WorldWideScience

Sample records for school refusal behavior

  1. Understanding Excessive School Absenteeism as School Refusal Behavior

    Science.gov (United States)

    Dube, Shanta R.; Orpinas, Pamela

    2009-01-01

    Understanding excessive absenteeism is important to ameliorating the negative outcomes associated with the behavior. The present study examined behavioral reinforcement profiles of school refusal behavior: negative reinforcement (avoidance) and positive reinforcement (gaining parental attention or receiving tangible benefits from not attending…

  2. School Refusal

    Science.gov (United States)

    Wimmer, Mary

    2008-01-01

    School attendance is an ongoing concern for administrators, particularly in middle level and high school. Frequent absences affect student learning, test scores, and social development. Absenteeism is often the result of emotional disorders, such as anxiety or depression. Administrators who understand the causes of school refusal behavior and are…

  3. School Refusal Behavior: Classification, Assessment, and Treatment Issues.

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    Lee, Marcella I.; Miltenberger, Raymond G.

    1996-01-01

    Discusses diagnostic and functional classification, assessment, and treatment approaches for school refusal behavior. Diagnostic classification focuses on separation anxiety disorder, specific phobia, social phobia, depression, and truancy. Functional classification focuses on the maintaining consequences of the behavior, such as avoidance of…

  4. Developmentally sensitive cognitive behavioral therapy for adolescent school refusal: rationale and case illustration.

    Science.gov (United States)

    Heyne, David; Sauter, Floor M; Ollendick, Thomas H; Van Widenfelt, Brigit M; Westenberg, P Michiel

    2014-06-01

    School refusal can be difficult to treat and the poorest treatment response is observed among older school refusers. This poor response may be explained, in part, by the impact of developmental transitions and tasks upon the young person, their family, and the treatment process. This paper describes and illustrates the @school program, a cognitive behavioral therapy (CBT) designed to promote developmental sensitivity when planning and delivering treatment for adolescent school refusal. Treatment is modularized and it incorporates progress reviews, fostering a planned yet flexible approach to CBT. The treatment is illustrated in the case of Allison, a 16-year-old female presenting with major depressive disorder and generalized anxiety disorder. A case formulation guided the selection, sequencing, and pacing of modules targeting predisposing, precipitating, perpetuating, and protective factors. Treatment comprised 16 sessions with Allison (interventions addressing depression, anxiety, and school attendance) and 15 concurrent sessions with her mother (strategies to facilitate an adolescent's school attendance), including two sessions with Allison and mother together (family communication and problem solving to reduce parent-adolescent conflict). Two treatment-related consultations were also conducted with Allison's homeroom teacher. Allison's school attendance improved during the course of treatment. By post-treatment, there was a decrease in internalizing behavior, an increase in self-efficacy, and remission of depressive disorder and anxiety disorder. Clinically significant treatment gains were maintained at 2-month follow-up. Factors influencing outcome may include those inherent to the @school program together with less specific factors. Special consideration is given to parents' use of both authoritative and autonomy-granting approaches when helping an adolescent to attend school.

  5. Augmenting Cognitive Behavior Therapy for School Refusal with Fluoxetine: A Randomized Controlled Trial.

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    Melvin, Glenn A; Dudley, Amanda L; Gordon, Michael S; Klimkeit, Ester; Gullone, Eleonora; Taffe, John; Tonge, Bruce J

    2017-06-01

    This study investigates whether the augmentation of cognitive behavior therapy (CBT) with fluoxetine improves outcomes in anxious school refusing adolescents (11-16.5 years). Sixty-two participants were randomly allocated to CBT alone, CBT + fluoxetine or CBT + placebo. All treatments were well tolerated; with one suicide-attempt in the CBT + placebo group. All groups improved significantly on primary (school attendance) and secondary outcome measures (anxiety, depression, self-efficacy and clinician-rated global functioning); with gains largely maintained at 6-months and 1-year. Few participants were anxiety disorder free after acute treatment. During the follow-up period anxiety and depressive disorders continued to decline whilst school attendance remained stable, at around 54 %. The only significant between-group difference was greater adolescent-reported treatment satisfaction in the CBT + fluoxetine group than the CBT alone group. These results indicate the chronicity of school refusal, and the need for future research into how to best improve school attendance rates.

  6. Understanding the antecedents of Korean high school students' drinking refusal self-efficacy: parental influence, peer influence, and behavior.

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    Jang, Su Ahn; Cho, Namauk; Yoo, Jina

    2011-12-29

    The current study examined the factors that influence Korean adolescents' drinking refusal self-efficacy, which is known to be associated with alcohol use and drinking intentions. Specifically, this study considered parental monitoring, parent-child communication satisfaction, peer influence, and prior alcohol use as possible antecedents of Korean high school students' drinking refusal self-efficacy. High school students (n = 538) in South Korea responded to the current study. The data revealed that parent-child communication satisfaction facilitated parental monitoring, and these factors indirectly predicted adolescents' drinking behavior through peer influence. We also found that prior drinking, parental monitoring, and peer influence were directly associated with drinking refusal self-efficacy, and the self-efficacy, in turn, was associated with drinking intentions. These results not only suggest that drinking refusal self-efficacy are related to drinking behavior and intentions, but they also provide a theoretical explanation for how parental and peer influences are associated with adolescents' drinking refusal self-efficacy.

  7. Current status of research on school refusal

    Directory of Open Access Journals (Sweden)

    Cándido J. Inglés

    2015-06-01

    Full Text Available School refusal behavior refers to the avoidance of a child attending school and/or persistent difficulty staying in the classroom throughout the school day. Based on a review of the scientific literature, the aim of this study is to describe the current state of research on school refusal, differentiating between the findings and progress made in Spain from those achieved in the international field. For this purpose, the significance of this phenomenon, in addition to associated risk factors and variables, will be reviewed in the child and youth population. In turn, the commonly used assessment methods and most recommended treatment proposals, mainly based on cognitive behavioral therapy, are discussed. The results reveal several gaps and subjects for debate in some areas of knowledge about school refusal behavior, with differences being found between Spanish and international studies. In conclusion, future studies and challenges in this field are required.

  8. School Refusal: Clinical Features, Diagnosis and Treatment

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    Kayhan Bahali

    2010-12-01

    Full Text Available Children regularly and voluntarily go to school in order to fulfill the expectations of society from them to continue their education or schooling. School continuation has been made compulsory by laws. Nonetheless, contrary to popular belief, for some children it is distressing to go to school. These children have difficulty continuing school and/or refuse to go to school. Today school refusal is defined as a child’s inability to continue school for reasons, such as anxiety and depression. The prevalence of school refusal has been reported to be approximately 1% in school-age children and 5% in child psychiatry samples. The prevalence of school refusal is similar among boys and girls. School refusal can occur at any time throughout the child’s academic life and at all socio-economic levels. School refusal is considered a symptom rather than a clinical diagnosis and can manifest itself as a sign of many psychiatric disorders, with anxiety disorders predominant. Separation anxiety disorder, generalized anxiety disorder, social phobia, specific phobia, and adjustment disorder with anxiety symptoms are the most common disorders co-occurring with school refusal. While separation anxiety disorder is associated with school refusal in younger children, other anxiety disorders, especially phobias, are associated with school refusal in adolescents. Children who have parents with psychiatric disorders have a higher incidence of school refusal, and psychiatric disorders are more frequently seen in adult relatives of children with school refusal, which supports a significant role of genetic and environmental factors in th etiology of school refusal. School refusal is a emergency state for child mental health. As it leads to detrimental effects in the short term and the long term, it should be regarded as a serious problem. The long-lasting follow-up studies of school refusing children have revealed that these children have a higher incidence of

  9. School Refusal: Assessment and Intervention within School Settings.

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    Wimmer, Mary B.

    Anxiety-based school refusal occurs in 2% of school-age children. The reasons why they refuse to go school range from mental illness and learning problems to general defiance and a desire for attention. Early identification and multi-faceted assessment and interventions are critical to addressing the problem. This book offers concise, practical…

  10. Psychosocial Interventions for School Refusal with Primary and Secondary School Students: A Systematic Review

    OpenAIRE

    Brandy Maynard; Kristen E. Brendel; Jeffery J. Bulanda; David Heyne; Aaron M. Thompson; Therese D. Pigott

    2015-01-01

    BACKGROUND School refusal is a psychosocial problem characterized by a student’s difficulty attending school and, in many cases, substantial absence from school (Heyne & Sauter, 2013). It is often distinguished from truancy, in part because of the severe emotional distress associated with having to attend school and the absence of severe antisocial behavior. Truancy, on the other hand, is not typically associated with emotional distress and is commonly associated with severe externalizing ...

  11. Academic Self-Attributions for Success and Failure in Mathematics and School Refusal

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    Gonzálvez, Carolina; Sanmartín, Ricardo; Vicent, María; Inglés, Cándido J.; Aparicio-Flores, M. Pilar; García-Fernández, José M.

    2018-01-01

    The aim of this research is twofold: to analyze the mean differences scores in mathematic self-attributions based on school refusal and to verify its predictive capability on high scores in school refusal. The Sydney Attribution Scale and the School Refusal Assessment Scale-Revised were administered to 1078 Spanish students (50.8% boys) aged…

  12. Psychosocial Interventions for School Refusal with Primary and Secondary School Students: A Systematic Review

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    Brandy Maynard

    2015-05-01

    Full Text Available BACKGROUND School refusal is a psychosocial problem characterized by a student’s difficulty attending school and, in many cases, substantial absence from school (Heyne & Sauter, 2013. It is often distinguished from truancy, in part because of the severe emotional distress associated with having to attend school and the absence of severe antisocial behavior. Truancy, on the other hand, is not typically associated with emotional distress and is commonly associated with severe externalizing behavior. The emotional distress associated with school refusal is often in the form of fear or anxiety, and sometimes in the form of depression. School refusal occurs for about 1-2% of young people, and estimates among clinically referred youth are considerably higher. There is substantial heterogeneity in both the presentation of school refusal and its associated risk factors. Significant adverse consequences may occur in the short- and long-term, including school dropout and problems with social adjustment. Family members and school staff are also affected by school refusal. The most commonly studied interventions for school refusal are behavioral approaches and cognitive-behavioral therapy (CBT. The overarching aim of these interventions is the reduction of the young person’s emotional distress and an increase in school attendance to help the young person follow a normal developmental pathway (Heyne & Sauter, 2013. Behavioral interventions include exposure-based interventions, relaxation training, and/or social skills training with the student, and contingency management procedures with the parents and school staff. CBT manuals additionally focus attention on the identification and modification of maladaptive cognition that may maintain the young person’s emotional distress and absenteeism. In some instances parent cognition is also targeted. Other interventions have been used to treat school refusal (e.g., psychodynamic treatment, family therapy

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

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    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.

  14. Learned Helplessness and Learning Goals: Role played in School Refusal. A Study on Italian Students.

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    Luana Sorrenti

    2016-08-01

    Full Text Available Literature on school refusal has shown a link between school refusal and poor school performance. However, there has been little investigation into the individual underlying factors, and specifically factors directly related to the learning process, such as the learning goals of students and their expectations of success and/or failure. The main purpose of the present study is to investigate the influence of Learned Helplessness (LH and learning goals on school refusal. We hypothesized that LH and learning goals exert a unique role in predicting school refusal above and beyond the roles of academic achievement, age, and gender. The sample consisted of 201 Italian students with an average age of 11.93, with both low (57.2 % of students and high (42.8 % academic achievement. School refusal, LH, and learning goals were measured by means of questionnaires. The results confirm the hypothesis of this study; in fact, we found that learning goals and, above all, LH play a more predictive role of school refusal than academic achievement. These results extend previous studies on school refusal and, for the first time, they provide additional knowledge about this problem, analyzing the relationship between school refusal, learning goals, and LH, still neglected in the literature. Implications on the psychological well-being of students are discussed.

  15. Treatment for School Refusal among Children and Adolescents: A Systematic Review and Meta-Analysis

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    Maynard, Brandy R.; Heyne, David; Brendel, Kristen Esposito; Bulanda, Jeffery J.; Thompson, Aaron M.; Pigott, Terri D.

    2018-01-01

    Objective: School refusal is a psychosocial problem associated with adverse short- and long-term consequences for children and adolescents. The authors conducted a systematic review and meta-analysis to examine the effects of psychosocial treatments for children and adolescents with school refusal. Method: A comprehensive search process was used…

  16. Aggression Profiles in the Spanish Child Population: Differences in Perfectionism, School Refusal and Affect

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    María Vicent

    2018-01-01

    Full Text Available The aim of this study was to identify the existence of combinations of aggression components (Anger, Hostility, Physical Aggression and Verbal Aggression that result in different profiles of aggressive behavior in children, as well as to test the differences between these profiles in scores of perfectionism, school refusal and affect. It is interesting to analyze these variables given: (a their clinical relevance due to their close relationship with the overall psychopathology; and (b the need for further evidence regarding how they are associated with aggressive behavior. The sample consisted of 1202 Spanish primary education students between the ages of 8 and 12. Three aggressive behavior profiles for children were identified using Latent Class Analysis (LCA: High Aggression (Z scores between 0.69 and 0.7, Moderate Aggression (Z scores between −0.39 and −0.47 and Low Aggression (Z scores between −1.36 and −1.58. These profiles were found for 49.08%, 38.46% and 12.48% of the sample, respectively. High Aggression scored significantly higher than Moderate Aggression and Low Aggression on Socially Prescribed Perfectionism (SPP, Self-Oriented Perfectionism (SOP, the first three factors of school refusal (i.e., FI. Negative Affective, FII. Social Aversion and/or Evaluation, FIII. To Pursue Attention, and Negative Affect (NA. In addition, Moderate Aggression also reported significantly higher scores than Low Aggression for the three first factors of school refusal and NA. Conversely, Low Aggression had significantly higher mean scores than High Aggression and Moderate Aggression on Positive Affect (PA. Results demonstrate that High Aggression was the most maladaptive profile having a high risk of psychological vulnerability. Aggression prevention programs should be sure to include strategies to overcome psychological problems that characterize children manifesting high levels of aggressive behavior.

  17. [School refusal and dropping out of school: positioning regarding a Swiss perspective].

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    Walitza, Susanne; Melfsen, Siebke; Della Casa, André; Schneller, Lena

    2013-01-01

    This article deals with refusal to attend school and dropping out of school from the point of view of child and adolescent psychiatry and psychology, in German speaking countries and from the perspective of Swiss schools and their administrative bodies. General epidemiological data on refusal to attend school show that approximately 5% of children and adolescents are likely to try to avoid attending school at some point. There is very little data available on the frequency of school drop-out. In the past two years (2011 and 2012), approximately 2% of all patients seen for the first time at the department of Child and Adolescent Psychiatry, University Zurich, were referred because of failure to attend school, making this phenomenon one of the most common reasons for referral in child and adolescent psychiatry. After a discussion of the epidemiology, symptomatology, causes and its risk factors, the article presents examples drawn from practice and guidelines for intervention in cases of refusal to attend school, and discusses ways of preventing school drop-out from the point of view of schools, hospitals and bodies such as educational psychology services in Switzerland.

  18. Psychological Factors behind Truancy, School Phobia, and School Refusal: A Literature Study

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    Ek, Hans; Eriksson, Rikard

    2013-01-01

    Truancy is a problem that normally leads to treatment interventions within different organizations. Within these organizations different perspectives on the causes and consequences of the above problem can be found. The purpose of this literature study is to map out and describe the current state of research within the fields of school refusal,…

  19. School refusal associated with separation anxiety disorder; an adolescent case report

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    Mustafa Yasin Irmak

    2016-12-01

    Full Text Available In literature, there are lots of studies about separation anxiety disorder (SAD and school refusal. Of the patients in these studies, it is generally known to child age group. In this paper, we aimed to draw attention to an adolescent patient with SAD who admitted to our clinic with complaint of school refusal and there is SAD under his unwillingness to go to school. [J Contemp Med 2016; 6(4.000: 357-360

  20. 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…

  1. The @school project : developmental considerations in the design and delivery of cognitive-behavioural therapy for adolescent school refusal

    NARCIS (Netherlands)

    Sauter, Floor Margriet

    2010-01-01

    School refusal is an attendance problem characterized by a young person’s difficulty in going to school, accompanied by emotional distress on the part of the young person and parental attempts to return the young person to regular school attendance. Prolonged absence from school has serious short-

  2. Parental psychological symptoms and familial risk factors of children and adolescents who exhibit school refusal.

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    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.

  3. Predicting risk of school refusal: Examining the incremental role of trait EI beyond personality and emotion regulation

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    Filippello Pina

    2018-01-01

    Full Text Available Research has not yet been deepened in the link between personality factors and risk of school refusal. Furthermore, previous studies fail to verify the direct relation between trait EI and the risk of school refusal. The present study examined personality traits, emotion regulation and trait EI for the contributory role they may play in predicting the risk of school refusal. The sample consisted of 311 participants, 112 males (36% and 199 females (64% with an average age of 14.19 (SD = .60, from a high school in the city of Messina (Sicily, Italy. Results show that the risk of school refusal is positively related to neuroticism and maladaptive emotion regulation strategies, while it is negatively related to the extroversion, agreeableness and conscientiousness and trait EI. Moreover, trait EI can be considered as a strong incremental negative predictor of risk of school refusal over and above personality traits and emotion regulation.

  4. Functional Assessment of School Attendance Problems : An Adapted Version of the School Refusal Assessment Scale-Revised

    NARCIS (Netherlands)

    Heyne, D. A.; Vreeke, L. J.; Maric, M.; Boelens, H.; Van Widenfelt, B. M.

    2017-01-01

    The School Refusal Assessment Scale (SRAS) was developed to identify four factors that might maintain a youth’s school attendance problem (SAP), and thus be targeted for treatment. There is still limited support for the four-factor model inherent to the SRAS and its revision (SRAS-R). Recent studies

  5. Social Cultivation of Vaccine Refusal and Delay among Waldorf (Steiner) School Parents.

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    Sobo, Elisa J

    2015-09-01

    U.S. media reports suggest that vastly disproportionate numbers of un- and under-vaccinated children attend Waldorf (private alternative) schools. After confirming this statistically, I analyzed qualitative and quantitative vaccination-related data provided by parents from a well-established U.S. Waldorf school. In Europe, Waldorf-related non-vaccination is associated with anthroposophy (a worldview foundational to Waldorf education)—but that was not the case here. Nor was simple ignorance to blame: Parents were highly educated and dedicated to self-education regarding child health. They saw vaccination as variously unnecessary, toxic, developmentally inappropriate, and profit driven. Some vaccine caution likely predated matriculation, but notable post-enrollment refusal increases provided evidence of the socially cultivated nature of vaccine refusal in the Waldorf school setting. Vaccine caution was nourished and intensified by an institutionalized emphasis on alternative information and by school community norms lauding vaccine refusal and masking uptake. Implications for intervention are explored. © 2015 by the American Anthropological Association.

  6. Herpes labialis and Nigerian dental health care providers: knowledge, attitudes, behaviors, and refusal to treat.

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    Azodo, Clement Chinedu; Umoh, Agnes O

    2015-09-15

    The few existing studies on herpes labialis among health care workers have been predominantly among non-dental health care workers. The purpose of this study was to determine Nigerian dental health care providers' knowledge of, attitudes toward, preventive behaviors for, and refusal to treat patients with herpes labialis. This cross-sectional study was conducted among final-year dental students at the University of Benin, dental house officers, and residents at the University of Benin Teaching Hospital, Benin City, Nigeria. Data collection was via a self-administered questionnaire. Bivariate statistics and logistic regression were used to relate the dependent and independent variables. Of the 120 questionnaires distributed, 110 were completed and returned, giving a 91.7% retrieval rate. However, 15 of the returned questionnaires were discarded because they were improperly completed, leaving a total of 95 questionnaires for final analysis in this study. The majority of participants were over 28 years old (54.7%), male (67.4%), unmarried (66.3%), and postgraduate dental health care providers (51.6%). Less than half (43.2%) of participants demonstrated adequate overall knowledge of herpes labialis. About one-tenth (10.5%) and more than three-quarters (87.4%) of participants reported a positive attitude and performance of adequate preventive behaviors, respectively. A total of 16.8% of participants reported a high tendency to refuse treatment to patients with herpes labialis. Although not statistically significant, young, unmarried, male undergraduate participants reported a greater likelihood to refuse treatment to herpes labialis patients. We found a statistically significant positive correlation between attitude and refusal to treat patients with herpes labialis. However, marital status and the attitude of participants toward these patients emerged as the determinants for refusal to treat patients with herpes labialis. Data from this study revealed a high level of

  7. [The efficacy of care as perceived by adolescents presenting anxiety-based school refusal].

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    Sibeoni, Jordan; Orri, Massimiliano; Campredon, Sophie; Revah-Levy, Anne

    School refusal is a complex disorder which is sometimes difficult to treat and which has potentially significant consequences on the child's schooling and mental health. A qualitative study was carried out in 2014-2015 on the feelings of adolescents and their parents with regard to the efficacy of care. The results show that, while adolescents and parents do not share the same representation of the care objectives, they agree on the therapeutic levers identified as been effective: time and relationships. Copyright © 2017 Elsevier Masson SAS. All rights reserved.

  8. 25 CFR 30.125 - What happens if a State refuses to allow a school access to the State assessment?

    Science.gov (United States)

    2010-04-01

    ... if a State refuses to allow a school access to the State assessment? (a) The Department will work directly with State officials to assist schools in obtaining access to the State's assessment. This can... access to the State's assessment, the Bureau-funded school must submit a waiver for an alternative...

  9. Perceptions of sexual assertiveness among adolescent girls: initiation, refusal, and use of protective behaviors.

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    Auslander, Beth A; Perfect, Michelle M; Succop, Paul A; Rosenthal, Susan L

    2007-06-01

    We describe adolescent girls' perceptions of sexual assertiveness and examine the relationship of these perceptions with developmental and interpersonal variables. Cross-sectional analysis. Participants were recruited from a school-based health clinic and local colleges, and through snowballing to participate in a 6-month study examining microbicide acceptability. 106 sexually experienced girls (ages 14 through 21 years). Girls described their demographics, sexual history, and romantic relationships and completed the Sexual Assertiveness Scale for Women (SAS-W), which assesses perceptions of sexual assertiveness: Initiation of Sex, Refusal of Unwanted Sex, and Pregnancy-STD Prevention. Girls perceived themselves as asserting themselves between 50% and 75% of the time with their current or most recent partner. The Initiation subscale was not related to the other two subscales. In final models, girls with a prior pregnancy perceived themselves as initiating sex more than girls without a prior pregnancy. Having a greater number of lifetime partners was related to perceptions of less refusal, whereas greater number of partners, being sexually experienced longer, and engaging in more unprotected sex were related to perceptions of less implementation of preventive methods. None of the relationship variables were related to scores on any subscale. Most of these girls perceived themselves as sexually assertive. Given that sexual experience, not relationship factors, were related to perceptions of sexual assertiveness, the design of counseling messages should incorporate sexual experience. These messages should find effective ways to help girls both to communicate their sexual desires and to enhance their ability to protect themselves.

  10. Challenged by cognition : toward optimal measurement and greater understanding of youth cognition in school refusal and cognitive behavioural therapy outcome

    NARCIS (Netherlands)

    Maric, Marija

    2010-01-01

    The main purpose of this dissertation was to highlight and address seven challenges related to the measurement of youth cognition, understanding the role of cognitive constructs in anxiety and school refusal, and the examination of cognitive mediators of cognitive-behavioural treatment outcomes. The

  11. Behavioral treatment of severe food refusal in five toddlers with developmental disabilities

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    Moor, J.M.H. de; Didden, H.C.M.; Korzilius, H.P.L.M.

    2007-01-01

    Background Young children with developmental disabilities are at risk of food refusal. In case of severe food refusal, children are being fed by nasal or gastrostomy tube. Behavioural treatment may be effective in establishing oral food intake. Methods A behavioural treatment package was

  12. Refusing Relevance: School Administrator Resistance to Offering Professional Development Addressing LGBTQ Issues in Schools

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    Payne, Elizabethe C.; Smith, Melissa J.

    2018-01-01

    Purpose: The purpose of this article is to provide insight to the multiple ways that school leaders resist, avoid, or block LGBTQ (lesbian, gay, bisexual, and transgender, queer, and questioning) professional development for their staff and, thus, resist the conversations around school responsibility to these students and families. Research…

  13. The Experience of Psychiatric Care of Adolescents with Anxiety-based School Refusal and of their Parents: A Qualitative Study.

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    Sibeoni, Jordan; Orri, Massimiliano; Podlipski, Marc-Antoine; Labey, Mathilde; Campredon, Sophie; Gerardin, Priscille; Revah-Levy, Anne

    2018-01-01

    Anxiety-based school refusal in adolescence is a complex, sometimes difficult to treat disorder that can have serious academic and psychiatric consequences. The objective of this qualitative study was to explore how teens with this problem and their parents experience the psychiatric care received. This qualitative multicenter study took place in France, where we conducted semi-structured interviews with adolescents receiving psychiatric care for anxiety-based school refusal and with their parents. Data collection by purposive sampling continued until we reached theoretical sufficiency. Data analysis was thematic. This study included 20 adolescents aged 12 to 18 years and 21 parents. Two themes emerged from the analysis: (1) the goals of psychiatric care with two sub-themes, " self-transformation " and problem solving ; and, (2) the therapeutic levers identified as effective with two sub-themes: time and space and relationships . Our results show a divergence between parents and teens in their representations of care and especially of its goals. Therapeutic and research implications about the terms of return to school within psychiatric care and also the temporality of care are discussed.

  14. Unsecure School Environment and School Phobic Behavior

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    Tukur, Abubakar Hamman; Muhammad, Khadijatu

    2017-01-01

    This study determines the level of student's school phobic behavior as a result of insecurity of school environment. The study was guided by one research question and one null hypothesis. The population of the study was all the secondary schools in Maiduguri, Borno state numbering about the same of the study was senior secondary students in…

  15. School refusal in adolescent young man: could this be an idiopathic amotivational syndrome?

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    Ding, Jonathan; Gadit, Amin Muhammad; Peer, Syed Bakhtiar

    2014-04-01

    This is the case of a 17-year-old male student who presented to an outpatient clinic with a 3-year episode of increasing anxiety and amotivation related to attending school. Initially affecting only his school work and attendance, the amotivation grew to affect his activities of daily living such as personal hygiene maintenance. There were no discernible psychosocial stressors. The patient did not report any bullying at school or any sort of abuse. At the time of presentation, there were also some depressive symptoms and visual perceptual abnormalities; both appeared subsequent to the amotivation. Escitalopram treated the depressive symptoms and risperidone minimised the perceptual disturbances; methylphenidate was not effective for this patient. The medications did not improve the patient's motivation. At the time of writing, the patient remained in stable state in terms of mood but unable to return to school.

  16. Schools and Child Antisocial Behavior

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    Lieven J. R. Pauwels

    2015-06-01

    Full Text Available Contextual research on delinquency is primarily based on the idea that residential areas provide a major ecological setting that (indirectly shapes observed differences in delinquency. Just like neighborhoods, schools differ in terms of their level of structural characteristics such as the concentration of immigrant children and children from disrupted families. Such characteristics may also shape delinquency. The present study aims to test the relationship between structural characteristics of schools and child antisocial behavior, using a sample of elementary school children (N = 779, aged 10-12 years in the urban context of Ghent, Belgium. This study found that the concentration of children from disrupted families has an independent effect on child delinquency, independent of social bonds, moral cognitions, and moral emotions. The contextual effect is fully mediated by exposure to peer delinquency.

  17. Caregivers who refuse preventive care for their children: the relationship between immunization and topical fluoride refusal.

    Science.gov (United States)

    Chi, Donald L

    2014-07-01

    The aim of this study was to examine caregivers' refusal of preventive medical and dental care for children. Prevalence rates of topical fluoride refusal based on dental records and caregiver self-reports were estimated for children treated in 3 dental clinics in Washington State. A 60-item survey was administered to 1024 caregivers to evaluate the association between immunization and topical fluoride refusal. Modified Poisson regression models were used to estimate prevalence rate ratios (PRRs). The prevalence of topical fluoride refusal was 4.9% according to dental records and 12.7% according to caregiver self-reports. The rate of immunization refusal was 27.4%. In the regression models, immunization refusal was significantly associated with topical fluoride refusal (dental record PRR = 1.61; 95% confidence interval [CI] = 1.32, 1.96; P refuse both immunizations and topical fluoride (P refusal of immunizations is associated with topical fluoride refusal. Future research should identify the behavioral and social factors related to caregiver refusal of preventive care with the goal of developing multidisciplinary strategies to help caregivers make optimal preventive care decisions for children.

  18. Using a Nonaversive Procedure to Decrease Refusals.

    Science.gov (United States)

    Spooner, Fred; And Others

    1990-01-01

    A nonaversive technique was used to teach a severely handicapped woman to decrease her refusals. The technique employed precision teaching via precise daily measurement strategies, environmental analysis, and a focus on building appropriate behavior. (JDD)

  19. Trust, Behavior, and High School Outcomes

    Science.gov (United States)

    Romero, Lisa S.

    2015-01-01

    Purpose: The purpose of this paper is to contribute to the literature on student trust and to examine the relationship between student trust, behavior, and academic outcomes in high school. It asks, first, does trust have a positive effect on high school outcomes? Second, does trust influence student behavior, exerting an indirect effect on…

  20. Factors associated with universal infant free school meal take up and refusal in a multicultural urban community.

    Science.gov (United States)

    Goodchild, G A; Faulks, J; Swift, J A; Mhesuria, J; Jethwa, P; Pearce, J

    2017-08-01

    Universal infant free school meals (UIFSM) were introduced in September 2014 and are available to all key stage 1 (4-7 years) children attending state-maintained infant and primary schools in England. The present study aimed to investigate the school-based factors, child and family socio-demographic characteristics, and parental beliefs associated with UIFSM take up in an urban community. A cross-sectional questionnaire survey was completed in October to November 2015, amongst parents whose children attended eligible schools in Leicester, England. A questionnaire about school meals was also completed by each school. Parents reported their child did not take (non-UIFSM, n = 159) or took (UIFSM, n = 517) a UIFSM on most days. The non-UIFSM group were more likely to be White-British, have a higher socio-economic status, have English as a first language, and involve their child in the decision over whether or not to take UIFSM, compared to the UIFSM group. Cluster analysis revealed that non-UIFSM parents were either concerned over quality of meals and what/how much their child ate, concerned only by what/how much their child ate or whether their child did not like the food provided. Two subsets of parents in the UIFSM group were either very positive about UIFSM or appeared to take meals because they were free. Schools used a variety of measures to increase and maintain UIFSM take up. Parents like to have control over what their child eats at school and children need to enjoy their school meals. Using a range of interventions to target subsets of parents may help local authorities, schools and caterers to increase UIFSM take up. © 2017 The British Dietetic Association Ltd.

  1. Veterinary School Applicants: Financial Literacy and Behaviors.

    Science.gov (United States)

    Carr, McKensie M; Greenhill, Lisa M

    2015-01-01

    Each year the Association of American Veterinary Medical Colleges (AAVMC) conducts a survey after the close of the Veterinary Medical College Application Service (VMCAS) application. The survey provides a glimpse into applicant behavior surrounding the veterinary school application process. Additional survey questions probe into applicant financial behaviors, use of financial products and services, and pet ownership. This article examines the 2013 survey data from applicants who successfully completed the application, with a focus on applicant financial literacy and behaviors. Data from the study revealed a disconnect between applicants' perception of their ability to deal with day-to-day finances and their actual financial behaviors, particularly for first-generation college student applicants and applicants who are racially/ethnically underrepresented in veterinary medicine (URVM). Many applicants were not able to accurately report the average veterinary school graduate's student debt level, which suggests the potential need for better education about the costs associated with attending veterinary school.

  2. Medication refusal in children with oppositional defiant disorder or conduct disorder and comorbid attention-deficit/hyperactivity disorder: medication history and clinical correlates.

    Science.gov (United States)

    Demidovich, Mark; Kolko, David J; Bukstein, Oscar G; Hart, Jonathan

    2011-02-01

    Abstract Objective: This study examines the characteristics of 96 children with attention-deficit/hyperactivity disorder (ADHD) and their families who refused a recommendation for medication as part of their treatment for disruptive disorders. The ADHD cases were taken from a sample of 139 youth (age 6-11) who were recruited for a clinical trial that compared the administration of a modular psychosocial treatment in an outpatient clinic or community settings. Medication management was an optional treatment module for children with ADHD in both conditions. Children who were (vs. were not) taking medication at intake, and children who accepted (vs. refused) medication recommendations during the study were compared on diagnostic and clinical measures related to child, school, parent, and family domains of functioning. Parents of 30% of the children refused study medication for ADHD. Parental medication acceptability and intake correlated highly with both medication history and study refusal of medication. Increased parental self-efficacy and emotional support for their youth correlated with medication refusal. No demographics and few child or school factors were associated with medication refusal. Medication use was associated with reductions in some key ADHD symptoms, but did not affect disruptive behaviors as did the psychosocial interventions. Medication refusers remain poorly understood but certain correlates, such as parental self-efficacy, parental emotional support for their youth, and medication acceptability, warrant further evaluation.

  3. Mental health consequences of abortion and refused abortion.

    Science.gov (United States)

    Watter, W W

    1980-02-01

    There is no scientific evidence to support the hypothesis put forth by Dr. Philip Ney in a recent article published in the Canadian Journal of Psychiatry that induced abortion is associated with an increase in child abuse. There are, however, numerous studies which support the contention that mandatory motherhood adversely affects the mental health of both the mother and the offspring. Studies conducted in Sweden, Scotland, and Czechoslovakia revealed that women who were refused abortions frequently experienced serious psychosocial difficulties for long periods of time following abortion refusal. Case controlled follow-up studies, conducted in Sweden and Czechoslovakia, of offspring born to women who were refused abortions demonstrated that a higher proportion of the unwanted children required psychiatric services, engaged in criminal behavior, and did less well in school than the controlled children. These studies have implications for the current Canadian law which permits a woman to obtain an abortion if pregnancy continuation will endanger her health. In view of the above statistical evidence, and the fact that mortality and morbidity are known to be lower for abortion than for childbirth, any person who denies a woman the right to have an abortion is increasing the risk that the health of the woman will be endangered. By law, therefore, all abortion requests should be honored.

  4. Coal refuse reclamation project

    Energy Technology Data Exchange (ETDEWEB)

    Zellmer, S.D.

    1979-04-06

    A 13.8 ha abandoned coal refuse site in southwestern Illinois was reclaimed by recontouring the refuse material and covering it with a minimum 30 cm of soil. The reclamation procedure included determination of the site's final land use, collection of preconstruction environmental data, and development and implementation of engineering plans. The project is demonstrating methods that can be used to reclaim abandoned coal refuse sites, and a multidisciplinary approach is being used to evaluate postconstruction environmental and economic effects of the reclamation effort. Surface water quality has shown significant improvement and plant cover is becoming established on the site. Soil microbial populations are developing and wildlife habitats are forming. The economic value of the site and adjacent properties has increased substantially and the area's aesthetic value has been enhanced. This project is providing valuable design data for future reclamation efforts of this type.

  5. Multimodal Behavior Therapy: Case Study of a High School Student.

    Science.gov (United States)

    Seligman, Linda

    1981-01-01

    A case study of a high school student concerned with weight problems illustrates multimodal behavior therapy and its use in a high school setting. Multimodal therapy allows the school counselor to maximize referral sources while emphasizing growth and actualization. (JAC)

  6. Refusal to medical interventions.

    Science.gov (United States)

    Palacios, G; Herreros, B; Pacho, E

    2014-10-01

    Refusal to medical interventions is the not acceptance, voluntary and free, of an indicated medical intervention. What the physician should do in case of refusal? It is understandable that the rejection of a validated medical intervention is difficult to accept by the responsible physician when raises the conflict protection of life versus freedom of choice. Therefore it is important to follow some steps to incorporate the most relevant aspects of the conflict. These steps include: 1) Give complete information to patients, informing on possible alternatives, 2) determine whether the patient can decide (age, competency and level of capacity), 3) to ascertain whether the decision is free, 4) analyze the decision with the patient, 5) to persuade, 6) if the patient kept in the rejection decision, consider conscientious objection, 7) take the decision based on the named criteria, 8) finally, if the rejection is accepted, offer available alternatives. Copyright © 2013 Elsevier España, S.L.U. All rights reserved.

