two dimensions emerged from the qualitative methods that relate to how WFC is mitigated in the secondary school environment: (1) organizational-having colleagues and administration that understood the role demands and allowed for modifications in schedule and personal time and (2) personal-taking time for oneself

  15. Predictors of needs for community and financial resources for families of pre-school children with cerebral palsy

    Directory of Open Access Journals (Sweden)

    Bertule D.

    2016-01-01

    Full Text Available An understanding of predictors of family needs for the families of preschool children with cerebral palsy (CP is important for provision of efficient and cost-effective services. The aim of this study was to identify the characteristics of children, families and services that are risk factors to meeting family needs for community and financial resources. 234 parents of pre-school children with CP completed a modified version of the Family Needs Survey (FNS, the Measure of Processes of Care (MPOC-20, and a demographic questionnaire. The gross motor function level and communication function level of children were classified on the basis of the Gross Motor Function Classification System (GMFCS and the Communication Function Classification System (CFCS respectively. Two hierarchical multiple regression models were generated to determine the predictors of unmet family needs. The socialisation and communication skills of children, as well as caregiver employment and family income levels were significant predictors of family needs for community resources (adjusted R2=0.44. Significant risk factors in terms of family needs for financial resources included the child's gross motor limitations, caregiver employment, low levels of family income and no ability to receive services on the basis of enabling and partnership principles (adjusted R2=0.51. A child's limitations in terms of communication, gross motor functions and socialisation, as well as the socioeconomic status of the child's family, must be taken into account when planning services for families with preschool children with CP.

  16. Family characteristics and health behaviour as antecedents of school nurses' concerns about adolescents' health and development: a path model approach.

    Science.gov (United States)

    Poutiainen, Hannele; Levälahti, Esko; Hakulinen-Viitanen, Tuovi; Laatikainen, Tiina

    2015-05-01

    Family socio-economic factors and parents' health behaviours have been shown to have an impact on the health and well-being of children and adolescents. Family characteristics have also been associated with school nurses' concerns, which arose during health examinations, about children's and adolescents' physical health and psychosocial development. Parental smoking has also been associated with smoking in adolescents. The aim of this study was to determine to what extent school nurses' concerns about adolescents' physical health and psychosocial development related to family characteristics are mediated through parents' and adolescents' own health behaviours (smoking). A path model approach using cross-sectional data was used. In 2008-2009, information about health and well-being of adolescents was gathered at health examinations of the Children's Health Monitoring Study. Altogether 1006 eighth and ninth grade pupils in Finland participated in the study. The associations between family characteristics, smoking among parents and adolescents and school nurses' concerns about adolescents' physical health and psychosocial development were examined using a structural equation model. Paternal education had a direct, and, through fathers' and boys' smoking, an indirect association with school nurses' concerns about the physical health of boys. Paternal labour market status and family income were only indirectly associated with concerns about the physical health of boys by having an effect on boys' smoking through paternal smoking, and a further indirect effect on concerns about boys' health. In girls, only having a single mother was strongly associated with school nurses' concerns about psychosocial development through maternal and adolescent girl smoking. Socio-economic family characteristics and parental smoking influence adolescent smoking and are associated with school nurses' concerns about adolescents' physical health and psychosocial development. The findings

  17. [Tobacco use in Brazilian school adolescents: association with mental health and family context].

    Science.gov (United States)

    Zander Neves, Camila; Devicari Bueno, Claudine; Pires Felden, Giovana; Costa Irigaray, Mariane; Rivadeneira, María Fernanda; Oenning, Nágila Soares Xavier; Goulart, Bárbara N G

    To study the association between aspects of mental health and the family context with tobacco experimentation and consumption among Brazilian schoolchildren. A cross-sectional study using data from the National Survey of Schoolchildren's Health in Brazil conducted on 109,104 schoolchildren from the ninth year of elementary school, day scholars in public and private schools in all Brazilian state capitals and the Federal District. Descriptive analysis of variables, bivariate and multivariate analyses were performed with logistic regression estimates, adjusted for socioeconomic variables, obtaining the odds ratio (OR) and 95% confidence interval (95%CI). Among the participants, 52.2% were female. Twenty point nine percent of the students reported having experimented with cigarettes at least once. Adolescents who experienced more often feelings of loneliness (OR: 2.07; 95%CI: 1.98-2.16), difficulty sleeping (OR: 2.37; 95%CI: 2.52-2.48) and lower social interaction (OR: 1.27; 95%CI: 1.26-1.32), were more likely to smoke, regardless of socioeconomic status. The schoolchildren of parents or caregivers (OR: 2.39; 95%CI: 2.29-2.49) who did not know what their children did in their free time (OR: 1.52; 95%CI: 1.46-1.59) were associated with more frequent cigarette smoking. An association was seen between aspects of mental health and the family context with the experimentation and consumption of tobacco in adolescents enrolled in the study in Brazil. These associations are independent of school type, sex and skin colour. It is important that programmes for the prevention of tobacco use in adolescence emphasise these findings. Copyright © 2017 SESPAS. Publicado por Elsevier España, S.L.U. All rights reserved.

  18. [Relationship between family functioning and lifestyle in school-age adolescents].

    Science.gov (United States)

    Lima-Serrano, Marta; Guerra-Martín, María Dolores; Lima-Rodríguez, Joaquín Salvador

    Risk behaviors in adolescents can lead to serious disorders, therefore the objectives of this work are to characterize the lifestyles of teenagers about substance use, sex, and road safety, and to meet socio-demographic factors associated with these. A cross-sectional, descriptive and correlational study was conducted with 204 school-age-children from 12 to 17 years, in 2013. They were given a validated questionnaire about sociodemographic, family functioning, and lifestyles such as substance abuse, sexual intercourse and road safety. A descriptive and multivariate analysis was performed by using multiple linear regression in the case of quantitative dependent variables, and binary logistic regression models in the case of binary categories. Data analysis was based on SPSS 20.0, with a significance level of p<0.05. 32.4% of students had smoked, and 61.3% had drunk alcohol. 26% of adolescent between 14-17 years had sexual intercourse; the average age of the first sexual intercourse was 14.9 years. 85.2% used condoms. 94.6% respected traffic signs, 77.5% used to wear a seat belt and 81.9% a helmet. Family functioning, as protective factor, was the variable more frequently associated to risk behaviour: smoking (OR=7.06, p=.000), alcohol drinking (OR=3.97, p=.008), sexual intercourse (OR=3.67, p=.041), and road safety (β=1.82, p=.000). According the results, age, gender and family functioning are the main factors associated with the adoption of risk behaviors. This information is important for the development of public health policies, for instance health promotion at schools. Copyright © 2016 Elsevier España, S.L.U. All rights reserved.

  19. Examining Empowerment, Family-School Partnerships, and Advocacy among Rural and Urban Latino Families of Children with Disabilities

    Science.gov (United States)

    Burke, Meghan M.

    2017-01-01

    Latino students and their families are the fastest growing minority group in the country, yet it is unclear whether rural (vs. urban) Latino families of students with disabilities have different needs. In this pilot study, 65 Latino family members of students with disabilities (15 rural; 50 urban) responded to a questionnaire about empowerment,…

  20. Child Health in Elementary School Following California’s Paid Family Leave Program.

    Science.gov (United States)

    Lichtman-Sadot, Shirlee; Bell, Niryvia Pillay

    We evaluate changes in elementary school children health outcomes following the introduction of California’s Paid Family Leave (PFL) program, which provided parents with paid time off following the birth of a child. Our health outcomes--overweight, ADHD, and hearing-related problems--are characterized by diagnosis rates that only pick up during early elementary school. Moreover, our health outcomes have been found to be negatively linked with many potential implications of extended maternity leave--increased breastfeeding, prompt medical checkups at infancy, reduced prenatal stress, and reduced non-parental care during infancy. Using the Early Childhood Longitudinal Studies (ECLS) within a difference-in-differences framework, our results suggest improvements in health outcomes among California elementary school children following PFL’s introduction. Furthermore, the improvements are driven by children from less advantaged backgrounds, which is consistent with the notion that California’s PFL had the greatest effect on leave-taking duration after childbirth mostly for less advantaged mothers who previously could not afford to take unpaid leave.

  1. [Individual and family factors associated with depressive symptomatology in adolescents from public schools of Mexico].