  7. Children with pervasive refusal.

    OpenAIRE

    Lask, B; Britten, C; Kroll, L; Magagna, J; Tranter, M

    1991-01-01

    Four children are described with a potentially life threatening condition manifested by profound and pervasive refusal to eat, drink, walk, talk, or care for themselves in any way over a period of several months. The multiplicity and severity of the symptoms in these children do not fit comfortably into any existing diagnostic category. Long term and highly skilled nursing and psychiatric care is required to help these children to recover. The possible causes of this syndrome are discussed.

  8. Relationship between Drugs Use and Sexual Risk Behaviors among Senior High School Students

    Directory of Open Access Journals (Sweden)

    Yola Yuniaarti Herijanto

    2017-03-01

    Full Text Available Background: Drugs use and risky sexual behavior among teenager are some of crucial problems arising in Indonesia. Statistic showed that there is an increasing prevalence in drugs use and risky sexual behavior among teenagers. This study was conducted to analyze the relationship between drugs use and risky sexual behaviors among high school students. Methods: An analytic study involving 432 students in 5 state high schools located in Kerees region Bandung, West Java, Indonesia, was carried out in 2013. The region was chosen due the high prevalence of substance abuse. The inclusion criteria were every high school students in the Karees region. The exclusion criteria were the students who refused to participate in the study, did not come when the sample was taken, and did not fill the questionnaire completely. The instruments used for the study were questionnaires with cross-sectional technique. Furthermore, the questionnaire used for analyzing drugs use was Addiction Severity Index-Lite Version (ASI-lite questionnaire; with additional questionnaire to analyze risky sexual behaviors. Results: Out of 432 students, 23.8% students already engaged to one or more risky sexual behavior. Among all respondents, the prevalence of students who had already done kissing was 22.7%, necking 9.3%, petting 7.2% and sexual intercourse 1.2%. Illegal drugs had been used at least once by 21.8% students. According to Chi-square test, drugs use and risky sexual behavior were related. Conclusions:The prevalence of both drugs use and risky sexual behaviors are high and students who use drugs are more prone to do risky sexual behavior.

  9. Performing coolness: smoking refusal and adolescent identities.

    Science.gov (United States)

    Plumridge, E W; Fitzgerald, L J; Abel, G M

    2002-04-01

    The implications of smoking refusal for personal identity style were studied through conversations in six small focus groups or dyads of 13- and 14-year-old non-smokers from an urban New Zealand secondary school. The approach to analyzing their talk was informed by notions of 'performativity' and 'social space' to focus on the connections between identity and social relations. Smoking emerged as a key signifier of power and status. It was salient at both top and bottom ends of the social hierarchy depending upon the competence displayed in smoking as part of a larger ensemble of personal deportment and behavior. Being a non-smoker therefore inevitably carried connotations of being 'average' or 'in the middle', presenting non-smoking adolescents with the problem of accrediting themselves against superior 'smoker cool' groups. A discourse analytic approach was used to examine the resources and strategies participants brought to bear on this 'problem', which was then seen to be solved differently by boys and girls. Boys could establish alternatives to 'smoker cool' through physical activity, girls had little recourse but to accept their inferior status. The implications of this for health education and promotion are discussed.

  10. Behavioral Health Emergencies Managed by School Nurses Working with Adolescents

    Science.gov (United States)

    Ramos, Mary M.; Greenberg, Cynthia; Sapien, Robert; Bauer-Creegan, Judith; Hine, Beverly; Geary, Cathy

    2013-01-01

    Background: As members of interdisciplinary teams, school nurses provide behavioral health services. Studies indicate that school nurses may lack sufficient continuing education in adolescent behavioral health and in the management of behavioral health emergencies, specifically. We conducted this study to describe the adolescent behavioral health…

  11. Health behaviors of Bydgoszcz high school graduates

    Directory of Open Access Journals (Sweden)

    Alicja Kostencka

    2016-10-01

    Full Text Available Lifestyle affects the physical, mental, social development, health and learning ability. It seems that there are differences in the health behaviors  of young females and males, however these differences are not well described. The aim of the current study was to assess the lifestyle of eighteen-years old and to compare their health behaviors of young persons according to their gender. The study was conducted among 98 students of high schools in Bydgoszcz (35 females and 68 males. All participants were 18 years old. The questionnaire was prepared especially for the purposes of the study, a part of the questions of this questionnaire was taken from the Canada Fitness Survey. The physical activity, mode of nutrition, use of stimulants, hours of sleep, time spent in front of screens and the level of stress were taken into consideration while assessing the teenagers’ lifestyle. The lifestyle of high school graduates is worrisome. It is characterized by low level of physical activity, irregular nutrition, not enough fruits, vegetables and water consumed. A large group of young people drink alcohol, smoke tobacco and marijuana, sleep too short. Males also spend too many hours in front of a television, computer or other similar device. Differences in the health behaviors of  women and men appear to be significant. The prevalence of alcohol abuse in this group is very high and affects both sexes. The sex differences in the health-promoting behaviors among men and women in this group of adolescents seems to diminish. Observed unhealthy behaviors indicates the urgent need for health education, especially those that educate the student about the value of the person, the value of health, and the development of social skills that underlie personal development. The foremost priority is  risk prevention implementation in primary schools. Further research and continuous monitoring of health behaviors in different age groups  is needed as well as  to

  12. [Behavioral gender differences in school relationships].

    Science.gov (United States)

    Postigo Zegarra, Silvia; González Barrón, Remedios; Mateu Marqués, Carmen; Ferrero Berlanga, Javier; Martorell Pallás, Carmen

    2009-08-01

    Adolescents take on different social roles mediated by gender, which affect the development of their identity and the expression of school violence. The purpose of this work is to study the behavioral differences in bullying depending on gender. The sample (N=641) is aged between 12 and 16 years old. Personal variables are assessed by self-reports, and relational variables by sociometric measures. Results indicate a large incidence of bullying, peer rejection, and school maladjustment among boys. Girls report more relational aggressions, acceptance and social skills, but also higher personal maladjustment. Female victims are rejected the most. Gender differences seem more relevant in relational variables, suggesting the special importance of the relational context in bullying.

  13. Children's Physical Activity Behavior during School Recess

    DEFF Research Database (Denmark)

    Pawlowski, Charlotte Skau; Andersen, Henriette Bondo; Troelsen, Jens

    2016-01-01

    participated in go-along group interviews, and recess behavior was observed using an ethnographical participant observation approach. All data were analyzed separated systematically answering the Five W Questions. Children were categorized into Low, Middle and High physical activity groups and these groups...... quantitative GPS and accelerometer measurements with qualitative go-along group interviews and participant observations. Data were collected during three weekdays in a public school in Denmark. Eighty-one children (47 girls) wore an accelerometer (ActiGraph GT3X) and GPS (QStarz BT-Q1000xt), sixteen children...

  14. Toilet refusal syndrome in preschool children: do different subtypes exist?

    Science.gov (United States)

    Niemczyk, Justine; Equit, Monika; El Khatib, Diana; von Gontard, Alexander

    2014-03-01

    Toilet refusal syndrome (TRS) is a common, benign disorder in toddlers defined by the use of diapers and refusal of toilet for defaecation, but has not been described systematically in preschool children yet. The aim of the study was to analyse and identify possible subgroups of TRS. Retrospective analysis of all of the consecutive children with TRS presented as outpatients in a clinic for elimination disorders. Patients had received a detailed paediatric and child psychiatric assessment, including the Child Behavior Checklist questionnaire. Three typical case vignettes are presented of TRS with constipation, oppositional defiant disorder, and sibling rivalry. Twenty-five children (10 boys) with a mean age of 5.2 (3.4-7.3) years were included-representing 2.5% of all of the children (n = 1001) presented. They had high rates of constipation (60%) and elimination disorders (24%-44%). Child psychiatric International Classification of Diseases-10th Edition disorders were common (40%) and heterogeneous, with significantly more boys affected, but no differences between children with and without constipation. This study shows that TRS occurs also in older preschool (and even school) children. At this later age, it is associated with constipation and behavioural disorders. The case vignettes show differences in therapy and may represent different subgroups of TRS. TRS is associated with constipation, elimination disorders, and psychiatric disorders. Owing to this variety of comorbid disorders, different therapeutic approaches are needed. A general screening for behavioural symptoms is recommended.

  15. Functional Behavior Assessment in Schools: Current Status and Future Directions

    Science.gov (United States)

    Anderson, Cynthia M.; Rodriguez, Billie Jo; Campbell, Amy

    2015-01-01

    Functional behavior assessment is becoming a commonly used practice in school settings. Accompanying this growth has been an increase in research on functional behavior assessment. We reviewed the extant literature on documenting indirect and direct methods of functional behavior assessment in school settings. To discern best practice guidelines…

  16. Determination of Healthy Lifestyle Behaviors of High School Students

    Science.gov (United States)

    Çelebi, Evrim; Gündogdu, Cemal; Kizilkaya, Aysel

    2017-01-01

    Healthy lifestyle behaviors can be defined as all the behaviors believed and applied by individuals to be healthy, maintain health and be protected from diseases. This study aims to determine the healthy lifestyle behaviors of high school students studying at the high schools in the Province of Elazig, Turkey. The study population of this…

  17. Relationship between Implicit Leadership and Proactive Behaviors of School Principals

    Science.gov (United States)

    Keskinkilic-Kara, Sultan-Bilge; Zafer-Gunes, Demet

    2017-01-01

    The aim of this research is to define the school principals' implicit leadership theory and to reveal its relationship with the proactive behavior. The study is conducted in Bagcilar and Basaksehir districts in Istanbul and the target population of the research is 153 school principals working in state elementary schools, middle schools and high…

  18. DASH - Youth Risk Behavior Surveillance System (YRBSS): High School

    Data.gov (United States)

    U.S. Department of Health & Human Services — 1991-2015. High School Dataset. The Youth Risk Behavior Surveillance System (YRBSS) monitors six categories of priority health behaviors among youth and young...

  19. DASH - Youth Risk Behavior Surveillance System (YRBSS): Middle School

    Data.gov (United States)

    U.S. Department of Health & Human Services — 1991-2015. Middle School Dataset. The Youth Risk Behavior Surveillance System (YRBSS) monitors six categories of priority health behaviors among youth and young...

  20. Teacher Behavioral Practices: Relations to Student Risk Behaviors, Learning Barriers, and School Climate

    Science.gov (United States)

    Martinez, Andrew; Mcmahon, Susan D.; Coker, Crystal; Keys, Christopher B.

    2016-01-01

    Student behavioral problems pose a myriad of challenges for schools. In this study, we examine the relations among teacher and school-level constructs (i.e., teacher collaboration, supervision/discipline, instructional management), and student-related outcomes (i.e., high-risk behaviors, barriers to learning, student social-behavioral climate).…

  1. Intimate partner violence victims' acceptance and refusal of on-site counseling in emergency departments: Predictors of help-seeking behavior explored through a 5-year medical chart review.

    Science.gov (United States)

    Choi, Anna Wai-Man; Wong, Janet Yuen-Ha; Lo, Ruby Tsz-Fung; Chan, Pik-Ying; Wong, John Kit-Shing; Lau, Chu-Leung; Kam, Chak-Wah

    2018-03-01

    Healthcare services constitute the first formal support that many intimate partner violence (IPV) victims receive and a link to formal welfare and psychological support. The help-seeking behavior for psychosocial support, e.g., Accident and Emergency Departments (AED) onsite counseling, is key to developing effective support for IPV victims. This study aimed to strengthen the health-welfare support link to aid IPV prevention in AEDs by investigating the acceptance and refusal of on-site counseling by IPV victims. A retrospective cohort study retrieved and reviewed all records of IPV victims presenting at the AEDs of two Hong Kong hospitals between 2010 and 2014. A total of 157 male and 823 female IPV victims were identified, 295 of whom refused on-site counseling. Bivariate and multivariate analyses were performed to examine the association between help-seeking and demographic and violent injury-related factors. The odds of help-seeking via on-site counseling were significantly lower for victims with mental illness (aOR=0.49; 95% CI=0.27, 0.88). After controlling for all demographic characteristics, mental illness, and drug abuse information, sex remained an independent predictor of help-seeking (aOR=2.62; 95% CI=1.45, 4.74); victims who had experienced >2 abuse incidents were more likely to seek help than those who had experienced ≤2 abuse incidents (aOR=1.90; 95% CI=1.11, 3.26). The factors associated with help-seeking from on-site services by IPV victims reflect the need for multidisciplinary collaborative work aimed at IPV prevention. Healthcare professionals require training on how to promote help-seeking behavior targeted specifically for male and female IPV victims according to their needs and preferences. Copyright © 2018 Elsevier Inc. All rights reserved.

  2. A hierarchical modeling of information seeking behavior of school ...

    African Journals Online (AJOL)

    The aim of this study was to investigate the information seeking behavior of school teachers in the public primary schools of rural areas of Nigeria and to draw up a model of their information-seeking behavior. A Cross-sectional survey design research was employed to carry out the research. Findings showed that the ...

  3. Adolescent problem behavior in school : the role of peer networks

    NARCIS (Netherlands)

    Geven, S.A.J.

    2016-01-01

    Adolescence is a notable period during which a considerable share of students tends to engage in problem behavior in school. Students for example skip class, fail to do their best in school, or have serious arguments with their teachers. A student’s decision to engage in such behavior is not usually

  4. Birth Order and Maladaptive Behavior in School-Aged Children.

    Science.gov (United States)

    Carmichael, Karla D.

    Drawing on Alfred Adler's theories on the effect of birth order on maladaptive behavior in children, this study focused on the relationship between birth order and the referral to counseling of school-aged children with maladaptive disorder. School-aged children (N=217) with academic or behavioral problems, ages 5 to 18, were referred to the staff…

  5. Predictors of Behavior Factors of High School Students against Recycling

    Science.gov (United States)

    Cimen, Osman; Yilmaz, Mehmet

    2016-01-01

    This study aims to determine the variables that predict high school students' recycling behaviors. The study was designed as survey model. The study's sample consists of 203 students at a high school in Ankara. A recycling behavior scale developed by the researchers was used as a data collection tool. The scale has 3 dimensions: recycling…

  6. Life Satisfaction and Violent Behaviors among Middle School Students

    Science.gov (United States)

    Valois, Robert F.; Paxton, Raheem J.; Zullig, Keith J.; Huebner, E. Scott

    2006-01-01

    We explored relationships between violent behaviors and perceived life satisfaction among 2,138 middle school students in a southern state using the CDC Middle School Youth Risk Behavior Survey (MSYRBS) and the Brief Multidimensional Student Life Satisfaction Scale (BMSLSS). Logistic regression analyses and multivariate models constructed…

  7. Achievement and School Behavior among Children with Epilepsy.

    Science.gov (United States)

    Matthews, Wendy S.; And Others

    1983-01-01

    Compared the school behavior of 15 epileptic children with that of diabetic and healthy children. The epileptic children were more likely to attribute the success or failure of their school performance to unknown sources of control, and to hold less positive feelings about school and their own self-worth. (Author)

  8. Relations between Popularity and Prosocial Behavior in Middle School and High School Chinese Adolescents

    Science.gov (United States)

    Lu, Ting; Li, Ling; Niu, Li; Jin, Shenghua; French, Doran C.

    2018-01-01

    The concurrent and longitudinal associations between popularity, likeability, and prosocial behavior were evaluated in this three-year study of middle school and high school Chinese adolescents. The initial sample included 766 middle school (mean age = 13.3 years) and 668 high school participants (mean age = 16.6 years); there were 880 (399 girls)…

  9. Disruptive Behavior: An Empirical Evaluation of School Misconduct and Market Accountability. School Choice Issues in Depth

    Science.gov (United States)

    Forster, Greg; Carr, Matthew

    2007-01-01

    Opponents of school choice argue that private schools are not "accountable" because they are not subject to detailed oversight by a regulatory bureaucracy. They claim private school employees can be expected to engage in abusive and criminal behavior more frequently. School choice supporters respond that parents hold private schools…

  10. Relationships between bullying, school climate, and student risk behaviors.

    Science.gov (United States)

    Klein, Jennifer; Cornell, Dewey; Konold, Timothy

    2012-09-01

    This study examined whether characteristics of a positive school climate were associated with lower student risk behavior in a sample of 3,687 high school students who completed the School Climate Bullying Survey and questions about risk behavior from the Youth Risk Behavior Surveillance Survey (YRBS). Confirmatory factor analyses established fit for 20 items with three hypothesized school climate scales measuring (1) prevalence of bullying and teasing; (2) aggressive attitudes; and (3) student willingness to seek help. Structural equation modeling established the relationship of these measures with student reports of risk behavior. Multigroup analyses identified differential effects across gender and race. A positive school climate could be an important protective factor in preventing student risk behavior.

  11. Gang membership of California middle school students: behaviors and attitudes as mediators of school violence.

    Science.gov (United States)

    Estrada, Joey Nuñez; Gilreath, Tamika D; Astor, Ron Avi; Benbenishty, Rami

    2013-08-01

    Empirical evidence examining how risk and protective behaviors may possibly mediate the association between gang membership and school violence is limited. This study utilizes a statewide representative sample of 152 023 Latino, Black and White seventh graders from California to examine a theoretical model of how school risk (e.g. truancy, school substance use and risky peer approval) and protective (e.g. connectedness, support and safety) behaviors and attitudes mediate the effects of gang membership on school violence behaviors. The dataset was collected in the 2005-2006 and 2006-2007 academic school years using the ongoing large-scale California Healthy Kids Survey conducted by WestEd for the State of California. Approximately 9.5% of the sample considered themselves to be a member of a gang. The findings indicate that school risk behaviors and attitudes mediate the association between gang membership and school violence behaviors. Although the direct negative association between gang membership and school violence perpetration is weak, the positive indirect effect mediated by school risks behaviors and attitudes is strong. This indicates that when gang members engage in school risk behaviors, they are much more likely to be school violence perpetrators. Implications for further research, theory and practice for both gang and school violence researchers are discussed.

  12. Using Descriptive Assessment in the Treatment of Bite Acceptance and Food Refusal

    Science.gov (United States)

    Casey, Sean D.; Perrin, Christopher J.; Lesser, Aaron D.; Perrin, Stefanie H.; Casey, Cheryl L.; Reed, Gregory K.

    2009-01-01

    The feeding behaviors of two children who maintained failure to thrive diagnoses and displayed food refusal are assessed in their homes. Descriptive assessments are used to identify schedules of consequence provided by each child's care providers for bite acceptance and food refusal behaviors. Assessments reveal rich schedules of praise and access…

  13. Health risk behavior of rural secondary school students in Zimbabwe.

    Science.gov (United States)

    Gwede, C K; McDermott, R J; Westhoff, W W; Mushore, M; Mushore, T; Chitsika, E; Majange, C S; Chauke, P

    2001-10-01

    A socioculturally appropriate health risk behavior instrument, modeled after the U.S. Centers for Disease Control and Prevention's Youth Risk Behavior Survey (YRBS), was administered to 717 secondary school students in a rural area of Zimbabwe. Comparisons of risk behaviors by gender and school grade were made using univariate procedures and multiple logistic regression. Males were significantly more likely than females to have had sexual intercourse (odds ratio = 5.02, p < .0001) and to report drug use behaviors. Males also were significantly more likely to report early initiation (by age 13 years) of alcohol use, cigarette smoking, and marijuana use. School site violence and drug use behaviors also were prevalent in this sample. An interaction between gender and grade was evident for some behaviors. Additional research may further the understanding of these risk behaviors and facilitate development of effective, culturally relevant risk reduction programs.

  14. Gendered Behavior Patterns in School Board Governance

    Science.gov (United States)

    Mountford, Meredith; Brunner, C. Cryss

    2010-01-01

    Background/Context: Educational leadership literature lacks research focused on how gender influences decision making, in particular at the highest level of school governance, the school board table. Consequently, whether gender makes a difference during decision making at the school board table has yet to be determined. Purpose/Objective/Research…

  15. Making Sense of Iconic Symbols: A Study of Preschool Children Conducting a Refuse-Sorting Task

    Science.gov (United States)

    Ljung-Djärf, Agneta; Åberg-Bengtsson, Lisbeth; Ottosson, Torgny; Beach, Dennis

    2015-01-01

    This article is part of a larger project focusing upon explanatory illustrations that children encounter in pre- and primary school education. The research questions concerned (a) how preschool children make sense of iconic symbols when placing items of refuse on illustrations of refuse bins in a sorting task and (b) what stumbling blocks they…

  16. Earlier school start times are associated with higher rates of behavioral problems in elementary schools.

    Science.gov (United States)

    Keller, Peggy S; Gilbert, Lauren R; Haak, Eric A; Bi, Shuang; Smith, Olivia A

    2017-04-01

    Early school start times may curtail children's sleep and inadvertently promote sleep restriction. The current study examines the potential implications for early school start times for behavioral problems in public elementary schools (student ages 5-12 years) in Kentucky. School start times were obtained from school Web sites or by calling school offices; behavioral and disciplinary problems, along with demographic information about schools, were obtained from the Kentucky Department of Education. Estimated associations controlled for teacher/student ratio, racial composition, school rank, enrollment, and Appalachian location. Associations between early school start time and greater behavioral problems (harassment, in-school removals, suspensions, and expulsions) were observed, although some of these associations were found only for schools serving the non-Appalachian region. Findings support the growing body of research showing that early school start times may contribute to student problems, and extend this research through a large-scale examination of elementary schools, behavioral outcomes, and potential moderators of risk. Copyright © 2017 National Sleep Foundation. Published by Elsevier Inc. All rights reserved.

  17. The Relationship between Spiritual Leadership and Organizational Citizenship Behaviors: A Research on School Principals' Behaviors

    Science.gov (United States)

    Kaya, Ahmet

    2015-01-01

    This study aimed to examine the relationship between Spiritual Leadership and the dimensions of Organizational Citizenship Behaviors (OCB) of school principals from the perspectives of primary school teachers. A quantitative survey was performed on a sample of teachers (N = 383) from primary schools to study the influence of spiritual leadership…

  18. Relationships among Servant Leadership, Organizational Citizenship Behavior, and School Climate in Alabama High Schools

    Science.gov (United States)

    Dixon, David L.

    2013-01-01

    This study examined the relationship between servant leadership of the principal with Organizational Citizenship Behavior (OCB) and school climate. Servant leadership, a leadership behavior that emphasizes personal growth of followers, has a useful research history in business but limited exposure in public schools. Organizational Citizenship…

  19. Practical Considerations in Creating School-Wide Positive Behavior Support in Public Schools

    Science.gov (United States)

    Handler, Marcie W.; Rey, Jannette; Connell, James; Thier, Kimberly; Feinberg, Adam; Putnam, Robert

    2007-01-01

    School-wide positive behavior support (SWPBS) has been identified as an effective and efficient method to teach students prosocial skills. It requires both effective behavior support practices and systems that will support these changes, including data-based decision making among the school leadership team. There are many practical and systemic…

  20. Universal free school breakfast: a qualitative model for breakfast behaviors

    Directory of Open Access Journals (Sweden)

    Louise eHarvey-Golding

    2015-06-01

    Full Text Available In recent years the provision of school breakfast has increased significantly in the UK. However, research examining the effectiveness of school breakfast is still within relative stages of infancy, and findings to date have been rather mixed. Moreover, previous evaluations of school breakfast schemes have been predominantly quantitative in their methodologies. Presently there are few qualitative studies examining the subjective perceptions and experiences of stakeholders, and thereby an absence of knowledge regarding the sociocultural impacts of school breakfast. The purpose of this study was to investigate the beliefs, views and attitudes, and breakfast consumption behaviors, among key stakeholders, served by a council-wide universal free school breakfast initiative, within the North West of England, UK. A sample of children, parents and school staff were recruited from three primary schools, participating in the universal free school breakfast scheme, to partake in semi-structured interviews and small focus groups. A Grounded Theory analysis of the data collected identified a theoretical model of breakfast behaviors, underpinned by the subjective perceptions and experiences of these key stakeholders. The model comprises of three domains relating to breakfast behaviors, and the internal and external factors that are perceived to influence breakfast behaviors, among children, parents and school staff. Findings were validated using triangulation methods, member checks and inter-rater reliability measures. In presenting this theoretically grounded model for breakfast behaviors, this paper provides a unique qualitative insight into the breakfast consumption behaviors and barriers to breakfast consumption, within a socioeconomically deprived community, participating in a universal free school breakfast intervention program.

  1. Vaccine refusal - what we need to know.

    Science.gov (United States)

    Succi, Regina Célia de Menezes

    2018-04-12

    Opposition to vaccines is not a new event, and appeared soon after the introduction of the smallpox vaccine in the late 18th century. The purpose of this review is to educate healthcare professionals about vaccine hesitancy and refusal, its causes and consequences, and make suggestions to address this challenge. A comprehensive and non-systematic search was carried out in the PubMed, LILACS, and ScieLo databases from 1980 to the present day, using the terms "vaccine refusal," "vaccine hesitancy," and "vaccine confidence." The publications considered as the most relevant by the author were critically selected. The beliefs and arguments of the anti-vaccine movements have remained unchanged in the past two centuries, but new social media has facilitated the dissemination of information against vaccines. Studies on the subject have intensified after 2010, but the author did not retrieve any published studies to quantify this behavior in Brazil. The nomenclature on the subject (vaccine hesitancy) was standardized by the World Health Organization in 2012. Discussions have been carried out on the possible causes of vaccine hesitancy and refusal, as well as on the behavior of families and health professionals. Proposals for interventions to decrease public doubts, clarify myths, and improve confidence in vaccines have been made. Guides for the health care professional to face the problem are emerging. The healthcare professional is a key element to transmit information, resolve doubts and increase confidence in vaccines. They must be prepared to face this new challenge. Copyright © 2018 Sociedade Brasileira de Pediatria. Published by Elsevier Editora Ltda. All rights reserved.

  2. 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…

  3. School Counselors Serving Students with Disruptive Behavior Disorders

    Science.gov (United States)

    Grothaus, Tim

    2013-01-01

    School counselors are in a prime position to collaborate with school and community stakeholders to both prevent and respond to the challenges experienced and exhibited by students with one or more disruptive behavior disorders (DBD). In this article, the DBDs discussed include conduct disorder, oppositional defiant disorder, intermittent explosive…

  4. Future Orientation, School Contexts, and Problem Behaviors: A Multilevel Study

    Science.gov (United States)

    Chen, Pan; Vazsonyi, Alexander T.

    2013-01-01

    The association between future orientation and problem behaviors has received extensive empirical attention; however, previous work has not considered school contextual influences on this link. Using a sample of N = 9,163 9th to 12th graders (51.0% females) from N = 85 high schools of the National Longitudinal Study of Adolescent Health, the…

  5. Food Recall Attitudes and Behaviors of School Nutrition Directors

    Science.gov (United States)

    Grisamore, Amber; Roberts, Kevin R.

    2014-01-01

    Purpose/Objectives: The purpose of this study was to explore school nutrition directors' attitudes and behaviors about food recalls. Specific objectives included: 1) Determine current food recall attitudes and the relationship between demographics and these attitudes; 2) Determine current practices of school nutrition directors related to…

  6. The Civil Behavior of Students: A Survey of School Professionals

    Science.gov (United States)

    Wilkins, Keely; Caldarella, Paul; Crook-Lyon, Rachel E.; Young, K. Richard

    2010-01-01

    Many authors regard education as a way of increasing civility in society, and some have implemented interventions to improve civility in schools. However, very little empirical data exist on the extent and nature of students' civil behavior. The present study systematically gathered data from 251 school professionals regarding their perceptions of…

  7. The Relationship between Principals' Transformational Leadership Behaviors and School Culture

    Science.gov (United States)

    Bolton, David A.

    2011-01-01

    This quantitative study looks at the relationship between a principals' transformational leadership behaviors and the culture of their school. The goal of the study is to determine if transformational leadership qualities have a positive impact on the culture present in a school. Congruency between the views of a principal and their staff will…

  8. Understanding How Domestic Violence Affects Behavior in High School Students

    Science.gov (United States)

    Frank, Malika

    2011-01-01

    This paper will provide the reader with an understanding of how domestic violence affects the behavior of high school students. The presentation is designed to provide the reader with a working definition of domestic violence, the rate of occurrence and its effects on high school students. Additionally the paper will summarize the negative effects…

  9. Re-Engaging School Dropouts with Emotional and Behavioral Disorders

    Science.gov (United States)

    Wilkins, Julia; Bost, Loujeania Williams

    2015-01-01

    Students with emotional and behavioral disorders have the highest dropout rates of any student group--about 40%. The outcomes for students who drop out of school are dire but are particularly bleak for students with poor academic, interpersonal, and decision-making skills. Helping students earn a high school diploma and gain the skills needed to…

  10. Yoga as a School-Wide Positive Behavior Support

    Science.gov (United States)

    Accardo, Amy L.

    2017-01-01

    A yoga-based school-wide positive behavior support (SWPBS) may provide a foundation for teaching mindfulness and self-regulation in K-12 schools. Here, the use of yoga as a SWPBS was examined through a review of existing literature and interviews of yoga program facilitators. Yoga was reported to be effective as a pedagogical approach, and found…

  11. Transactional and Transformational Leader Behaviors and Christian School Enrollment

    Science.gov (United States)

    Vaught, James Ward, Jr.

    2010-01-01

    School enrollment trends and how leaders respond are critical to the sustainability of Christian schools. This study applied quantitative and qualitative approaches to address the question, are there significant differences in the mean scores for behavioral factors or in the mean scores for transactional and transformational leadership styles for…

  12. Leadership Behaviors of School Administrators: Do Men and Women Differ?

    Science.gov (United States)

    Johnson, Shirley; Busch, Steve; Slate, John R.

    2008-01-01

    In this study, the reasons why men and women behave differently in leadership roles in schools were investigated because of recent research on the indirect nature of the school principal's impact on learning and on gender differences in leadership behaviors. Practicing principals (109 males, 172 females) from two Southwestern states were surveyed…

  13. Child Sexual Behaviors in School Context: Age and Gender Differences.

    Science.gov (United States)

    Miragoli, Sarah; Camisasca, Elena; Di Blasio, Paola

    2017-01-01

    The main purpose of the study was to explore the child sexual behaviors that Italian teachers have observed in the school context. A representative sample of 227 children, from 5 to 10 years old, was rated by their teachers through the Child Sexual Behavior Inventory. Frequencies of sexual behaviors among children aged 5 to 6, 7 to 8, and 9 to 10 are presented. Younger children showed a broader range of sexual behaviors that decrease with the growing age, such as males in comparison to females. Moreover, findings showed that child sexual behavior is not only related to age and gender but also to family characteristics. These results suggested that child sexual behaviors reported by teachers through the Child Sexual Behavior Inventory may provide useful information about the development of children's sexuality. The knowledge of age appropriate sexual behaviors can help teachers discern normal sexual behaviors from problematic sexual behaviors.

  14. The Impact of School-Wide Positive Behavioral Interventions and Supports (PBIS) on the Organizational Health of Elementary Schools

    Science.gov (United States)

    Bradshaw, Catherine P.; Koth, Christine W.; Bevans, Katherine B.; Ialongo, Nicholas; Leaf, Philip J.

    2008-01-01

    Positive Behavioral Interventions and Supports (PBIS) is a universal, school-wide prevention strategy that is currently implemented in over 7,500 schools across the nation to reduce disruptive behavior problems through the application of behavioral, social learning, and organizational behavioral principles. PBIS aims to alter school environments…

  15. Controlling Behaviors in Middle School Youth's Dating Relationships: Reactions and Help-Seeking Behaviors

    Science.gov (United States)

    Elias-Lambert, Nada; Black, Beverly M.; Chigbu, Kingsley U.

    2014-01-01

    This exploratory study examined middle school students' (N = 380) help-seeking behaviors and other reactions to controlling behaviors in their dating relationships. Over three-fourths of the participants perpetrated and were victimized by controlling behaviors in their dating relationships. Youth used emotional/verbal and dominance/isolation forms…

  16. Strategie di rifuto in Italiano: uno studio etnografico (Refusal Strategies in Italian: An Ethnographic Study).

    Science.gov (United States)

    Frescura, Marina

    1997-01-01

    After reviewing previous research on speech acts, this article describes a study that analyzed the behavior of speakers of standard Italian in refusing an offer of food. The importance of "face" is explained, and the refusal strategies are classified into four categories: explicit, tactical, decisive, and conclusive. (CFM)

  17. Child Maltreatment Identification and Reporting Behavior of School Psychologists

    Science.gov (United States)

    Lusk, Victoria L.; Zibulsky, Jamie; Viezel, Kathleen

    2015-01-01

    A majority of substantiated maltreatment reports are made by educators and thus, teacher knowledge of child maltreatment reporting mandates and reporting behavior has been a focus of research. The knowledge and behavior of school psychologists, however, has not received similar attention. This study investigated the child maltreatment reporting…

  18. Adolescent Health-Compromising Behaviors: Motivating School Counselors.

    Science.gov (United States)

    Nagel, Liza; Scherer, David G.; Lee, William

    2000-01-01

    Investigated middle and high school counselors' perceptions of adolescent health-compromising behaviors and motivations to intervene. Data from a survey based on protection motivation theory showed differences in counselors' perceptions of the severity of risk-taking behaviors. Perceptions were highly correlated with intentions to seek out…

  19. Peer Victimization and Suicidal Behaviors among High School Youth

    Science.gov (United States)

    Crepeau-Hobson, Franci; Leech, Nancy L.

    2016-01-01

    This study examined the association between various types of peer-directed violence and suicidal thoughts and behaviors among adolescents. A nationally representative sample of 15,425 high school students completed the 2011 Youth Risk Behavior Survey. All types of peer victimization (bullying, physical violence, and dating violence) were found to…

  20. Applying behavior analysis to school violence and discipline problems: Schoolwide positive behavior support

    Science.gov (United States)

    Anderson, Cynthia M.; Kincaid, Donald

    2005-01-01

    School discipline is a growing concern in the United States. Educators frequently are faced with discipline problems ranging from infrequent but extreme problems (e.g., shootings) to less severe problems that occur at high frequency (e.g., bullying, insubordination, tardiness, and fighting). Unfortunately, teachers report feeling ill prepared to deal effectively with discipline problems in schools. Further, research suggests that many commonly used strategies, such as suspension, expulsion, and other reactive strategies, are not effective for ameliorating discipline problems and may, in fact, make the situation worse. The principles and technology of behavior analysis have been demonstrated to be extremely effective for decreasing problem behavior and increasing social skills exhibited by school children. Recently, these principles and techniques have been applied at the level of the entire school, in a movement termed schoolwide positive behavior support. In this paper we review the tenets of schoolwide positive behavior support, demonstrating the relation between this technology and applied behavior analysis. PMID:22478439

  1. Situation testing: the case of health care refusal.

    Science.gov (United States)

    Després, C; Couralet, P-E

    2011-04-01

    Situation testing to assess physicians' refusal to provide healthcare is increasingly used in research studies. This paper aims to explain the relevance and limits of this method. Conducted in 2008-2009, this study was designed to assess the rate of healthcare refusal among several categories of private practitioners toward patients covered by the French public means-tested complementary health insurance (CMUc) when they requested a first appointment by phone. The other objectives were to study the determinants of healthcare refusal and assess the method. The study was conducted on a representative sample of Paris-based dentists and physicians in five categories: general practitioners, medical gynecologists, ophthalmologists, radiologists, and dentists. The method was based on two protocols. In the first scenario, an actor pretended to be a CMUc beneficiary and, in the second one, he did not give information about his health coverage but hinted at a low socioeconomic status. The two protocols were compared and procedures checking the relation between refusal and CMUc coverage were implemented in each of them. In the scenario in which the patient declared being a CMUc beneficiary, the results showed different refusal rates depending on the type of practitioner, physician, or dentist, their specialty, and whether or not, they charge more than the standard set fee. In the second scenario, refusal rates were much lower. The comparison of the two protocols seems to confirm the existence of discrimination based on CMUc affiliation rather than patients' socioeconomic status. The discussion presents the limits of situation testing, which remains an experimental instrument because it does not observe reality but reveals behaviors in situation. The findings cannot be extrapolated and are limited in time. The statistical analysis is only valid if the procedure followed is precise and applied consistently using a preset scenario. In addition, the discriminatory nature of the

  2. Brief Intervention Impact on Truant Youth Attitudes to School and School Behavior Problems: A Longitudinal Study

    Science.gov (United States)

    Dembo, Richard; Briones-Robinson, Rhissa; Wareham, Jennifer; Winters, Ken C.; Ungaro, Rocío; Schmeidler, James

    2014-01-01

    Truancy continues to be a major problem, affecting most school districts in the U.S. Truancy is related to school dropout, with associated adverse consequences, including unemployment and delinquency. It is important to obtain a more complete picture of truants' educational experience. First, the present study sought to examine the longitudinal growth (increasing/decreasing trend) in truant youths' attitudes toward school and misbehavior in school (disobedience, inappropriate behavior, skipping school). Second, this study focused on examining the impact of a Brief Intervention (BI) targeting the youths’ substance use, as well as socio-demographic and background covariates, on their attitudes toward school and school behavior problems over time. A linear growth model was found to fit the attitudes toward school longitudinal data, suggesting the youths’ attitudes toward school are related across time. An auto-regressive lag model was estimated for each of the school misbehaviors, indicating that, once initiated, youth continued to engage in them. Several socio-demographic covariates effects were found on the youths’ attitudes towards school and school misbehaviors over time. However, no significant, overall BI effects were uncovered. Some statistically significant intervention effects were found at specific follow-up points for some school misbehaviors, but none were significant when applying the Holm procedure taking account of the number of follow-ups. The implications of these findings are discussed. PMID:25247027

  3. Good character at school: positive classroom behavior mediates the link between character strengths and school achievement.