    Science.gov (United States)

    Rivera-Rivera, Leonor; Rivera-Hernández, Paula; Pérez-Amezcua, Berenice; Leyva-López, Ahidée; Castro, Filipa de

    2015-01-01

    To estimate the prevalence of depressive symptoms (DS) and to explore associated individual and family factors in high-school students from public schools of Mexico. Cross-sectional study of a representative sample of 9 982 students aged between 14 and 19 years. Logistic regression models were used to estimate odds ratio (OR) with 95% confidence interval (CI95%). 27% of students presented DS, with higher proportion among women (34%) than among men (18%). Factors associated with DS were being female (OR=2.25 CI95% 1.86-2.71); low self-esteem (OR=2.77 CI95% 2.41 -3.19); consuming alcohol (OR= 1.72 CI95% 1.46-2.02), consuming tobacco (OR= 1.57 CI95% 1.31-1.88), consuming illegal drugs (OR=1.63 CI95% 1.29-2.05), domestic violence (OR=2.05 CI95% 1.77-2.39), and low communication between parents and their children (OR=1.78 CI95% 1.59-2.00). Depressive symptomatology among high-school students in Mexico is a public health issue.There is a need for intervention programs aimed at tackling the associated risk factors.

  2. Health and Self-Regulation among School-Age Children Experiencing Family Homelessness

    Directory of Open Access Journals (Sweden)

    Andrew J. Barnes

    2017-08-01

    Full Text Available Children in homeless families have high levels of adversity and are at risk for behavior problems and chronic health conditions, however little is known about the relationship between cognitive-emotional self-regulation and health among school-aged homeless children. Children (n = 86; mean age 10.5 living in shelters were assessed for health, family stress/adversity, emotional-behavioral regulation, nonverbal intellectual abilities, and executive function. Vision problems were the most prevalent health condition, followed by chronic respiratory conditions. Cumulative risk, child executive function, and self-regulation problems in children were uniquely related to child physical health. Homeless children experience problems with cognitive, emotional, and behavioral regulation as well as physical health, occurring in a context of high psychosocial risk. Several aspects of children’s self-regulation predict physical health in 9- to 11-year-old homeless children. Health promotion efforts in homeless families should address individual differences in children’s self-regulation as a resilience factor.

  3. Between school, family and media: do the children carry energy-saving messages and practices?

    Energy Technology Data Exchange (ETDEWEB)

    Bartiaux, Francoise (Inst. of Demography, Univ. Catholique de Louvain (Belgium)). e.mail: francoise.bartiaux@uclouvain.be

    2009-07-01

    Today, children are the focus of communication and sensitisation measures to increase their environmental concern and their energy saving behaviours. This paper aims at exploring whether, with whom and how children may be actors relative to these environment and energy issues. In particular, this paper identifies the sources of information and influence of the children and shows whether the children influence other actors, especially their family, to save energy in their daily life. This paper is based on a qualitative research that has been realised in French-speaking Belgium in 2007-2008; data were gathered in 13 families whose elder child is 10 or 11 years old. In-depth interviews were realised with at least this child (and sometimes with younger brother(s) and/or sister(s) too) and one parent. Topics covered included energy-related practices and knowledge of the children as well as the network of actors surrounding them. Results indicate that the child is neither powerful nor passive, nor a trustful carrier of energy-related 'good' practices. The necessary conditions for the child being such a good carrier are shed into light and depend on the relations within and between the different organisations the child belongs to (family, school, pairs) or has access to (media, Internet).

  4. Young children's emergent science competencies in family and school contexts: A case study

    Science.gov (United States)

    Andrews, Kathryn Jean

    To address the lack of research in early science learning and on young children's informal science experiences, this 6-month long case study investigated an 8-year-old boy's emergent science competencies and his science experiences in family and school contexts. The four research questions used to guide this investigation were: (1) What are Nathan's emergent science competencies? (2) What are Nathan's science experiences in a family context? How does family learning contribute to his emergent science competencies? (3) What are Nathan's science experiences in school? How does school learning contribute to his emergent science competencies? (4) What is the role of parents and teachers in fostering emergent science competencies? My intensive 6-month fieldwork generated multiple data sources including field notes of 12 classroom observations, one parent interview, eight child interviews, one classroom teacher interview, and observation of eight family produced videos. In addition, I collected a parent journal including 38 entries of the child's how and why questions, a child digital photo journal including 15 entries of when Nathan saw or participated in science, and 25 various documents of work completed in the classroom. First, I analyzed data through an on-going and recursive process. Then, I applied several cycles of open coding to compare and contrast science learning between home and school, establish clear links between research questions and data, and form categories. Finally, I applied a cycle of holistic coding to categorized data that eventually culminated into themes. As a method of quality control, I shared my interpretations with the family and classroom teacher throughout the study. Findings revealed, Nathan's pre-scientific views of science were fluid and playful, he saw differences between the science he did at home and that he did in school, but he was able to articulate a relatively complex understanding of scientists' collaborative efforts. Nathan

  5. THE PERSPECTIVE OF ECUADORIAN PARENTS ON THE PEDAGOGICAL CONTRACT BETWEEN FAMILY AND SCHOOL IN A MIGRATORY CONTEXT

    Directory of Open Access Journals (Sweden)

    Moscoso, María Fernanda

    2009-09-01

    Full Text Available The school subjectivities of children and young people are related to their role as students and, therefore, are crossed by verdicts that are measured by the school success. School success should be understood as the various relationships constructed among family and academic verdicts, which depend largely on the representations made by different actors around the pedagogical contract. The aim of this study is to explore the perceptions developed by a group of Ecuadorian parents around the participation of their children in the Spanish educational system. The paper considers three aspects: a brief characterization of the family migrant journey, a presentation of parents ideas about the education of children in a trans-national context and an analysis of the discourses on some key factors in the academic trajectories of children and young people such as school support, participation of parents in the institution, criteria for the election of the school and family expectations. I support the idea that the attitude of the parents towards school, instead of being shocking or incompatible confers legitimacy to school because it reaffirms the bases in which it stands. This paper is written in Spanish.

  6. Effort-Reward Imbalance at School and Depressive Symptoms in Chinese Adolescents: The Role of Family Socioeconomic Status

    Directory of Open Access Journals (Sweden)

    Hongxiang Guo

    2014-06-01

    Full Text Available Depression is a major mental health problem during adolescence. This study, using a sample of Chinese adolescents, examined the separate and combined effects of perceived school-related stress and of family socioeconomic status (SES on the prevalence of depressive symptoms. A total of 1774 Chinese students from Grades 7–12 were recruited into our questionnaire survey. School-related stress was measured by the Effort-Reward Imbalance Questionnaire-School Version, family SES was assessed by a standardized question, and depressive symptoms were evaluated by the Center for Epidemiological Studies Depression Scale for Children. Multivariate logistic regression was applied, adjusting for age, gender, grade, smoking, alcohol drinking and physical activity. It was found that high school-related stress and low family SES were associated with elevated odds of depressive symptoms, respectively. The effect of school-related stress was particularly strong in low SES group. In adolescents with both high stress at school and low SES, the odds ratio was 9.18 (95% confidence interval = 6.53–12.89 compared to the reference group (low stress at school and high SES. A significant synergistic interaction effect was observed (synergy index = 2.28, 95% confidence interval = 1.56–3.32. The findings indicated that perceived school-related stress, in terms of effort-reward imbalance, was related to depressive symptoms in this sample of Chinese adolescents. The strong interaction with family SES suggests that health promoting efforts in school settings should be targeted specifically at these socially deprived groups.

  7. Salaries and Wages Paid Professional and Support Personnel in Public Schools, 2010-2011. National Survey of Salaries and Wages in Public Schools: A Reference Tool for School Administrators. 38th Edition

    Science.gov (United States)

    Protheroe, Nancy; Licciardi, Christopher M.; Cooke, Willa D.