    Science.gov (United States)

    Wagner, Lisa; Ruch, Willibald

    2015-01-01

    Character strengths have been found to be substantially related to children's and adolescents' well-being. Initial evidence suggests that they also matter for school success (e.g., Weber and Ruch, 2012). The present set of two studies aimed at replicating and extending these findings in two different age groups, primary school students (N = 179; mean age = 11.6 years) and secondary school students (N = 199; mean age = 14.4 years). The students completed the VIA-Youth (Values in Action Inventory of Strengths for Youth), a self-report measure of the 24 character strengths in the VIA classification. Their teachers rated the students' positive behavior in the classroom. Additionally, school achievement was assessed: For the primary school students (Study 1), teachers rated the students' overall school achievement and for the secondary school students (Study 2), we used their grades as a measure of school achievement. We found that several character strengths were associated with both positive classroom behavior and school achievement. Across both samples, school achievement was correlated with love of learning, perseverance, zest, gratitude, hope, and perspective. The strongest correlations with positive classroom behavior were found for perseverance, self-regulation, prudence, social intelligence, and hope. For both samples, there were indirect effects of some of the character strengths on school achievement through teacher-rated positive classroom behavior. The converging findings from the two samples support the notion that character strengths contribute to positive classroom behavior, which in turn enhances school achievement. Results are discussed in terms of their implications for future research and for school interventions based on character strengths.

  4. Good character at school: Positive classroom behavior mediates the link between character strengths and school achievement

    Directory of Open Access Journals (Sweden)

    Lisa eWagner

    2015-05-01

    Full Text Available Character strengths have been found to be substantially related to children’s and adolescents’ well-being. Initial evidence suggests that they also matter for school success (e.g., Weber and Ruch, 2012. The present set of two studies aimed at replicating and extending these findings in two different age groups, primary school students (N = 179; mean age = 11.6 years and secondary school students (N = 199; mean age = 14.4 years. The students completed the VIA-Youth, a self-report measure of the 24 character strengths in the VIA classification. Their teachers rated the students’ positive behavior in the classroom. Additionally, school achievement was assessed: For the primary school students (Study 1, teachers rated the students’ overall school achievement and for the secondary school students (Study 2, we used their grades as a measure of school achievement. We found that several character strengths were associated with both positive classroom behavior and school achievement. Across both samples school achievement was correlated with love of learning, perseverance, zest, gratitude, hope, and perspective. The strongest correlations with positive classroom behavior were found for perseverance, self-regulation, prudence, social intelligence, and hope. For both samples, there were indirect effects of most of the character strengths on school achievement through teacher-rated positive classroom behavior. The converging findings from the two samples support the notion that character strengths contribute to positive classroom behavior, which in turn enhances school achievement. Results are discussed in terms of their implications for future research and for school interventions based on character strengths.

  5. Identification and characteristics of vaccine refusers

    OpenAIRE

    Wei, Feifei; Mullooly, John P; Goodman, Mike; McCarty, Maribet C; Hanson, Ann M; Crane, Bradley; Nordin, James D

    2009-01-01

    Abstract Background This study evaluated the utility of immunization registries in identifying vaccine refusals among children. Among refusers, we studied their socioeconomic characteristics and health care utilization patterns. Methods Medical records were reviewed to validate refusal status in the immunization registries of two health plans. Racial, education, and income characteristics of children claiming refusal were collected based on the census tract of each child. Health care utilizat...

  6. Problem Behavior in Schools: A Bibliography. Revised.

    Science.gov (United States)

    Wood, Frank H.; Raison, Susan

    The bibliography lists approximately 800 books and articles (c. 1950-1979)on 10 topics of behavior problems: theoretical foundations; incidence; characteristics of classified group (autistic/psychotic, emotionally disturbed/behavior disordered/learning disabled, brain injured/hyperactive/hyperkinetic); social context of education; legal and…

  7. 33 CFR 401.89 - Transit refused.

    Science.gov (United States)

    2010-07-01

    ... 33 Navigation and Navigable Waters 3 2010-07-01 2010-07-01 false Transit refused. 401.89 Section... TRANSPORTATION SEAWAY REGULATIONS AND RULES Regulations General § 401.89 Transit refused. (a) An officer may refuse to allow a vessel to transit when, (1) The vessel is not equipped in accordance with §§ 401.5 to...

  8. Which behavioral, emotional and school problems in middle-childhood predict early sexual behavior?

    Science.gov (United States)

    Parkes, Alison; Waylen, Andrea; Sayal, Kapil; Heron, Jon; Henderson, Marion; Wight, Daniel; Macleod, John

    2014-04-01

    Mental health and school adjustment problems are thought to distinguish early sexual behavior from normative timing (16-18 years), but little is known about how early sexual behavior originates from these problems in middle-childhood. Existing studies do not allow for co-occurring problems, differences in onset and persistence, and there is no information on middle-childhood school adjustment in relationship to early sexual activity. This study examined associations between several middle-childhood problems and early sexual behavior, using a subsample (N = 4,739, 53 % female, 98 % white, mean age 15 years 6 months) from a birth cohort study, the Avon Longitudinal Study of Parents and Children. Adolescents provided information at age 15 on early sexual behavior (oral sex and/or intercourse) and sexual risk-taking, and at age 13 on prior risk involvement (sexual behavior, antisocial behavior and substance use). Information on hyperactivity/inattention, conduct problems, depressive symptoms, peer relationship problems, school dislike and school performance was collected in middle-childhood at Time 1 (6-8 years) and Time 2 (10-11 years). In agreement with previous research, conduct problems predicted early sexual behavior, although this was found only for persistent early problems. In addition, Time 2 school dislike predicted early sexual behavior, while peer relationship problems were protective. Persistent early school dislike further characterized higher-risk groups (early sexual behavior preceded by age 13 risk, or accompanied by higher sexual risk-taking). The study establishes middle-childhood school dislike as a novel risk factor for early sexual behavior and higher-risk groups, and the importance of persistent conduct problems. Implications for the identification of children at risk and targeted intervention are discussed, as well as suggestions for further research.

  9. Successful schools and risky behaviors among low-income adolescents.

    Science.gov (United States)

    Wong, Mitchell D; Coller, Karen M; Dudovitz, Rebecca N; Kennedy, David P; Buddin, Richard; Shapiro, Martin F; Kataoka, Sheryl H; Brown, Arleen F; Tseng, Chi-Hong; Bergman, Peter; Chung, Paul J

    2014-08-01

    We examined whether exposure to high-performing schools reduces the rates of risky health behaviors among low-income minority adolescents and whether this is due to better academic performance, peer influence, or other factors. By using a natural experimental study design, we used the random admissions lottery into high-performing public charter high schools in low-income Los Angeles neighborhoods to determine whether exposure to successful school environments leads to fewer risky (eg, alcohol, tobacco, drug use, unprotected sex) and very risky health behaviors (e.g., binge drinking, substance use at school, risky sex, gang participation). We surveyed 521 ninth- through twelfth-grade students who were offered admission through a random lottery (intervention group) and 409 students who were not offered admission (control group) about their health behaviors and obtained their state-standardized test scores. The intervention and control groups had similar demographic characteristics and eighth-grade test scores. Being offered admission to a high-performing school (intervention effect) led to improved math (P performance of public schools in low-income communities may be a powerful mechanism to decrease very risky health behaviors among low-income adolescents and to decrease health disparities across the life span. Copyright © 2014 by the American Academy of Pediatrics.

  10. School performance and school behavior of children affected by AIDS in China

    Science.gov (United States)

    Tu, Xiaoming; Lv, Yunfei; Li, Xiaoming; Fang, Xiaoyi; Zhao, Guoxiang; Lin, Xiuyun; Hong, Yan; Zhang, Liying; Stanton, Bonita

    2009-01-01

    It is generally recognized that the AIDS epidemic will have a negative effect on the orphans’ school education. However, few studies have been carried out to examine the school performance and school behavior of AIDS orphans and vulnerable children (children living with HIV-infected parents). Using both self-report and teacher evaluation data of 1625 children from rural central China, we examined the impact of parental HIV/AIDS on children's school performances (academic marks, educational expectation, and student leadership) and school behaviors (e.g., aggression, shy/anxious and assertive social skills). Results indicate that AIDS orphans and vulnerable children had disadvantages in school performances in comparison to their peers from the same community who did not experience AIDS-related death and illness in their family (comparison children). AIDS orphans had the lowest academic marks based on the reports of both children and teachers. Educational expectation was significantly lower among AIDS orphans and vulnerable children than comparison children from teacher's perspective. AIDS orphans were significantly more likely to demonstrate aggressive, impulsive and anxious behaviors than non-orphans. Moreover, orphans have more learning difficulties. Vulnerable children were also at a disadvantage on most measures. The data suggest that a greater attention is needed to the school performance and behavior of children affected by AIDS. The findings also indicate that AIDS relief and assistance program for children should go beyond the school attendance and make efforts to improve their school performance and education aspiration. PMID:20107622

  11. Direct behavior rating as a school-based behavior screener for elementary and middle grades.

    Science.gov (United States)

    Chafouleas, Sandra M; Kilgus, Stephen P; Jaffery, Rose; Riley-Tillman, T Chris; Welsh, Megan; Christ, Theodore J

    2013-06-01

    The purpose of this study was to investigate how Direct Behavior Rating Single Item Scales (DBR-SIS) involving targets of academically engaged, disruptive, and respectful behaviors function in school-based screening assessment. Participants included 831 students in kindergarten through eighth grades who attended schools in the northeastern United States. Teachers provided behavior ratings for a sample of students in their classrooms on the DBR-SIS, the Behavioral and Emotional Screening System (Kamphaus & Reynolds, 2007), and the Student Risk Screening Scale (Drummond, 1994). Given variations in rating procedures to accommodate scheduling differences across grades, analysis was conducted separately for elementary school and middle school grade levels. Results suggested that the recommended cut scores, the combination of behavior targets, and the resulting conditional probability indices varied depending on grade level grouping (lower elementary, upper elementary, middle). For example, for the lower elementary grade level grouping, a combination of disruptive behavior (cut score=2) and academically engaged behavior (cut score=8) was considered to offer the best balance among indices of diagnostic accuracy, whereas a cut score of 1 for disruptive behavior and 8 for academically engaged behavior were recommended for the upper elementary school grade level grouping and cut scores of 1 and 9, respectively, were suggested for middle school grade level grouping. Generally, DBR-SIS cut scores considered optimal for screening using single or combined targets including academically engaged behavior and disruptive behavior by offering a reasonable balance of indices for sensitivity (.51-.90), specificity (.47-.83), negative predictive power (.94-.98), and positive predictive power (.14-.41). The single target of respectful behavior performed poorly across all grade level groups, and performance of DBR-SIS targets was relatively better in the elementary school than middle

  12. Social network cohesion in school classes promotes prosocial behavior.

    Science.gov (United States)

    van den Bos, Wouter; Crone, Eveline A; Meuwese, Rosa; Güroğlu, Berna

    2018-01-01

    Adolescence is a key period of social development at the end of which individuals are expected to take on adult social roles. The school class, as the most salient peer group, becomes the prime environment that impacts social development during adolescence. Using social network analyses, we investigated how individual and group level features are related to prosocial behavior and social capital (generalized trust). We mapped the social networks within 22 classrooms of adolescents aged between 12 and 18 years (N = 611), and collected data on social behaviors towards peers. Our results indicate that individuals with high centrality show both higher levels of prosocial behavior and relational aggression. Importantly, greater social cohesion in the classroom was associated with (1) reduced levels of antisocial behavior towards peers and (2) increased generalized trust. These results provide novel insights in the relationship between social structure and social behavior, and stress the importance of the school environment in the development of not only intellectual but also social capital.

  13. Concussion Knowledge and Reporting Behavior Differences Between High School Athletes at Urban and Suburban High Schools.

    Science.gov (United States)

    Wallace, Jessica; Covassin, Tracey; Nogle, Sally; Gould, Daniel; Kovan, Jeffrey

    2017-09-01

    We determined differences in knowledge of concussion and reporting behaviors of high school athletes attending urban and suburban high schools, and whether a relationship exists between underreporting and access to an athletic trainer in urban schools. High school athletes (N = 715) from 14 high schools completed a validated knowledge of concussion survey consisting of 83 questions. The independent variable was school type (urban/suburban). We examined the proportion of athletes who correctly identified signs and symptoms of concussion, knowledge of concussion and reasons why high school athletes would not disclose a potential concussive injury across school classification. Data were analyzed using descriptive, non-parametric, and inferential statistics. Athletes attending urban schools have less concussion knowledge than athletes attending suburban schools (p urban schools without an athletic trainer have less knowledge than urban athletes at schools with an athletic trainer (p urban schools and 10 reasons for not reporting. Concussion education efforts cannot be homogeneous in all communities. Education interventions must reflect the needs of each community. © 2017, American School Health Association.

  14. Gang Membership, School Violence, and the Mediating Effects of Risk and Protective Behaviors in California High Schools

    Science.gov (United States)

    Estrada, Joey Nuñez, Jr.; Gilreath, Tamika D.; Astor, Ron Avi; Benbenishty, Rami

    2014-01-01

    There is insufficient empirical evidence exploring associations between gang membership and school violence behaviors. Using a sample of 272,863 high school students, this study employs a structural equation model to examine how school risk and protective behaviors and attitudes mediate effects of gang members' involvement with school violence…

  15. Investigating the Association between Home-School Dissonance and Disruptive Classroom Behaviors for Urban Middle School Students

    Science.gov (United States)

    Tyler, Kenneth M.; Burris, Jennifer L.; Coleman, Sean T.

    2018-01-01

    Disruptive classroom behaviors are a major schooling dilemma in urban schools. While several contextual and motivational factors have been statistically associated with disruptive classroom behaviors, one overlooked factor has been home-school dissonance. The current study examined the relationship between 260 middle school students' reports of…

  16. Effects of School Counselors' Cognitive Behavioral Consultation on Irrational and Efficacy Beliefs of Elementary School Teachers

    Science.gov (United States)

    Warren, Jeffrey M.; Gerler, Edwin R., Jr.

    2013-01-01

    Consultation is an indirect service frequently offered as part of comprehensive school counseling programs. This study explored the efficacy of a specific model of consultation, rational emotive-social behavior consultation (RE-SBC). Elementary school teachers participated in face-to-face and online consultation groups aimed at influencing…

  17. Transitioning from Elementary School to Middle School: The Ecology of Black Males' Behavior

    Science.gov (United States)

    Mundy, Alma Christienne

    2014-01-01

    The purpose of this mixed method study is to explain the ecology Black males experience as they transition from elementary school to middle school in terms of behavior. The Black male graduation rate is well below 50% nationally (Orfield, Losen, Wald, & Swanson, 2004; Schott Foundation for Public Education, 2010). Graduating from high school…

  18. Staff Concerns in Schools Planning for and Implementing School-Wide Positive Behavior Interventions and Supports

    Science.gov (United States)

    Tyre, Ashli D.; Feuerborn, Laura L.; Woods, Leslie

    2018-01-01

    Understanding staff concerns about a systemic change effort allows leadership teams to better anticipate and address staff needs for professional development and support. In this study, staff concerns in nine schools planning for or implementing School-Wide Positive Behavior Interventions and Supports (SWPBIS) were explored using the…

  19. Responding to Problem Behavior in Schools: The Behavior Education Program. Second Edition

    Science.gov (United States)

    Crone, Deanne A.; Hawken, Leanne S.; Horner, Robert H.

    2010-01-01

    This bestselling book has been used in schools across the country to establish efficient and cost-effective systems of Tier II positive behavior support. The Behavior Education Program (BEP) was developed for the approximately 10-15% of students who fail to meet schoolwide disciplinary expectations but do not yet require intensive, individualized…

  20. Evaluating the Use of Behavioral Skills Training to Improve School Staffs' Implementation of Behavior Intervention Plans

    Science.gov (United States)

    Hogan, Ashley; Knez, Nikki; Kahng, SungWoo

    2015-01-01

    Variations of behavioral skills training (BST) have been used to teach behaviorally oriented skills such as discrete trial teaching, guided compliance, the implementation of the picture exchange system, and safe guarding students with physical disabilities. One area that has not received much attention is evaluating school staff's correct…

  1. Managerial Behaviors of Elementary School Teachers and Student On-Task Behavior.

    Science.gov (United States)

    Goldstein, Jane McCarthy

    The classroom management techniques of elementary school teachers were observed to determine their effectiveness in promoting desirable on-task behavior on the part of pupils. Seven approaches to class management were used as a framework for observation--authoritarian, behavior modification, common sense, group process, instructional emphasis,…

  2. Organizational citizenship behavior in schools: validation of a questionnaire.

    Science.gov (United States)

    Neves, Paula C; Paixão, Rui; Alarcão, Madalena; Gomes, A Duarte

    2014-01-01

    The present study examines the psychometric properties (including factorial validity) of an organizational citizenship behavior (OCB) scale in a school context. A total of 321 middle and high school teachers from 59 schools in urban and rural areas of central Portugal completed the OCB scale at their schools. The confirmatory factor analysis validated a hierarchical model with four latent factors on the first level (altruism, conscientiousness, civic participation and courtesy) and a second order factor (OCB). The revised model fit with the data, χ 2 /gl = 1.97; CFI = .962; GFI = .952, RMSEA = .05. The proposed scale (comportamentos de cidadania organizacional em escolas- Revista CCOE-R)- is a valid instrument to assess teacher's perceptions of OCB in their schools, allowing investigation at the organizational level of analysis.

  3. The Effects of Satisfaction of Basic Psychological Needs at School on Children’s Prosocial Behavior and Antisocial Behavior: The Mediating Role of School Satisfaction

    Directory of Open Access Journals (Sweden)

    Lili Tian

    2018-04-01

    Full Text Available Grounded in Basic Psychological Need Theory, we examined the direct effects of the satisfaction of three basic psychological needs at school (i.e., satisfaction of autonomy needs at school, satisfaction of relatedness needs at school, and satisfaction of competence needs at school on prosocial behavior and antisocial behavior as well as the mediation effects of school satisfaction on the relations between the satisfaction of three basic psychological needs at school and prosocial behavior as well as antisocial behavior. We employed a sample of 801 Chinese children (429 males; Mage = 9.47 in a three-wave longitudinal study, with each wave occurring 6 months apart. Direct and indirect effects were estimated by Structural Equation Modeling. Results indicated that: (1 Satisfaction of relatedness needs at school and competence needs at school, but not satisfaction of autonomy needs at school, displayed direct effects on prosocial behavior. Also, satisfaction of relatedness needs at school, but not satisfaction of autonomy needs at school or competence needs at school, displayed direct effects on antisocial behavior. (2 Both satisfaction of relatedness needs at school and competence needs at school displayed indirect effects on prosocial behavior and antisocial behavior via school satisfaction as a mediator. However, satisfaction of autonomy needs at school failed to have indirect effects on prosocial behavior or antisocial behavior via school satisfaction. These findings suggest differential predictors of children’s prosocial and antisocial behavior, supporting the separability of the two constructs. The findings also suggest developmental differences in need satisfaction, with the satisfaction of autonomy needs playing a relatively less important role in school-age children. We also discussed limitations and practical applications of the study.

  4. Evaluating a School-Based Day Treatment Program for Students with Challenging Behaviors

    Science.gov (United States)

    Hickman, Antoine Lewis

    2014-01-01

    Jade County Public Schools has provided school-based therapeutic day treatment in its public schools for more than 10 years. This program was adopted by the school system to provide an intervention in the school and classroom to address the challenging behaviors of students with emotional and behavioral disorders. Currently, three human services…

  5. A Culture-Change Approach to School Discipline: Reaction Paper to "School Organization and Student Behavior".

    Science.gov (United States)

    Purkey, Stewart C.

    Organizational changes, within the existing structure of public schooling, have the potential to decrease the oppositional behavior of students and to foster humane, positive learning and working enviroments. It has been documented that managers can create organizational structures that promote positive behaviors and facilitate people's…

  6. School environment, sedentary behavior and physical activity in preschool children.

    Science.gov (United States)

    Barbosa, Sara Crosatti; Coledam, Diogo Henrique Constantino; Stabelini Neto, Antonio; Elias, Rui Gonçalves Marques; Oliveira, Arli Ramos de

    2016-09-01

    To analyze physical activity and sedentary behavior in preschool children during their stay at school and the associated factors. 370 preschoolers, aged 4 to 6 years, stratified according to gender, age and school region in the city of Londrina, PR, participated in the study. A questionnaire was applied to principals of preschools to analyze the school infrastructure and environment. Physical activity and sedentary behavior were estimated using accelerometers for five consecutive days during the children's stay at school. The odds ratio (OR) was estimated through binary logistic regression. At school, regardless of age, preschoolers spend relatively more time in sedentary behaviors (89.6%-90.9%), followed by light (4.6%-7.6%), moderate (1.3%-3.0%) and vigorous (0.5%-2.3%) physical activity. The indoor recreation room (OR=0.20; 95%CI 0.05 to 0.83) and the playground (OR=0.08; 95%CI 0.00 to 0.80) protect four-year-old schoolchildren from highly sedentary behavior. An inverse association was found between the indoor recreation room and physical activity (OR=0.20; 95%CI 0.00 to 0.93) in five-year-old children. The indoor recreation room (OR=1.54; 95%CI 1.35 to 1.77), the playground (OR=2.82; 95%CI 1.14 to 6.96) and the recess (OR=1.54; 95%CI 1.35 to 1.77) are factors that increase the chance of six-year-old schoolchildren to be active. The school infrastructure and environment should be seen as strategies to promote physical activity and reduce sedentary behavior in preschool children. Copyright © 2016 Sociedade de Pediatria de São Paulo. Publicado por Elsevier Editora Ltda. All rights reserved.

  7. Behavior Change without Behavior Change Communication: Nudging Handwashing among Primary School Students in Bangladesh

    OpenAIRE

    Dreibelbis, Robert; Kroeger, Anne; Hossain, Kamal; Venkatesh, Mohini; Ram, Pavani K.

    2016-01-01

    Behavior change communication for improving handwashing with soap can be labor and resource intensive, yet quality results are difficult to achieve. Nudges are environmental cues engaging unconscious decision-making processes to prompt behavior change. In this proof-of-concept study, we developed an inexpensive set of nudges to encourage handwashing with soap after toilet use in two primary schools in rural Bangladesh. We completed direct observation of behaviors at baseline, after providing ...

  8. School-Wide PBIS: Extending the Impact of Applied Behavior Analysis. Why is This Important to Behavior Analysts?

    Science.gov (United States)

    Putnam, Robert F; Kincaid, Donald

    2015-05-01

    Horner and Sugai (2015) recently wrote a manuscript providing an overview of school-wide positive behavioral interventions and supports (PBIS) and why it is an example of applied behavior analysis at the scale of social importance. This paper will describe why school-wide PBIS is important to behavior analysts, how it helps promote applied behavior analysis in schools and other organizations, and how behavior analysts can use this framework to assist them in the promotion and implementation of applied behavior analysis at both at the school and organizational level, as well as, the classroom and individual level.

  9. Trauma-Focused Cognitive Behavior Therapy for School Psychologists

    Science.gov (United States)

    Fitzgerald, Monica M.; Cohen, Judith A.

    2012-01-01

    Schools are ideal settings for identifying children and adolescents who have been exposed to traumatic events. They are also ideal for providing evidence-based mental health services, such as trauma-focused cognitive behavioral therapy, to students affected by childhood posttraumatic stress disorder and co-occurring mental health and behavioral…

  10. Middle School Students' Weight Perceptions, Dieting Behaviors, and Life Satisfaction

    Science.gov (United States)

    Esch, Laura; Zullig, Keith J.

    2008-01-01

    Background: Previous research has posited that significant relationships exist between health status and psychological measures of health (e.g., self-esteem). Less is known about the relationship between perceived quality of life (e.g., life satisfaction), weight perceptions, and dieting behaviors, particularly among middle school adolescents.…

  11. Essays on Academic Achievement and Student Behavior in Public Schools

    Science.gov (United States)

    Moussa, Wael Soheil

    2013-01-01

    This dissertation examines the student academic achievement through various mechanisms, put in place by the public school district, classroom student behavior, and negative external shocks to the students' living environment. I examine the impacts of various treatments on student short and long run academic outcomes such as math and English test…

  12. Information Seeking and Avoidance Behavior in School Library Distance Learning

    Science.gov (United States)

    Du, Yunfei

    2010-01-01

    Library science students in school librarianship were surveyed to determine their information seeking and avoidance behaviors in Web-based online environments. Two coping styles were identified among students. Barriers to student online collaboration, such as individual preferences, concerns on efficiency, and lack of mutual trust, were observed.…

  13. Civil Behavior, Safe-School Planning, and Dress Codes

    Science.gov (United States)

    Studak, Cathryn M.; Workman, Jane E.

    2007-01-01

    This research examined news reports in order to identify incidents that precipitated dress code revisions. News reports were examined within the framework of rules for civil behavior. Using key words "school dress codes" and "violence," LEXIS/NEXIS was used to access 104 articles from 44 U.S. newspapers from December 3, 2004 to December 2, 2005.…

  14. Obesity associated behavior in adolescents of private schools in Lebanon.

    Science.gov (United States)

    Salameh, Pascale; Barbour, Bernadette; Issa, Carine; Rachidi, Samar

    2011-01-01

    Since adolescence obesity is becoming an international concern, our objective was to evaluate obesity-related behavior in Lebanese adolescents. We performed a cross-sectional study in 19 Lebanese private schools, using a random multistage cluster sampling process. Dietary and physical activity behaviors were assessed in 1933 adolescents aged 12 to 18 years, stressing on differences between boys and girls and obesity categories. We found that boys were more obese than girls (72% versus 3.7% ; p changes in adolescents' behavior, stressing on physical activity for girls and healthier eating for boys.

  15. Profiles of classroom behavior in high schools: associations with teacher behavior management strategies and classroom composition.

    Science.gov (United States)

    Pas, Elise T; Cash, Anne H; O'Brennan, Lindsey; Debnam, Katrina J; Bradshaw, Catherine P

    2015-04-01

    Although there has been considerable attention to the issue of classroom management and processes in educational reform models, there has been relatively limited research on these factors in high schools. The current study utilized observational data from 1262 classrooms in 52 high schools to examine teacher classroom management strategies and ratings of student compliance, engagement, and social disruption. Latent profile analysis (LPA) was conducted to examine specific patterns of classroom-wide student behavior in relation to teachers' use of classroom management strategies and classroom composition. The LPA revealed three distinct classroom behavioral profiles where students consistently met behavioral expectations (71%), inconsistently met expectations (23%), and were noncompliant (6%). Analyses indicated a functional association between patterns of student behavior and teachers' classroom management. In classrooms where students consistently met expectations, teachers provided more opportunities to respond and less disapproval and reactive behavioral management. Classrooms with noncompliant students had teachers who used the most disapproval and reactive behavior management. In addition, classrooms characterized as consistent had fewer males and more White students than classrooms characterized by inconsistent and noncompliant behaviors. These findings highlight the link between student patterns of behavior and teacher classroom management and have important implications for screening and professional development. Copyright © 2014 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  16. The Legal Ethical Backbone of Conscientious Refusal

    DEFF Research Database (Denmark)

    Munthe, Christian; Nielsen, Morten Ebbe Juul

    2017-01-01

    This article analyzes the idea of a legal right to conscientious refusal for healthcare professionals from a basic legal ethical standpoint, using refusal to perform tasks related to legal abortion (in cases of voluntary employment) as a case in point. The idea of a legal right to conscientious...... refusal is distinguished from ideas regarding moral rights or reasons related to conscientious refusal, and none of the latter are found to support the notion of a legal right. Reasons for allowing some sort of room for conscientious refusal for healthcare professionals based on the importance of cultural...... identity and the fostering of a critical atmosphere might provide some support, if no countervailing factors apply. One such factor is that a legal right to healthcare professionals’ conscientious refusal must comply with basic legal ethical tenets regarding the rule of law and equal treatment...

  17. Behavior Change without Behavior Change Communication: Nudging Handwashing among Primary School Students in Bangladesh.

    Science.gov (United States)

    Dreibelbis, Robert; Kroeger, Anne; Hossain, Kamal; Venkatesh, Mohini; Ram, Pavani K

    2016-01-14

    Behavior change communication for improving handwashing with soap can be labor and resource intensive, yet quality results are difficult to achieve. Nudges are environmental cues engaging unconscious decision-making processes to prompt behavior change. In this proof-of-concept study, we developed an inexpensive set of nudges to encourage handwashing with soap after toilet use in two primary schools in rural Bangladesh. We completed direct observation of behaviors at baseline, after providing traditional handwashing infrastructure, and at multiple time periods following targeted handwashing nudges (1 day, 2 weeks, and 6 weeks). No additional handwashing education or motivational messages were completed. Handwashing with soap among school children was low at baseline (4%), increasing to 68% the day after nudges were completed and 74% at both 2 weeks and 6 weeks post intervention. Results indicate that nudge-based interventions have the potential to improve handwashing with soap among school-aged children in Bangladesh and specific areas of further inquiry are discussed.

  18. Moral Orientation and Relationships in School and Adolescent Pro-and Antisocial Behaviors : A Multilevel Study

    NARCIS (Netherlands)

    Wissink, Inge B.; Dekovic, Maja; Stams, Geert-Jan; Asscher, Jessica J.; Rutten, Esther; Zijlstra, Bonne J. H.

    This multilevel study examined the relationships between moral climate factors and prosocial as well as antisocial behaviors inside and outside the school (school misconduct, delinquent behavior, and vandalism). The moral climate factors were punishment- and victim-based moral orientation,

  19. Behavioral Skills Training in Portuguese Children With School Failure Problems

    Directory of Open Access Journals (Sweden)

    Edgar Galindo

    2018-05-01

    Full Text Available This paper postulates that psychology can make an important contribution at an individual level to help children with school failure problems in a context where too little applied research has been conducted on the instructional needs of these children. Some data are analyzed, revealing that, despite some progress, school failure is still a main educational problem in many countries. In this study, Behavioral Skills Training (BST was applied in Portugal to train children with school failure difficulties. BST is a method based on Applied Behavior Analysis, a teaching package consisting of a combination of behavioral techniques: instructions, modeling, rehearsal, and feedback. Two empirical studies are presented. Their main purpose was to develop behavioral diagnostic and training techniques to teach lacking skills. School success was defined in terms of a set of skills proposed by teachers and school failure as a lack of one or more of these skills. The main instrument was a package of training programs to be applied in three areas: basic behavior (precurrents, academic behavior, or social behavior. The second instrument is a package of check-lists, aimed to determine the level of performance of the child in an area. This check-list was applied before (pre-test and after (post-test training. In the first study, 16, 7- to 8-year old children were trained. They were attending the second or third grades and having academic difficulties of different origins. The effects of the training programs are evaluated in terms of percentage of attained objectives, comparing a pre- and a post-test. The results showed an increase in correct responses after training in all cases. To provide a sounder demonstration of the efficacy of the training programs, a second study was carried out using a quasi-experimental design. A multiple baseline design was applied to three 10- to 11-year-old children, referred by teachers because of learning difficulties in the fourth

  20. Relationships between school start time, sleep duration, and adolescent behaviors.

    Science.gov (United States)

    Wahlstrom, Kyla L; Berger, Aaron T; Widome, Rachel

    2017-06-01

    The objectives were 2-fold: (1) to examine how high school start times relate to adolescent sleep duration, and (2) to test associations between sleep duration and mental health- and substance use-related issues and behaviors in teens. This study examines selected questions from survey data collected between 2010 and 2013 high school students. Respondents included more than 9000 students in grades 9 to 12 in 8 high schools in 5 school districts across the United States. The survey instrument is the 97-item Teen Sleep Habits Survey. Logistic regression models were used to calculate adjusted odds ratios and 95% confidence intervals. Because of clustering within schools and the use of repeated measures, generalized estimating equations were used to account for variance inflation. Greater sleep duration was associated with fewer reports of various mental health- and substance use-related issues and behaviors (all P values sleep reported, there was a 28% reduction in the adjusted odds of a participant reporting that he or she felt "unhappy, sad, or depressed." Later wake-up times were associated with a reduction in risk for some, but not all factors. Later start times were significantly associated with greater sleep duration. Given that later start times allow for greater sleep duration and that adequate sleep duration is associated with more favorable mental health- and substance use-related issues and behaviors, it is important that school districts prioritize exploring and implementing policies, such as delayed start times, that may increase the amount of sleep of adolescent students, which is needed for their optimal development. Copyright © 2017 National Sleep Foundation. Published by Elsevier Inc. All rights reserved.

  1. Intensive Behavioral Intervention for School-Aged Children with Autism: Una Breccia nel Muro (UBM)--A Comprehensive Behavioral Model

    Science.gov (United States)

    Fava, Leonardo; Vicari, Stefano; Valeri, Giovanni; D'Elia, Lidia; Arima, Serena; Strauss, Kristin

    2012-01-01

    Although, reviews and outcome research supports empirical evidence for Early Intensive Behavior Intervention in pre-scholars, intensive behavioral service provision for school-aged children with autism spectrum disorders (ASD) are less subject to research studies. In order to provide effective behavioral interventions for school-aged children it…

  2. BIG SCHOOL - SMALL SCHOOL. STUDIES OF THE EFFECTS OF HIGH SCHOOL SIZE UPON THE BEHAVIOR AND EXPERIENCES OF STUDENTS. FINAL REPORT.

    Science.gov (United States)

    BARKER, ROGER G.; AND OTHERS

    STUDIES WERE MADE IN KANSAS HIGH SCHOOLS TO DETERMINE THE EFFECT OF SCHOOL SIZE UPON THE BEHAVIOR AND EXPERIENCES OF STUDENTS. THE FOLLOWING AREAS WERE CONSIDERED-- THE SCHOOL INVOLVED IN THE STUDY, THE DATA GATHERED FROM RECORDS AND RESEARCH, OUT-OF-SCHOOL ACTIVITIES, AND THE PLACE OF HIGH SCHOOL STUDENTS IN THE TOTAL LIFE OF FOUR SMALL TOWNS.…

  3. The School Nurse's Role in Behavioral Health of Students. Position Statement

    Science.gov (United States)

    McDermott, Elizabeth; Bohnenkamp, Jill Haak; Freedland, Mary; Baker, Dian; Palmer, Karla

    2017-01-01

    It is the position of the National Association of School Nurses (NASN) that registered, professional school nurses (hereinafter referred to as school nurses) serve a vital role in promoting positive behavioral health outcomes in students through evidence-based programs and curricula in schools and communities. Behavioral health is as critical to…

  4. Observations of the Middle School Environment: The Context for Student Behavior beyond the Classroom

    Science.gov (United States)

    Rusby, Julie C.; Crowley, Ryann; Sprague, Jeffrey; Biglan, Anthony

    2011-01-01

    This article describes the use of an observation system to measure middle school staff practices, environment characteristics, and student behavior in the school common areas. Data were collected at baseline from 18 middle schools participating in a randomized controlled trial of school-wide Positive Behavior Support. The observations were…

  5. School-Related Assets and Youth Risk Behaviors: Alcohol Consumption and Sexual Activity

    Science.gov (United States)

    Aspy, Cheryl B.; Vesely, Sara K.; Oman, Roy F.; Tolma, Eleni; Rodine, Sharon; Marshall, LaDonna; Fluhr, Janene

    2012-01-01

    Background: Two risk behaviors, alcohol consumption and early initiation of sexual intercourse (ISI), can have devastating consequences for youth. The purpose of this study was to determine the association of school connectedness and school-related behaviors (eg, academic performance, skipping school, getting into trouble at school) with these 2…

  6. 30 CFR 816.83 - Coal mine waste: Refuse piles.