    2011-01-01

    This report presents salary and wage data collected as part of the "ERS National Survey of Salaries and Wages in Public Schools, 2010-2011." The survey, conducted in Fall 2010, collected data on salaries scheduled and salaries paid for 23 selected professional positions and 10 selected support positions in public school systems throughout the…

  8. National Science Resources Center Project to Improve Science Teaching in Elementary Schools with Special Emphasis on Department of Defense Dependents Schools and Other Schools Serving Children of Military Personnel

    Science.gov (United States)

    1992-10-01

    2555. NCTM to Publish Resource Directory ANNOUNCEMENTS The National Council of Teachers of Mathematics ’ ( NCTM ) Committee for a Coin- Coalition Launches...science and mathematics education: • DOD Apprenticeship Programs * DOD Teacher Internship Programs * DOD Partnership Programs * DOD Dependents Schools...elementary school teachers . The units also link science with other curriculum areas, including mathematics , language arts, social studies, and art. In

  9. School District Personnel Selection Practices: Exploring the Effects of Demographic Factors on Rural Values within a Person-Organization Fit Model.

    Science.gov (United States)

    Little, Paula S.; Miller, Stephen K.

    A study examined the extent to which demographic factors predict rural values in Kentucky public school district hiring officials. Among the demographic factors considered were school district metropolitan classification, school district size, community racial composition, decision makers' position in the organizational hierarchy, and decision…

  10. Genetic and environmental influences on the relationships between family connectedness, school connectedness, and adolescent depressed mood: sex differences.

    Science.gov (United States)

    Jacobson, K C; Rowe, D C

    1999-07-01

    This study investigated (a) genetic and environmental contributions to the relationship between family and school environment and depressed mood and (b) potential sex differences in genetic and environmental contributions to both variation in and covariation between family connectedness, school connectedness, and adolescent depressed mood. Data are from 2,302 adolescent sibling pairs (mean age = 16 years) who were part of the National Longitudinal Study of Adolescent Health. Although genetic factors appeared to be important overall, model-fitting analyses revealed that the best-fitting model was a model that allowed for different parameters for male and female adolescents. Genetic contributions to variation in all 3 variables were greater among female adolescents than male adolescents, especially for depressed mood. Genetic factors also contributed to the correlations between family and school environment and adolescent depressed mood, although, again, these factors were stronger for female than for male adolescents.

  11. Differential relationships of family drinking with alcohol expectancy among urban school children

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    Chen Kuang-Hung

    2011-02-01

    Full Text Available Abstract Background Positive alcohol outcome expectancy has consistently been linked with problematic drinking, but there is little population-based evidence on its role on early stages of drinking in childhood. The present study seeks to understand the extent to which drinking of family members is differentially associated with the endorsement of alcohol expectancy in late childhood. Methods A representative sample of 4th and 6th graders (N = 2455 drawn from 28 public schools in an urban region of Taiwan completed a self-administered paper-and-pencil questionnaire. Each student provided information on alcohol expectancy, drinking experiences, and individual and family attributes. Complex survey analyses were performed to evaluate the relationship, with stratification by children's alcohol drinking history. Results An estimated 29% of the 4th graders and 43% of the 6th graders had initiated alcohol consumption (over 40% of them had drank on three or more occasions. Alcohol drinking-related differences appear in both the endorsement and the correlates of alcohol expectancy. Positive alcohol expectancy was strongly associated with family drinking, particularly the dimension of "enhanced social behaviors"; negative alcohol expectancy was inversely associated with drinking frequency. Among alcohol naïve children, significant connections appear between paternal drinking and three dimensions of positive alcohol expectancy (i.e., enhanced social behaviors:βwt = 0.15, promoting relaxation or tension reduction:βwt = 0.18, and global positive transformation:βwt = 0.22. Conclusions Individual tailored strategies that address family influences on alcohol expectancy may be needed in prevention programs targeting drinking behaviors in children.

  12. Association of Demanding Kin Relations With Psychological Distress and School Achievement Among Low-Income, African American Mothers and Adolescents: Moderating Effects of Family Routine.

    Science.gov (United States)

    Taylor, Ronald D

    2016-12-01

    Association of demanding kin relations and family routine with adolescents' psychological distress and school achievement was assessed among 200 low-income, African American mothers and adolescents. Demanding kin relations were significantly associated with adolescents' psychological distress. Family routine was significantly related to adolescents' school achievement. Demanding kin relations were negatively associated with school achievement for adolescents from families low in routine, but unrelated to achievement for adolescents in families high in routine. Additional research is needed on poor families and their social networks. © 2015 The Author. Journal of Research on Adolescence © 2015 Society for Research on Adolescence.

  13. Conditions for selection, training and placement of personnel

    International Nuclear Information System (INIS)

    Chrkavy, L.

    1983-01-01

    Methods applied in the choice of personnel include: the assessment of personnel files, references, interviews, examinations, long-term observation of the respective person. Investment intents go hand in hand with the concept of labour demands. The planned employment of personnel takes place from the very beginning of the construction of the power plant. At the Bohunice V-1 nuclear power plant 23 university graduates, 29 secondary school graduates and 64 graduates of vocational schools were employed every year. Social measures and complex care are being implemented. Personnel is being selected also on the basis of an assessment of their psychic qualities which are very important in view of the high personal and social responsibility of nuclear power plant personnel. The high technical standard of the equipment places high demands on the education level of all personnel, high demands on training, high remuneration and high level of allround care of personnel. (M.D.)

  14. Adolescent bullying involvement and perceived family, peer and school relations: commonalities and differences across race/ethnicity.

    Science.gov (United States)

    Spriggs, Aubrey L; Iannotti, Ronald J; Nansel, Tonja R; Haynie, Denise L

    2007-09-01

    Although bullying is recognized as a serious problem in the United States, little is known about racial/ethnic differences in bullying risk. This study examined associations between bullying and family, peer, and school relations for white, black and Hispanic adolescents. A nationally representative sample (n = 11,033) of adolescents in grades six to ten participated in the 2001 Health Behaviors in School-Aged Children survey, self-reporting bullying involvement and information on family, peer and school relations. Descriptive statistics and multinomial logistic regression analyses controlling for gender, age and affluence were stratified by race/ethnicity. Nine percent of respondents were victims of bullying, 9% were bullies, and 3% were bully-victims. Black adolescents reported a significantly lower prevalence of victimization than white and Hispanic students. Multivariate results indicated modest racial/ethnic variation in associations between bullying and family, peer, and school factors. Parental communication, social isolation, and classmate relationships were similarly related to bullying across racial/ethnic groups. Living with two biological parents was protective against bullying involvement for white students only. Furthermore, although school satisfaction and performance were negatively associated with bullying involvement for white and Hispanic students, school factors were largely unrelated to bullying among black students. Although school attachment and performance were inconsistently related to bullying behavior across race/ethnicity, bullying behaviors are consistently related to peer relationships across black, white, and Hispanic adolescents. Negative associations between family communication and bullying behaviors for white, black, and Hispanic adolescents suggest the importance of addressing family interactions in future bullying prevention efforts.

  15. The Effects of Antismoking Messages From Family, School, and Mass Media on Smoking Behavior and Smoking Intention Among Chinese Adolescents.

    Science.gov (United States)

    Yu, Shaohua; Koplan, Jeffrey; Eriksen, Michael P; Yao, Shuo; Redmon, Pamela; Song, Julia; Uretsky, Elanah; Huang, Cheng

    2015-01-01

    The prevalence of adolescent smoking has been increasing rapidly in China. Expanding adolescent exposure to antismoking messages may be an effective approach to prevent tobacco use among this population. Using a cross-sectional sample of 8,444 high school students in four Chinese cities, this study assessed the relation between self-reported exposure to antismoking messages from families, schools, and mass media and the rate of past 30-day smoking and smoking intention among junior and senior high school students. Results from logistic regression suggested that antismoking messages delivered via school and media inhibited both tobacco use and the intention to smoke. The effects of familial warnings about harmful effects of smoking, in contrast, were at best insignificant.

  16. A Qualitative Synthesis of Families' and Students' Hospital-to-School Transition Experiences Following Acquired Brain Injury.

    Science.gov (United States)

    Hartman, Laura R; Tibbles, Alana; Paniccia, Alicia; Lindsay, Sally

    2015-01-01

    Acquired brain injury (ABI) is one of the greatest causes of death and disability among children in Canada. Following ABI, children are required to transition back to school and adapt to the physical, cognitive, behavioral, social, and emotional demands of the school environment. We conducted a qualitative systematic review of students' and parents' experiences of the transition back to school following ABI. We identified 20 articles that met our inclusion criteria. Six themes emerged: (a) lack of ABI-specific education for families and professionals, (b) communication-related factors as a facilitator and/or barrier to transition, (c) emotional focus, (d) peer relationships, (e) supports, and (f) ABI sequelae in the classroom. Students' and families' personal motivations and abilities and the support they receive in their environment affect their experiences of transitioning back to school and the disrupted occupations they face.

  17. [Validation of an instrument to measure food practices in Chilean families of school children aged 4-7 years].

    Science.gov (United States)

    Lera, Lydia; Salinas, Judith; Fretes, Gabriela; Vio, Fernando

    2013-11-01

    It is necessary to assess family food habits in school children to cope with infant obesity. Designing and validation of an instrument to measure food habits and food knowledge in Chilean preschool and school families based on dietary guidelines. A pilot study in 30 preschool and school-age parents was carried-out. A questionnaire to measure food habits and food knowledge in parents was elaborated by researchers considering an expert group opinion. This questionnaire was applied twice with a 15 days interval, evaluating temporal stability, internal consistency and inter-personal agreement. Afterwards, the questionnaire was applied to 59 parents calculating the internal consistency of the instrument. The questionnaire had 55 questions in 4 sections. The instrument had questions about food and nutrition information about the families. A good inter-personal agreement resulted for almost all the questions about food and nutrition information (0.5-1.0). The correlation between the first and second test (test-retest) was high (0.6-1.0), as well as the internal consistency (0.75). In the section about frequency consumption in parents and children food consumption at home and school there was a high internal consistency for the two observers (0.85-0.92 and 0.87-0.90). The instrument is valid and useful to be utilized in preschool and school families intervened with nutrition education, and this methodology can be replied in other studies. Copyright AULA MEDICA EDICIONES 2013. Published by AULA MEDICA. All rights reserved.

  18. Relationship between personal, maternal, and familial factors with mental health problems in school-aged children in Aceh province, Indonesia.

    Science.gov (United States)

    Saputra, Fauzan; Yunibhand, Jintana; Sukratul, Sunisa

    2017-02-01

    Recently, mental health problems (MHP) in school-aged children have become a global phenomenon. Yet, the number of children affected remains unclear in Indonesia, and the effects of mental health problems are of concern. The purpose of this study was to investigate the prevalence of MHP in school-aged children and its relationship to personal, maternal, and familial factors in Aceh province, Indonesia. Participants were 143 school-aged children with MHP and their mothers. They completed the Strengths and Difficulties Questionnaire, Social Competence Questionnaire, Brief Family Relationship Scale, Parental Stress Scale, Parent's Report Questionnaire, and Indonesian Version of the Beck Depression Inventory-II. Mainly, children were rated to have emotional symptoms by their mothers (37.8%). Factors such as academic competence, family relationships, and maternal parenting stress are related to MHP. Given the high prevalence of school-aged children that have emotional symptoms, child psychiatric mental health nurses should give special attention to assist them during their school years. Moreover, nurses should aim to improve family relationships and reduce maternal parenting stress. Copyright © 2016 Elsevier B.V. All rights reserved.

  19. The Influence of Reciprocal interactions in the Family on Academic Performance among Secondary School Students in Kenya

    OpenAIRE

    Rael Achieng Ogwari; Dr. Catherine Simiyu; Professor Jonah Nyaga Kindiki

    2014-01-01

    This study aimed to investigate the influence of reciprocal interactions in the family on academic performance among secondary school students in Siaya District. Stratified and purposive sampling techniques were used to select the study participants. The sample comprised of a total of 243 students (154 boys and 89 girls) drawn from 27 public coeducational schools in the district.  Data was collected using student questionnaires. The researchers’ judgment of the representativeness of the items...

  20. The relationship between family atmosphere and motivation for achievement in year 12 high school students in Yazd 2006-2007

    Directory of Open Access Journals (Sweden)

    G.A Heidary

    2012-02-01

    Results: Six factors were analyzed as predictors of achievement motivation including (rational, cultural based, ethical, religious circuit, control and organization. None of them were significant predictors. The relationship between gender and achievement motivation were significant. A correlation between gender, family atmosphere and achievement motivation was not observed in this study. Conclusion: The family atmosphere with various aspects of motivation may effect on development of students and educational success in Yazd high school students.

  1. Effect of high school students’ selfconcept and family relationships on peer bullying - doi: 10.5020/18061230.2012.p405

    Directory of Open Access Journals (Sweden)

    Arslan Sevda

    2013-07-01

    Full Text Available Objective: To determine the role of high school students in the cycle of bullying, their selfconcept and the effect of family characteristics associated with the bullying. Methods: We conducted a descriptive, comparative and correlational study. The survey data were collected in the largest province of Turkey, Istanbul, with 1670 students in ninth and tenth grades in six (2 regular, 2 occupational and 2 private high schools, chosen to represent the types of schools affiliated to Ministry of Education. Data were collected through four different data collection tools: Multidimensional Scale of Peer Victimization, Self-Concept Scale Piers-Harris Children’s, Family Assessment Device and a personal information form. Results: According to the Victimization Scale, 17% of students were in the cycle of bullying (5.3% of aggressors, victims of 5.9%, 5.8% both aggressors as victims. The bullying was significantly more common in the mother-father separated group, in the group that had witnessed violence between family members and those who had been treated violently by family members. Bullying was significantly lower in students with healthy families compared with those who do not have healthy families and students with high average score on the selfconcept compared to those with low average score. Conclusions: This study shows the need to implement effective measures to prevent bullying in schools. Based on the results of the study, it should be emphasized that education can be directed to families through programs to prevent bullying. The focus of the implementation can be concentrated on the effect of family relations on students’ behavior. The existing programs of bullying prevention can be directed to increase the level of self-esteem of students with low self-esteem, because they are more likely to become involved in bullying incidents.

  2. The involvement of extended families in the wellness of orphans in a primary school in Masvingo city in Zimbabwe

    OpenAIRE

    2014-01-01

    D.Phil. (Career and Life Orientation) The study focuses on how extended families are involved on the wellness of orphans at a primary school in Masvingo City in Zimbabwe. Through an ethnographic research design, the study aimed to establish the involvement of extended families and challenges they face in rendering support and care to orphans. This study draws an intensive ethnographic research interrogative approach through observations, interviews, researcher made test and document analys...

  3. Family communication about HIV/AIDS and sexual behaviour among senior secondary school students in Accra, Ghana.

    Science.gov (United States)

    Adu-Mireku, Samuel

    2003-04-01

    Sexually active adolescents in Ghana are increasingly at risk of HIV and other sexually transmitted infections. As a primary agent of socialization, the family can exert a strong influence on adolescent sexual behaviour. Therefore, to aid in the design and implementation of effective prevention programmes, it is important to understand the role of the family in influencing sexual behaviour among school-going adolescents. To evaluate the relationship between family communications about HIV/AIDS and sexual activity and condom use among school-going adolescents in Accra, Ghana. A sample of 894 students (56.9% girls, 43.1% boys; mean age = 17.4 years, SD = 1.40) at two senior secondary schools in Accra completed a modified version of the Youth Risk Behavior Survey (YRBS) questionnaire, a self-administered instrument developed by the Centers for Disease Control and Prevention. Analytical techniques utilized included logistic regression and chi-square. Twenty-five percent of the participants reported being sexually experienced, and 73.6% had talked about HIV/AIDS with parents or other family members. Of the sexually experienced students, 64.7% initiated first sexual intercourse by age 16; and 55.7% did not use a condom at last sexual intercourse. Bivariate analysis showed significant gender differences in sexual activity, condom use, and family communication about HIV/AIDS. Logistic regression analysis showed that student-family communication about HIV/AIDS was not associated with sexual activity. However, communication about HIV/AIDS between students and parents or other family members increased the odds of using a condom at last sexual intercourse. The findings of this study suggest that prevention programmes that seek to educate Ghanaian school-going adolescents about sexual risk behaviour must strongly encourage communication about HIV/AIDS between students and family members.

  4. Counselling teenage girls on problems related to the 'protection of family honour' from the perspective of school nurses and counsellors.