    Science.gov (United States)

    2010-07-01

    ... 30 Mineral Resources 3 2010-07-01 2010-07-01 false Coal mine waste: Refuse piles. 816.83 Section... ACTIVITIES § 816.83 Coal mine waste: Refuse piles. Refuse piles shall meet the requirements of § 816.81, the... drainage may not be diverted over the outslope of the refuse piles. Runoff from the areas above the refuse...

  7. 30 CFR 817.83 - Coal mine waste: Refuse piles.

    Science.gov (United States)

    2010-07-01

    ... 30 Mineral Resources 3 2010-07-01 2010-07-01 false Coal mine waste: Refuse piles. 817.83 Section... ACTIVITIES § 817.83 Coal mine waste: Refuse piles. Refuse piles shall meet the requirements of § 817.81, the... drainage may not be diverted over the outslope of the refuse pile. Runoff from areas above the refuse pile...

  8. Behavior Disorders Prevalence in High School Students in Hamedan Province

    Directory of Open Access Journals (Sweden)

    Ali Reza Zolfaghari

    2014-04-01

    Full Text Available Objective: Behavioral disorders of childhood and adolescence represent a range of problems and Its prevalence varies in different parts of Iran and the world. Knowledge of them is essential to the prevention, treatment and rehabilitation of patients. The aim of this survey is assessment of behavior disorders prevalence in high school students in Hamedan province. Materials & Methods: In this descriptive and cross sectional study, 500 boy and girl students were selected from Hamedan high schools by multistep cluster sampling, based on region and gender. Data were gathered by Achenbach experience questionnaire (YSR form and analyzed by Friedman and independent T tests. Results: The findings showed that prevalence of behavioral problems among students in the province is 10 percent and it was higher in girls than boys. Most disorders were withdrawal disorder / anxiety and attention problems and somatization disorder was the least problem. Conclusion: Prevalence of behavior disorders in Hamedan province compared to other studies is moderate, but the behavior disorders prevalence of boys and girls are different from other researchs.

  9. Social network cohesion in school classes promotes prosocial behavior

    Science.gov (United States)

    Crone, Eveline A.; Meuwese, Rosa; Güroğlu, Berna

    2018-01-01

    Adolescence is a key period of social development at the end of which individuals are expected to take on adult social roles. The school class, as the most salient peer group, becomes the prime environment that impacts social development during adolescence. Using social network analyses, we investigated how individual and group level features are related to prosocial behavior and social capital (generalized trust). We mapped the social networks within 22 classrooms of adolescents aged between 12 and 18 years (N = 611), and collected data on social behaviors towards peers. Our results indicate that individuals with high centrality show both higher levels of prosocial behavior and relational aggression. Importantly, greater social cohesion in the classroom was associated with (1) reduced levels of antisocial behavior towards peers and (2) increased generalized trust. These results provide novel insights in the relationship between social structure and social behavior, and stress the importance of the school environment in the development of not only intellectual but also social capital. PMID:29617405

  10. Functions of parental involvement and effects of school climate on bullying behaviors among South Korean middle school students.

    Science.gov (United States)

    Lee, Chang-Hun; Song, Juyoung

    2012-08-01

    This study uses an ecological systems theory to understand bullying behavior. Emphasis is given to overcome limitations found in the literature, such as very little empirical research on functions of parental involvement and the impacts of school climate on bullying as an outcome variable. Two functions of parental involvement investigated are (a) bridging the negative experiences within the family with bullying behaviors at schools, and (b) influencing school climate. Bullying behaviors were measured by a modified Korean version of Olweus' bully/victim questionnaire (reliability range: .78-.84) from 1,238 randomly selected Korean middle school students in 2007. Findings from structural equation modeling (SEM) analyses showed that (a) individual traits are one of the most important influence on bullying, (b) negative experiences in the family do not have direct influence on bullying behaviors at school, (c) parental involvement influences school climate, and (d) positive school climate was negatively related to bullying behaviors.

  11. 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.

  12. Chinese school teachers' organizational citizenship behavior (OCB): Predictors and outcomes.

    Science.gov (United States)

    Li, Xia

    2013-08-01

    Teacher's organizational citizenship behavior (OCB) is a multifaceted construct that is critical to school effectiveness and to the education enterprise. Four hundred ninety-three teachers in eight different cities on the Chinese mainland were surveyed using the OCB scale developed by Bo Shiuan Cheng, a Taiwanese scholar. The antecedent and outcome variables of OCB were examined in this study. The results showed that the teachers' attitudinal characteristics of career satisfaction and career commitment, and the dispositional characteristic of locus of control, influenced teachers' OCB. In addition, teachers' OCB influenced their work performance as well as their career and organizational turnover intention. The implications of this study suggest a base of knowledge from which school administrators could enhance their school's organizational function and retain teachers. © 2013 The Institute of Psychology, Chinese Academy of Sciences and Wiley Publishing Asia Pty Ltd.

  13. Sexting and sexual behavior among middle school students.

    Science.gov (United States)

    Rice, Eric; Gibbs, Jeremy; Winetrobe, Hailey; Rhoades, Harmony; Plant, Aaron; Montoya, Jorge; Kordic, Timothy

    2014-07-01

    It is unknown if "sexting" (i.e., sending/receiving sexually explicit cell phone text or picture messages) is associated with sexual activity and sexual risk behavior among early adolescents, as has been found for high school students. To date, no published data have examined these relationships exclusively among a probability sample of middle school students. A probability sample of 1285 students was collected alongside the 2012 Youth Risk Behavior Survey in Los Angeles middle schools. Logistic regressions assessed the correlates of sexting behavior and associations between sexting and sexual activity and risk behavior (ie, unprotected sex). Twenty percent of students with text-capable cell phone access reported receiving a sext and 5% reported sending a sext. Students who text at least 100 times per day were more likely to report both receiving (odds ratio [OR]: 2.4) and sending (OR: 4.5) sexts and to be sexually active (OR: 4.1). Students who sent sexts (OR: 3.2) and students who received sexts (OR: 7.0) were more likely to report sexual activity. Compared with not being sexually active, excessive texting and receiving sexts were associated with both unprotected sex (ORs: 4.7 and 12.1, respectively) and with condom use (ORs: 3.7 and 5.5, respectively). Because early sexual debut is correlated with higher rates of sexually transmitted infections and teen pregnancies, pediatricians should discuss sexting with young adolescents because this may facilitate conversations about sexually transmitted infection and pregnancy prevention. Sexting and associated risks should be considered for inclusion in middle school sex education curricula. Copyright © 2014 by the American Academy of Pediatrics.

  14. Personal values and cancer treatment refusal

    NARCIS (Netherlands)

    Evert van Leeuwen; Marli Huijer

    2000-01-01

    This pilot study explores the reasons patients have for refusing chemotherapy, and the ways oncologists respond to them. Our hypothesis, generated from interviews with patients and oncologists, is that an ethical approach that views a refusal as an autonomous choice, in which patients are informed

  15. [Refusal of nursing care, the legal perspective].

    Science.gov (United States)

    Fisman, Jérôme

    2016-10-01

    The refusal of nursing care forms part of the freedom offered to anyone wanting to refuse, consciously and knowingly, any form of nursing care such as washing, the taking of medication or hospitalisation. However, limits are fixed by law as well as by case law. Are we totally free in the expression of our will? Copyright © 2016 Elsevier Masson SAS. All rights reserved.

  16. Cognitive-Behavioral Therapy for Anxiety in Elementary School Students

    Directory of Open Access Journals (Sweden)

    Emine Gül Kapçı

    2012-07-01

    Full Text Available Objective: The study examined the effectiveness of a school-based cognitive-behavioral therapy (CBT program for school aged children with high levels of anxiety symptoms. Method: The study design was a randomized controlled trial (RCT comparing CBT to a waitlist-control condition. A total of 61 children (37 girls and 24 boys; age range 8-13 with high scores on either self-report or parental reports of anxiety participated in the study. The treatment group received 10 weekly sessions over three months that was administered using the Cool Kids treatment manual (Lyneham 2003. Outcome measures included parent-rated scales of anxiety and anxiety interference, and child self-report scales of anxiety, anxiety interference, depression and self-esteem. Both study groups were comparable at baseline for clinical and demographic variables. A mixed design ANOVA with pre-post treatment as within and CBT vs waitlist groups as between group variable was used for statistical analysis. Results: At post-test, CBT group had lower scores on anxiety, interference of anxiety and depression scales and higher scores on self-esteem scales of scholastic competence, social acceptance and behavioral conduct, but not physical appearance and athletic ability compared to the waitlist control group. Conclusions: The study presents empirical evidence for the effectiveness of a school based CBT Cool Kids program for reducing anxiety symptoms and increasing self-esteem in elementary school children. Future studies may examine the durability of treatment gains

  17. Validation of the Elementary Social Behavior Assessment: A Measure of Student Prosocial School Behaviors

    Science.gov (United States)

    Pennefather, Jordan T.; Smolkowski, Keith

    2015-01-01

    We describe the psychometric evaluation of the "Elementary Social Behavior Assessment" (ESBA™), a 12-item scale measuring teacher-preferred, positive social skills. The ESBA was developed for use in elementary school classrooms to measure teacher perceptions of students using time-efficient, web-based data collection methods that allow…

  18. Moderators of Negative Peer Influence on Early Adolescent Externalizing Behaviors: Individual Behavior, Parenting, and School Connectedness

    Science.gov (United States)

    Mrug, Sylvie; Windle, Michael

    2009-01-01

    This study examined the extent to which antisocial behavior, parenting, and school connectedness moderated the association between peer deviancy in preadolescence and externalizing problems in early adolescence. The participants included 500 boys and girls, most of them African Americans. Peer deviancy was measured with teacher reports of…

  19. Feeding Behavior and Nutrition Education in Primary School Students: A School-Based Study

    Directory of Open Access Journals (Sweden)

    Mahmut Kilic

    2016-01-01

    Full Text Available Aim: This study of nutrition education given to primary school students was conducted to determine the effects of feeding behavior. Material and Method: This is an intervention study. Research was made at elementary schools located in the center of the province of Yozgat among 6 grade students in 2012-2013. Students were divided into 2 groups by random. Students in the intervention (n=305 and control (n=233 groups were administered a questionnaire prepared by the researcher feeding behaviors. Nutrition surveys in the intervention group after the application of the selected class are given a standardized nutrition education by intern nurses. In data analysis, the dependent and independent samples Student%u2019s t-test, ANOVA for repeated measures multivariate analysis (repeated multiple general model, chi-square, correlation and regression analysis were used. Results: Seventy-one percent point nine of the students usually make breakfast before coming school, 24.5% often bring food to school, 79.4% have at least 3 meals a day, %41.3 at least 2 times eating something between meals. After a year of this habit of the students (49.3% increases in the frequency of eating something between meals as well as a reduction of approximately 10% was determined. In the study, positive and negative eating behavior could not gain the desired level of behavior change with the education given in schools to students. However, the decline in average scores positive eating behaviors, the intervention group (%uF8E5d=3.5 than in the control group (%uF8E5d=6.4 were found to be less. Discussion: Education is an important method meets the information needs of individuals, but is insufficient in creating behavior change in a short time.

  20. Diet and behavioral problems at school in Norwegian adolescents

    Directory of Open Access Journals (Sweden)

    Rune Høigaard

    2012-06-01

    Full Text Available Background: Discussion about dietary factors in relation to behavioral problems in children and adolescents has been going on for a long time. Objective: The aim of this study was to investigate the cross-sectional relation between diet and self-reported behavioral problems at school in adolescents in the southern part of Norway. Design: In total, 475 ninth- and tenth-grade students (236 boys and 239 girls out of 625 eligible students from four different secondary schools in three different communities in Vest-Agder County, Norway, participated, giving a participation rate of 77%. The students filled in a questionnaire with food frequency questions of selected healthy (e.g. fruits, vegetables, and fish and unhealthy (e.g. sweets, sugar-sweetened beverages, and crisps food items, questions of meal frequency, and four questions regarding behavioral problems at school. Results: Having breakfast regularly was significantly associated with decreased odds of behavioral problems (OR: 0.29 (0.15 − 0.55, p≤0.001. A high intake of unhealthy foods, such as sugar-sweetened soft drinks (OR: 2.8 (1.06 − 7.42, p=0.03 and sweets (OR: 2.63 (1.39 − 4.98, p=0.003, was significantly associated with increased odds of behavioral problems. At the same time, a high intake of fruits was associated with decreased odds of behavioral problems in Norwegian adolescents (OR: 0.30 (0.10 − 0.87, p=0.03. All ORs are adjusted for sex and BMI. Conclusions: This study shows that having an optimal diet and not skipping meals are associated with decreased odds of behavioral problems at school in Norwegian adolescents. Hence, it is important to improve the dietary intake and meal pattern of Norwegian adolescents. The cross-sectional design of this study limits any causal interpretations of the results of the study.

  1. An investigation on the effect of Health Belief Model-based education on refusal skills in high risk situations among female students.

    Science.gov (United States)

    Boroumandfar, Khadijeh; Shabani, Fatemeh; Ghaffari, Mohtasham

    2012-03-01

    Various studies show an association between lack of social skills in adolescents and the future incidence of behavioral disorders. If girls, as future mothers, lack adequate health, awareness, self confidence and social skills, they may act as a source of many social problems. Therefore, the present study has tried to educate this group on one of the most essential social skills, refusal skill in high risk situation. This is a field quasi experimental study conducted on 145 female students in middle schools in Arak, Iran in 2010-2011. The schools were randomly selected. The subjects were selected through systematic random sampling from the schools' log book. The data were collected by questionnaires containing personal and familial characteristics, three health belief model structures, and behavioral intention in high risk situations. The data were analyzed by descriptive statistical tests (frequency distribution, mean, SD) and inferential tests of repetitive variance analysis and T-test through SPSS. In the present study, repetitive variance analysis showed that education by use of a health belief model had a positive effect on refusal skills in high risk situations as well as perceived barriers (p = 0.007), self-efficacy (p = 0.015), behavioral intention (p = 0.048) after educational intervention in the study group, but not on perceived benefits (p = 0.180). The results showed that education significantly increased refusal skills in high risk situations in the study group through the health belief model. With regard to the results, it is essential to equip the students with preventive behaviors to guarantee their physical, emotional and social health.

  2. Behavioral Dysphonia and Depression in Elementary School Teachers.

    Science.gov (United States)

    Marques da Rocha, Luise; Behlau, Mara; Dias de Mattos Souza, Luciano

    2015-11-01

    To verify the relationship between behavioral dysphonia and current depressive episodes in municipal elementary school teachers. We hypothesize that teachers with behavioral dysphonia will be more susceptible to psychiatric disorders. Cross-sectional study, quantitative, conducted across municipal schools in both rural and urban regions of Pelotas. Five-hundred seventy-five teachers from urban and rural areas of the same Brazilian state were included. The full version of the Voice Handicap Index validated into Brazilian Portuguese was used to determine the presence of behavioral dysphonia. A profile of vocal behaviors was also used to quantify the number of phonotraumatic events. In addition, the Mini-International Neuropsychiatric Interview was used to determine current episodes of depression. Data were analyzed via correlative studies using chi-square and Poisson regression analyses. Across all teachers, the prevalence of dysphonia was 33.9% and 55% reported that they had already taken a leave because of their voice. Those teachers with a current depressive episode had a higher rate of dysphonia compared with those without depression (prevalence ratio [PR] 1.66; P Teachers who presented with a risk of serious vocal problems had a prevalence ratio of 2.58, indicating a greater proportion of dysphonia, whereas teachers classified as champions of abuse were five times more likely compared with those teachers with behaved or candidates for voice problems. There is an association between behavioral dysphonia and current depressive episodes in elementary school teachers. Copyright © 2015 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

  3. Associations of Physical Activity and Sedentary Behaviors with Dietary Behaviors among US High School Students

    Directory of Open Access Journals (Sweden)

    Richard Lowry

    2015-01-01

    Full Text Available Background. Physical activity (PA, sedentary behaviors, and dietary behaviors are each associated with overweight and obesity among youth. However, the associations of PA and sedentary behaviors with dietary behaviors are complex and not well understood. Purpose. To describe the associations of PA and sedentary behaviors with dietary behaviors among a representative sample of US high school students. Methods. We analyzed data from the 2010 National Youth Physical Activity and Nutrition Study (NYPANS. Using logistic regression models which controlled for sex, race/ethnicity, grade, body weight status, and weight management goals, we compared dietary behaviors among students who did and did not meet national recommendations for PA and sedentary behaviors. Results. Students who participated in recommended levels of daily PA (DPA and muscle strengthening PA (MSPA were more likely than those who did not to eat fruits and vegetables. Students who exceeded recommended limits for television (TV and computer/video game (C/VG screen time were less likely than those who did not to consume fruits and vegetables and were more likely to consume fast food and sugar-sweetened beverages. Conclusions. Researchers may want to address PA, sedentary behaviors, and dietary behaviors jointly when developing health promotion and obesity prevention programs for youth.

  4. 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…

  5. Health behaviors and work-related outcomes among school employees.

    Science.gov (United States)

    LeCheminant, James D; Merrill, Ray M; Masterson, Travis

    2015-05-01

    To determine the association between selected health behaviors and work-related outcomes among 2398 school-based employees who voluntarily enrolled in a worksite wellness program. This study presents participants' baseline data collected from a personal health assessment used by Well-Steps, a third-party wellness company. Employees with high levels of exercise, fruit/vegetable consumption, or restful sleep exhibited higher job-performance and job-satisfaction, and lower absenteeism (p job-performance (Prevalence Ratio=1.09; 95% CI=1.05-1.13), job-satisfaction (Prevalence Ratio=1.53; 95% CI=1.30-1.80), and lower absenteeism (Prevalence Ratio=1.16; 95% CI=1.08-1.325). Further, number of co-occurring health behaviors influenced other satisfaction and emotional health outcomes. Selected healthy behaviors, individually or co-occurring, are associated with health outcomes potentially important at the worksite.

  6. Positive Behavior Support in Schools (PBSIS): An Administrative Perspective on the Implementation of a Comprehensive School-Wide Intervention in an Urban Charter School

    Science.gov (United States)

    Christofferson, Remi Dabney; Callahan, Kathe

    2015-01-01

    This research explores the implementation of a school-wide intervention program that was designed to foster and instill intrinsic values based on an external reward system. The Positive Behavior Support in Schools (PBSIS) is an intervention intended to improve the climate of schools using system-wide positive behavioral interventions to discourage…

  7. Teacher Attitudes and Behavior toward the Inclusion of Children with Social, Emotional and Behavioral Difficulties in Mainstream Schools: An Application of the Theory of Planned Behavior

    Science.gov (United States)

    MacFarlane, Kate; Woolfson, Lisa Marks

    2013-01-01

    The Theory of Planned Behavior (TPB) was used to examine relationships between teacher attitudes and behavior toward children with social, emotional and behavioral difficulties (SEBD). One hundred and eleven elementary school teachers completed questionnaires. Teacher perception of their school principals' expectations (subjective norm) predicted…

  8. Conjoint behavioral consultation: implementing a tiered home-school partnership model to promote school readiness.

    Science.gov (United States)

    Clarke, Brandy L; Sheridan, Susan M; Woods, Kathryn E

    2014-01-01

    An ecological perspective to school readiness focuses on child and family readiness by enhancing the developmental contexts and relationships within which children reside (e.g., home environment, parent-child relationship, home-school relationships). The Getting Ready intervention is an ecological, relationally based, tiered intervention providing both universal and intensive services to children and families to promote child and family school readiness. Intensive level consultation services were provided via Conjoint Behavioral Consultation (CBC; Sheridan & Kratochwill, 1992 , 2008 ). The purpose of this article is to describe the implementation and effects of CBC within the Getting Ready intervention to promote child and family school readiness. Keys to successful implementation of the CBC intervention and issues needing further investigation are discussed.

  9. The Legal Ethical Backbone of Conscientious Refusal.

    Science.gov (United States)

    Munthe, Christian; Nielsen, Morten Ebbe Juul

    2017-01-01

    This article analyzes the idea of a legal right to conscientious refusal for healthcare professionals from a basic legal ethical standpoint, using refusal to perform tasks related to legal abortion (in cases of voluntary employment) as a case in point. The idea of a legal right to conscientious refusal is distinguished from ideas regarding moral rights or reasons related to conscientious refusal, and none of the latter are found to support the notion of a legal right. Reasons for allowing some sort of room for conscientious refusal for healthcare professionals based on the importance of cultural identity and the fostering of a critical atmosphere might provide some support, if no countervailing factors apply. One such factor is that a legal right to healthcare professionals' conscientious refusal must comply with basic legal ethical tenets regarding the rule of law and equal treatment, and this requirement is found to create serious problems for those wishing to defend the idea under consideration. We conclude that the notion of a legal right to conscientious refusal for any profession is either fundamentally incompatible with elementary legal ethical requirements, or implausible because it undermines the functioning of a related professional sector (healthcare) or even of society as a whole.

  10. Legal briefing: conscience clauses and conscientious refusal.

    Science.gov (United States)

    Pope, Thaddeus Mason

    2010-01-01

    This issue's "Legal Briefing" column covers legal developments pertaining to conscience clauses and conscientious refusal. Not only has this topic been the subject of recent articles in this journal, but it has also been the subject of numerous public and professional discussions. Over the past several months, conscientious refusal disputes have had an unusually high profile not only in courthouses, but also in legislative and regulatory halls across the United States. Healthcare providers' own moral beliefs have been obstructing and are expected to increasingly obstruct patients' access to medical services. For example, some providers, on ethical or moral grounds, have denied: (1) sterilization procedures to pregnant patients, (2) pain medications in end-of-life situations, and (3) information about emergency contraception to rape victims. On the other hand, many healthcare providers have been forced to provide medical treatment that is inconsistent with their moral beliefs. There are two fundamental types of conscientious objection laws. First, there are laws that permit healthcare workers to refuse providing - on ethical, moral, or religious grounds healthcare services that they might otherwise have a legal or employer-mandated obligation to provide. Second, there are laws directed at forcing healthcare workers to provide services to which they might have ethical, moral, or religious objections. Both types of laws are rarely comprehensive, but instead target: (1) certain types of healthcare providers, (2) specific categories of healthcare services, (3) specific patient circumstances, and (4) certain conditions under which a right or obligation is triggered. For the sake of clarity, I have grouped recent legal developments concerning conscientious refusal into eight categories: 1. Abortion: right to refuse 2. Abortion: duty to provide 3. Contraception: right to refuse 4. Contraception: duty to provide 5. Sterilization: right to refuse 6. Fertility, HIV, vaccines

  11. Eating Behavior and Attitude toward School Lunches in Elementary School Children

    OpenAIRE

    嶋田, さおり; 若林, 良和; 西村, 栄恵; 逸見, 幾代

    2015-01-01

    We conducted a survey of the eating habits of children in elementary schools that work actively in food education and take advantage of local products, and analyzed the trends in eating behavior and the attitude toward school lunches in each grade. The results of this study are summarized as follows: 1. 88.1% of children eat breakfast every day: second graders represent the highest percentage at 97.1% and sixth graders the lowest at 83.7%. The most common reason for not eating breakfast was "...

  12. Uses of Youth Risk Behavior Survey and School Health Profiles Data: Applications for Improving Adolescent and School Health

    Science.gov (United States)

    Foti, Kathryn; Balaji, Alexandra; Shanklin, Shari

    2011-01-01

    Background: To monitor priority health risk behaviors and school health policies and practices, respectively, the Centers for Disease Control and Prevention (CDC) developed the Youth Risk Behavior Surveillance System (YRBSS) and the School Health Profiles (Profiles). CDC is often asked about the use and application of these survey data to improve…

  13. Teacher Expectations of Students' Classroom Behavior: Do Expectations Vary as a Function of School Risk?

    Science.gov (United States)

    Lane, Kathleen Lynne; Pierson, Melinda R.; Stang, Kristin K.; Carter, Erik W.

    2010-01-01

    Understanding the social behaviors teachers believe is critical for school success and can contribute to the development of effective behavioral supports and assist teachers in better preparing students for successful school transitions across the K-12 grade span. We explored 1303 elementary, middle, and high school teachers' expectations of…

  14. 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…

  15. Chemical reagent and process for refuse disposal

    International Nuclear Information System (INIS)

    Somerville, R.B.; Fan, L.T.

    1989-01-01

    A process for treating refuse by mixing them with a reactive chemical and a puzzolana-type material. Said chemical includes a retarding agent which modifies the viscosity and an accelerating agent. (author)

  16. Examining the Associations Among Home–School Dissonance, Amotivation, and Classroom Disruptive Behavior for Urban High School Students

    OpenAIRE

    Brown-Wright, Lynda; Tyler, Kenneth M.; Graves, Scott L.; Thomas, Deneia; Stevens-Watkins, Danelle; Mulder, Shambra

    2011-01-01

    The current study examined the association among home–school dissonance, amotivation, and classroom disruptive behavior among 309 high school juniors and seniors at two urban high schools in the Southern region of the country. Students completed two subscales of the Patterns of Learning Activities Scales (PALS) and one subscale of the Academic Motivation Scale (AMS). ANCOVA analyses revealed significant differences in classroom disruptive behaviors for the gender independent variable. Control...

  17. Behavior Change without Behavior Change Communication: Nudging Handwashing among Primary School Students in Bangladesh

    Science.gov (United States)

    Dreibelbis, Robert; Kroeger, Anne; Hossain, Kamal; Venkatesh, Mohini; Ram, Pavani K.

    2016-01-01

    Behavior change communication for improving handwashing with soap can be labor and resource intensive, yet quality results are difficult to achieve. Nudges are environmental cues engaging unconscious decision-making processes to prompt behavior change. In this proof-of-concept study, we developed an inexpensive set of nudges to encourage handwashing with soap after toilet use in two primary schools in rural Bangladesh. We completed direct observation of behaviors at baseline, after providing traditional handwashing infrastructure, and at multiple time periods following targeted handwashing nudges (1 day, 2 weeks, and 6 weeks). No additional handwashing education or motivational messages were completed. Handwashing with soap among school children was low at baseline (4%), increasing to 68% the day after nudges were completed and 74% at both 2 weeks and 6 weeks post intervention. Results indicate that nudge-based interventions have the potential to improve handwashing with soap among school-aged children in Bangladesh and specific areas of further inquiry are discussed. PMID:26784210

  18. Behavior Change without Behavior Change Communication: Nudging Handwashing among Primary School Students in Bangladesh

    Directory of Open Access Journals (Sweden)

    Robert Dreibelbis

    2016-01-01

    Full Text Available Behavior change communication for improving handwashing with soap can be labor and resource intensive, yet quality results are difficult to achieve. Nudges are environmental cues engaging unconscious decision-making processes to prompt behavior change. In this proof-of-concept study, we developed an inexpensive set of nudges to encourage handwashing with soap after toilet use in two primary schools in rural Bangladesh. We completed direct observation of behaviors at baseline, after providing traditional handwashing infrastructure, and at multiple time periods following targeted handwashing nudges (1 day, 2 weeks, and 6 weeks. No additional handwashing education or motivational messages were completed. Handwashing with soap among school children was low at baseline (4%, increasing to 68% the day after nudges were completed and 74% at both 2 weeks and 6 weeks post intervention. Results indicate that nudge-based interventions have the potential to improve handwashing with soap among school-aged children in Bangladesh and specific areas of further inquiry are discussed.

  19. When does food refusal require professional intervention?

    OpenAIRE

    Dovey, Terence M.; Farrow, Claire V.; Martin, Clarissa I.; Isherwood, Elaine; Halford, Jason C.G.

    2009-01-01

    Food refusal can have the potential to lead to nutritional deficiencies, which increases the risk of a variety of communicable and non-communicable diseases. Deciding when food refusal requires professional intervention is complicated by the fact that there is a natural and appropriate stage in a child's development that is characterised by increased levels of rejection of both previously accepted and novel food items. Therefore, choosing to intervene is difficult, which if handled badly can ...

  20. Risky business: Behaviors associated with indoor tanning in US high school students

    OpenAIRE

    Chapman, Stephanie; Ashack, Kurt; Bell, Eric; Sendelweck, Myra Ann; Dellavalle, Robert

    2017-01-01

    Background: Understanding of associations between indoor tanning and risky health related behaviors such as sexual activity and substance abuse among high school students across the United States is incomplete. Objective: To identify risky health related behaviors among high school students utilizing indoor tanning and analyze differences between state specific data. Methods: Results from the Youth Risk Behavior Surveillance System (YRBSS) 2013 in...

  1. Bullying in Secondary Schools: Action Planning Using a Positive Behavior Intervention and Support Framework

    Science.gov (United States)

    Lawrence, Tory De Shannon

    2017-01-01

    Bullying behavior is not a new issue, but despite the efforts of many, the problem continues to plague our students and schools, particularly in secondary schools. Secondary school leaders need a school-wide strategic plan for bullying prevention. Students need to be engaged in learning how to resolve conflicts and in understanding how bullying…

  2. Effects of School Principals' Leadership Behaviors: A Comparison between Taiwan and Japan

    Science.gov (United States)

    Chen, Yi-Gean; Cheng, Jao-Nan; Sato, Mikio

    2017-01-01

    This study is a cross-national research in school leadership behaviors. Research subjects in this study include primary and secondary school teachers in Taiwan and northeastern Japan. By referring to "School leadership of the future," this study summarized that school leadership is working toward a team approach to instruction…

  3. An Investigation of the Relationship between the Components of School Climate and Leadership Behaviors on Student Achievement: Urban School Districts in the Mid-Atlantic Region

    Science.gov (United States)

    Collins, Karmen J.

    2015-01-01

    The purpose of this research study was to investigate the relationship between the components of school climate and leadership behaviors on student achievement in an urban school district in the mid-atlantic region. School climate and leadership behaviors for the participating school districts was determined by the School Climate Survey (Corner…

  4. 30 CFR 77.215-4 - Refuse piles; abandonment.

    Science.gov (United States)

    2010-07-01

    ... 30 Mineral Resources 1 2010-07-01 2010-07-01 false Refuse piles; abandonment. 77.215-4 Section 77... MINES Surface Installations § 77.215-4 Refuse piles; abandonment. When a refuse pile is to be abandoned... refuse pile shall be abandoned in accordance with a plan submitted by the operator and approved by the...

  5. High school students’ usage behavior and views about mobile phones

    Directory of Open Access Journals (Sweden)

    Ahmet Ergin

    2014-09-01

    Full Text Available Objective: The aim of this study was to determine high school students’ usage behavior and views about mobile phones. Methods:Totally 253 (85.5% students educated at Honaz High School within the academic year 2010-2011, participated to this cross-sectional study and a questionnaire consisting of 42 questions which aimed to determine usage behavior and views about mobile phones was administered to the students. Results:The mean age of the students was 16.1 ± 1.1 years, and 56.9% of them were girl. 79.8% of students have mobile phone and 53.9% of them make daily average of over 30 minutes mobile phone calls. 76.1% of participants stated that they did not use headphones, 78.1% did not turn off their mobile phones when they are sleeping and 67.3% put it right next to them or under the pillow. 83.1% of students think mobile phones are harmful for human health, 56.7% think the base stations are harmful to human health and the environment, 91.3% think mobile phones are harmful for children, pregnant women and elderly people. Conclusion: It is found that students’ mobile phone ownership is widespread, the age of starting to use mobile phone and headphones usage is low, knowledge about the base stations is not adequate.

  6. Functional Behavior Assessments and Behavior Intervention Plans in Rural Schools: An Exploration of the Need, Barriers, and Recommendations

    Science.gov (United States)

    Oram, Lindsay; Owens, Sarah; Maras, Melissa

    2016-01-01

    A wealth of research highlights negative outcomes associated with mental and behavioral health problems in children and adolescents. Prevention-based frameworks have been developed to provide prevention and early intervention in the school setting. Tertiary behavioral supports often include the use of functional behavior assessments (FBAs) and…

  7. Access to Waterless Hand Sanitizer Improves Student Hand Hygiene Behavior in Primary Schools in Nairobi, Kenya

    OpenAIRE

    Pickering, Amy J.; Davis, Jennifer; Blum, Annalise G.; Scalmanini, Jenna; Oyier, Beryl; Okoth, George; Breiman, Robert F.; Ram, Pavani K.

    2013-01-01

    Handwashing is difficult in settings with limited resources and water access. In primary schools within urban Kibera, Kenya, we investigated the impact of providing waterless hand sanitizer on student hand hygiene behavior. Two schools received a waterless hand sanitizer intervention, two schools received a handwashing with soap intervention, and two schools received no intervention. Hand cleaning behavior after toilet use was monitored for 2 months using structured observation. Hand cleaning...

  8. Examining the Associations Among Home-School Dissonance, Amotivation, and Classroom Disruptive Behavior for Urban High School Students.

    Science.gov (United States)

    Brown-Wright, Lynda; Tyler, Kenneth M; Graves, Scott L; Thomas, Deneia; Stevens-Watkins, Danelle; Mulder, Shambra

    2013-01-01

    The current study examined the association among home-school dissonance, amotivation, and classroom disruptive behavior among 309 high school juniors and seniors at two urban high schools in the Southern region of the country. Students completed two subscales of the Patterns of Learning Activities Scales (PALS) and one subscale of the Academic Motivation Scale (AMS). ANCOVA analyses revealed significant differences in classroom disruptive behaviors for the gender independent variable. Controlling for gender in the multiple hierarchical regression analyses, it was revealed that home-school dissonance significantly predicted both amotivation and classroom disruptive behavior. In addition, a Sobel mediation analysis showed that amotivation was a significant mediator of the association between home-school dissonance and classroom disruptive behavior. Findings and limitations are discussed.

  9. Examining the Associations Among Home–School Dissonance, Amotivation, and Classroom Disruptive Behavior for Urban High School Students

    Science.gov (United States)

    Brown-Wright, Lynda; Tyler, Kenneth M.; Graves, Scott L.; Thomas, Deneia; Stevens-Watkins, Danelle; Mulder, Shambra

    2015-01-01

    The current study examined the association among home–school dissonance, amotivation, and classroom disruptive behavior among 309 high school juniors and seniors at two urban high schools in the Southern region of the country. Students completed two subscales of the Patterns of Learning Activities Scales (PALS) and one subscale of the Academic Motivation Scale (AMS). ANCOVA analyses revealed significant differences in classroom disruptive behaviors for the gender independent variable. Controlling for gender in the multiple hierarchical regression analyses, it was revealed that home–school dissonance significantly predicted both amotivation and classroom disruptive behavior. In addition, a Sobel mediation analysis showed that amotivation was a significant mediator of the association between home–school dissonance and classroom disruptive behavior. Findings and limitations are discussed. PMID:27081213

  10. Direct Self-Injurious Behavior (D-SIB and Life Events among Vocational School and High School Students

    Directory of Open Access Journals (Sweden)

    Lili O. Horváth

    2018-05-01

    Full Text Available Although several studies have recently assessed direct self-injurious behavior (D-SIB among adolescents, it is still understudied in adolescents attending vocational schools: an educational setting generally associated with lower socioeconomic status. After extending the “Saving and Empowering Young Lives in Europe” (SEYLE project to a vocational school population, we examined their D-SIB and life event characteristics compared to the high school population. SEYLE’s Hungarian randomly selected high school sample (N = 995 was completed with a randomly selected vocational school sample (N = 140 in Budapest, Hungary. Participants aged 14–17 years completed the SEYLE project’s self-administered questionnaires. D-SIB lifetime prevalence was significantly higher (29.4% in the vocational school group compared to the high school group (17.2% (Χ2(1 = 12.231, p< 0.001. D-SIB was associated with suicidal ideation in the vocational school group. Different life events were more frequent in the high school than in the vocational school group, and associations between D-SIB and life events differed in the vocational school group compared to the high school group. In conclusion, vocational school students are a vulnerable population with a higher prevalence of D-SIB compared to high school students. Life events and their association with D-SIB also differ in vocational school students compared to high school students. Taking all these into account might contribute to prevention/intervention designed for this population.