    Science.gov (United States)

    Alizadeh, Venus; Törnkvist, Lena; Hylander, Ingrid

    2011-09-01

    Approximately 1,500 young immigrant women living in Sweden sought help from various public organisations during 2004 due to problems related to Protection of Family Honour (PFH). Often they seek help from school nurses and counsellors. Information on how the school nurses and counsellors manage this complex PFH phenomenon is limited in Sweden. The aim was to generate a theoretical model that illuminates the experiences of school counsellors and school nurses counselling teenage girls, who worry about problems related to protection of family honour. Data were collected through individual interviews of the school welfare staff. The study subjects included welfare staff from six upper-secondary schools consisting of four nurses and six counsellors. Grounded theory methods were used to generate new knowledge as this is a new field of research. The staff's main goal was to provide the best support and help for the teenage girls. In addition, they wanted to be true to their professional ethics and values. However, this was difficult and created professional dilemmas because some teenage girls prevented them from doing what they thought was needed to support the teenage girls and protect them from violence. As a result, staff sometimes felt hampered, unable to help or able to help only in ways hidden from the teenage girls' families. © 2011 Blackwell Publishing Ltd.

  5. Lessons Learned From a Randomized Controlled Trial of a Family-Based Intervention to Promote School Functioning for School-Age Children With Sickle Cell Disease.

    Science.gov (United States)

    Daniel, Lauren C; Li, Yimei; Smith, Kelsey; Tarazi, Reem; Robinson, M Renee; Patterson, Chavis A; Smith-Whitley, Kim; Stuart, Marie; Barakat, Lamia P

    2015-01-01

    Tested a family-based group problem-solving intervention, "Families Taking Control," (FTC) to improve school functioning and health-related quality of life (HRQL) for children with sickle cell disease. Children and caregivers completed questionnaires assessing HRQL and school functioning and children completed performance-based measures of IQ and achievement at baseline and 6 months later. Families were randomized to the intervention (FTC, n = 42) or delayed intervention control (DIC, n = 41) group. FTC involved a full-day workshop followed by 3 booster calls. There were no differences between FTC completers (n = 24) and noncompleters (n = 18). FTC group (n = 24) and DIC group (n = 38) did not differ significantly on primary outcomes at follow-up: number of formal academic and disease-related accommodations, individualized education plan/504 service plan, school absences, school HRQL, or academic skills. Although families found FTC to be acceptable, there were no intervention effects. Challenges of the trial and implications for future research are discussed. © The Author 2015. Published by Oxford University Press on behalf of the Society of Pediatric Psychology. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  6. Relationships between the Family Environment and School-Based Obesity Prevention Efforts: Can School Programs Help Adolescents Who Are Most in Need?

    Science.gov (United States)

    Bauer, K. W.; Neumark-Sztainer, D.; Hannan, P. J.; Fulkerson, J. A.; Story, M.

    2011-01-01

    Identifying factors that contribute to students' behavior and weight improvements during school-based obesity prevention interventions is critical for the development of effective programs. The current study aims to determine whether the support and resources that adolescent girls received from their families were associated with improvements in…

  7. [Preschool familial environment and academic difficulties: A 10-year follow-up from kindergarten to middle school].

    Science.gov (United States)

    Câmara-Costa, H; Pulgar, S; Cusin, F; Dellatolas, G

    2016-02-01

    The persistence of academic difficulties from childhood through adulthood has led researchers to focus on the identification of the early factors influencing children's subsequent achievement in order to improve the efficient screening of children who might be at risk of school failure. The foundations of academic achievement can be accurately traced back to the preschool years prior to children's entry in formal schooling and are largely influenced by environmental determinants. Importantly, some environmental conditions act as early risk factors undermining children's later academic achievement due to the well-established relation between underachievement and exposure to moderate to high levels of environmental risk. In the present study, we aimed to investigate the longitudinal effects of environment-level factors (sociodemographic and family characteristics) and early risk exposure at kindergarten on children's subsequent academic achievement at the end of middle school (grade 9). The sample of analysis comprised 654 kindergarteners aged 5-6 years (2001-2002 school year) followed through the end of middle school when they were aged 14-15 years (2010-2011 school year). At kindergarten, assessment included questionnaire-based measures of sociodemographic and family background characteristics. These included an original set of information pertaining to family background including parental nationality, education level, history of reading difficulties, type of early childcare, family situation, family size, and language-based bedtime routines, as well as individual-level factors such as children's first language, medical history, language delay, birth weight, age of walking onset, and gestation period. At grade 9, outcome measures were composed of children's results in the national evaluations performed at the end of middle school ("Diplôme National du Brevet"), or history of repetition for a second year of the same class. The results indicated that all family

  8. Depression, anxiety and stress among adolescent students belonging to affluent families: a school-based study.

    Science.gov (United States)

    Bhasin, Sanjiv K; Sharma, Rahul; Saini, N K

    2010-02-01

    To study depression, anxiety and stress (DAS) among adolescent school students belonging to affluent families and the factors associated with high levels of DAS. 242 adolescent students belonging to class 9-12th selected for the study. DASS-21 questionnaire was used for assessing DAS. The scores in the three domains (DAS) were found to be remarkably correlated. It was seen that depression was significantly more among the females (mean rank 132.5) than the males (mean rank 113.2), p=0.03. Depression (p=0.025), Anxiety (0.005) and Stress (pstudents. Depression and Stress were found to be significantly associated with the number of adverse events in the student's life that occurred in last one year. A significant proportion of the students were found to be having high levels of DAS and several important factors were found to be associated with them. Proactive steps at the school-level and community-level and steps for improved parent-adolescent communication are needed for amelioration of the problem.

  9. The difference in the family background, school inclusion and Occupational Therapy

    Directory of Open Access Journals (Sweden)

    Juliana Fonsêca de Queiroz Marcelino

    2013-04-01

    Full Text Available Based on discussions and studies carried out on the topic, the text talks about the stigma of disability,the family, and the investment in children`s schooling under the guidance of some authors who discuss such issues. Stigma is a term that was once considered as reference for a evidence body, but it is widely used to mean discomfort with difference and exclusion. The concepts of identity and difference are important in the discussion about disability, they are interdependent and inseparable, and they will constitute the identity of the self-other relationship. In the scenario of education, the development stages of care for people with disabilities are exclusion, institutional segregation, integration, and inclusion. The occupational therapist is a professional who holds great commitment in his work with the inclusion of schoolchildren and their future in their insertion in the labor market. Professional support often facilitates the deconstruction of concepts and ideas related to the impossibility of social inclusion of disabled people and it plays an important role in the family investment.

  10. Rethinking the Role of Pedagogical Assistants: Establishing Cooperation between Roma Families and Schools in Serbia

    Directory of Open Access Journals (Sweden)

    Jelena Starčević

    2016-12-01

    Full Text Available The aim of the present paper is to examine the risks and challenges related to the cooperation of pedagogical assistants (PAs with Roma parents/ families and their work with Roma pupils, as well as to offer further insight into ways to overcome these risks and challenges. Roma pupils and parents/ families face numerous difficulties in education, which are reflected in prejudice, stereotypes and discrimination. The education policy measure of introducing PAs, formerly known as Roma teaching assistants, to the Serbian education system aimed to contribute to the learning and social participation of Roma pupils and to establish cooperation between school staff and Roma parents. The further segregation of Roma pupils and the reduced engagement of teachers in supporting Roma pupils and fostering communication with Roma parents are seen as possible risks related to the engagement of PAs. In order to minimise the risks, we propose a framework for defining and understanding the roles of teachers and PAs from an intercultural perspective. Relying on two concepts – intercultural sensitivity (IS and intercultural competence (IC – we elaborate the necessity of perceiving cultural differences in accordance with an ethnorelative world view, on the part of both teachers and PAs. In addition, we outline the cognitive, affective and behavioural aspects of IC that we believe teachers and PAs should possess. Further recommendations regarding the engagement of PAs and the minimisation of risks and challenges are proposed.

  11. Social support and family communication as factors protecting adolescents against multiple recurrent health complaints related to school stress.

    Science.gov (United States)

    Tabak, Izabela; Mazur, Joanna

    2016-01-01

    One reason of increased psychological and somatic health problems in adolescence is intensification of stress in school and everyday life. There is little evidence to what extent the level of school achievements shapes this relationship. The aim of the study was to investigate determinants of subjective health complaints in schoolaged children, taking into account the interaction effects. Anonymous survey was conducted in Poland in 2013/2014 on the sample of 4,545 students, as a part of the HBSC (Health Behaviour in School-aged Children) study. On the basis of prevalence of eight symptoms in the past 6 months, a standardized index of health complaints (SCL - Subjective Complaints Checklist) was calculated (0-100). To predict its variability three hierarchical linear models (five blocks) were estimated, separately for three levels of school achievements. Support from family, classmates and teachers as well as family communication were considered as protective factors, which can reduce the negative impact of stress. All analyses were adjusted for age, gender and family affluence. The standardized SCL index was equal to 23.2 in boys and 32.5 in girls. The high level of school stress was reported by 28.5% boys and 35.6% girls, respectively. Regarding these two measures, similar patterns of change were observed, increase with age and with deterioration of academic achievement. Final multivariate models explained 22-25% variability of SCL, slightly more among worst students. Accumulation of low family support and high level of school stress caused the highest increase in the SCL index in very good students. School performance is an important determinant of subjective health complaints in adolescence, also modifying the impact of other risk and protective factors.

  12. Products purchased from family farming for school meals in the cities of Rio Grande do Sul

    Directory of Open Access Journals (Sweden)

    Daniele Ferigollo

    Full Text Available ABSTRACT OBJECTIVE This study aims to verify the adequacy profile of the cities of the State of Rio Grande do Sul, Brazil, in relation to the purchase of products of family farming by the Programa Nacional de Alimentação Escolar (PNAE - National Program of School Meals. METHODS This is a quantitative descriptive study, with secondary data analysis (public calls-to-bid. The sample consisted of approximately 10% (n = 52 of the cities in the State, establishing a representation by mesoregion and size of the population. We have assessed the percentage of food purchased from family farming, as well as the type of product, requirements of frequency, delivery points, and presence of prices in 114 notices of public calls-to-bid, in 2013. RESULTS Of the cities analyzed, 71.2% (n = 37 reached 30% of food purchased from family farming. Most public calls-to-bid demanded both products of plant (90.4%; n = 103 and animal origin (79.8%; n = 91. Regarding the degree of processing, fresh products appeared in 92.1% (n = 105 of the public calls-to-bid. In relation to the delivery of products, centralized (49.1%; n = 56 and weekly deliveries (47.4%; n = 54 were the most described. Only 60% (n = 68 of the public calls-to-bid contained the price of products. CONCLUSIONS Most of the cities analyzed have fulfilled what is determined by the legislation of the PNAE. We have found in the public calls-to-bid a wide variety of food, both of plant and animal origin, and most of it is fresh. In relation to the delivery of the products, the centralized and weekly options prevailed.

  13. Personnel preferences in personnel planning and scheduling

    NARCIS (Netherlands)

    van der Veen, Egbert

    2013-01-01

    Summary The personnel of an organization often has two conflicting goals. Individual employees like to have a good work-life balance, by having personal preferences taken into account, whereas there is also the common goal to work efficiently. By applying techniques and methods from Operations

  14. Staffing Alternatives: Use of Retired Persons, Flex-Time, Job Sharing and Other Suggestions. Suggested Personnel Policy Guidelines for School Districts. [Revised].

    Science.gov (United States)

    Oregon State Dept. of Education, Salem.

    This report addresses three alternatives in employing certified and classified staff in school districts: early retirement, flexible working hours, and (in the most detail) job sharing. It is noted that financial reductions make it difficult for schools to meet both their budgets and rising community/parental expectations, while declining…

  15. Personnel Policy and Profit

    DEFF Research Database (Denmark)

    Bingley, Paul; Westergård-Nielsen, Niels Chr.

    2004-01-01

    personnel structure variation. It is found that personnel policy is strongly related to economic performance. At the margin, more hires are associated with lower profit, and more separations with higher profit. For the average firm, one new job, all else equal, is associated with ?2680 (2000 prices) lower...

  16. Analysis of the Dynamics among Tutors in an After-School Tutoring Program in a Homeless Shelter for Families

    Science.gov (United States)

    MacGillivray, Laurie; Goode, Gretchen S.

    2016-01-01

    Researchers of after-school tutoring primarily focus on educational outcomes with little attention to the social dynamics of such programs. In our qualitative case study, we examined the nature of interactions among tutors in a tutoring program at a homeless shelter for families. Employing Bourdieu's concepts of "social capital" and…

  17. Friends and Family: A Literature Review on How High School Social Groups Influence Advanced Math and Science Coursetaking

    Science.gov (United States)

    Gottfried, Michael; Owens, Ann; Williams, Darryl; Kim, Hui Yon; Musto, Michela

    2017-01-01

    In this study, we synthesized the literature on how informal contexts, namely friends and family social groups, shape high school students' likelihood of pursuing advanced math and science coursework. Extending scholarly understandings of STEM education, we turned to the body of literature with three guiding questions: (1) What influence do…

  18. Family Conflict, Mood, and Adolescents' Daily School Problems: Moderating Roles of Internalizing and Externalizing Symptoms

    Science.gov (United States)

    Timmons, Adela C.; Margolin, Gayla

    2015-01-01

    Using daily diary data, this study examined cross-day associations between family conflict and school problems and tested mediating effects of daily negative mood and moderating effects of psychological symptoms. For 2 weeks, parents and adolescents (N = 106; M[subscript age] = 15.4) reported daily conflict; adolescents reported daily negative…

  19. Chinese Adolescents' Reasoning about Democratic and Authority-Based Decision Making in Peer, Family, and School Contexts.

    Science.gov (United States)

    Helwig, Charles C.; Arnold, Mary Louise; Tan, Dingliang; Boyd, Dwight

    2003-01-01

    This study explored judgments and reasoning of Chinese 13- to 18-year-olds regarding making decisions involving children in peer, family, and school contexts. Findings indicated that judgments and reasoning about decision-making varied by social context and by the decision under consideration. Evaluations of procedures became more differentiated…

  20. The Self-Concepts of Children From Intact and Divorced Families: Can They Be Affected in School Settings?

    Science.gov (United States)

    Parish, Thomas S.; Philip, Mary K.

    1982-01-01

    Seventeen teachers received inservice instructions regarding Maslow's Hierarchy of Needs and then were asked to assess their students' needs and attempt to fulfill them to the very best of their ability. Of the 376 grade-school students, only children from intact families adopted significantly more positive self-concepts from the experience.…

  1. Enhancing the Participation of Immigrant Families in Schools through Intermediary Organizations? the Case of Parents' Associations in Catalonia

    Science.gov (United States)

    Paniagua, Alejandro

    2018-01-01

    This paper discusses the results of an action-research project developed in a federation of Parents Associations (PAs) in Catalonia, aimed at helping PAs involve immigrant families. First, I nuance the idea of participation in schools to highlight some of the problems associated with participative initiatives targeting"'hard to reach"…

  2. Explaining the Links between Workload, Distress, and Work-Family Conflict among School Employees: Physical, Cognitive, and Emotional Fatigue

    Science.gov (United States)

    Ilies, Remus; Huth, Megan; Ryan, Ann Marie; Dimotakis, Nikolaos

    2015-01-01

    This study examined the intraindividual relationships among workload and affective distress; cognitive, physical, and emotional fatigue; and work-family conflict among school employees. Using a repeated-measure, within-person research design, the authors found that work demands and affective distress, as well as cognitive, emotional, and physical…

  3. Socioeconomic Status and School Grades: Placing Their Association in Broader Context in a Sample of Biological and Adoptive Families

    Science.gov (United States)

    Johnson, Wendy; McGue, Matt; Iacono, William G.