  11. Sedentary behavior during school-time: Sociodemographic, weight status, physical education class, and school performance correlates in Brazilian schoolchildren.

    Science.gov (United States)

    da Costa, Bruno G G; da Silva, Kelly S; George, Amanda M; de Assis, Maria Alice A

    2017-01-01

    To investigate whether sedentary behavior during school-time is associated with gender, age, mother's education, having physical education classes, weight status, and academic performance. Cross-sectional study. A sample of 571 children (7-12 years old) from five elementary schools in Florianopolis, South Brazil had their height and weight measured, and wore accelerometers during class time. Teachers completed a form to evaluate children's reading and writing skills. Parents provided sociodemographic and educational information. Data was analyzed using multilevel linear regression analyses. Children spent an average of 132min in sedentary behavior during school-time (64% of total school-time). Girls (137.5min), obese children (138.1min), older children (144.2min), and those who did not have physical education classes (140.2min) spent more time engaged in sedentary activities than their peers. Academic performance and mother's education were not associated with sedentary behaviors. Children spent most of their school-time in sedentary activities, with girls, older students, and obese students being even more sedentary than their peers. Physical education classes were a protective factor against excessive sedentary behavior in school. Interventions for reducing sedentary behavior during school-time could employ additional strategies to benefit the at risk groups. In addition, encouraging student's participation in physical education classes could minimize the time spent in sedentary behavior during school hours. Copyright © 2016 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

  12. School Mobility and Students' Academic and Behavioral Outcomes

    Science.gov (United States)

    Han, Seunghee

    2014-01-01

    The study examined estimated effects of school mobility on students' academic and behaviouiral outcomes. Based on data for 2,560 public schools from the School Survey on Crime and Safety (SSOCS) 2007-2008, the findings indicate that high schools, urban schools, and schools serving a total student population of more than 50 percent minority…

  13. DASH - Youth Risk Behavior Surveillance System (YRBSS): High School - Excluding Sexual Identity

    Data.gov (United States)

    U.S. Department of Health & Human Services — 1991-2015. High School Dataset. The Youth Risk Behavior Surveillance System (YRBSS) monitors six categories of priority health behaviors among youth and young...

  14. Medication Refusal: Resident Rights, Administration Dilemma.

    Science.gov (United States)

    Haskins, Danielle R; Wick, Jeannette Y

    2017-12-01

    Occasionally, residents actively or passively refuse to take medications. Residents may refuse medication for a number of reasons, including religious beliefs, dietary restrictions, misunderstandings, cognitive impairment, desire to self-harm, or simple inconvenience. This action creates a unique situation for pharmacists and long-term facility staff, especially if patients have dementia. Residents have the legal right to refuse medications, and long-term care facilities need to employ a process to resolve disagreement between the health care team that recommends the medication and the resident who refuses it. In some cases, simple interventions like selecting a different medication or scheduling medications in a different time can address and resolve the resident's objection. If the medical team and the resident cannot resolve their disagreement, often an ethics consultation is helpful. Documenting the resident's refusal to take any or all medications, the health care team's actions and any other outcomes are important. Residents' beliefs may change over time, and the health care team needs to be prepared to revisit the issue as necessary.

  15. Cubicle Refusal in Norwegian Dairy Herds

    Directory of Open Access Journals (Sweden)

    Myren HJ

    2001-03-01

    Full Text Available In order to survey the behaviour of choosing the alley area instead of a cubicle as a lying place (cubicle refusal, a questionnaire was sent to the 273 dairy farms in Norway known to keep cows in cubicle housing systems. Sixty-six percent of the farmers contacted were included in the study. The median herd size was 18 cows (range 7–118. More than 85% of the herds had sheds providing one or more cubicles per cow. The mean herd occurrence of cubicle refusal was 6%, but showed great variation (range 0–55%. Regression analysis showed a significant association between rearing heifers in slatted floor pens and an increased cubicle refusal occurrence (p = 0.02, R2 = 0.05, while herd size, use of litter, or cubicle-to-animal ratio were not found to be associated with cubicle refusal. The practice of rearing heifers in slatted floor pens accounted for about one half of the observed cubicle refusal (etiologic fraction = 0.51.

  16. Heritable differences in schooling behavior among threespine stickleback populations revealed by a novel assay.

    Directory of Open Access Journals (Sweden)

    Abigail R Wark

    2011-03-01

    Full Text Available Identifying the proximate and ultimate mechanisms of social behavior remains a major goal of behavioral biology. In particular, the complex social interactions mediating schooling behavior have long fascinated biologists, leading to theoretical and empirical investigations that have focused on schooling as a group-level phenomenon. However, methods to examine the behavior of individual fish within a school are needed in order to investigate the mechanisms that underlie both the performance and the evolution of schooling behavior. We have developed a technique to quantify the schooling behavior of an individual in standardized but easily manipulated social circumstances. Using our model school assay, we show that threespine sticklebacks (Gasterosteus aculeatus from alternative habitats differ in behavior when tested in identical social circumstances. Not only do marine sticklebacks show increased association with the model school relative to freshwater benthic sticklebacks, they also display a greater degree of parallel swimming with the models. Taken together, these data indicate that marine sticklebacks exhibit a stronger tendency to school than benthic sticklebacks. We demonstrate that these population-level differences in schooling tendency are heritable and are shared by individuals within a population even when they have experienced mixed-population housing conditions. Finally, we begin to explore the stimuli that elicit schooling behavior in these populations. Our data suggest that the difference in schooling tendency between marine and benthic sticklebacks is accompanied by differential preferences for social vs. non-social and moving vs. stationary shelter options. Our study thus provides novel insights into the evolution of schooling behavior, as well as a new experimental approach to investigate the genetic and neural mechanisms that underlie this complex social behavior.

  17. Do schools influence student risk-taking behaviors and emotional health symptoms?

    Science.gov (United States)

    Denny, Simon J; Robinson, Elizabeth M; Utter, Jennifer; Fleming, Theresa M; Grant, Sue; Milfont, Taciano L; Crengle, Sue; Ameratunga, Shanthi N; Clark, Terryann

    2011-03-01

    Many schools engage in health promotion, health interventions, and services aimed at improving the health and well-being outcomes for students. The purpose of this study was to examine the effects of schools on student health risk-taking behaviors and depressive symptoms. A nationally representative sample (n = 9,056) of students from 96 secondary schools completed a health and well-being survey using Internet Tablets that included questions on school climate, health risk-taking behaviors, and mental health. Teachers (n = 2,901) and school administrators (n = 91) completed questionnaires on aspects of the school climate which included teacher well-being and burnout, the staff work environment, health and welfare services for students, and school organizational support for student health and well-being. Multilevel models were used to estimate school effects on the health risk-taking behaviors and depression symptoms among students. Schools where students reported a more positive school climate had fewer students with alcohol use problems, and fewer students engaging in violence and risky motor vehicle behaviors. Schools where teachers reported better health and welfare services for students had fewer students engaging in unsafe sexual health behaviors. Schools where teachers reported higher levels of well-being had fewer students reporting significant levels of depressive symptoms. More positive school climates and better school health and welfare services are associated with fewer health risk-taking behaviors among students. However, the overall school effects were modest, especially for cigarette use and suicidal behaviors. Copyright © 2011 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

  18. The Effects of Low Birth Weight on School Performance and Behavioral Outcomes of Elementary School Children in Oman

    Directory of Open Access Journals (Sweden)

    M. Mazharul Islam

    2015-07-01

    Full Text Available Objectives: Our study aimed to examine the effects of low birth weight (LBW on the school performance and behavior of elementary school children in Oman. Methods: Data were gathered through a cross-sectional survey of nine elementary schools from the Muscat and A’Dhahirah regions. The study utilized a unique database created by linking information from the children’s health cards and current academic and behavioral performance records. Information on children’s performance in various areas such as language, mathematics, science, information technology, sports, and behavior were obtained from the school registers. Birth weight (BW and selected sociodemographic data were obtained from the copy of their health cards kept by each school. A total of 542 elementary school children aged 7–11 years, who had completed grades 2–4, were surveyed.  Results: Data from the school register revealed a very high rate (17.7% of LBW and, overall, 12% of the children exhibited below average performance on selected outcome measures. The below average school performance varied from 5–17% across the six selected areas of school performance. The highest rate of below average performance was observed in science (17%, followed by arithmetic and language (16% each. BW showed significant differential effects on school performance and behavioral outcomes, which remained significant after controlling for the effect of potential confounders. It was found that LBW children were 2–6 times more likely to have poorer school performance in all areas than their normal BW peers. Conclusion: Early intervention programs or special care for LBW children in school could be an effective means of improving educational outcomes and the behavior of these children. Attempts should be made to reduce or prevent poor pregnancy outcomes, which, in turn, would reduce the cost of the health, education, and social services systems.

  19. A Study on Prevalence of Behavioral Disorders in Primary School Students in Abhar

    Directory of Open Access Journals (Sweden)

    Hassan Shams-Esfandabadi

    2003-04-01

    Full Text Available Objective: The purpose of the present study was to investigate the prevalence of behavioral disorder among of primary school students in Abhar. Materials & Methods: 600 primary school students (300 boys and 300 girls of public primary schools in Abhar, Iran were used as the sample for this study. Their behavioral disorder scores were obtained by means of Rutter's teachers' questionnaire. Results: Using a cutpoint of 9, the prevalence rate of behavioral disorder was 43.3% among subjects, with boys showing higher rates of behavioral disorder (44.7% than girls (42% but no significant differences were found by gender on rates of behavioral disorders. 6.3 percent of the subjects had severe behavioral disorder. Conclusion: Academic achievement was negatively related to behavioral disorder. Significant differences were found by mothers' education on children’s rates of behavioral disorder. Significant differences were found by fathers' occupation on children’s rates of behavioral disorder.

  20. Fast Food Consumption Behaviors in High-School Students based on the Theory of Planned Behavior (TPB)

    OpenAIRE

    Kamal Mirkarimi; Morteza Mansourian; Mohammad Javad Kabir; Rahman Berdi Ozouni- Davaji; Maryam Eri; Seyed Ghadir Hosseini; Mostafa Qorbani; Omid Safari; Babak Rastgari Mehr; Mehdi Noroozi; Abdurrahman Charkazi; Hossein Shahnazi

    2016-01-01

    Background: Studies report inappropriate snack and junk food consumption patterns in children and young adults in Iran. The current survey was aimed to explore fast food consumption behaviors in high-school students based on the Theory of Planned Behavior. Materials and Methods: A cross-sectional study was done among 500 high-school students. Samples were selected based on cluster sampling method at first and simple random at second. Data were collected using a researcher-made questionnaire. ...

  1. Refusing The Choice: Balancing Life and Work

    Science.gov (United States)

    Brooks, J.

    2012-12-01

    The Choice The intellect of man is forced to choose perfection of the life, or of the work, And if it take the second must refuse A heavenly mansion, raging in the dark. When all that story's finished, what's the news? In luck or out the toil has left its mark: That old perplexity an empty purse, Or the day's vanity, the night's remorse. William Butler Yeats William Yeats put forward The Choice that I feel too many scientists feel they must make. Too often, many choose to leave science. How do we refuse this choice and find balance between life and our careers? While I don't know the answer, I will share choices that have lead to not perfection but satisfaction in science careers and lives. The role of mentors, supportive spouses, the luck of the job, and flexibility in research directions have all contributed to being able to refuse to choose.

  2. 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…

  3. Measurement invariance of an instrument assessing sustainability of school-based universal behavior practices.

    Science.gov (United States)

    Mercer, Sterett H; McIntosh, Kent; Strickland-Cohen, M Kathleen; Horner, Robert H

    2014-06-01

    The purpose of the study was to examine the extent to which the School-Wide Universal Behavior Sustainability Index: School Teams (SUBSIST; McIntosh, Doolittle, Vincent, Horner, & Ervin, 2009), a measure of school and district contextual factors that promote the sustainability of school practices, demonstrated measurement invariance across groups of schools that differed in length of time implementing school-wide Positive Behavioral Interventions and Supports (PBIS; Sugai & Horner, 2009), student ethnic composition, and student socioeconomic status (SES). School PBIS team members and district coaches representing 860 schools in 14 U.S. states completed the SUBSIST. Findings supported strong measurement invariance, for all items except 1, of a model with two school-level factors (School Priority and Team Use of Data) and 2 district-level factors (District Priority and Capacity Building) across groups of schools at initial implementation, institutionalization, and sustainability phases of PBIS implementation. Schools in the sustainability phase were rated significantly higher on School Priority and Team Use of Data than schools in initial implementation. Strong measurement invariance held across groups of schools that differed in student ethnicity and SES. The findings regarding measurement invariance are important for future longitudinal investigations of factors that may promote the sustained implementation of school practices. PsycINFO Database Record (c) 2014 APA, all rights reserved.

  4. Assessing School Effects on Dental Hygiene and Nutrition Behaviors of Canadian Adolescents

    Science.gov (United States)

    Ma, Xin

    2007-01-01

    This study examines what school experiences influence dental hygiene and nutrition behaviors of Canadian adolescents from the 1998 Cross-national Survey on Health Behaviors in School-aged Children (HBSC). Multilevel analyses highlight the rare use of dental floss among adolescents. Females are more likely to brush and floss teeth than males.…

  5. Middle School Teachers' Expectations of Organizational Behaviors of Students with Learning Disabilities

    Science.gov (United States)

    McMullen, Rebecca C.; Shippen, Margaret E.; Dangel, Harry L.

    2007-01-01

    The purpose of this pilot study was to investigate the specific classroom organizational behaviors that middle school inclusive teachers report as expectations for students with learning disabilities. Practicing middle school science and social studies teachers (n = 12) responded to a survey about organization behaviors of students with learning…

  6. Behavior Problems in School-Aged Physically Abused and Neglected Children in Spain.

    Science.gov (United States)

    de Paul, Joaquin; Arruabarrena, M. Ignacia

    1995-01-01

    This study investigated behavior problems in 66 school-aged physically abused, neglected, and control group children in the Basque Country, Spain. Abused and neglected children had higher subscale scores for social problems, delinquent behavior, and attention problems and showed lower school adjustment. Neglected children appeared more aggressive,…

  7. A Phenomenological Examination of Antisocial Behaviors in the Elementary School Workplace

    Science.gov (United States)

    Morton, Cynthia

    2010-01-01

    Antisocial behavior has a direct impact on the public elementary school setting. While considerable research has been conducted on collegiality in postsecondary schools, this study addressed the gap in practice concerning the lack of attention in regard to the impact of antisocial behavior on collegial relationships in the elementary school…

  8. Tanning youth: knowledge, behaviors and attitudes toward sun protection of high school students in Sakarya, Turkey.

    Science.gov (United States)

    Filiz, Tuncay M; Cinar, Nursan; Topsever, Pinar; Ucar, Fatma

    2006-04-01

    The aim of this study was to assess, by means of an in-school questionnaire, the knowledge, attitudes, and behaviors of high-school students in Sakarya, Turkey concerning sun protection and skin cancer. The knowledge and behavior scores of girls were higher than those of boys, whereas boys had better attitude scores.

  9. Investigation of the Effect of Sport on Submissive Behavior and Communication Skills of High School Students

    Science.gov (United States)

    Abakay, Ugur

    2013-01-01

    This study was carried out to detect the differences in submissive behaviors and communication skills of high school students in terms of sports activities and relationship between communication skills and properties of submissive behavior of high school students who are actively involved in sports activities. In this respect at the study, 728…

  10. Improving Instructional Leadership Behaviors of School Principals by Means of Implementing Time Management Training Sessions

    Science.gov (United States)

    Su, Yu

    2013-01-01

    The No Child Left Behind Act of 2001 increases school accountability and requires educators to improve student academic outcomes using evidence-based practice. One factor that contributes to desirable school outcomes is principals' instructional leadership behaviors. Principals who allocate more time to instructional leadership behaviors are more…

  11. Childhood Fears, Neurobehavioral Functioning and Behavior Problems in School-Age Children

    Science.gov (United States)

    Kushnir, Jonathan; Sadeh, Avi

    2010-01-01

    The objective is to examine underlying associations between childhood fears, behavior problems and neurobehavioral functioning (NBF) in school-age children. Healthy, regular school children (N = 135), from second, fourth and sixth grade classes were assessed. Data regarding children's fears and behavioral problems were obtained with the Revised…

  12. Examining Relationships among Enabling School Structures, Academic Optimism and Organizational Citizenship Behaviors

    Science.gov (United States)

    Messick, Penelope Pope

    2012-01-01

    This study examined the relationships among enabling school structures, academic optimism, and organizational citizenship behaviors. Additionally, it sought to determine if academic optimism served as a mediator between enabling school structures and organizational citizenship behaviors. Three existing survey instruments, previously tested for…

  13. The Effects of Video Self-Modeling on High School Students with Emotional and Behavioral Disturbances

    Science.gov (United States)

    Chu, Szu-Yin; Baker, Sonia

    2015-01-01

    Video self-modeling has been proven to be effective with other populations with challenging behaviors, but only a few studies of video self-modeling have been conducted with high school students with emotional and behavioral disorders. This study aimed to focus on analyzing the effects of video self-modeling on four high school students with…

  14. Increased Risk for School Violence-Related Behaviors among Adolescents with Insufficient Sleep

    Science.gov (United States)

    Hildenbrand, Aimee K.; Daly, Brian P.; Nicholls, Elizabeth; Brooks-Holliday, Stephanie; Kloss, Jacqueline D.

    2013-01-01

    Background: School violence is associated with significant acute and long-term negative health outcomes. Previous investigations have largely neglected the role of pertinent health behaviors in school violence, including sleep. Insufficient sleep is associated with adverse physical, behavioral, and psychosocial consequences among adolescents, many…

  15. Rural Adolescents' Reading Motivation, Achievement and Behavior across Transition to High School

    Science.gov (United States)

    Cantrell, Susan Chambers; Rintamaa, Margaret; Anderman, Eric M.; Anderman, Lynley H.

    2018-01-01

    The authors examined 1,781 rural students' reading motivation and behavior across the transition from middle to high school. Using expectancy-value theory, they investigated how motivational variables predicted changes in reading behavior and achievement across the transition in terms of their expectancies, values, and out-of-school reading…

  16. Relationship between Leadership Behaviors of High School Principals and Teacher Retention in Texas

    Science.gov (United States)

    Aiken, Debra L.

    2010-01-01

    The study investigated the relationship between leadership behaviors of high school principals and teacher retention in Texas. A total of 88 Texas high school principals participated in the survey. Leadership behaviors were measured using the Culturally Adapted Leadership for Inspired Business Excellence and Results (CALIBER) Leadership Assessment…

  17. Children's Behavioral Adjustment in Pre-Primary Schools in Tanzania : A Multilevel Approach

    NARCIS (Netherlands)

    Shavega, Theresia J.; Brugman, Daniel; van Tuijl, Cathy

    2014-01-01

    Research Findings: The present study concerns children's behavioral adjustment in the context of pre-primary schools in Tanzania. Twenty teachers and 320 children from 20 pre-primary schools participated in the study. Teacher-child relationships, children's behavioral adjustment, and teachers'

  18. Treatment guidelines for primary nonretentive encopresis and stool toileting refusal.

    Science.gov (United States)

    Kuhn, B R; Marcus, B A; Pitner, S L

    1999-04-15

    Nonretentive encopresis refers to inappropriate soiling without evidence of fecal constipation and retention. This form of encopresis accounts for up to 20 percent of all cases. Characteristics include soiling accompanied by daily bowel movements that are normal in size and consistency. An organic cause for nonretentive encopresis is rarely identified. The medical assessment is usually normal, and signs of constipation are noticeably absent. A full developmental and behavioral assessment should be made to establish that the child is ready for intervention to correct encopresis and to identify any barriers to success, particularly disruptive behavior problems. Successful interventions depend on the presence of soft, comfortable bowel movements and addressing toilet refusal behavior. Daily scheduled positive toilet sits are recommended. Incentives may be used to reinforce successful defecation during these sits. A plan for management of stool withholding should be agreed on by the parents/caretakers and the family physician before intervention.

  19. The influence of school-based natural mentoring relationships on school attachment and subsequent adolescent risk behaviors.

    Science.gov (United States)

    Black, David S; Grenard, Jerry L; Sussman, Steve; Rohrbach, Louise A

    2010-10-01

    A relatively new area of research suggests that naturally occurring mentoring relationships may influence the development of adolescents by protecting against risk behaviors. Few studies have explored how these relationships function to reduce risk behavior among youth, especially in the school context. Based on previous research and theory, we proposed and tested a mediation model, which hypothesized that school attachment mediated the longitudinal association between school-based natural mentoring relationships and risk behaviors, including eight indicators of substance use and violence. Students (N = 3320) from 65 high schools across eight states completed a self-report questionnaire at baseline and 1-year follow-up. The sample was comprised of youth with an average age of 14.8 years and an almost equal percentage of females (53%) and males from various ethnic backgrounds. Tests for mediation were conducted in Mplus using path analysis with full information maximum likelihood procedures and models adjusted for demographic covariates and baseline level of the dependent variable. Results suggested that natural mentoring relationships had a protective indirect influence on all eight risk behaviors through its positive association on the school attachment mediator. Implications are discussed for strengthening the association between school-based natural mentoring and school attachment to prevent risk behaviors among youth.

  20. Active Travel to School: Findings from the Survey of US Health Behavior in School-Aged Children, 2009-2010

    Science.gov (United States)

    Yang, Yong; Ivey, Stephanie S.; Levy, Marian C.; Royne, Marla B.; Klesges, Lisa M.

    2016-01-01

    Background: Whereas children's active travel to school (ATS) has confirmed benefits, only a few large national surveys of ATS exist. Methods: Using data from the Health Behavior in School-aged Children (HBSC) 2009-2010 US survey, we conducted a logistic regression model to estimate the odds ratios of ATS and a linear regression model to estimate…

  1. Scale-Up of Safe & Civil Schools' Model for School-Wide Positive Behavioral Interventions and Supports

    Science.gov (United States)

    Smolkowski, Keith; Strycker, Lisa; Ward, Bryce

    2016-01-01

    This study evaluated the scale-up of a Safe & Civil Schools "Foundations: Establishing Positive Discipline Policies" positive behavioral interventions and supports initiative through 4 years of "real-world" implementation in a large urban school district. The study extends results from a previous randomized controlled trial…

  2. Organizational Citizenship Behavior (OCB) Display Levels of the Teachers at Secondary Schools According to the Perceptions of the School Administrators

    Science.gov (United States)

    Polat, Soner

    2009-01-01

    The main aim of this study is to determine in what level the teachers at secondary schools display organizational citizenship behavior (OCB) according to the perceptions of the school administrators. The data of this study, which is descriptive, were collected via the "the scale of OCB" which was developed by Podsakoff, MacKenzie,…

  3. Interactions of School Bonding, Disturbed Family Relationships, and Risk Behaviors among Adolescents

    Science.gov (United States)

    Rovis, Darko; Bezinovic, Petar; Basic, Josipa

    2015-01-01

    Background: Substance use, gambling, and violence represent a great risk for adolescent health. Schools are often referred to as the "best" places for health promotion and prevention, where positive school bonding serves as a strong protective factor for the development of risk behaviors and poor school bonding is associated with various…

  4. The Impact of Violence Prevention Programs on School Based Violent Behaviors

    Science.gov (United States)

    Reed-Reynolds, Shelly

    2011-01-01

    This dissertation study focused on the potential effect that various violence prevention program strategies implemented within the k-12 school setting have on the frequency of school based violent behaviors. The 2005-06 and 2003-04 School Survey on Crime and Safety (SSOCS:2006 & SSOCS:2004) was utilized as the secondary data source for this…

  5. Correlates of Prosocial Behaviors of Students in Ethnically and Racially Diverse Middle Schools

    Science.gov (United States)

    Spivak, Asha Leah; White, Samantha Simmons; Juvonen, Jaana; Graham, Sandra

    2015-01-01

    This study examined the association between ethnicity-related context variables and the prosocial behavior of early adolescents in ethnically/racially diverse schools. Specifically, youths' perceptions of greater representation of same-ethnic peers at school, school support for ethnic diversity, and engagement in and valuing cross-ethnic contact…

  6. Caring Climate, Empathy, and Student Social Behaviors in High School Band

    Science.gov (United States)

    Lalama, Susana M.

    2016-01-01

    The purpose of this study was to explore connections among perceived caring climate, empathy, and student social behaviors in high school bands. Nine high school band directors (N = 9 schools), along with their students (N = 203), completed an electronic questionnaire for variables of caring climate, cognitive empathy, affective empathy, social…

  7. Early Adolescent Health Risk Behaviors, Conflict Resolution Strategies, and School Climate

    Science.gov (United States)

    LaRusso, Maria; Selman, Robert

    2011-01-01

    Drawing upon an ethnically and socio-economically diverse sample of 323 7th grade students from twelve urban schools within one school district, this mixed method study examined early adolescents' self-reported health risk behaviors as related to their conflict resolution strategies and their school's conflict resolution climate. Survey data…

  8. Teacher Attitudes, Perceived Influences, and Self-Reported Classroom Behaviors Related to School Nutrition Environments

    Science.gov (United States)

    Girard, Beverly Lawler

    2010-01-01

    This study determined attitudes of kindergarten through fifth grade teachers about school nutrition environments, their perceived influence on school nutrition environments, and self-reported classroom behaviors. Specific objectives were to: (a) identify perceived factors that influence the school nutrition environment, according to teachers…

  9. Exploring Barriers to Implementing a School-Wide Positive Behavioral Intervention and Support Program

    Science.gov (United States)

    Gay, Ronald Lynn

    2016-01-01

    This study examined factors related to the implementation of a School Wide Positive Behavioral Intervention and Support (SWPBIS) program at a large middle school in the United States. Parent Teacher Student Association volunteers at the school reported that teacher fidelity to implementation of SWPBIS activities was inconsistent, threatening the…

  10. The Relationship between Bible Literacy and Academic Achievement and School Behavior

    Science.gov (United States)

    Jeynes, William H.

    2009-01-01

    This study assessed the relationship between Bible literacy among secondary school students and their academic achievement and school behavior. One hundred and forty students in the 7th to 12th grade were randomly selected from a Christian school. Four measures of Bible knowledge were combined to obtain an overall measure of Bible literacy. They…

  11. Legal Guidance on When Schools Can Remove Students for Exhibiting Dangerous Behaviors through Injunctive Relief

    Science.gov (United States)

    Counts, Jennifer; Katsiyannis, Antonis; Beard, Jenna

    2018-01-01

    Violence in schools remains a complex and challenging issue. In this article, we examine schools' responsibilities in placement and the provision of services for students who have chronically exhibited dangerous behaviors. Multiple court cases have provided schools guidance in evaluating when student removal through injunctive relief for dangerous…

  12. Children's Eating Behavior: The Importance of Nutrition Standards for Foods in Schools

    Science.gov (United States)

    Bevans, Katherine B.; Sanchez, Betty; Teneralli, Rachel; Forrest, Christopher B.

    2011-01-01

    Background: To enhance the impact of school nutrition programs on children's health, more information is needed on the associations between healthy and unhealthy food offerings during school lunch periods and children's eating behavior. The purpose of this study is to evaluate the contributions of food offerings and participation in school lunch…

  13. Enhancing the Behavioral and Mental Health Services within School-Based Contexts

    Science.gov (United States)

    Hess, Robyn S.; Pearrow, Melissa; Hazel, Cynthia E.; Sander, Janay B.; Wille, Alice M.

    2017-01-01

    Recent health care reform provides many new opportunities to expand mental health and behavioral support to students in schools and school-community partnerships. Through newly available funding sources, as well as expanded legislative initiatives, school psychologists can advocate for and become leaders in delivering universal programming, tiered…

  14. A Leadership Behavior Study of African American Middle School Principals in South Carolina

    Science.gov (United States)

    Dean, Mark D.

    2009-01-01

    An era of high stakes accountability has expanded the necessity for school districts to secure principals with leadership behaviors that encourage successful academic performance. School leaders are sought to deliver practices that guide and empower entire school communities through unprecedented times of educational change. Research studies…

  15. Academic Optimism, Organizational Citizenship Behaviors, and Student Achievement at Charter Schools

    Science.gov (United States)

    Guvercin, Mustafa

    2013-01-01

    The purpose of this study was to examine the relationship among academic optimism, Organizational Citizenship Behaviors (OCBs), and student achievement in college preparatory charter schools. A purposeful sample of elementary school teachers from college preparatory charter schools (N = 226) in southeast Texas was solicited to complete the…

  16. A National UK Census of Applied Behavior Analysis School Provision for Children with Autism

    Science.gov (United States)

    Griffith, G. M.; Fletcher, R.; Hastings, R. P.

    2012-01-01

    Over more than a decade, specialist Applied Behavior Analysis (ABA) schools or classes for children with autism have developed in the UK and Ireland. However, very little is known internationally about how ABA is defined in practice in school settings, the characteristics of children supported in ABA school settings, and the staffing structures…

  17. Technological Leadership Behavior of High School Headteachers in Asir Region, Saudi Arabia

    Science.gov (United States)

    Alkrdem, Mofareh

    2014-01-01

    The purpose of this study is to examine the technological leadership behaviors of Saudi Arabian high school regarding the supply and use of educational technologies based on the educational technology standards developed and approved for school headteachers in many countries. The study was carried out with 135 high school headteachers. In the…

  18. Sexual behavior and intention to engage in sexual behavior in junior secondary school students in Hong Kong.

    Science.gov (United States)

    Shek, D T L

    2013-06-01

    The present study examined the prevalence, changes, and demographic as well as psychosocial correlates of sexual behavior and intention to engage in sexual behavior in early adolescents in Hong Kong, with sexual behavior indexed by sexual intercourse. Three waves of longitudinal data on sexual intercourse, intention to engage in sexual intercourse, family functioning, and positive youth development were collected from 28 secondary schools in Hong Kong. There were significant influences of grade and gender on adolescent sexual behavior or intention to engage in sexual behavior. Significant main effects of immigration status on sexual behavior were also found. While no effect of family economic background was found, effect of family intactness existed for sexual behavior. Family functioning and positive youth development at Grade 7 were negatively associated with students' sexual behavior and intention to engage in sexual behavior at Grade 9. Grade, gender, immigration status, and family intactness were related to sexual behavior and/or intention to engage in sexual behavior in junior secondary school students. Promoting positive youth development and family functioning could serve as protective factors to reduce sexual behavior and intention to engage in sexual behavior in Chinese early adolescents in Hong Kong. Copyright © 2013 North American Society for Pediatric and Adolescent Gynecology. Published by Elsevier Inc. All rights reserved.

  19. Trends in Behavioral Sciences Education in Dental Schools, 1926 to 2016.

    Science.gov (United States)

    Centore, Linda

    2017-08-01

    This article outlines the journey of behavioral sciences education from a multidisciplinary array of topics to a discipline with a name, core identity, and mission in dental schools' curricula. While not exhaustive, it covers pivotal events from the time of the Gies report in 1926 to the present. Strengths and weaknesses of current behavioral sciences instruction in dental schools are discussed, along with identification of future opportunities and potential threats. Suggestions for future directions for behavioral sciences and new roles for behavioral sciences faculty in dental schools are proposed. This article was written as part of the project "Advancing Dental Education in the 21 st Century."

  20. Marijuana Use at School and Achievement-Linked Behaviors

    Science.gov (United States)

    Finn, Kristin V.

    2012-01-01

    Marijuana remains one of the most frequently used drugs among adolescents and usage has increased in recent years. In addition to general use, many high school students use marijuana during the school day. The present study focused on achievement-linked correlates of in-school marijuana use by comparing non-users, general users, and school users…

  1. Effects of an Interdependent Group Contingency on the Transition Behavior of Middle School Students with Emotional and Behavioral Disorders

    Science.gov (United States)

    Hawkins, Renee O.; Haydon, Todd; McCoy, Dacia; Howard, Andrea

    2017-01-01

    An ABAB design was used to evaluate the effectiveness of an interdependent group contingency with randomized components to improve the transition behavior of middle school students identified with emotional and behavioral disorders (EBDs) served in an alternative educational setting. The intervention was implemented by one teacher with three…

  2. Decrease of Bullying Behavior in Children Age School Based on Cognitive Behaviour Therapy

    Directory of Open Access Journals (Sweden)

    Dwi Indah Iswanti

    2017-07-01

    Full Text Available The violence that occurs in education is known as bullying. Violence can occur in mild degrees such as cheating on exams, to fights or beatings that result in death. Bullying in children often leads to school phobias (ask for school change, reduced learning concentration, decreased learning achievement, and likes to carry certain items. Interventions that can be done include Problem Solving Therapy (PST, Behavior Modification (behavior modification, and Cognitive Behavior Therapy (CBT. The purpose of this study was to produce CBT modules in school-aged children that were useful for reducing bullying behavior, using a pre-post test with control group design. The subject of this research is 52 elementary school age children in Tembalang District Semarang selected by purposive sampling technique. Data were collected using bullying behavior checklist, CBT module and workbook, then analyzed using T-Test. The results showed a decrease in bullying behavior in the intervention group after CBT Individual therapy was given.

  3. 8. European sewage and refuse symposium. Documentation

    International Nuclear Information System (INIS)

    1990-01-01

    The subject of the 8. European Sewage and Refuse Symposium is covered under the following headings: collection and control in sewers, industrial waste water management, pretreatment, combined treatment, special cases, industrial waste water sludges disposal and the European waste business. (orig./BBR)

  4. [Professionals' training and refusal of nursing care].

    Science.gov (United States)

    Bay, Corinne

    2016-10-01

    A patient's refusal of nursing care concerns the caregivers. Future professionals must be prepared for it and student nurses are trained to deal with such situations. It is also important to empower patients and support them in their choice. This article presents the example of the Haute École Robert Schuman in Libramont, Belgium. Copyright © 2016 Elsevier Masson SAS. All rights reserved.

  5. Analysis of fouling in refuse waste incinerators

    NARCIS (Netherlands)

    Beek, van M.C.; Rindt, C.C.M.; Wijers, J.G.; Steenhoven, van A.A.

    2001-01-01

    Gas-side fouling of waste-heat-recovery boilers, caused mainly by the deposition of particulate matter, reduces the heat transfer in the boiler. The fouling as observed on the tube bundles in the boiler of a Dutch refuse waste incinerator varied from thin and powdery for the economizer to thick and

  6. The Multifaceted Impact of Peer Relations on Aggressive-Disruptive Behavior in Early Elementary School

    OpenAIRE

    Powers, Christopher J.; Bierman, Karen L.

    2012-01-01

    Following a large, diverse sample of 4096 children in 27 schools, this study evaluated the impact of three aspects of peer relations, measured concurrently, on subsequent child aggressive-disruptive behavior during early elementary school – peer-dislike, reciprocated friends' aggressiveness, and classroom levels of aggressive-disruptive behavior. Teachers rated child aggressive-disruptive behavior in first and third grade, and peer relations were assessed during second grade. Results indicate...

  7. The developmental dynamics of task-avoidant behavior and math performance in kindergarten and elementary school

    OpenAIRE

    Hirvonen, Riikka; Tolvanen, Asko; Aunola, Kaisa; Nurmi, Jari-Erik

    2012-01-01

    Besides cognitive factors, children's learning at school may be influenced by more dynamic phenomena, such as motivation and achievement-related task-avoidant behavior. The present study examined the developmental dynamics of task-avoidant behavior and math performance from kindergarten to Grade 4. A total of 225 children were tested for their arithmetic skills in kindergarten and in Grades 1, 2, and 4 of elementary school. Children's task-avoidant behavior in learning situations was rated by...