    2007-01-01

    SES has long interested researchers investigating school achievement. Its effects are often addressed by studying predictors of achievement in economically disadvantaged samples living primarily in biological families, confounding genetic and environmental influences. Little is known about SES's purely environmental effects. We measured them in…

  4. Single Parent Family Structure as a Predictor of Alcohol Use among Secondary School Students: Evidence from Jamaica

    Science.gov (United States)

    Oshi, Sarah N; Abel, Wendel D; Agu, Chinwendu F; Omeje, Joachim C; Smith, Patrice Whitehorne; Ukwaja, Kingsley N; Ricketts Roomes, Tana; Meka, Ijeoma A; Weaver, Steve; Rae, Tania; Oshi, Daniel C

    2018-04-23

    The aim of this study was to examine the potential relationship between Jamaican secondary students’ alcohol drinking habits and their family structure. Methods: Data collected from a nationally representative survey of 3,365 students were analysed. Descriptive and inferential statistics were performed. Results: Out of the 3,365 students, 1,044 (31.0%) were from single-parent families. Single-parent families, married-parent families and common law-parent families were significantly associated with lifetime use of alcohol (AOR= 1.72, 95% CI= 1.06 - 2.79; AOR= 1.73, 95% CI= 1.07- 2.81, AOR= 1.94, 95%CI= 1.17- 3.21 respectively). However, family structure was not significantly associated with past year and past month alcohol use. Students whose parents “sometimes” knew their whereabouts were significantly less likely to use alcohol in their lifetime compared to students whose parents “Always” knew where the students were. Conclusion: Family structure is an independent predictor of alcohol use among high school students in Jamaica. Being from single-parent families, married-parent and common- law parent families were significantly associated with increased likelihood for lifetime alcohol use. Creative Commons Attribution License

  5. Do Family Responsibilities and a Clinical Versus Research Faculty Position Affect Satisfaction with Career and Work–Life Balance for Medical School Faculty?

    OpenAIRE

    Beckett, Laurel; Nettiksimmons, Jasmine; Howell, Lydia Pleotis; Villablanca, Amparo C.

    2015-01-01

    Background: Balancing career and family obligations poses challenges to medical school faculty and contributes to dissatisfaction and attrition from academics. We examined the relationship between family setting and responsibilities, rank, and career and work–life satisfaction for faculty in a large U.S. medical school.

  6. Questions and Answers about School-Age Children in Self-Care: A Sloan Work and Family Research Network Fact Sheet

    Science.gov (United States)

    Sloan Work and Family Research Network, 2009

    2009-01-01

    The Sloan Work and Family Research Network has prepared Fact Sheets that provide statistical answers to some important questions about work-family and work-life issues. This Fact Sheet includes statistics about Children in Self-Care, and answers the following questions about school-age children in self-care: (1) How many school-age children are in…

  7. Effects of school, family and alcohol marketing communication on alcohol use and intentions to drink among Thai students.

    Science.gov (United States)

    Kheokao, Jantima K; Kirkgulthorn, Tassanee; Yingrengreung, Siritorn; Singhprapai, Phuwasith

    2013-07-04

    This study explored effects of family, school, and marketing communications on alcohol use and intention to drink of Thai students. We conducted a survey in which 5,184 students participated. Respondents were selected randomly from school districts throughout Thailand. In this survey we measured the exposure to, reception of, and perceptions concerning alcohol marketing communication, school absenteeism and achievement, family alcohol use, students' alcohol use, and drinking intentions. Findings indicated students' low alcohol use, moderate intention to drink, and high prevalence of family drinking. The levels of exposure and also the information receptivity to alcohol media marketing of Thai students were low. The respondents had a high level of media literacy on alcohol marketing communication. Multiple regression and focus group discussions provided support for the contention that there were significant effects of school achievement, absenteeism and media marketing communication on alcohol use (R2 = 14%) and intention to drink (R2 = 11%). Therefore, consideration of relevant school and alcohol policies, including monitoring of media marketing communication, will be needed.

  8. Family influences on breakfast frequency and quality among primary school pupils in Warsaw and its surrounding areas.

    Science.gov (United States)

    Zielińska, Monika; Hamułka, Jadwiga; Gajda, Karolina

    2015-01-01

    Regular consumption of a well balanced breakfast is a pre-requisite for normal growth and child development, along with the acquisition of proper eating habits. The family environment is crucial place where children learn such patterns of behaviour that form the basis for their development. To determine how family factors affect the regular eating of breakfast and types of foodstuffs consumed in primary school pupils, including food purchases made from vending machines and school tuck shops. Subjects were 836 pupils (435 girls and 401 boys, aged 6 - 13) from Warsaw and the surrounding areas. Appropriate socio-demographic data and relevant eating habits were obtained from direct interviewing of the subjects by means of a custom designed questionnaire. Statistical analyses were performed by the Kohonen type cluster analysis model and Chi-square test (Chi(2)); (p≤0.05). Three clusters of pupils were identified by their differing socio-demographics and eating habits (eg. rates of breakfast consumption, buying from vending machines or school tuck shops). The first and third clusters were mainly pupils from two-parent families with parents proportionally spending similar times at work, where respective breakfast (87% and 91%) and second breakfast (77% and 72%) consumption rates were also similar together with food shopping rates during school time (respectively 69% and 63%). Pupils with single-parents, multi-generation families or if both parents were profession- ally active, predominated in the second cluster. These ate breakfast (73%) and second breakfast (67%) more rarely, but more frequently shopped for food at school (84%). A small number of pupils had a packed second breakfast from home, rarely ate sandwiches, fruit and/or vegetables and dairy products but ate more sweets, sweet rolls and savoury snacks. However, a large number of subjects bought sandwiches, fresh fruit and/or vegetables and fast-food at school. Family factors were found to affect eating habits

  9. Protective Factors for Youth Exposed to Violence in Their Communities: A Review of Family, School, and Community Moderators.

    Science.gov (United States)

    Ozer, Emily J; Lavi, Iris; Douglas, Laura; Wolf, Jennifer Price

    2017-01-01

    This review provides a comprehensive investigation of the pattern and strength of findings in the literature regarding the environmental moderators of the relationship between exposure to community violence and mental health among children and adolescents. Twenty-nine studies met criteria for inclusion in our analysis of family, school, and community variables as moderators. Dependent variables included internalizing (e.g., anxiety, depression, posttraumatic stress disorder) and externalizing symptoms (e.g., aggression, substance use). Effect sizes for the interactions of exposure to violence and potential moderators were summarized by their patterns of protective processes. The majority of studies in the literature examined family characteristics as moderators of the exposure to violence-symptom relationship, rather than school- or community-level factors. Our results indicated more consistent patterns for (a) close family relationships and social support for internalizing symptoms and (b) close family relationships for externalizing symptoms. Overall, the most common type of protective pattern was protective-stabilizing, in which youth with higher levels of the environmental attribute demonstrate relative stability in mental health despite exposure to violence. We found no consistent evidence that parental monitoring-a dimension inversely associated with exposure to violence in prior studies-moderated the relationship between exposure to violence and symptoms. The study emphasizes the importance of strengthening family support for young people's exposure to community violence; more research is needed to provide a solid evidence base for the role of school and community-level protective factors for youth exposed to violence.

  10. Coping in Hard Times: Fact Sheet for School Staff--Teachers, Counselors, Administration, Support Staff

    Science.gov (United States)

    National Child Traumatic Stress Network, 2011

    2011-01-01

    What happens when school personnel, or family members of one's students are laid off, are out of work for months, and their unemployment insurance ends? What happens when students complain that they can't find after-school or summer jobs? When these things occur, people worry about what will happen to them and to those they care about. Students…

  11. K-12 Schools: The Effect of Public School Choices on Marine Families’ Co-Location Decisions

    Science.gov (United States)

    2017-03-01

    3. REPORT TYPE AND DATES COVERED Master’s thesis 4. TITLE AND SUBTITLE K-12 SCHOOLS: THE EFFECT OF PUBLIC SCHOOL CHOICES ON MARINE FAMILIES’ CO...be educated ? One theory regarding decision-making in general is the rational choice theory . This approach to explaining the process of making...NAVAL POSTGRADUATE SCHOOL MONTEREY, CALIFORNIA THESIS Approved for public release. Distribution is unlimited. K-12 SCHOOLS

  12. Schooling relates to mental health problems in adolescents with cochlear implants – mediation by hearing and family variables

    Directory of Open Access Journals (Sweden)

    Maria eHuber

    2015-12-01

    Full Text Available Aim of this multicenter study was to investigate whether schooling relates to mental health problems of adolescents with cochlear implants (CI and how this relationship is mediated by hearing and family variables. 140 secondary school students with CI (mean age = 14.7 years, SD = 1.5, their hearing parents and teachers completed the Strengths and Difficulties Questionnaire (SDQ. Additional audiological tests (speech comprehension tests in quiet and noise were performed. Students of special schools for hearing impaired persons (SSHIs showed significantly more conduct problems (p<0.05 and a significantly higher total difficulty score (p<0.05 compared to students of mainstream schools. Mental health problems did not differ between SSHI students with sign language education and SSHI students with oral education. Late implanted students and those with indication for additional handicaps were equally distributed among mainstream schools and SSHIs. However, students in SSHIs were more restricted to understand speech in noise, had a lower social background and were more likely to come from single-parent families. These factors were found to be partial mediators of the differences in mental health problems between the two school types. However, no variable could explain comprehensively, why students of SSHIs have more mental health problems than mainstream pupils.

  13. The changing impact of family size on adolescents' schooling: assessing the exogenous variation in fertility using twins in Brazil.

    Science.gov (United States)

    Marteleto, Letícia J; de Souza, Laetícia R

    2012-11-01

    Researchers have long been interested in the influence of family size on children's educational outcomes. Simply put, theories have suggested that resources are diluted within families that have more children. Although the empirical literature on developed countries has generally confirmed the theoretical prediction that family size is negatively related to children's education, studies focusing on developing societies have reported heterogeneity in this association. Recent studies addressing the endogeneity between family size and children's education have also cast doubt on the homogeneity of the negative role of family size on children's education. The goal of this study is to examine the causal effect of family size on children's education in Brazil over a 30-year period marked by important social and demographic change, and across extremely different regions within the country. We implement a twin birth instrumental variable approach to the nationally representative 1977-2009 PNAD data. Our results suggest an effect of family size on education that is not uniform throughout a period of significant social, economic, and demographic change. Rather, the causal effect of family size on adolescents' schooling resembles a gradient that ranges from positive to no effect, trending to negative.

  14. The Changing Impact of Family Size on Adolescents’ Schooling: Assessing the Exogenous Variation in Fertility Using Twins in Brazil

    Science.gov (United States)

    de Souza, Laetícia R.

    2015-01-01

    Researchers have long been interested in the influence of family size on children’s educational outcomes. Simply put, theories have suggested that resources are diluted within families that have more children. Although the empirical literature on developed countries has generally confirmed the theoretical prediction that family size is negatively related to children’s education, studies focusing on developing societies have reported heterogeneity in this association. Recent studies addressing the endogeneity between family size and children’s education have also cast doubt on the homogeneity of the negative role of family size on children’s education. The goal of this study is to examine the causal effect of family size on children’s education in Brazil over a 30-year period marked by important social and demographic change, and across extremely different regions within the country. We implement a twin birth instrumental variable approach to the nationally representative 1977–2009 PNAD data. Our results suggest an effect of family size on education that is not uniform throughout a period of significant social, economic, and demographic change. Rather, the causal effect of family size on adolescents’ schooling resembles a gradient that ranges from positive to no effect, trending to negative. PMID:22810834

  15. Training of nonlicensed personnel

    International Nuclear Information System (INIS)

    Hetrick, D.E.

    1975-01-01

    The safety and efficiency with which a station operates is a function of the competence and proficiency of all personnel. This includes the nonlicensed personnel who make up the bulk of the station staff. Thus the training of these members of the station complement is an important function in overall station performance. Standards, regulations, regulatory guides, and codes provide guidance to the training requirements for such personnel. Training needs and objectives must be established, a plan prepared and then all incorporated into a training program. A well planned and operated training program will stimulate effective communications between the different groups within the station and between the station and off site support groups

  16. The impacts of health, education, family planning and electrification programs on fertility, mortality and child schooling in East Java, Indonesia.

    Science.gov (United States)

    Wirakartakusumah, M D

    1988-06-01

    This paper examines the effects of public health, family planning, education, electrification, and water supply programs on fertility, child mortality, and school enrollment decisions of rural households in East Java, Indonesia. The theoretical model assumes that parents maximize a utility function, subject to 1) a budget constraint that equates income with expenditures on children (including schooling and health inputs), and 2) a production function that relates health inputs to child survival possibilities. Public programs affect prices of contraceptives, schooling and health inputs, and environmental conditions that in turn affect child survival. Data are taken from the 1980 East Java Population Survey, the Socio-economic Survey, and the Detailed Village Census. The final sample consists of 3170 rural households with married women of childbearing age. Ordinary least squares and logit regressions of recent fertility, child mortality, and school enrollment on program and household variables yielded the following findings. 1) The presence of maternal and child health clinics reduced fertility but not mortality. 2) The presence of public health centers strongly reduced mortality but not fertility. 3) The presence of contraceptive distribution centers had no effect on fertility. 4) School attendance rates were influenced positively by the availability of primary and secondary schools. 5) Health and family planning programs had no effects on schooling. 6) The availability of public latrines reduced fertility and mortality. 7) The water supply variable did not affect the dependent variables when ordinary least squares techniques were applied but had statistically significant impact when logit methods were used. 8) Electricity supply had little effect on the dependent variables. 9) The mother's schooling had a strong positive correlation with children's schooling but no effect on fertility or mortality. 10) Household expenditures were related positively to school

  17. Empowering Head Start African American and Latino Families: Promoting Strengths-Based Parenting Characteristics through Child Parent Relationship Training--An Evidence-Based Group Parenting Program

    Science.gov (United States)

    Sheely-Moore, Angela I.; Ceballos, Peggy L.

    2011-01-01

    With the tendency of low-income African American and Latino children identified at-risk for school readiness and school success compared to their early-childhood counterparts, Head Start personnel are challenged to examine the role of family strengths in the promotion of academic success for these populations. This article provides a rationale for…

  18. When School and Family Convey Different Cultural Messages: The Experience of Turkish Minority Group Members in France

    Directory of Open Access Journals (Sweden)

    Cristina Aelenei

    2016-06-01

    Full Text Available The present studies aim to compare the cultural values promoted by the French educational system and the Turkish families living in France to their youngsters. Because of their collectivist background Turkish immigrants may convey less individualistic values to their children compared to French parents and teachers. However, Turkish students may become more individualistic as they are socialized in the school system. In study 1 (N = 119, French school teachers, French parents, and Turkish-origin parents had to resolve six dilemmas by choosing either an individualistic or a collectivistic response-option. As expected, French teachers emphasized individualism more than Turkish parents, but not more than French parents. In Study 2 (N = 159, similar dilemmas were presented to French and Turkish-origin pupils. In elementary school, Turkish children were less individualistic than French-born children, but this gap was reduced in high school.

  19. Swedish high school students' knowledge and attitudes regarding fertility and family building

    Directory of Open Access Journals (Sweden)

    Ekelin Maria

    2012-03-01

    Full Text Available Abstract Background Infertility is a serious problem for those who suffer. Some of the risks for infertility are preventable and the individual should therefore have knowledge of them. The purposes of this study were to investigate high-school students' knowledge about fertility, plans for family building and to compare views and knowledge between female and male students. Methods A questionnaire containing 34 items was answered by 274 students. Answers from male and female students were compared using student's t-test for normally distributed variables and Mann-Whitney U-test for non-normal distributions. The chi-square test was used to compare proportions of male and female students who answered questions on nominal and ordinal scales. Differences were considered as statistically significant at a p-value of 0.05. Results Analyses showed that 234 (85% intended to have children. Female students felt parenthood to be significantly more important than male students: p = 0.01. The mean age at which the respondents thought they would like to start to build their family was 26 (± 2.9 years. Men believed that women's fertility declined significantly later than women did: p = 0.01. Women answered that 30.7% couples were involuntarily infertile and men answered 22.5%: p = 0.01. Females thought it significantly more likely that they would consider IVF or adoption than men, p = 0.01. Men felt they were more likely to abstain from having children than women: p = 0.01. Women believed that body weight influenced fertility significantly more often than men: p = 0.01 and men believed significantly more often that smoking influenced fertility: p = 0.03. Both female and male students answered that they would like to have more knowledge about the area of fertility. Conclusions Young people plan to start their families when the woman's fertility is already in decline. Improving young people's knowledge about these issues would give them more opportunity to take

  20. Civilian Personnel: Career Management

    National Research Council Canada - National Science Library

    2001-01-01

    This revision; (1) Contains changes required by the establishment of a consolidated and realigned management structure for civilian personnel, manpower, and related functions in the Office of the Assistant Secretary of the Army...