  8. Associations of health behaviors, school performance and psychosocial problems in adolescents in The Netherlands.

    Science.gov (United States)

    Busch, Vincent; Laninga-Wijnen, Lydia; Schrijvers, Augustinus Jacobus Petrus; De Leeuw, Johannes Rob Josephus

    2017-04-01

    School-based health-promoting interventions show promising results in improving various health outcomes of adolescents. Unfortunately, much is still unknown about the relations between health behaviors and school performances, while improving these would give schools a stronger incentive to invest in health promotion. This paper presents the associations of several health behaviors with school performances and studies the mediating effects of psychosocial problems. Health behavior and socio-demographic data were gathered from 905 Dutch high school students via an online survey, completed in-class. These data were matched with school records of the students' overall grade average (GA) on the three core subjects in Dutch high schools (Dutch, English and Math). The associations between health behaviors and school performances, and the potentially mediating effects of psychosocial problems, were studied via mixed-effects regression models. Smoking, being bullied, compulsive and excessive internet use and low physical activity were directly associated with lower school grades. Additionally, being bullied, bullying, smoking, excessive and compulsive internet use were associated with students' grades via mediation of psychosocial problems. This means that lower school grades were (also) associated with those behaviors through the effects of psychosocial problems in those students. This study showed the strong links between health behaviors and academic achievements among adolescents. Schools and health promoters should be educated more on these relations, so that they are aware of this common interest to get more support for health-promoting interventions. Additionally, the role of psychosocial problems in the relations between behaviors and school performances should be studied further in future research. © The Author 2015. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

  9. NREL Evaluates Performance of Hydraulic Hybrid Refuse Vehicles

    Energy Technology Data Exchange (ETDEWEB)

    2015-09-01

    This highlight describes NREL's evaluation of the in-service performance of 10 next-generation hydraulic hybrid refuse vehicles (HHVs), 8 previous-generation (model year 2013) HHVs, and 8 comparable conventional diesel vehicles operated by Miami-Dade County's Public Works and Waste Management Department in southern Florida. Launched in March 2015, the on-road portion of this 12-month evaluation focuses on collecting and analyzing vehicle performance data - fuel economy, maintenance costs, and drive cycles - from the HHVs and the conventional diesel vehicles. The fuel economy of heavy-duty vehicles, such as refuse trucks, is largely dependent on the load carried and the drive cycles on which they operate. In the right applications, HHVs offer a potential fuel-cost advantage over their conventional counterparts. This advantage is contingent, however, on driving behavior and drive cycles with high kinetic intensity that take advantage of regenerative braking. NREL's evaluation will assess the performance of this technology in commercial operation and help Miami-Dade County determine the ideal routes for maximizing the fuel-saving potential of its HHVs. Based on the field data, NREL will develop a validated vehicle model using the Future Automotive Systems Technology Simulator, also known as FASTSim, to study the impacts of route selection and other vehicle parameters. NREL is also analyzing fueling and maintenance data to support total-cost-of-ownership estimations and forecasts. The study aims to improve understanding of the overall usage and effectiveness of HHVs in refuse operation compared to similar conventional vehicles and to provide unbiased technical information to interested stakeholders.

  10. Bullying Behavior and Psychosocial Health - A Cross-sectional Study among School Students of Pyuthan Municipality.

    Science.gov (United States)

    Mishra, Durga Khadka; Thapa, Tulsi Ram; Marahatta, Sujan Babu; Mahotra, Anita

    2018-03-13

    Bullying remains as pervasive phenomenon affecting children worldwide. Bullying in school has long been a matter of concern as wide range of adjustment problems including poor mental health and violent behavior in school are associated with it. The present study examined the prevalence of bullying behavior (bullies, victims and bully-victims) and their association with depression and psychosomatic symptoms. A cross-sectional descriptive study was carried out among 8th, 9th and 10th grade students of Pyuthan Municipality, Mid-Western Nepal. A total of 405 students responded to the structured self-administered questionnaire. Data was collected from randomly selected public and private schools. Descriptive and inferential statistics were used for analysis. The result of this study showed higher prevalence of bully (55.8%) among students of Relatively Advantaged Janajati whereas victims (64.86%) belonged to Disadvantaged Janajatis. Students who bully were found more in grade 8 and 10 whilst the students of grade 9 were more victims. Bullying behavior prevailed more in private schools than in public schools. The overall prevalence of bullying behavior (either bully or victim) is 69.14%. The finding bolsters an association between bullying behavior and depression, psychosomatic symptoms and school type. Higher prevalence of bullying behavior suggested by this study portends the alarming consequences among school students. Bullying needs to be addressed fleetly. Effective interventions that reduce bullying practice in school is essential.

  11. Cyber bullying behaviors among middle and high school students.

    Science.gov (United States)

    Mishna, Faye; Cook, Charlene; Gadalla, Tahany; Daciuk, Joanne; Solomon, Steven

    2010-07-01

    Little research has been conducted that comprehensively examines cyber bullying with a large and diverse sample. The present study examines the prevalence, impact, and differential experience of cyber bullying among a large and diverse sample of middle and high school students (N = 2,186) from a large urban center. The survey examined technology use, cyber bullying behaviors, and the psychosocial impact of bullying and being bullied. About half (49.5%) of students indicated they had been bullied online and 33.7% indicated they had bullied others online. Most bullying was perpetrated by and to friends and participants generally did not tell anyone about the bullying. Participants reported feeling angry, sad, and depressed after being bullied online. Participants bullied others online because it made them feel as though they were funny, popular, and powerful, although many indicated feeling guilty afterward. Greater attention is required to understand and reduce cyber bullying within children's social worlds and with the support of educators and parents.

  12. Children's Executive Function Attenuate the Link Between Maternal Intrusiveness and Internalizing Behaviors at School Entry.

    Science.gov (United States)

    Gueron-Sela, Noa; Bedford, Rachael; Wagner, Nicholas J; Propper, Cathi B

    2017-10-20

    The goal of this study was to examine the independent and interactive roles of harsh-intrusive maternal behaviors and children's executive function in the development of internalizing behaviors across the first years of school. A diverse sample (58% African American, 42% European American) of 137 children (48% female) was followed from kindergarten (age 5 years) through school entry (ages 6-7 years). At age 5, maternal harsh-intrusive parenting behaviors were rated from a mother-child structured play task, and children completed 3 executive function tasks that measured inhibitory control, working memory, and attention set-shifting. Teachers reported on children's internalizing behaviors at ages 5, 6, and 7. Harsh-intrusive parenting behaviors at age 5 years were positively related to internalizing behaviors in the first years of school, whereas high executive function abilities at age 5 years were related to lower internalizing behaviors in the first years of school. In addition, executive function buffered the association between parenting behaviors and internalizing behaviors such that the link between harsh-intrusive parenting and child internalizing behaviors was evident only among children with low executive function and not among children with high executive function. Interventions that focus on reducing negative parenting behaviors and improving children's executive function may prevent internalizing behaviors from increasing during times of social and academic challenge.

  13. Effects of the "Behavior Education Program" (BEP) on Office Discipline Referrals of Elementary School Students

    Science.gov (United States)

    Hawken, Leanne S.; Sandra MacLeod, K.; Rawlings, Linda

    2007-01-01

    The "Behavior Education Program" (BEP; Crone et al., 2004) is a modified check-in, check-out intervention implemented with students who are at risk for more severe problem behaviors. The purpose of this study was to evaluate the effects of the BEP on problem behavior with 12 elementary school students. Results indicated that the BEP was…

  14. Process for producing a fuel suitable for degassing from refuse

    Energy Technology Data Exchange (ETDEWEB)

    Sulzberger, J

    1975-11-20

    Utilization of the heat energy of refuse in waste incineration plants is time-consuming and expensive due to high investment and operation costs. The inventor recommends to process the refuse to a sterile, handy and storable fuel. For this propose the refuse should be crushed, kneaded and pressed. The briquettes produced in this way should be dried.

  15. 30 CFR 77.214 - Refuse piles; general.

    Science.gov (United States)

    2010-07-01

    ... 30 Mineral Resources 1 2010-07-01 2010-07-01 false Refuse piles; general. 77.214 Section 77.214... Installations § 77.214 Refuse piles; general. (a) Refuse piles constructed on or after July 1, 1971, shall be..., tipples, or other surface installations and such piles shall not be located over abandoned openings or...

  16. 30 CFR 77.215-3 - Refuse piles: certification.

    Science.gov (United States)

    2010-07-01

    ... 30 Mineral Resources 1 2010-07-01 2010-07-01 false Refuse piles: certification. 77.215-3 Section... COAL MINES Surface Installations § 77.215-3 Refuse piles: certification. (a) Within 180 days following written notification by the District Manager that a refuse pile can present a hazard, the person owning...

  17. 30 CFR 77.215-1 - Refuse piles; identification.

    Science.gov (United States)

    2010-07-01

    ... 30 Mineral Resources 1 2010-07-01 2010-07-01 false Refuse piles; identification. 77.215-1 Section... COAL MINES Surface Installations § 77.215-1 Refuse piles; identification. A permanent identification marker, at least six feet high and showing the refuse pile identification number as assigned by the...

  18. 30 CFR 77.215-2 - Refuse piles; reporting requirements.

    Science.gov (United States)

    2010-07-01

    ... 30 Mineral Resources 1 2010-07-01 2010-07-01 false Refuse piles; reporting requirements. 77.215-2... COAL MINES Surface Installations § 77.215-2 Refuse piles; reporting requirements. (a) The proposed location of a new refuse pile shall be reported to and acknowledged in writing by the District Manager...

  19. 30 CFR 77.215 - Refuse piles; construction requirements.

    Science.gov (United States)

    2010-07-01

    ... 30 Mineral Resources 1 2010-07-01 2010-07-01 false Refuse piles; construction requirements. 77.215... COAL MINES Surface Installations § 77.215 Refuse piles; construction requirements. (a) Refuse deposited on a pile shall be spread in layers and compacted in such a manner so as to minimize the flow of air...

  20. 25 CFR 135.6 - Refusal of water delivery.

    Science.gov (United States)

    2010-04-01

    ... 25 Indians 1 2010-04-01 2010-04-01 false Refusal of water delivery. 135.6 Section 135.6 Indians... INDIAN IRRIGATION PROJECT Charges Assessed Against Irrigation District Lands § 135.6 Refusal of water delivery. The right is reserved to the United States to refuse the delivery of water to each of the said...

  1. Refusal Skill Ability: An Examination of Adolescent Perceptions of Effectiveness

    Science.gov (United States)

    Nichols, Tracy R.; Birnel, Sara; Graber, Julia A.; Brooks-Gunn, Jeanne; Botvin, Gilbert J.

    2010-01-01

    This pilot study examined whether refusal assertion as defined by a proven drug prevention program was associated with adolescent perceptions of effectiveness by comparing two sets of coded responses to adolescent videotaped refusal role-plays (N = 63). The original set of codes was defined by programmatic standards of refusal assertion and the…

  2. Persian Speakers' Use of Refusal Strategies across Politeness Systems

    Science.gov (United States)

    Salmani Nodoushan, Mohammad Ali

    2016-01-01

    This study aimed at investigating the preferred refusal strategies in Persian. 3047 refusals collected by 108 field workers as well as 376 refusals collected through face to face interviews were analyzed and classified according to the descriptions proposed by Liao (1994) and Liao and Bresnahan (1996). The frequencies of the resulting direct and…

  3. Primary care pediatricians' perceptions of vaccine refusal in europe.

    Science.gov (United States)

    Grossman, Zachi; van Esso, Diego; Del Torso, Stefano; Hadjipanayis, Adamos; Drabik, Anna; Gerber, Andreas; Miron, Dan

    2011-03-01

    An electronic survey assessing primary care pediatricians' estimations and practices regarding parents' vaccination refusal was sent to 395 members of the European Academy of Pediatrics Research in Ambulatory Setting network, with a response rate of 87%. Of respondents who vaccinate in the clinic, 93% estimated the total vaccine refusal rate as refusing parents.

  4. 21 CFR 211.50 - Sewage and refuse.

    Science.gov (United States)

    2010-04-01

    ... 21 Food and Drugs 4 2010-04-01 2010-04-01 false Sewage and refuse. 211.50 Section 211.50 Food and... CURRENT GOOD MANUFACTURING PRACTICE FOR FINISHED PHARMACEUTICALS Buildings and Facilities § 211.50 Sewage and refuse. Sewage, trash, and other refuse in and from the building and immediate premises shall be...

  5. 25 CFR 135.23 - Refusal of water delivery.

    Science.gov (United States)

    2010-04-01

    ... 25 Indians 1 2010-04-01 2010-04-01 false Refusal of water delivery. 135.23 Section 135.23 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR FINANCIAL ACTIVITIES CONSTRUCTION ASSESSMENTS, CROW... District § 135.23 Refusal of water delivery. The right is reserved to refuse the delivery of water to any...

  6. 19 CFR 12.114 - Release or refusal of delivery.

    Science.gov (United States)

    2010-04-01

    ... 19 Customs Duties 1 2010-04-01 2010-04-01 false Release or refusal of delivery. 12.114 Section 12... delivery. If the completed Notice of Arrival directs the port director to release the shipment of... directs the port director to refuse delivery of the shipment, the shipment shall be refused delivery and...

  7. School attendance, health-risk behaviors, and self-esteem in adolescents applying for working papers.

    Science.gov (United States)

    Suss, A L; Tinkelman, B K; Freeman, K; Friedman, S B

    1996-01-01

    Since health-risk behaviors are often encountered in clusters among adolescents, it was hypothesized that adolescents with poor school attendance would be associated with more health-risk behaviors (e.g., substance use, violence) than those who attend school regularly. This study assessed the relationship between poor school attendance and health-risk behaviors, and described health-risk behaviors and self-esteem among adolescents seeking employment. In this cross-sectional study, school attendance (poor vs. regular attendance) was related to health-risk behaviors by asking 122 subjects seen at a New York City Working Papers Clinic to complete both a 72-item questionnaire about their health-risk behaviors and the 58-item Coopersmith Self-Esteem School Form Inventory. Chi-square and Fisher's Exact Tests were performed. The poor and regular attenders of school differed significantly in only 5 out of 44 items pertaining to health-risk behaviors. Self-esteem measures for the two groups did not differ from one another or from national norms. In this sample, depression "in general" (global) and "at home," but not "at school," were associated significantly with suicidal thoughts/attempts and serious past life events (e.g. family conflict, sexual abuse). There were no significant associations between depression or self-esteem and illicit substance or alcohol use. We found few associations between poor school attendance and health-risk behaviors in this sample of employment-seeking adolescents. The poor and regular attenders of school were similar in most aspects of their health-risk behaviors and self-esteem.

  8. Effects of Sound on the Behavior of Wild, Unrestrained Fish Schools.

    Science.gov (United States)

    Roberts, Louise; Cheesman, Samuel; Hawkins, Anthony D

    2016-01-01

    To assess and manage the impact of man-made sounds on fish, we need information on how behavior is affected. Here, wild unrestrained pelagic fish schools were observed under quiet conditions using sonar. Fish were exposed to synthetic piling sounds at different levels using custom-built sound projectors, and behavioral changes were examined. In some cases, the depth of schools changed after noise playback; full dispersal of schools was also evident. The methods we developed for examining the behavior of unrestrained fish to sound exposure have proved successful and may allow further testing of the relationship between responsiveness and sound level.

  9. Evidence-Based School Behavior Assessment of Externalizing Behavior in Young Children.

    Science.gov (United States)

    Bagner, Daniel M; Boggs, Stephen R; Eyberg, Sheila M

    2010-02-01

    This study examined the psychometric properties of the Revised Edition of the School Observation Coding System (REDSOCS). Participants were 68 children ages 3 to 6 who completed parent-child interaction therapy for Oppositional Defiant Disorder as part of a larger efficacy trial. Interobserver reliability on REDSOCS categories was moderate to high, with percent agreement ranging from 47% to 90% (M = 67%) and Cohen's kappa coefficients ranging from .69 to .95 (M = .82). Convergent validity of the REDSOCS categories was supported by significant correlations with the Intensity Scale of the Sutter-Eyberg Student Behavior Inventory-Revised and related subscales of the Conners' Teacher Rating Scale-Revised: Long Version (CTRS-R: L). Divergent validity was indicated by nonsignificant correlations between REDSOCS categories and scales on the CTRS-R: L expected not to relate to disruptive classroom behavior. Treatment sensitivity was demonstrated for two of the three primary REDSOCS categories by significant pre to posttreatment changes. This study provides psychometric support for the designation of REDSOCS as an evidence-based assessment procedure for young children.

  10. Predicting High-School Students' Bystander Behavior in Simulated Dating Violence Situations.

    Science.gov (United States)

    Jouriles, Ernest N; Rosenfield, David; Yule, Kristen; Sargent, Kelli S; McDonald, Renee

    2016-03-01

    Dating violence among adolescents is associated with a variety of negative health consequences for victims. Bystander programs are being developed and implemented with the intention of preventing such violence, but determinants of high-school students' responsive bystander behavior remain unclear. The present study examines hypothesized determinants of high-school students' bystander behavior in simulated situations of dating violence. Participants were 80 high-school students who completed self-reports of hypothesized determinants of bystander behavior (responsibility, efficacy, and perceived benefits for intervening) at a baseline assessment. A virtual-reality paradigm was used to observationally assess bystander behavior at 1-week and 6-month assessments after baseline. Efficacy for intervening was positively associated with observed bystander behavior at the 1-week and 6-month assessments. Moreover, efficacy predicted bystander behavior over and above feelings of responsibility and perceived benefits for intervening. Contrary to our predictions, neither responsibility nor perceived benefits for intervening were associated with observed bystander behavior. This research advances our understanding of determinants of bystander behavior for high-school students and can inform prevention programming for adolescents. The study also introduces an innovative way to assess high-school students' bystander behavior. Copyright © 2016 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

  11. Physical Activity Behavior Patterns during School Leisure Time in Children

    Directory of Open Access Journals (Sweden)

    Chad Smith

    2016-01-01

    Full Text Available Optimizing physical activity (PA in children is paramount to attenuate the incidence of chronic disease and to improve social and cognitive health. Limited research exists examining the observed PA patterns during school leisure times in children from the U.S. The purpose of this study was to examine the observed PA patterns of children during three school leisure times: before school, during lunch, and after school. The SOPLAY instrument was used to observe PA during the three leisure times across six weeks at four elementary schools in the U.S. Observer PA counts were stratified by sex, PA intensity (sedentary, walking, and very active, and leisure time. Multi-level models were employed to examine the effect of leisure time and PA intensity on observer PA counts, adjusting for day and school-level clustering. Lunch displayed the greatest number of counts for sedentary, walking, and very active PA intensities (p 0.05. After school displayed the fewest counts for walking and very active PA in both sexes (p < 0.05. An emphasis should be placed on increasing walking and very active PA intensities before school and during lunch in girls and after school in both sexes. Keywords: after school, before school, lunch, SOPLAY, systematic observation

  12. Constructive and Destructive Aspects of Refusal from Communication

    Directory of Open Access Journals (Sweden)

    Marianna A. Gulyaeva

    2016-12-01

    Full Text Available The article investigates the phenomenon of refusal from communication in terms of its positive and negative impact, both on the communicative process, and interpersonal relationships in general. It has been analyzed several aspects of the failure to communicate with positive communication position. The identification of constructive or destructive potential was carried out on the basis of three parameters such as productivity/ unproductive conflict resolution with the help of avoiding communication, the choice of an optimum way of non-communication and its role in the communication process on the basis of the functions performed by them. Failure to communicate is often perceived negatively and is considered an inefficient form of communication, so it does not allow to solve interpersonal conflicts. This article discusses the circumstances where refusal from communication advocates an effective way to avoid conflict. In situations where the termination of communication is inevitable, a fundamental factor for the positive, harmonious form of communication acts interrupting the communication process. Functioning in the communicative space, failure to communicate can either destroy an interaction and relationship between the partners, and regulate the communication process by guiding in the right direction, coordinating the behavior of communication.

  13. Changes in a middle school food environment affect food behavior and food choices.

    Science.gov (United States)

    Wordell, Doug; Daratha, Kenn; Mandal, Bidisha; Bindler, Ruth; Butkus, Sue Nicholson

    2012-01-01

    Increasing rates of obesity among children ages 12 to 19 years have led to recommendations to alter the school food environment. The purpose of this study was to determine whether there are associations between an altered school food environment and food choices of middle school students both in and outside of school. In a midsized western city, two of six middle schools allowed only bottled water in vending machines, only milk and fruit on à la carte menus, and offered a seasonal fruit and vegetable bar. Three years after the intervention was initiated, seventh- and eighth-grade students attending the two intervention schools and four control middle schools were surveyed about their food choices. A total of 2,292 surveys were completed. Self-reported frequency of consumption for nine food groups in the survey was low; consumption was higher outside than in school. Boys consumed more milk than girls although girls consumed more fruits and vegetables. Significant socioeconomic differences existed. Compared with students who paid the full lunch fee, students qualifying for free and reduced-price meals consumed more milk and juice in schools but less outside school; more candy and energy drinks in school; and more sweet drinks, candy, pastries, and energy drinks outside school. Students in intervention schools were 24% more likely to consume milk outside school, 27% less likely to consume juice in school, and 56% less likely to consume sweet pastries in school. There were no differences in fruit and vegetable consumption reported by children in control and intervention schools. Overall, there was a positive association between a modified school food environment and student food behavior in and outside school. Policies related to the school food environment are an important strategy to address the obesity epidemic in our country. Copyright © 2012 Academy of Nutrition and Dietetics. Published by Elsevier Inc. All rights reserved.

  14. Integrated schools, segregated curriculum: effects of within-school segregation on adolescent health behaviors and educational aspirations.

    Science.gov (United States)

    Walsemann, Katrina M; Bell, Bethany A

    2010-09-01

    We examined the extent to which within-school segregation, as measured by unevenness in the distribution of Black and White adolescents across levels of the English curriculum (advanced placement-international baccalaureate-honors, general, remedial, or no English), was associated with smoking, drinking, and educational aspirations, which previous studies found are related to school racial/ethnic composition. We analyzed data from wave 1 of the National Longitudinal Study of Adolescent Health, restricting our sample to non-Hispanic Blacks (n=2731) and Whites (n=4158) who from 1994 to 1995 attended high schools that enrolled Black and White students. White female students had higher predicted probabilities of smoking or drinking than did Black female students; the largest differences were in schools with high levels of within-school segregation. Black male students had higher predicted probabilities of high educational aspirations than did White male students in schools with low levels of within-school segregation; this association was attenuated for Black males attending schools with moderate or high levels of within-school segregation. Our results provide evidence that within-school segregation may influence both students' aspirations and their behaviors.

  15. Factors influencing fast food consumption behaviors of middle-school students in Seoul: an application of theory of planned behaviors

    OpenAIRE

    Seo, Hyun-sun; Lee, Soo-Kyung; Nam, Soyoung

    2011-01-01

    Fast food is popular among children and adolescents; however, its consumption has often been associated with negative impacts on nutrition and health. This study examined current fast food consumption status among middle school students and explored factors influencing fast food consumption by applying Theory of Planned Behavior. A total of 354 (52.5% boys) students were recruited from a middle school. The subjects completed a pre-tested questionnaire. The average monthly frequency of fast fo...

  16. Predicting active school travel: The role of planned behavior and habit strength

    Science.gov (United States)

    2012-01-01

    Background Despite strong support for predictive validity of the theory of planned behavior (TPB) substantial variance in both intention and behavior is unaccounted for by the model’s predictors. The present study tested the extent to which habit strength augments the predictive validity of the TPB in relation to a currently under-researched behavior that has important health implications, namely children’s active school travel. Method Participants (N = 126 children aged 8–9 years; 59 % males) were sampled from five elementary schools in the west of Scotland and completed questionnaire measures of all TPB constructs in relation to walking to school and both walking and car/bus use habit. Over the subsequent week, commuting steps on school journeys were measured objectively using an accelerometer. Hierarchical multiple regressions were used to test the predictive utility of the TPB and habit strength in relation to both intention and subsequent behavior. Results The TPB accounted for 41 % and 10 % of the variance in intention and objectively measured behavior, respectively. Together, walking habit and car/bus habit significantly increased the proportion of explained variance in both intention and behavior by 6 %. Perceived behavioral control and both walking and car/bus habit independently predicted intention. Intention and car/bus habit independently predicted behavior. Conclusions The TPB significantly predicts children’s active school travel. However, habit strength augments the predictive validity of the model. The results indicate that school travel is controlled by both intentional and habitual processes. In practice, interventions could usefully decrease the habitual use of motorized transport for travel to school and increase children’s intention to walk (via increases in perceived behavioral control and walking habit, and decreases in car/bus habit). Further research is needed to identify effective strategies for changing these

  17. The Prediction of Teachers' Perceptions of School Climate from Their School's Utilization of Positive Behavior Interventions and Supports

    Science.gov (United States)

    Quackenbush, Rebecca J.

    2017-01-01

    School climate is an aspect of school life that has been examined closely in recent literature as it related to student interactions, behavior, and student achievement. Problem behaviors can affect students' academic learning as well as teachers' instructional time. Research has emphasized how a healthy school climate can yield positive effects on…

  18. Use for refuse of shale carbonization

    Energy Technology Data Exchange (ETDEWEB)

    1917-09-25

    A process is disclosed for using the refuse from the carbonization of bituminous shales in the preparation of light building material, characterized in that the pulverized material is mixed wet with a light filler, formed in a mold, and burned with or without the addition of clay or with the addition of binding and preserving material, preparing the mold from the pulverized material in the cold.

  19. Assessment of musculoskeletal load in refuse collectors

    Directory of Open Access Journals (Sweden)

    Zbigniew W. Jóźwiak

    2013-08-01

    Full Text Available Background: The aim of this work was to assess the load on the musculoskeletal system and its effects in the collectors of solid refuse. The rationale behind this study was to formulate proposals how to reduce excessive musculoskeletal load in this group of workers. Material and Methods: The study group comprised 15 refuse collectors aged 25 to 50 years. Data about the workplace characteristics and subjective complaints of workers were collected by the free interview and questionnaire. During the survey the photorecording of the workpostures, the distance and velocity by GPS recorders, measurements of forces necessary to move containers, energy expenditure (lung ventilation method, workload estimation using the Firstbeat system and REBA method and stadiometry were done. Results: The distance walked daily by the collectors operating in terms of 2 to 3 in urban areas was about 15 km, and in rural areas about 18 km. The most frequent musculoskeletal complaints concerned the feet (60% subjects, knees, wrists and shoulders (over 40% subjects. After work-shift all examined workers had vertebral column shorter by 10 to 14 mm (11.4 mm mean. Conclusions: The results of our study show that the refuse collectors are subjected to a very high physical load because of the work organization and the way it is performed. To avoid adverse health effects and overload it is necessary to undertake ergonomic interventions, involving training of workers to improve the way of their job performance, active and passive leisure, technical control of the equipment and refuse containers, as well as the renegotiation of contracts with clients, especially those concerning non-standard containers. Med Pr 2013;64(4:507–519

  20. Profiles of Student Perceptions of School Climate: Relations with Risk Behaviors and Academic Outcomes.

    Science.gov (United States)

    Shukla, Kathan; Konold, Timothy; Cornell, Dewey

    2016-06-01

    School climate has been linked to a variety of positive student outcomes, but there may be important within-school differences among students in their experiences of school climate. This study examined within-school heterogeneity among 47,631 high school student ratings of their school climate through multilevel latent class modeling. Student profiles across 323 schools were generated on the basis of multiple indicators of school climate: disciplinary structure, academic expectations, student willingness to seek help, respect for students, affective and cognitive engagement, prevalence of teasing and bullying, general victimization, bullying victimization, and bullying perpetration. Analyses identified four meaningfully different student profile types that were labeled positive climate, medium climate-low bullying, medium climate-high bullying, and negative climate. Contrasts among these profile types on external criteria revealed meaningful differences for race, grade-level, parent education level, educational aspirations, and frequency of risk behaviors. © Society for Community Research and Action 2016.

  1. Microbial ecology of coal mine refuse

    Energy Technology Data Exchange (ETDEWEB)

    Cameron, R. E.; Miller, R. M.

    1977-01-01

    Baseline microbial and ecological studies of samples obtained from two abandoned coal mine refuse sites in the State of Illinois indicate that the unfavorable nature of refuse materials can be a very limiting factor for survival and growth of organisms. Despite the ''foothold'' obtained by some microorganisms, especially acidophilic fungi and some acidotolerant algae, the refuse materials should be amended or ameliorated to raise the pH, provide needed nutrients, especially nitrogen, and provide biodegradable organic matter, both for physical and biological purposes. Finally, the role of microbial populations, responses, and interactions in acid mine wastes must be put into larger perspective. Acid mine drainage amounts to over 4 million tons per year of acidity from active and abandoned mines. Microorganisms appear to be significantly responsible for this problem, but they also can play a beneficial and significant role in the amelioration or alleviation of this detrimental effect as abandoned mines are reclaimed and returned to useful productivity.

  2. Geomorphic reclmation of a coal refuse pile

    Science.gov (United States)

    Hopkinson, L. C.; Quaranta, J.

    2017-12-01

    Geomorphic reclamation is a technique that may offer opportunities to improve mine reclamation in Central Appalachia. The design approach is based on constructing a steady-state, mature landform condition and takes into account the long-term climatic conditions, soil types, terrain grade, and vegetation. Geomorphic reclamation has been applied successfully in semi-arid regions but has not yet been applied in Central Appalachia. This work describes a demonstration study where geomorphic landforming techniques are being applied to a coarse coal refuse pile in southern West Virginia, USA. The reclamation design includes four geomorphic watersheds that radially drain runoff from the pile. Each watershed has one central draining channel and incorporates compound slope profiles similarly to naturally eroded slopes. Planar slopes were also included to maintain the impacted area. The intent is to alter the hydrology to decrease water quality treatment costs. The excavation cut and fill volumes are comparable to those of more conventional refuse pile reclamation designs. If proven successful then this technique can be part of a cost-effective solution to improve water quality at active and future refuse facilities, abandoned mine lands, bond forfeiture sites, landfills, and major earthmoving activities within the region.

  3. Teachers' instructional behaviors as important predictors of academic motivation : Changes and links across the school

    NARCIS (Netherlands)

    Maulana, Ridwan; Opdenakker, Marie-Christine; Bosker, Roel

    2016-01-01

    Learning environments play an important role for students' learning and outcomes. Research indicates that many students show poor academic motivation. Teachers' behavior can function as a protective factor for sustaining students' interest and active engagement in schools. However, the knowledge

  4. The Effects of Pubertal Timing on Body Image, School Behavior, and Deviance.

    Science.gov (United States)

    Duncan, Paula Duke; And Others

    1985-01-01

    Data from the National Health Examination Survey, a national probability sample of children and youth aged 12-17, was used to investigate the relationships between maturational timing and body image, school behavior, and deviance. (Author/LMO)

  5. Using education on irradiated foods to change behavior of Korean elementary, middle, and high school students

    OpenAIRE

    Han, Eunok; Kim, Jaerok; Choi, Yoonseok

    2014-01-01

    BACKGROUND/OBJECTIVES Educational interventions targeted food selection perception, knowledge, attitude, and behavior. Education regarding irradiated food was intended to change food selection behavior specific to it. SUBJECTS AND METHODS There were 43 elementary students (35.0%), 45 middle school students (36.6%), and 35 high school students (28.5%). The first step was research design. Educational targets were selected and informed consent was obtained in step two. An initial survey was cond...

  6. Predictive Factors of Exercise Behaviors of Junior High School Students in Chonburi Province

    OpenAIRE

    Tanida Julvanichpong

    2016-01-01

    Exercise has been regarded as a necessary and important aspect to enhance physical performance and psychology health. Body weight statistics of students in junior high school students in Chonburi Province beyond a standard risk of obesity. Promoting exercise among Junior high school students in Chonburi Province, essential knowledge concerning factors influencing exercise is needed. Therefore, this study aims to (1) determine the levels of perceived exercise behavior, exercise behavior in the...

  7. Longitudinal Relations among Positivity, Perceived Positive School Climate, and Prosocial Behavior in Colombian Adolescents

    Science.gov (United States)

    Luengo Kanacri, Bernadette P.; Eisenberg, Nancy; Thartori, Eriona; Pastorelli, Concetta; Uribe Tirado, Liliana M.; Gerbino, Maria; Caprara, Gian V.

    2017-01-01

    Bidirectional relations among adolescents' positivity, perceived positive school climate, and prosocial behavior were examined in Colombian youth. Also, the role of a positive school climate in mediating the relation of positivity to prosocial behaviors was tested. Adolescents (N = 151; M[subscript age] of child in Wave 1 = 12.68, SD = 1.06; 58.9%…

  8. Young Children’s Video/Computer Game Use: Relations with School Performance and Behavior

    OpenAIRE

    Hastings, Erin C.; Karas, Tamara L.; Winsler, Adam; Way, Erin; Madigan, Amy; Tyler, Shannon

    2009-01-01

    This study examined the amount and content of children’s video game playing in relation with behavioral and academic outcomes. Relationships among playing context, child gender, and parental monitoring were explored. Data were obtained through parent report of child’s game play, behavior, and school performance. Results revealed that time spent playing games was related positively to aggression and negatively to school competence. Violent content was correlated positively and educational cont...

  9. A social work study on procrastinating behavior: A case study of some Iranian high school students

    OpenAIRE

    Afsaneh Javadzadeh; Mohammad Reza Abedi; Hadi Ansaralhosseini

    2013-01-01

    This paper presents an empirical investigation on procrastinating behavior among some high school students in city of Esfahan, Iran. The proposed study uses APSS test developed by Solomon and Rothblum (1984) [Solomon, L.J., & Rothblum, E.D. (1984). Academic procrastination: Frequency and cognitive-behavioral correlates. Journal of Counseling, 31, 503-509.]. The study selects a sample of 60 students who were enrolled as secondary high school in city of Esfahan, Iran. The study performs some in...

  10. Determinants of Fast Food Consumption among Iranian High School Students Based on Planned Behavior Theory

    OpenAIRE

    Sharifirad, Gholamreza; Yarmohammadi, Parastoo; Azadbakht, Leila; Morowatisharifabad, Mohammad Ali; Hassanzadeh, Akbar

    2013-01-01

    Objective. This study was conducted to identify some factors (beliefs and norms) which are related to fast food consumption among high school students in Isfahan, Iran. We used the framework of the theory planned behavior (TPB) to predict this behavior. Subjects & Methods. Cross-sectional data were available from high school students (n = 521) who were recruited by cluster randomized sampling. All of the students completed a questionnaire assessing variables of standard TPB model including at...

  11. An Effects of Behavioral Assertiveness Training And Cognitive Assertiveness Training on Assertiveness Behavior of Elementary School Studennts in Korea

    OpenAIRE

    金, 奎卓; 野島, 一彦

    2002-01-01

    The purpose of this study was to compare the effects of Behavioral Assertiveness Training (BAT), and those of Cognitive Assertiveness Training (CAT), also to compare the effects of these trainings accoiding to the distinction of sex. The subjects were thirty two elementary school students who voluntarily participated in this study. These thirty two subjects were randomly divided into two groups, behavioral assertiveness training group and cognitive assertiveness training group, and each group...

  12. Calming the campus: training school staff and crisis teams to manage student behavior during emergencies.

    Science.gov (United States)

    Johnson, Kendall

    2007-01-01

    Conversations with school and crisis personnel following large scale emergencies in and around schools, such as shootings, wildfires, and the attack on the World Trade Center on September 11, 2001, indicated a need for pre-incident training in managing student behavior during emergencies. This article outlines a training program of this kind and offers suggestions regarding both content and process of this training. The suggestions follow discussion of the unique context and needs of the school setting.

  13. Impact of a School Health Coordinator Intervention on Health-Related School Policies and Student Behavior

    Science.gov (United States)

    O'Brien, Liam M.; Polacsek, Michele; MacDonald, Pamela B.; Ellis, Jacqueline; Berry, Susan; Martin, Maurice

    2010-01-01

    Background: Health-related, school-based interventions may serve to prevent disease and improve academic performance. The Healthy Maine Partnerships (HMP) initiative funded local school health coordinators (SHCs) as a part of Maine's Coordinated School Health Program (CSHP) beginning in January 2001. SHCs established school health leadership teams…

  14. The Relationships between Organizational Learning Level, School Effectiveness and Organizational Citizenship Behavior

    Science.gov (United States)

    Alanoglu, Müslim; Demirtas, Zülfü

    2016-01-01

    The aim of this research is to determine the relationships between organizational learning levels of high schools; organizational citizenship behavior of managers and teachers and effective school characteristics of them based on the opinions of managers and teachers. The population of the research consists of managers and teachers serving at high…

  15. Relationship between School Administrators' Organizational Power Sources and Teachers' Organizational Citizenship Behaviors

    Science.gov (United States)

    Altinkurt, Yahya; Yilmaz, Kursad

    2012-01-01

    The main purpose of the research was to determine correlation between school administrators' organizational power sources and teachers' organizational citizenship behaviors in primary schools. The research was a correlational survey model study. 275 participants were randomly chosen for the research. The data were collected by…

  16. Relationship between Leadership Styles of School Principals and Whistleblowing Behaviors of Teachers

    Science.gov (United States)

    Erturk, Abbas; Donmez, Emrah

    2016-01-01

    This study aims to determine the relationship between leadership styles of school principals and whistle blowing behaviors of teachers. The sample of this study, which is designed in the relational survey model, consists of 393 teachers working in primary, secondary and high schools in the province of Mugla. The data were collected through…

  17. Screening High School Students for Eating Disorders: Validity of Brief Behavioral and Attitudinal Measures

    Science.gov (United States)

    Haines, Jess; Ziyadeh, Najat J.; Franko, Debra L.; McDonald, Julia; Mond, Jonathan M.; Austin, S. Bryn

    2011-01-01

    Background: Early identification can greatly impact the trajectory of eating disorders, and school-based screening is 1 avenue for identifying those at risk. To be feasible in a school setting, a screening program must use a brief, valid screening tool. The aim of this study was to assess how well brief attitudinal and behavioral survey items…

  18. Effects of Comprehensive, Multiple High-Risk Behaviors Prevention Program on High School Students

    Science.gov (United States)

    Collier, Crystal

    2013-01-01

    The purpose of this mixed methods study was to examine the effect of a multiple high-risk behaviors prevention program applied comprehensively throughout an entire school-system involving universal, selective, and indicated levels of students at a local private high school during a 4-year period. The prevention program was created based upon the…

  19. Towards a Typology of Parental Behaviors, Attitudes, and Beliefs about School

    Science.gov (United States)

    Pelletier, Daniel; Collerette, Pierre; Turcotte, Gilles; Beaulieu, Alexandre

    2013-01-01

    The social and academic experiences of children and adolescents in school are a major concern for parents and their characteristics as protection or risk factors for their children's adaptation has been extensively studied. However, few studies have dealt with the behaviors, attitudes and beliefs of parents about the schools their children are…

  20. School-Related Stress Experience as a Risk Factor for Bullying Behavior.

    Science.gov (United States)

    Natvig, Gerd Karin; Albrektsen, Grethe; Qvarnstrom, Ulla

    2001-01-01

    Studied associations between bullying behavior and school-related stress experience, self-efficacy, social support, and decision control in a sample of 885 Norwegian adolescents aged 13-15 years. Increasing school alienation was associated with an increased risk of bullying, while increasing support from teachers and peers decreased the risk.…

  1. Early Nonparental Care and Social Behavior in Elementary School: Support for a Social Group Adaptation Hypothesis

    Science.gov (United States)

    Pingault, Jean-Baptiste; Tremblay, Richard E.; Vitaro, Frank; Japel, Christa; Boivin, Michel; Côté, Sylvana M.

    2015-01-01

    This study examined the contribution of nonparental child-care services received during the preschool years to the development of social behavior between kindergarten and the end of elementary school with a birth cohort from Québec, Canada (N = 1,544). Mothers reported on the use of child-care services, while elementary school teachers rated…

  2. School Correlates of Academic Behaviors and Performance among McKinney-Vento Identified Youth

    Science.gov (United States)

    Stone, Susan; Uretsky, Mathew

    2016-01-01

    We utilized a pooled sample of elementary, middle, and high school-aged children identified as homeless via definitions set forth by McKinney-Vento legislation in a large urban district in California to estimate the extent to which school factors contributed to student attendance, suspensions, test-taking behaviors, and performance on state…

  3. Perceptions of Supportive Leadership Behaviors of School Site Administrators for Secondary Special Education Teachers

    Science.gov (United States)

    Roderick, Erin; Jung, Adrian Woo

    2012-01-01

    School administrators fall short of supporting special education teachers due to a lack of knowledge of and experience in special education. The purpose of this study was to identify and compare leadership behaviors perceived as supportive by special education teachers and school site administrators. Data collection involved a survey instrument…

  4. School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: A Review of the Literature

    Science.gov (United States)

    Wheaton, Anne G.; Chapman, Daniel P.; Croft, Janet B.

    2016-01-01

    Background: Insufficient sleep in adolescents has been shown to be associated with a wide variety of adverse outcomes, from poor mental and physical health to behavioral problems and lower academic grades. However, most high school students do not get sufficient sleep. Delaying school start times for adolescents has been proposed as a policy…

  5. School Counselors' Education and Training, Competency, and Supportive Behaviors Concerning Gay, Lesbian, and Bisexual Students

    Science.gov (United States)

    Hall, William J.; McDougald, Amanda M.; Kresica, Aimee M.

    2014-01-01

    This study examined high school counselors' education and training, counseling competency, and supportive behavior regarding gay, lesbian, and bisexual students. Sexual minority students often face a range of school and mental health problems. Results show that participants' counseling competency skills, knowledge, and attitudes predict…

  6. The Impact of Principal Leadership Behaviors on the Efficacy of New and Experienced Middle School Teachers

    Science.gov (United States)

    Walker, Jeffrey A.

    2009-01-01

    This study investigated characteristics and behaviors of middle school principals that enhance the efficacy of new and experienced middle school teachers. Existing research has established a positive relationship between high levels of teacher efficacy and increased student achievement. Prior research has also demonstrated a positive link between…

  7. Students' Perceived Parental School Behavior Expectations and Their Academic Performance: A Longitudinal Analysis

    Science.gov (United States)

    Bowen, Gary L.; Hopson, Laura M.; Rose, Roderick A.; Glennie, Elizabeth J.

    2012-01-01

    Self-report data from 2,088 sixth-grade students in 11 middle schools in North Carolina were combined with administrative data on their eighth-grade end-of-the-year achievement scores in math and reading to examine the influence of students' perceived parental school behavior expectations on their academic performance. Through use of multilevel…

  8. Adolescents' Psychological Health and Experiences with Unwanted Sexual Behavior at School

    Science.gov (United States)

    Timmerman, Greetje

    2004-01-01

    This paper examines the relationship between experiences with unwanted sexual behavior at school and adolescents' health. Adolescent boys and girls (N = 2,808) participated in a 1998/1999 survey of secondary school students in two regions of The Netherlands. The psychological issues investigated included psychosomatic problems and self-esteem. It…

  9. The Impact of Distributed Leadership Behaviors of School Principals on the Organizational Commitment of Teachers

    Science.gov (United States)

    Akdemir, Öznur Atas; Ayik, Ahmet

    2017-01-01

    This study aims to investigate the effect of school principals' distributed leadership behaviors on teachers' organizational commitment. For this purpose, correlational survey model has been used in this study. The study group consists of 772 teachers working at secondary schools of Erzurum. The data of the study has been collected by using…

  10. 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 =…

  11. The Effect of Vocational High School Administrators' Leadership Behaviors on Teacher Job Satisfaction

    Science.gov (United States)

    Tas, Said

    2017-01-01

    The purpose of this research is to determine the effect of vocational high school administrators' leadership behaviors on teacher job satisfaction. The study group of the research consists of 21 technical teachers who work at vocational high schools in the city of Isparta. The data obtained have been analyzed by calculating the frequency,…

  12. Adolescents' psychological health and experiences with unwanted sexual behavior at school

    NARCIS (Netherlands)

    Timmerman, G

    2004-01-01

    This paper examines the relationship between experiences with unwanted sexual behavior at school and adolescents' health. Adolescent boys and girls (N = 2,808) participated in a 1998/1999 survey of secondary school students in two regions of The Netherlands. The psychological issues investigated

  13. The Relationship between the Organizational Alienation and the Organizational Citizenship Behaviors of Primary School Teachers

    Science.gov (United States)

    Dagli, Abidin; Averbek, Emel

    2017-01-01

    The aim of this study is to determine the relationship between the organizational alienation and the organizational citizenship behaviors of primary school teachers. The research population consists of 700 teachers from 90 primary schools in the central district of Mardin/Turkey in the academic year of 2015-2016. The research sample consists of…

  14. Communication Satisfaction, Organizational Citizenship Behavior and the Relationship to Student Achievement in High Schools

    Science.gov (United States)

    Blanchard, Gayle A.

    2012-01-01

    This study used a correlational design that allowed the researcher to examine the relationship among communication satisfaction, organizational citizenship behaviors (OCB) and student achievement. High school teachers were surveyed from a convenience sample of 12 school districts in Arizona. Established instruments were used to survey teachers'…

  15. Positive Behavior Support in Delaware Schools: Developing Perspectives on Implementation and Outcomes. Executive Summary

    Science.gov (United States)

    Ackerman, Cheryl M.; Cooksy, Leslie J.; Murphy, Aideen; Rubright, Jonathan; Bear, George; Fifield, Steve

    2010-01-01

    In Spring 2010, the Delaware Education Research and Development Center conducted an evaluation of Delaware's PBS project, an initiative focused on developing a school-wide system of strategies to reduce behavior problems and foster a positive school climate. The study focused on facilitators and barriers to PBS implementation, and also included…

  16. School Social Workers' Perceived Efficacy at Tasks Related to Curbing Suspension and Undesirable Behaviors

    Science.gov (United States)

    Teasley, Martell L.; Miller, Christina R.

    2011-01-01

    This study explores school social workers' perceptions of their ability to successfully engage in practice tasks that reduce the likelihood of school suspension and undesirable behaviors among racial and ethnic groups within diverse geographical locations (urban, suburban, and rural). Using survey research methods with a convenience sample, 201…

  17. Gender Differences in the Effects of Behavioral Problems on School Outcomes

    DEFF Research Database (Denmark)

    Kristoffersen, Jannie H. G.; Smith, Nina

    Questionnaire (SDQ) of about 6,000 children born in 1990-92 in a large region in Denmark. The sample is merged with register information on parents and students observed until the age of 19. We find significant and large negative coefficients of the externalizing behavioral indicators. The effects tend......Behavioral problems are important determinants of school outcomes and later success in the labor market. We analyze whether behavioral problems affect girls and boys differently with respect to school outcomes. The study is based on teacher and parent evaluations of the Strength and Difficulties...... to be larger when based on parents' SDQ scores compared to teachers' SDQ scores. According to our estimations, the school outcomes for girls with abnormal externalizing behavior are not significantly different from those of boys with the same behavioral problems. A decomposition of the estimates indicates...

  18. The Prevalence of Unethical Student Behavior in Optometry Schools.

    Science.gov (United States)

    Werner, D. Leonard; Heiberger, Michael H.; Feldman, Jerome; Johnston, Edward

    2000-01-01

    A survey of second and third year students (n=1,092) at 16 optometric schools found 5.5 percent admitted to cheating in optometry school (and 13.9 percent admitted cheating in college), a finding similar to that found for medical students, whose self-reported cheating ranged from 4.7 percent to 10 percent. (Author/DB)

  19. The Managerial Behavior of Secondary School Heads in Punjab (Pakistan)

    Science.gov (United States)

    Naeemullah, Khan; Muhammad, Inamullah Hafiz; Muhammad, Sarwar; Uddin, Muhammad Naseer; Shafqat, Hussain

    2010-01-01

    The purpose of the study was to explore the perception of secondary school heads and their managerial roles. The sample of the study consisted of 56 school heads including 34 males and 22 females. A five-point scale was designed by the researchers for data collection. One of the researchers personally collected and recorded the information from…

  20. School Culture: Teachers' Beliefs, Behaviors, and Instructional Practices

    Science.gov (United States)

    Hongboontri, Chantarath; Keawkhong, Natheeporn

    2014-01-01

    This mixed-methods research project documents the school culture of Hope University's Language Institute and reveals the reciprocal relationship between the school culture and the instructional practices of the English as a foreign language (EFL) teachers in this particular institute. Altogether, 62 EFL teachers agreed to complete a questionnaire.…

  1. Promoting Healthy Behaviors in Children: Applying Ignatian Values in Schools

    Science.gov (United States)

    Schwartz, Misty; Lauglin, Ann; Connelly, Susan; Potthoff, Meghan; Synowiecki, Barbara; Yager, Amy

    2013-01-01

    An innovative partnership between a college of nursing and local parochial schools provided opportunities for nursing students to offer basic health promotion and disease prevention services, provide health education, and participate in a service-learning, research endeavor. This partnership provided the nursing school with the ability to…

  2. Images of Schools: Structures and Roles in Organizational Behavior.

    Science.gov (United States)

    Bacharach, Samuel B., Ed.; Mundell, Bryan, Ed.

    This book brings together different analytical perspectives from organizational theory and applies them to examinations of schools. The editors maintain that the current debate over school restructuring is essentially a debate over which strategy of organizing will achieve the best results. Organizational theory suggests that there are two primary…

  3. Developing Creative Behavior in Elementary School Students with Robotics

    Science.gov (United States)

    Nemiro, Jill; Larriva, Cesar; Jawaharlal, Mariappan

    2017-01-01

    The School Robotics Initiative (SRI), a problem-based robotics program for elementary school students, was developed with the objective of reaching students early on to instill an interest in Science, Technology, Engineering, and Math disciplines. The purpose of this exploratory, observational study was to examine how the SRI fosters student…

  4. Factors influencing fast food consumption behaviors of middle-school students in Seoul: an application of theory of planned behaviors.

    Science.gov (United States)

    Seo, Hyun-Sun; Lee, Soo-Kyung; Nam, Soyoung

    2011-04-01

    Fast food is popular among children and adolescents; however, its consumption has often been associated with negative impacts on nutrition and health. This study examined current fast food consumption status among middle school students and explored factors influencing fast food consumption by applying Theory of Planned Behavior. A total of 354 (52.5% boys) students were recruited from a middle school. The subjects completed a pre-tested questionnaire. The average monthly frequency of fast food consumption was 4.05 (4.25 for boys, 3.83 for girls). As expected, fast food consumption was considered to be a special event rather than part of an everyday diet, closely associated with meeting friends or celebrating, most likely with friends, special days. The Theory of Planned Behavior effectively explained fast food consumption behaviors with relatively high R(2) around 0.6. Multiple regression analyses showed that fast food consumption behavior was significantly related to behavioral intention (b = 0.61, P intention was significantly related to subjective norm (b = 0.15, P fast food consumption was not significantly associated with behavioral intention. Therefore, effective nutrition education programs on fast food consumption should include components to change the subjective norms of fast food consumption, especially among peers, and perceived behavioral control. Further studies should examine effective ways of changing subjective norms and possible alternatives to fast food consumption for students to alter perceived behavioral control.

  5. Access to Waterless Hand Sanitizer Improves Student Hand Hygiene Behavior in Primary Schools in Nairobi, Kenya

    Science.gov (United States)

    Pickering, Amy J.; Davis, Jennifer; Blum, Annalise G.; Scalmanini, Jenna; Oyier, Beryl; Okoth, George; Breiman, Robert F.; Ram, Pavani K.

    2013-01-01

    Handwashing is difficult in settings with limited resources and water access. In primary schools within urban Kibera, Kenya, we investigated the impact of providing waterless hand sanitizer on student hand hygiene behavior. Two schools received a waterless hand sanitizer intervention, two schools received a handwashing with soap intervention, and two schools received no intervention. Hand cleaning behavior after toilet use was monitored for 2 months using structured observation. Hand cleaning after toileting was 82% at sanitizer schools (N = 2,507 toileting events), 38% at soap schools (N = 3,429), and 37% at control schools (N = 2,797). Students at sanitizer schools were 23% less likely to have observed rhinorrhea than control students (P = 0.02); reductions in student-reported gastrointestinal and respiratory illness symptoms were not statistically significant. Providing waterless hand sanitizer markedly increased student hand cleaning after toilet use, whereas the soap intervention did not. Waterless hand sanitizer may be a promising option to improve student hand cleansing behavior, particularly in schools with limited water access. PMID:23836575

  6. Access to waterless hand sanitizer improves student hand hygiene behavior in primary schools in Nairobi, Kenya.

    Science.gov (United States)

    Pickering, Amy J; Davis, Jennifer; Blum, Annalise G; Scalmanini, Jenna; Oyier, Beryl; Okoth, George; Breiman, Robert F; Ram, Pavani K

    2013-09-01

    Handwashing is difficult in settings with limited resources and water access. In primary schools within urban Kibera, Kenya, we investigated the impact of providing waterless hand sanitizer on student hand hygiene behavior. Two schools received a waterless hand sanitizer intervention, two schools received a handwashing with soap intervention, and two schools received no intervention. Hand cleaning behavior after toilet use was monitored for 2 months using structured observation. Hand cleaning after toileting was 82% at sanitizer schools (N = 2,507 toileting events), 38% at soap schools (N = 3,429), and 37% at control schools (N = 2,797). Students at sanitizer schools were 23% less likely to have observed rhinorrhea than control students (P = 0.02); reductions in student-reported gastrointestinal and respiratory illness symptoms were not statistically significant. Providing waterless hand sanitizer markedly increased student hand cleaning after toilet use, whereas the soap intervention did not. Waterless hand sanitizer may be a promising option to improve student hand cleansing behavior, particularly in schools with limited water access.

  7. Healthy behaviors among teenagers studying in schools in the urban and rural areas of Western Poland

    Directory of Open Access Journals (Sweden)

    Donata Woitas-Ślubowska

    2016-10-01

    Full Text Available Introduction: Unhealthy behaviors are related to the increased risk of morbidity and mortality. Reduction of the risk is possible, although it requires modification of the unhealthy behaviors. This change is possible in all stages of life, however it is most effective in its early phases. A well documented correlation between health-related behaviors and morbidity and mortality makes them an important aspect of public health. Aim: The aim of this study was the recognition  of health-related behaviors among boys and girls studying in the schools of the urban and rural areas of Western Poland and also pointing out a group of youth that should be targeted with specialized health education programmes. Method: This study was conducted on a group of 845 middle school students (14-16 yrs, attending randomly selected middle schools in urban and rural areas located in the Western Poland. An anonymous auditory survey was conducted. The survey consisted of 31 close-ended questions about the demographic and socioeconomic status, and health-related behaviors. In this paper in the statistical evaluation of the accumulated data concerned relationships between health-related behaviors and gender and place of study. Results: A widespread occurrence of unhealthy behaviors was observed. Many participants admitted to unhealthy nutritional habits, and, although less frequently, tobacco use, drinking alcohol and low physical activity. The area in which the students were located played an important part in the nutritional behaviors of boys and with the use of tobacco and the physical activity of girls. The group at the most risk of unhealthy behaviors were the girls studying in the urban middle schools and the boys studying in the rural middle schools. Conclusion: The unhealthy behaviors are a reason for maintaining a regular health education of the middle school students. This education should consider specific educational needs related to the sex and students

  8. Correlates of Inconsistent Refusal of Unprotected Sex among Armenian Female Sex Workers

    Directory of Open Access Journals (Sweden)

    Karine Markosyan

    2014-01-01

    Full Text Available This cross-sectional study assessed the prevalence and correlates of inconsistent refusal of unprotected sex among female sex workers (FSWs in Armenia. One hundred and eighteen street-based FSWs between the ages of 20 and 52 completed a questionnaire assessing FSWs’ demographic, psychosocial, and behavioral characteristics. A total of 52.5% (n=62 of FSWs reported inconsistent refusal of unprotected sex with clients in the past 3 months. Logistic regression analysis controlling for participants’ age and education revealed that perceiving more barriers toward condom use (AOR = 1.1; P<0.01, reporting more types of abuse (AOR = 2.1; P<0.01, and setting lower fees for service (AOR = 0.9; P=0.02 significantly predicted inconsistent refusal of unprotected sex. HIV-risk-reduction behavioral interventions tailored to FSWs working in Yerevan Armenia should address the factors identified in this study toward the goal of enhancing refusal of unprotected sex and ultimately preventing acquisition of sexually transmitted infections (STIs including HIV.

  9. Power quality affects teacher wellbeing and student behavior in three Minnesota Schools

    International Nuclear Information System (INIS)

    Havas, Magda; Olstad, Angela

    2008-01-01

    Background: Poor power quality (dirty electricity) is ubiquitous especially in schools with fluorescent lights and computers. Previous studies have shown a relationship between power quality and student behavior/teacher health. Objectives: The purpose of this study is to determine the ability of power line filters to reduce dirty electricity in a school environment and to document changes in health and behavior among teachers and students. Method: We installed Graham Stetzer filters and dummy filters and measured power quality in three Minnesota Schools. Teachers completed a daily questionnaire regarding their health and the behavior of their students for an 8-week period. Teachers were unaware of which filters were installed at any one time (single blind study). Results: Dirty electricity was reduced by more than 90% in the three schools and during this period teacher health improved as did student behavior in the middle/elementary schools. Headaches, general weakness, dry eyes/mouth, facial flushing, asthma, skin irritations, overall mood including depression and anxiety improved significantly among staff. Of the 44 teachers who participated 64% were better, 30% were worse, and 6% did not change. Behavior of high school students did not improve but elementary/middle school students were more active in class; more responsive, more focused; had fewer health complaints; and had a better overall learning experience. Conclusions: Dirty electricity in schools may be adversely affecting wellbeing of teachers and behavior of their students, especially younger students in middle and elementary school. Power line filters improve power quality and may also protect those who are sensitive to this energy. Work on electric and magnetic field metrics with and without Stetzer filters urgently needs to be carried out to determine just what characteristics of the dirty electricity may be interacting with the people

  10. Dimensions of Principal Support Behaviors and Their Relationship to Organizational Citizenship Behaviors and Student Achievement in High Schools

    Science.gov (United States)

    Tindle, Jennifer A.

    2012-01-01

    This research was designed with the primary purpose of identifying the dimensions of principal support perceived by public high school teachers in Virginia and identifying the relationship between principal support and organizational citizenship behaviors. In addition, this study also examined the relationship between principal support and student…

  11. Trans*+ing Classrooms: The Pedagogy of Refusal as Mediator for Learning

    Directory of Open Access Journals (Sweden)

    sj Miller

    2016-07-01

    Full Text Available Gender and sexuality norms, conscribed under cis/heteropatriarchy, have established violent and unstable social and educational climates for the millennial generation of lesbian, gay, bisexual, transgender, intersex, agender/asexual, gender creative, and questioning youth. While strides have been made to make schools more supportive and queer inclusive, schools still struggle to include lesbian, gay, bisexual, transgender*+, intersex, agender/asexual, gender creative, queer and questioning (LGBT*+IAGCQQ-positive curricula. While extensive studies must be done on behalf of all queer youth, this work specifically focuses on how to support classroom teachers to uptake and apply a pedagogy of refusal that attends to the most vulnerabilized population of queer youth to date, those that are trans*+. A pedagogy of refusal will be explored through an evolving theory of trans*+ness, then demonstrated through a framework for classroom application, followed by recommendations for change.

  12. Availability of high school extracurricular sports programs and high-risk behaviors.

    Science.gov (United States)

    Cohen, Deborah A; Taylor, Stephanie L; Zonta, Michela; Vestal, Katherine D; Schuster, Mark A

    2007-02-01

    The Surgeon General has called for an expansion of school-based extracurricular sports programs to address the obesity epidemic. However, little is known about the availability of and participation in high school extracurricular sports and how participation in these sports is related to high-risk behaviors. We surveyed Los Angeles County public high schools in 2002 to determine the number of extracurricular sports programs offered and the percentage of students participating in those programs. We used community data on rates of arrests, births, and sexually transmitted diseases (STDs) among youth to examine associations between risk behaviors and participation in sports programs. The average school offered 14 sports programs, and the average participation rate was 39% for boys and 30% for girls. Smaller schools and schools with higher percentages of disadvantaged students offered fewer programs. The average school offering 13 or fewer programs had 14% of its students participating, while the average school offering 16 or more programs had 31% of its students participating in sports. Controlling for area-level demographics, juvenile arrest rates and teen birth rates, but not STD rates, were lower in areas where schools offered more extracurricular sports. Opportunities for participation in high school extracurricular sports are limited. Future studies should test whether increased opportunities will increase physical activity and impact the increasing overweight problem in youths.

  13. Classroom peer relationships and behavioral engagement in elementary school: the role of social network equity.

    Science.gov (United States)

    Cappella, Elise; Kim, Ha Yeon; Neal, Jennifer W; Jackson, Daisy R

    2013-12-01

    Applying social capital and systems theories of social processes, we examine the role of the classroom peer context in the behavioral engagement of low-income students (N = 80) in urban elementary school classrooms (N = 22). Systematic child observations were conducted to assess behavioral engagement among second to fifth graders in the fall and spring of the same school year. Classroom observations, teacher and child questionnaires, and social network data were collected in the fall. Confirming prior research, results from multilevel models indicate that students with more behavioral difficulties or less academic motivation in the fall were less behaviorally engaged in the spring. Extending prior research, classrooms with more equitably distributed and interconnected social ties-social network equity-had more behaviorally engaged students in the spring, especially in classrooms with higher levels of observed organization (i.e., effective management of behavior, time, and attention). Moreover, social network equity attenuated the negative relation between student behavioral difficulties and behavioral engagement, suggesting that students with behavioral difficulties were less disengaged in classrooms with more equitably distributed and interconnected social ties. Findings illuminate the need to consider classroom peer contexts in future research and intervention focused on the behavioral engagement of students in urban elementary schools.

  14. 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…

  15. Relationship between the Instructional Leadership Behaviors of High School Principals and Teachers' Organizational Commitment

    Science.gov (United States)

    Sarikaya, Nuray; Erdogan, Çetin

    2016-01-01

    The purpose of the current study is to investigate the relationship between the instructional leadership behaviors of high school principals and teachers' perceptions of organizational commitment and to test the extent to which instructional leadership behaviors predict organizational commitment. The study is designed in relational method. The…

  16. Violent Children in Today's Schools: A Literary Review and a Behavior Management Plan for Administrators.

    Science.gov (United States)

    Moore, Paula; Karr-Kidwell, PJ

    This paper presents a relevant literary review and then develops a behavior-management program within schools encompassing social-skills training for all children. Both the literary review and this program can be used to educate administrators, educators, parents, and students about behaviors and warning signs associated with violent children. The…

  17. Developing an Integrative Play Therapy Group Model for Middle School Male Students to Address Bullying Behaviors

    Science.gov (United States)

    Jordan, Jakarla

    2016-01-01

    This research examines the systematic process of developing an integrative play therapy group model for middle school male students, ages 11-15 who participate in bullying behaviors. Play therapy approaches and evidence-based practices are documented as effective measures for addressing bullying behaviors with children and adolescents. This group…

  18. Review of Research on the Relationship between School Buildings, Student Achievement, and Student Behavior.

    Science.gov (United States)

    Earthman, Glen, I.; Lemasters, Linda

    The most persistent question in the field of school facility planning relates to that of the relationship between the built environment and the performance and behavior of users, particularly students. Ways in which the built environment affects two student variables--student achievement and student behavior--are explored. The first variable is…

  19. Perceived Connections between Anti-Social Gateway Behaviors and School Bullying and Culture

    Science.gov (United States)

    Grell, Brett Stanley; Meyer, Richard C.

    2016-01-01

    The purpose of this study was to examine and compare opinions of 8th and 9th grade teachers and students regarding the prevalence of anti-social/gateway behaviors in their classrooms, the perceived connection between these behaviors and more traditional forms of bullying, and the potential impact of school-wide anti-bullying programs specifically…

  20. The Social Functions of Antisocial Behavior: Considerations for School Violence Prevention Strategies for Students with Disabilities

    Science.gov (United States)

    Farmer, Thomas W.; Lane, Kathleen L.; Lee, David L.; Hamm, Jill V.; Lambert, Kerrylin

    2012-01-01

    Research on school social dynamics suggests that antisocial behavior is often supported by peer group processes particularly during late childhood and adolescence. Building from a social interactional framework, this article explores how information on the social functions of aggressive and disruptive behavior may help to guide function-based…

  1. The Effects of a School-Based Functional Analysis on Subsequent Classroom Behavior

    Science.gov (United States)

    Davis, Tonya N.; Durand, Shannon; Fuentes, Lisa; Dacus, Sharon; Blenden, Kara

    2014-01-01

    In this study we analyzed the effects of conducting a school-based functional analysis on subsequent classroom behavior. Each participant was observed in the classroom during activities that were reported by teachers to result in high levels of challenging behavior. Participants were observed during (a) baseline, prior to the administration of a…

  2. Secondary Prevention Efforts at the Middle School Level: An Application of the Behavior Education Program

    Science.gov (United States)

    Lane, Kathleen Lynne; Capizzi, Andrea M.; Fisher, Marisa H.; Ennis, Robin Parks

    2012-01-01

    In this study we examine the impact of the Behavior Education Program (BEP; Hawken, MacLeod, & Rawlings, 2007) with four middle school students who were not responsive to a comprehensive primary prevention program including academic, behavioral and social components. To extend this line of inquiry we (a) conducted a functional behavioral…

  3. Contributing Factors to Aggressive Behaviors in High School Students in Turkey

    Science.gov (United States)

    Kaya, Fadime; Bilgin, Hulya; Singer, Mark I.

    2012-01-01

    Violence among young people is an important public health topic as a universal problem. One of the recent issues concerning both the media and parents is the aggressive behavior among the high school students in Istanbul and the worldwide. The aim of this study was to investigate the types and rates of aggressive behavior and the contributing…

  4. Adolescent School Experiences and Dropout, Adolescent Pregnancy, and Young Adult Deviant Behavior.

    Science.gov (United States)

    Kasen, Stephanie; Cohen, Patricia; Brook, Judith S.

    1998-01-01

    This study examined predictability of inappropriate behavior in a random sample of 452 adolescents. Behaviors examined included dropping out, teen pregnancy, criminal activities and conviction, antisocial personality disorder, and alcohol abuse. Found that academic achievement and aspirations, and learning-focused school settings related to…

  5. Substance Use and Sexual Risk Behaviors among American Indian and Alaska Native High School Students

    Science.gov (United States)

    de Ravello, Lori; Everett Jones, Sherry; Tulloch, Scott; Taylor, Melanie; Doshi, Sonal

    2014-01-01

    Background: We describe the prevalence of behaviors that put American Indian and Alaska Native (AI/AN) high school students at risk for teen pregnancy and sexually transmitted infections (STIs) and the relationships among race/ethnicity and these behaviors. Methods: We analyzed merged 2007 and 2009 data from the national Youth Risk Behavior…

  6. Behavioral determinants of mothers' safety measures to prevent injuries of pre-school children.

    NARCIS (Netherlands)

    Wortel, E.; Geus, G.H. de; Kok, G.

    1995-01-01

    Home-related injuries are a major threat to pre-school children in the western world. In this study the behavioral determinants of 18 parental safety measures were assessed. To select behavioral determinants, the Attitude-Social influence-Self-efficacy/barriers model was used with the inclusion of

  7. Non-exposure parenting increases risk of bullying behavior in junior high school students

    Directory of Open Access Journals (Sweden)

    Surilena Hasan

    2016-05-01

    Non-exposure parenting was the most relevant risk factor of bullying behavior. Low self-esteem increases the risk of bullying behavior. These findings suggest the need of timely bullying prevention and intervention programs that should have a special focus on families of primary high school students.

  8. An Association between Bullying Behaviors and Alcohol Use among Middle School Students

    Science.gov (United States)

    Peleg-Oren, Neta; Cardenas, Gabriel A.; Comerford, Mary; Galea, Sandro

    2012-01-01

    Although a high prevalence of bullying behaviors among adolescents has been documented, little is known about the association between bullying behaviors and alcohol use among perpetrators or victims. This study used data from a representative two-stage cluster random sample of 44, 532 middle school adolescents in Florida. We found a high…

  9. The quality of school wellness policies and energy-balance behaviors of adolescent mothers.

    Science.gov (United States)

    Haire-Joshu, Debra; Yount, Byron W; Budd, Elizabeth L; Schwarz, Cynthia; Schermbeck, Rebecca; Green, Scoie; Elliott, Michael

    2011-03-01

    In this study, we 1) compared the quality of school wellness policies among schools participating in Moms for a Healthy Balance (BALANCE), a school- and home-based weight loss study conducted with postpartum adolescents in 27 states; and 2) assessed the relationship between policy quality with energy-balance behaviors and body mass index z scores of postpartum adolescents. As a part of BALANCE, we collected data on high-calorie food and beverage consumption, minutes spent walking, and height and weight for 647 participants. The School Wellness Policy Coding Tool was used to assess the strength and comprehensiveness of school district wellness policies from 251 schools attended by participating adolescent mothers. Schools averaged low scores for wellness policy comprehensiveness and strength. When compared with participants in schools with the lowest policy comprehensiveness scores, adolescent mothers in schools with the highest scores reported consuming significantly fewer daily calories from sweetened beverages while reporting higher consumption of water (P = .04 and P = .01, respectively). School wellness policy strength was associated with lower BMI z scores among adolescent mothers (P = .01). School wellness policies associated with BALANCE may be limited in their ability to promote a healthy school environment. Future studies are needed to evaluate the effect of the strength and comprehensiveness of policy language on energy balance in high-risk postpartum adolescents. Evidence from this work can provide additional guidance to federal or state government in mandating not only policy content, but also systematic evaluation.

  10. THE EFFECT OF EMOTIONAL INTELLIGENCE TRAINING ON BEHAVIOR PROBLEMS OF BOYS WITH EXTERNALIZED BEHAVIOR DISORDER IN ELEMENTARY SCHOOLS

    Directory of Open Access Journals (Sweden)

    Kosar Moghaddam POUR

    2014-09-01

    Full Text Available The purpose of this study is to investigate the effect of emotional intelligence on the behavior problems of boys with Externalized behavior disorder in Primary Schools. Method: This quasi-experimental study was conducted along with a pre-test, post-test, with a control group and a follow-up test. For sampling, 40 students identified with Externalized behavioral problems through the Teacher Report Form (TRF and the Child Behavior Checklist (CBCL were chosen and randomly divided into two groups (20 in the experimental group and 20 in the control group. The experimental group received emotional intelligence training program in 17 sessions (2 sessions per week, 60 minutes per session and the control group received no training beyond their regular school program. After two months, in order to examine the stability (durability of training effect, the follow-up test was conducted. Finally, the data obtained were analyzed using the statistical method of generalized estimating equations. Results: The results showed that the intervention program had created a significant difference between the scores of the experimental and control group (p<0.001 and the rate of behavioral problems (aggression, rule breaking occurrence has dropped. This was true for the follow-up results too. Conclusions: It can be concluded that Emotional Intelligence Training decreases the behavior problems of boys with Externalized behavior disorder and helps to prevent high occurrence of these problems.

  11. Examining Behavioral Consultation plus Computer-Based Implementation Planning on Teachers' Intervention Implementation in an Alternative School

    Science.gov (United States)

    Long, Anna C. J.; Sanetti, Lisa M. Hagermoser; Lark, Catherine R.; Connolly, Jennifer J. G.

    2018-01-01

    Students who demonstrate the most challenging behaviors are at risk of school failure and are often placed in alternative schools, in which a primary goal is remediating behavioral and academic concerns to facilitate students' return to their community school. Consistently implemented evidence-based classroom management is necessary toward this…

  12. Student behavior during a school closure caused by pandemic influenza A/H1N1.

    Science.gov (United States)

    Miller, Joel C; Danon, Leon; O'Hagan, Justin J; Goldstein, Edward; Lajous, Martin; Lipsitch, Marc

    2010-05-05

    Many schools were temporarily closed in response to outbreaks of the recently emerged pandemic influenza A/H1N1 virus. The effectiveness of closing schools to reduce transmission depends largely on student/family behavior during the closure. We sought to improve our understanding of these behaviors. To characterize this behavior, we surveyed students in grades 9-12 and parents of students in grades 5-8 about student activities during a week long closure of a school during the first months after the disease emerged. We found significant interaction with the community and other students-though less interaction with other students than during school-with the level of interaction increasing with grade. Our results are useful for the future design of social distancing policies and to improving the ability of modeling studies to accurately predict their impact.

  13. Student behavior during a school closure caused by pandemic influenza A/H1N1.

    Directory of Open Access Journals (Sweden)

    Joel C Miller

    Full Text Available BACKGROUND: Many schools were temporarily closed in response to outbreaks of the recently emerged pandemic influenza A/H1N1 virus. The effectiveness of closing schools to reduce transmission depends largely on student/family behavior during the closure. We sought to improve our understanding of these behaviors. METHODOLOGY/PRINCIPAL FINDINGS: To characterize this behavior, we surveyed students in grades 9-12 and parents of students in grades 5-8 about student activities during a week long closure of a school during the first months after the disease emerged. We found significant interaction with the community and other students-though less interaction with other students than during school-with the level of interaction increasing with grade. CONCLUSIONS: Our results are useful for the future design of social distancing policies and to improving the ability of modeling studies to accurately predict their impact.

  14. Applying behavioral insights to delay school start times.

    Science.gov (United States)

    Kohl Malone, Susan; Ziporyn, Terra; Buttenheim, Alison M

    2017-12-01

    Healthy People 2020 established a national objective to increase the proportion of 9th-to-12th-grade students reporting sufficient sleep. A salient approach for achieving this objective is to delay middle and high school start times. Despite decades of research supporting the benefits of delayed school start times on adolescent sleep, health, and well-being, progress has been slow. Accelerating progress will require new approaches incorporating strategies that influence how school policy decisions are made. In this commentary, we introduce four strategies that influence decision-making processes and demonstrate how they can be applied to efforts aimed at changing school start time policies. Copyright © 2017 National Sleep Foundation. All rights reserved.

  15. Fast Food Consumption Behaviors in High-School Students based on the Theory of Planned Behavior (TPB

    Directory of Open Access Journals (Sweden)

    Kamal Mirkarimi

    2016-07-01

    Full Text Available Background: Studies report inappropriate snack and junk food consumption patterns in children and young adults in Iran. The current survey was aimed to explore fast food consumption behaviors in high-school students based on the Theory of Planned Behavior. Materials and Methods: A cross-sectional study was done among 500 high-school students. Samples were selected based on cluster sampling method at first and simple random at second. Data were collected using a researcher-made questionnaire. To analyze, SPSS-16 and tests, including t-test, Chi-square, correlation coefficient and multiple regressions were used. Results: The monthly frequency of fast food consumption was 4.01. The TPB explained fast food use behaviors with R2 of 0.6, effectively. Results also represented that frequency of fast food consumption was meaningfully in line with behavioral intention (β = 0.60, P < 0.05 and subjective norms (β = 0.17, P < 0.05. Conclusion: It seems likely beneficial to consider important subjective norms (especially friends that may strongly effect on high-school student intention to use fast food. Also students perceived behavioral control must be increased.

  16. Household and school-level influences on smoking behavior among Korean adolescents: a multilevel analysis.

    Directory of Open Access Journals (Sweden)

    Jongho Heo

    Full Text Available BACKGROUND: Trends in adolescent smoking rates in South Korea have not shown substantial progress due to a lack of effective anti-smoking interventions and policies in school settings. METHODS AND FINDINGS: We examined individual- and school-level determinants of adolescent smoking behavior (ever smoking, current smoking, and daily smoking using the nationally representative fifth Korean Youth Risk Behavior Web-based Survey conducted in 2009. We found that students in coeducation schools or vocational high schools had greater risks of smoking for each type of smoking behavior than those in single-sex schools or general high schools, respectively even after controlling for individual-level factors. Higher family affluence and higher weekly allowances were associated with greater risks of ever smoking, current smoking and daily smoking even after controlling for parental education and other confounders. CONCLUSIONS: Whilst caution is required in interpreting results given the cross-sectional nature of the study, our findings suggest that in addition to raising the price of cigarettes, youth anti-smoking interventions in South Korea may benefit from focusing on coeducation schools and vocational high schools.

  17. Household and school-level influences on smoking behavior among Korean adolescents: a multilevel analysis.

    Science.gov (United States)

    Heo, Jongho; Oh, Juhwan; Subramanian, S V; Kawachi, Ichiro

    2014-01-01

    Trends in adolescent smoking rates in South Korea have not shown substantial progress due to a lack of effective anti-smoking interventions and policies in school settings. We examined individual- and school-level determinants of adolescent smoking behavior (ever smoking, current smoking, and daily smoking) using the nationally representative fifth Korean Youth Risk Behavior Web-based Survey conducted in 2009. We found that students in coeducation schools or vocational high schools had greater risks of smoking for each type of smoking behavior than those in single-sex schools or general high schools, respectively even after controlling for individual-level factors. Higher family affluence and higher weekly allowances were associated with greater risks of ever smoking, current smoking and daily smoking even after controlling for parental education and other confounders. Whilst caution is required in interpreting results given the cross-sectional nature of the study, our findings suggest that in addition to raising the price of cigarettes, youth anti-smoking interventions in South Korea may benefit from focusing on coeducation schools and vocational high schools.

  18. Psychoticism and disruptive behavior can be also good predictors of school achievement.

    Science.gov (United States)

    Flores-Mendoza, Carmen; Widaman, Keith; Mansur-Alves, Marcela; Bacelar, Tatiane Dias; Saldanha, Renata

    2013-01-01

    The relations of Gf (Standard Progressive Matrices Raven), Gc (verbal scale of Wechsler Intelligence Scale for Children-Third Version), personality dimensions (Eysenck Personality Questionnaire-Junior Version), and disruptive behavior (TDAH scale) with school achievement (measured by TDE test and PISA test) were investigated. Two samples of students (total N = 534) representing a broad range of socioeconomic status (SES) participated in this study. Path models were conducted. The results demonstrated that (1) in both samples no sex differences related to school achievement were found; (2) in the first sample, after controlling for age and SES differences, Gf and psychoticism predicted (.38 and -.13, respectively) school achievement (measured by TDE test); (3) in the second sample, after controlling for SES differences to which additional measures were administered, Gf and Gc positively predicted (.22 and .40, respectively) school achievement (measured by PISA test). In addition, psychoticism and disruptive behavior also predicted school performance (-.14 and -.28, respectively). Some theoretical and practical implications are discussed.

  19. Disciplinary action by medical boards and prior behavior in medical school.

    Science.gov (United States)

    Papadakis, Maxine A; Teherani, Arianne; Banach, Mary A; Knettler, Timothy R; Rattner, Susan L; Stern, David T; Veloski, J Jon; Hodgson, Carol S

    2005-12-22

    Evidence supporting professionalism as a critical measure of competence in medical education is limited. In this case-control study, we investigated the association of disciplinary action against practicing physicians with prior unprofessional behavior in medical school. We also examined the specific types of behavior that are most predictive of disciplinary action against practicing physicians with unprofessional behavior in medical school. The study included 235 graduates of three medical schools who were disciplined by one of 40 state medical boards between 1990 and 2003 (case physicians). The 469 control physicians were matched with the case physicians according to medical school and graduation year. Predictor variables from medical school included the presence or absence of narratives describing unprofessional behavior, grades, standardized-test scores, and demographic characteristics. Narratives were assigned an overall rating for unprofessional behavior. Those that met the threshold for unprofessional behavior were further classified among eight types of behavior and assigned a severity rating (moderate to severe). Disciplinary action by a medical board was strongly associated with prior unprofessional behavior in medical school (odds ratio, 3.0; 95 percent confidence interval, 1.9 to 4.8), for a population attributable risk of disciplinary action of 26 percent. The types of unprofessional behavior most strongly linked with disciplinary action were severe irresponsibility (odds ratio, 8.5; 95 percent confidence interval, 1.8 to 40.1) and severely diminished capacity for self-improvement (odds ratio, 3.1; 95 percent confidence interval, 1.2 to 8.2). Disciplinary action by a medical board was also associated with low scores on the Medical College Admission Test and poor grades in the first two years of medical school (1 percent and 7 percent population attributable risk, respectively), but the association with these variables was less strong than that with

  20. The relationship between whistleblowing and organizational citizenship behavior for high school teachers

    Directory of Open Access Journals (Sweden)

    Abbas ERTÜRK

    2016-04-01

    Full Text Available The purpose of this study is to examine the relationship between whistleblowing and organizational citizenship behaviors in high school teachers. The research was conducted using the screening model. A total of 381 teachers participated in the research from general and vocational high schools. 216 (56.7% of them were male and 165 (43.3% were female. The "Whistleblowing Scale" and "Organizational Citizenship Scale" were used to collect the data. Descriptive statistics, t-test and ANOVA were used in the data analysis. The Scheffe test was used for the comparison of multiple tests in order to determine the source of the difference for the F values. Pearson correlation analysis was used to determine the relation between the level of organizational citizenship behavior and whistleblowing. The results were tested at the level of p<.01 and p<.05. The survey findings indicate that the teachers’ level of whistleblowing behavior is moderate and that males are whistleblowers significantly more than females, and that there is no significant difference between the groups in terms of the type of school. The teachers’ level of organizational citizenship behavior was high and does not differ according to gender, but significantly differs according to the type of school in favor of vocational schools. In addition, correlation analysis indicates a positive and significant relationship between teachers' whistleblowing behavior and organizational citizenship behavior at a low level.

  1. Undesirable Behaviors Elementary School Classroom Teachers Encounter in the Classroom and Their Reasons

    OpenAIRE

    E.G. Balcik; S. Gulec

    2011-01-01

    The present study aims to determine how often elementary school teachers encounter undesirable behaviors in the classroom and what their thoughts regarding possible reasons of these behaviors are. The teachers’ opininon about the prevalence of these behaviors and their possible reasons were evaluated according to gender, marital status, level of class being taught, size of class being taught and it was tried to be determined if there were significant differences between variables. The measure...

  2. Conscientious refusals and reason-giving.

    Science.gov (United States)

    Marsh, Jason

    2014-07-01

    Some philosophers have argued for what I call the reason-giving requirement for conscientious refusal in reproductive healthcare. According to this requirement, healthcare practitioners who conscientiously object to administering standard forms of treatment must have arguments to back up their conscience, arguments that are purely public in character. I argue that such a requirement, though attractive in some ways, faces an overlooked epistemic problem: it is either too easy or too difficult to satisfy in standard cases. I close by briefly considering whether a version of the reason-giving requirement can be salvaged despite this important difficulty. © 2013 John Wiley & Sons Ltd.

  3. Utilization of washery dirt and mine refuse

    Energy Technology Data Exchange (ETDEWEB)

    Leininger, D; Schieder, T

    1975-10-02

    Washery dirt and mine refuse may be used without processing as road ballast, embankments and dykes, and for filling gravel pits and subsidence areas. The properties required in road ballast are outlined. For the top portions of embankments and for frost protection layers, washery dirt must be processed to remove particles of the wrong size. Methods of heat treatment are listed, and the chemical composition of the dirt is discussed. Because of its different chemical composition, large particles are preferable to fine dirt for some applications, even if they have to be crushed. Tree planting experiments on spoilbanks are described.

  4. School-Based Obesity-Prevention Policies and Practices and Weight-Control Behaviors among Adolescents.

    Science.gov (United States)

    Larson, Nicole; Davey, Cynthia S; Caspi, Caitlin E; Kubik, Martha Y; Nanney, Marilyn S

    2017-02-01

    The promotion of healthy eating and physical activity within school settings is an important component of population-based strategies to prevent obesity; however, adolescents may be vulnerable to weight-related messages, as rapid development during this life stage often leads to preoccupation with body size and shape. This study examines secular trends in secondary school curricula topics relevant to the prevention of unhealthy weight-control behaviors; describes cross-sectional associations between weight-related curricula content and students' use of weight-control behaviors; and assesses whether implementation of school-based obesity-prevention policies/practices is longitudinally related to students' weight-control behaviors. The Minnesota School Health Profiles and Minnesota Student Survey (grades 9 and 12) data were used along with National Center for Education Statistics data to examine secular trends, cross-sectional associations (n=141 schools), and longitudinal associations (n=42 schools). Students self-reported their height and weight along with past-year use of healthy (eg, exercise), unhealthy (eg, fasting), and extreme (eg, use laxatives) weight-control behaviors. Descriptive statistics, generalized estimating equations, and generalized linear regression models accounting for school-level demographics. There was no observable pattern during the years 2008 to 2014 in the mean number of curricula topics addressing unhealthy weight-control behaviors, despite an increase in the prevalence of curricula addressing acceptance of body-size differences. Including three vs fewer weight-control topics and specifically including the topic of eating disorders in the curricula was related to a lower school-level percent of students using any extreme weight-control behaviors. In contrast, an overall measure of implementing school-based obesity-prevention policies/practices (eg, prohibited advertising) was unrelated to use of unhealthy or extreme behaviors

  5. The main problem solving differences between high school and university in mathematical beliefs and professional behavior

    Directory of Open Access Journals (Sweden)

    Reza Akhlaghi Garmjani

    2016-10-01

    Full Text Available Teaching science and math has been underdeveloped in nurturing the talents and motivations of young people who are in search of professions in these fields. Identifying and strengthening the students' problem solving beliefs and behaviors, can be a great help to those involved in teaching mathematics. This study investigates on the university and high school students, teachers and professors' problem solving beliefs and behaviors. Considering the research method, this study is a field research in which questionnaire is used. Participants in this research were senior high school and university students, math teachers and math professors. Data collection method for beliefs and behavior variables was via the use of a questionnaire. The Mann-Whitney test results showed that problem solving in high school and university was different and the main difference was in mathematical professional beliefs and behaviors.

  6. Is an Iranian Health Promoting School status associated with improving school food environment and snacking behaviors in adolescents?

    Science.gov (United States)

    Yazdi-Feyzabadi, Vahid; Omidvar, Nasrin; Keshavarz Mohammadi, Nastaran; Nedjat, Saharnaz; Karimi-Shahanjarini, Akram; Rashidian, Arash

    2017-08-29

    The Iranian Health Promoting Schools (IHPS) program was first piloted and then formally established in Iran in 2011 as a framework to promote healthy environment and behaviors such as proper dietary practice among adolescents. This study examined the role of IHPS in improving the school food environment and snacking behaviors among adolescents. In this cross-sectional study, 1320 eighth grade students from 40 middle schools with IHPS and non-IHPS program were selected using a proportional stratified random sampling method. A modified 55-item qualitative Food Frequency Questionnaire was used to assess the frequency of consumption of healthy and unhealthy snacks in the studied adolescents. Mixed effect negative binomial regression models were used to analyze the data. The association was also adjusted for individual variables, including gender, socio-economic status, pocket money, family structure and nutritional knowledge level. No significant difference was observed between the average of healthy and unhealthy snack items in IHPS and non-IHPS schools (p > 0.05). On the basis of adjusted analysis, being from/in IHPS was not associated with weekly frequency consumption of unhealthy [prevalence rate ratio (PRR) = 0.99; 95% CI: 0.85-1.16] and healthy (PRR = 1.08; 95% CI: 0.96-1.2) snacks among the adolescents. There was no difference regarding school food environment and snacking behaviors in IHPS and non-IHPS schools. This might indicate that there has been a weakness in institutionalizing the comprehensive concepts of the HPS approach in the studied schools. Addressing the proper understanding of HPS approach and the need for development of HPS through matching and adaptability with health promotion actions to reach defined standards, is necessary. © The Author 2017. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

  7. Observing preschoolers' social-emotional behavior: structure, foundations, and prediction of early school success.

    Science.gov (United States)

    Denham, Susanne A; Bassett, Hideko Hamada; Thayer, Sara K; Mincic, Melissa S; Sirotkin, Yana S; Zinsser, Katherine

    2012-01-01

    Social-emotional behavior of 352 3- and 4-year-olds attending private child-care and Head Start programs was observed using the Minnesota Preschool Affect Checklist, Revised (MPAC-R). Goals of the investigation included (a) using MPAC-R data to extract a shortened version, MPAC-R/S, comparing structure, internal consistency, test-retest reliability, and stability of both versions; and, using the shortened measure, to examine (b) age, gender, and risk status differences in social-emotional behaviors; (c) contributions of emotion knowledge and executive function to social-emotional behaviors; and (d) contributions of social-emotional behaviors to early school adjustment and kindergarten academic success. Results show that reliability of MPAC-R/S was as good, or better, than the MPAC-R. MPAC-R/S structure, at both times of observation, included emotionally negative/aggressive, emotionally regulated/prosocial, and emotionally positive/productive behaviors; MPAC-R structure was similar but less replicable over time. Age, gender, and risk differences were found. Children's emotion knowledge contributed to later emotionally regulated/prosocial behavior. Finally, preschool emotionally negative/aggressive behaviors were associated with concurrent and kindergarten school success, and there was evidence of social-emotional behavior mediating relations between emotion knowledge or executive function, and school outcomes. The importance of portable, empirically supported observation measures of social-emotional behaviors is discussed along with possible applications, teacher utilization, and implementation barriers.

  8. Stakeholders' Voices: Defining Needs of Students with Emotional and Behavioral Disorders Transitioning between School Settings.

    Science.gov (United States)

    Buchanan, Rohanna; Nese, Rhonda N T; Clark, Miriam

    2016-05-01

    Students with emotional and behavioral disorders (EBD) too often do not receive adequate services or care in their school settings, particularly during transitions in educational placements. In addition, school support teams often struggle with creating transition plans that honor the needs of students with input from key stakeholders responsible for supporting student success. This article presents findings from the information-gathering phase of an iterative project that aims to develop a support program for students with EBD transitioning from day-treatment schools to district schools. We conducted 5 semistructured, qualitative focus groups with parents and teachers to explore needs during students' transitions between school settings. Five themes emerged from the focus groups: (a) consistent, behavior-specific feedback and positive reinforcement are vital to sustaining learned prosocial skills; (b) students benefit from regular opportunities to learn and practice social skills; (c) transition programming should emphasize communication between school and home; (d) routines at home and school should be coordinated; and (e) parents need support at school meetings. We will use findings from this study to develop a multifaceted intervention that aims to support students, their caregivers, and their teachers during transitions between the aforementioned types of schools.

  9. Differences between "refusers" and "non-refusers" in a psychological study.

    NARCIS (Netherlands)

    Hoogstraten, J.; Vorst, H.C.M.

    1972-01-01

    Administered the ABV (Amsterdam Biographical Questionnaire) and the LOS (Leadership Concept Scale) to 98 students. The directions indicated that the Ss need not comply with the requirement to complete the LOS. 21 Ss failed to avail themselves of this permission and were labeled "refusers" (A). Their

  10. Predictive Validity of a Student Self-Report Screener of Behavioral and Emotional Risk in an Urban High School

    Science.gov (United States)

    Dowdy, Erin; Harrell-Williams, Leigh; Dever, Bridget V.; Furlong, Michael J.; Moore, Stephanie; Raines, Tara; Kamphaus, Randy W.

    2016-01-01

    Increasingly, schools are implementing school-based screening for risk of behavioral and emotional problems; hence, foundational evidence supporting the predictive validity of screening instruments is important to assess. This study examined the predictive validity of the Behavior Assessment System for Children-2 Behavioral and Emotional Screening…

  11. Autonomy, religious values, and refusal of lifesaving medical treatment.

    OpenAIRE

    Wreen, M J

    1991-01-01

    The principal question of this paper is: Why are religious values special in refusal of lifesaving medical treatment? This question is approached through a critical examination of a common kind of refusal of treatment case, one involving a rational adult. The central value cited in defence of honouring such a patient's refusal is autonomy. Once autonomy is isolated from other justificatory factors, however, possible cases can be imagined which cast doubt on the great valuational weight assign...

  12. After-school setting, physical activity, and sedentary behavior in 5th grade boys and girls.

    Science.gov (United States)

    Taverno Ross, S E; Dowda, M; Colabianchi, N; Saunders, R; Pate, R R

    2012-09-01

    After-school hours are considered critical for children's physical activity (PA) and sedentary behaviors (SB); however, whether the after-school setting influences children's activity patterns is unknown. This study examined the influence of after-school setting (i.e., parent report of the child's usual after-school setting) on 5th grade children's PA and SB, and differences by race/ethnicity. Boys whose parents reported they usually attended an after-school program had higher PA than boys who usually went home after school. A significant interaction between race/ethnicity and after-school setting showed that minority girls whose parents reported they usually attended an after-school program had higher PA and engaged in less SB compared with those who usually went home, whereas the activity patterns of white girls did not differ by after-school setting. Children's usual after-school setting affects their activity patterns; after-school programs may potentially increase PA in boys and minority girls. Copyright © 2012 Elsevier Ltd. All rights reserved.

  13. Violência, sociedade e escola: da recusa do diálogo à falência da palavra Violence, society and school: from refusing to dialogue to the failure of words

    Directory of Open Access Journals (Sweden)

    Érika Cecília Soares Oliveira

    2007-04-01

    Full Text Available Esse artigo aborda a violência na sociedade capitalista e na escola, permitindo uma discussão sobre como ela é veiculada pelos meios de comunicação e pela maneira como os professores a enfrentam. Enfoca a necessidade da comunicação e aponta as dificuldades vivenciadas na construção do indivíduo, do aluno em particular, quando a escola e o professor não possuem clareza da importância da comunicação como forma de simbolização e representação que, em muitos casos, permitem que os atos violentos possam ser substituídos pela palavra. A escola é um lugar privilegiado para a palavra e denúncia de um problema social. Ao se desejar eliminar a violência, acaba-se por naturalizá-la, através das banalizações sofridas pelos meios de comunicação e de um Estado que legitima e violenta seus cidadãos em seus direitos básicos.This article addresses violence in capitalist society and in school, discussing on how it's published on the media and how teachers deal with it. Considering the students at matter, this paper focuses on the need of communication and the difficulties lived by these developing individuals, in a situation where the school and the teacher don't possess clarity of the importance of communication as a form of symbolization and representation. In many cases, they allow violent actions to be substituted by words. School environment is a privileged place for words and revealing social problems. With the desire to eliminate violence, the media and the State end up naturalizing it, by impinging violence as something trivial and legitimizing violence while violating its citizen's basic rights, respectively.

  14. Marketization of refuse collection in Denmark

    DEFF Research Database (Denmark)

    Busck, Ole Gunni

    2006-01-01

      Danish municipalities' outsourcing and contracting of refuse collection are framed by a complex set of ideologies and objectives, besides regulation. Both at EU-level and at national level extreme demands for marketization of the public sector are counter-weighed by demands for social and envir......  Danish municipalities' outsourcing and contracting of refuse collection are framed by a complex set of ideologies and objectives, besides regulation. Both at EU-level and at national level extreme demands for marketization of the public sector are counter-weighed by demands for social...... and environmental considerations associated with the superior goal of sustainable development. In the EU regulative complex developments in normative and legal regulation of social and environmental requirements to member-states' performance have co-existed with tough requirements to ensure open competition...... in public authorities contracting. In the latest edition of the procurement directive it has been clarified that public authorities' commitment of private service-providers to social and environmental requirements by contracting is perfectly legitimate. At national level the municipalities when contracting...

  15. Refusal to pay electricity bill is illegal

    International Nuclear Information System (INIS)

    Hermann, H.P.

    1979-01-01

    Pursuant to a judgement passed by the Lower Court of Hamburg, the author discusses probable legal arguments justifying the refusal to pay one's electricity bill, the so-called electricity bill boycott. Following an analysis of the power supply contract and of the content and the limits of the fundamental right of freedom of conscience, as well as of the concept of free enterprise and of the legal effect of licenses under the nuclear law, his point of view stated in the article is to agree with the decision of the court saying that the operation of a nuclear power plant licensed under the nuclear law does not mean an infringement of the right of freedom of conscience. It can further not be accepted to let people refuse to pay their electricity bill by referring to the right of freedom of speech, by alleging conduct against public policy on the part of the public utilities, or by referring to the right of opposition. (HSCH) [de

  16. Motivation, Critical Thinking and Academic Verification of High School Students' Information-seeking Behavior

    Directory of Open Access Journals (Sweden)

    Z Hidayat

    2017-06-01

    Full Text Available High school students have known as Gen Y or Z and their media using can be understand on their information-seeking behavior. This research’s purposes were: 1 to analyze the students’ motivation; 2 to analyze the critical thinking and academic verification; 3 to analyze the information-seeking behavior. This study used quantitative approach through survey among 1125 respondents in nine clusters, i.e. Central, East, North, West, and South of Jakarta, Tangerang, Bekasi, Depok, and Bogor. Schools sampling based on "the best schools rank" by the government, while respondents have taken by accidental in each school. Construct of questionnaire included measurement of motivation, critical thinking and academic verification, and the information-seeking behavior at all. The results showed that the motivations of the use of Internet were dominated by habit to interact and be entertained while on the academic needs are still relatively small but increasing significantly. Students’ self-efficacy, performance and achievement goals tend to be high motives, however the science learning value, and learning environment stimulation were average low motives. High school students indicated that they think critically about the various things that become content primarily in social media but less critical of the academic information subjects. Unfortunately, high school students did not conducted academic verification on the data and information but students tend to do plagiarism. Key words: Student motivation, critical thinking, academic verification, information-seeking behavior, digital generation.

  17. A Mandatory, High-Stakes National Teacher Evaluation System: Perceptions and Attributions of Teachers Who Actively Refuse to Participate

    Science.gov (United States)

    Tornero, Bernardita; Taut, Sandy

    2010-01-01

    This study examines why some public elementary school teachers openly refuse participation in a mandatory national, standards-based teacher evaluation program. We describe the perceptions these "rebel" teachers have of the evaluation system, studying their open resistance based on the meanings they construct, and elaborated an…

  18. Unprofessional behavior in medical school is associated with subsequent disciplinary action by a state medical board.

    Science.gov (United States)

    Papadakis, Maxine A; Hodgson, Carol S; Teherani, Arianne; Kohatsu, Neal D

    2004-03-01

    To determine if medical students who demonstrate unprofessional behavior in medical school are more likely to have subsequent state board disciplinary action. A case-control study was conducted of all University of California, San Francisco, School of Medicine graduates disciplined by the Medical Board of California from 1990-2000 (68). Control graduates (196) were matched by medical school graduation year and specialty choice. Predictor variables were male gender, undergraduate grade point average, Medical College Admission Test scores, medical school grades, National Board of Medical Examiner Part 1 scores, and negative excerpts describing unprofessional behavior from course evaluation forms, dean's letter of recommendation for residencies, and administrative correspondence. Negative excerpts were scored for severity (Good/Trace versus Concern/Problem/Extreme). The outcome variable was state board disciplinary action. The alumni graduated between 1943 and 1989. Ninety-five percent of the disciplinary actions were for deficiencies in professionalism. The prevalence of Concern/Problem/Extreme excerpts in the cases was 38% and 19% in controls. Logistic regression analysis showed that disciplined physicians were more likely to have Concern/Problem/Extreme excerpts in their medical school file (odds ratio, 2.15; 95% confidence interval, 1.15-4.02; p =.02). The remaining variables were not associated with disciplinary action. Problematic behavior in medical school is associated with subsequent disciplinary action by a state medical board. Professionalism is an essential competency that must be demonstrated for a student to graduate from medical school.

  19. Academic Performance in Primary School Children With Common Emotional and Behavioral Problems.

    Science.gov (United States)

    Mundy, Lisa K; Canterford, Louise; Tucker, Dawn; Bayer, Jordana; Romaniuk, Helena; Sawyer, Susan; Lietz, Petra; Redmond, Gerry; Proimos, Jenny; Allen, Nicholas; Patton, George

    2017-08-01

    Many emotional and behavioral problems first emerge in primary school and are the forerunners of mental health problems occurring in adolescence. However, the extent that these problems may be associated with academic failure has been explored less. We aimed to quantify the association between emotional and behavioral problems with academic performance. A stratified random sample of 8- to 9-year-olds (N = 1239) were recruited from schools in Australia. Data linkage was performed with a national assessment of academic performance to assess reading and numeracy. Parent report assessed emotional and behavioral problems with students dichotomized into "borderline/abnormal" and "normal" categories. One in 5 grade 3 students fell in the "borderline/abnormal" category. Boys with total difficulties (β = -47.8, 95% CI: -62.8 to -32.8), conduct problems, and peer problems scored lower on reading. Numeracy scores were lower in boys with total difficulties (β = -37.7, 95% CI: -53.9 to -21.5) and emotional symptoms. Children with hyperactivity/inattention scored lower in numeracy. Girls with peer problems scored lower in numeracy. Boys with emotional and behavioral problems in mid-primary school were 12 months behind their peers. Children with emotional and behavioral problems are at high risk for academic failure, and this risk is evident in mid-primary school. © 2017, American School Health Association.

  20. Rape myth acceptance and rape acknowledgment: The mediating role of sexual refusal assertiveness.

    Science.gov (United States)

    Newins, Amie R; Wilson, Laura C; White, Susan W

    2018-05-01

    Unacknowledged rape, defined as when an individual experiences an event that meets a legal or empirical definition of rape but the individual does not label it as such, is prevalent. Research examining predictors of rape acknowledgment is needed. Sexual assertiveness may be an important variable to consider, as an individual's typical behavior during sexual situations may influence rape acknowledgment. To assess the indirect effect of rape myth acceptance on rape acknowledgment through sexual refusal assertiveness, an online survey of 181 female rape survivors was conducted. The indirect effects of two types of rape myths (He didn't mean to and Rape is a deviant event) were significant and positive. Specifically, acceptance of these two rape myths was negatively related to sexual refusal assertiveness, which was negatively associated with likelihood of rape acknowledgment. The results of this study indicate that sexual refusal assertiveness is associated with lower likelihood of rape acknowledgment among rape survivors. As a result, it appears that, under certain circumstances, women high in rape myth acceptance may be more likely to acknowledge rape when it results in decreased sexual refusal assertiveness. Copyright © 2018 Elsevier B.V. All rights reserved.

  1. School connectedness and suicidal thoughts and behaviors: A systematic meta-analysis

    Science.gov (United States)

    Marraccini, Marisa E.; Brier, Zoe M.F.

    2017-01-01

    Among the protective factors associated with reduced risk for suicide, scientific inquiries into school connectedness are especially important considering that schools are ideally situated to provide interventions reaching the vast majority of youth. Although there is a wealth of research that supports the association between school connectedness and reduced self-report of adolescents having a suicidal thought or making a suicide attempt, inconsistencies in the way studies have measured and operationalized school connectedness limit synthesis across findings. This meta-analytic study investigates the literature exploring associations between school connectedness and suicidal thoughts and behaviors across general and sub-populations (high risk and sexual minority youth) using a random effects model. Eligible studies examined a measure of school connectedness explicitly referred to as “school connectedness” or “connections at school” in relation to suicidal ideation or suicide attempts among youth enrolled in school (grades 6–12). Multiple meta-regression analyses were conducted to explore the influence of school connectedness measurement variation, as well as participant characteristics. Results, including 16 samples, support that higher school connectedness is associated with reduced reports of suicidal thoughts and behaviors across general (OR = 0.536), high-risk (OR = 0.603), and sexual minority (OR = 0.608) adolescents. Findings are consistent when analyzed separately for suicidal ideation (OR = 0.529) and suicide attempts (OR = 0.589) and remain stable when accounting for measurement variability. Although limited by its cross-sectional nature, findings support recent calls to increase school connectedness and proffer important implications for screening and intervention efforts conducted in schools. PMID:28080099

  2. Behavioral intention and its relationship with gender: a study of green school students in Surakarta, Indonesia

    Science.gov (United States)

    Fakhrudin, I. A.; Karyanto, P.; Ramli, M.

    2018-05-01

    The environmental problems faced today have had a great impact on human beings. The root causes of all environmental problems are related to injudicious human behavior. Since human behavior is determined by Behavioral Intention (BI), it is crucial to examine the role of BI with regard to the study of environmentally friendly behavior. As such, in this research, BI was scrutinized; in particular, this study aimed to identify the factors affecting the particular degree of BI from the perspective of gender. This study was conducted with 334 high school student participants in the district of Surakarta, Indonesia. According to the New Ecological Paradigm (NEP) result, the BI possessed by high school students does not sufficiently promote environmentally friendly behavior. This research also found that there is no significant link between BI and gender.

  3. Effects of music on assertive behavior during exercise by middle-school-age students.

    Science.gov (United States)

    Mills, B D

    1996-10-01

    The purpose of this study was to assess the association of a particular style of music and assertive behavior in middle-school-aged students during exercise. Participants were students enrolled in a public middle school (Grades 6, 7, and 8, N = 502). A statistically significant relationship was found between the number of assertive behaviors occurring while listening to fast tempo music and grades and between difference scores and grades. Difference scores were obtained by subtracting the number of assertive behaviors occurring while listening to fast tempo music from those while listening to slow tempo music. Discriminant function analysis showed the number of assertive behaviors when listening to fast tempo music and difference scores were predictive of membership by grade. The higher the more assertive behaviors were emitted when listening to fast tempo music.

  4. Position of the Academy of Nutrition and Dietetics, Society for Nutrition Education and Behavior, and School Nutrition Association: Comprehensive Nutrition Programs and Services in Schools.

    Science.gov (United States)

    Hayes, Dayle; Contento, Isobel R; Weekly, Carol

    2018-05-01

    It is the position of the Academy of Nutrition and Dietetics, School Nutrition Association, and Society for Nutrition Education and Behavior that comprehensive, integrated nutrition programs in preschool through high school are essential to improve the health, nutritional status, and academic performance of our nation's children. Through the continued use of multidisciplinary teams, local school needs will be better identified and addressed within updated wellness policies. Updated nutrition standards are providing students with a wider variety of fruits, vegetables, and whole grains, while limiting sodium, calories, and saturated fat. Millions of students enjoy school meals every day in the US, with the majority of these served to children who are eligible for free and reduced-priced meals. To maximize impact, the Academy, School Nutrition Association, and Society for Nutrition Education and Behavior recommend specific strategies in the following key areas: food and nutrition services available throughout the school campus, nutrition initiatives such as farm to school and school gardens, wellness policies, nutrition education and promotion, food and beverage marketing at school, and consideration of roles and responsibilities. It is the position of the Academy of Nutrition and Dietetics, School Nutrition Association, and Society for Nutrition Education and Behavior that comprehensive, integrated nutrition programs in preschool through high school are essential to improve the health, nutritional status, and academic performance of our nation's children. To maximize impact, the Academy, School Nutrition Association, and Society for Nutrition Education and Behavior recommend specific strategies in the following key areas: food and nutrition services available throughout the school campus; nutrition initiatives such as farm to school and school gardens; wellness policies; nutrition education and promotion; food and beverage marketing at school; and consideration of

  5. Alternative Education: A Comparative Case Study of the Behavior Modification Programs of Two Upstate South Carolina Alternative Schools for Youth Who Exhibit Behavior That Is Disruptive

    Science.gov (United States)

    Scipio, Timothy Lamont

    2013-01-01

    This study examined behavior modification programs in schools designed to focus on discipline and that aim to reform disruptive behavior in students, usually over a limited period of time. This was a comparative case study of two type II alternative schools in the Upstate of South Carolina. The findings contributed to the research base regarding…

  6. Classroom Norms and Individual Smoking Behavior in Middle School

    Science.gov (United States)

    Yarnell, Lisa M.; Brown, H. Shelton, III; Pasch, Keryn E.; Perry, Cheryl L.; Komro, Kelli A.

    2012-01-01

    Objectives: To investigate whether smoking prevalence in grade-level networks influences individual smoking, suggesting that peers are important social multipliers in teen smoking. Methods: We measured gender-specific, grade-level recent and life-time smoking among urban middle-school students who participated in Project Northland Chicago in a…

  7. Technology Utilization: Confidence and Leadership Behavior at Three Elementary Schools

    Science.gov (United States)

    Varnado, Roslyn Lea

    2013-01-01

    With the high emphasis placed on student achievement and accountability from the governing entities and the increase of teacher assessment, the analysis of instruction is at the forefront of educational leadership. When analyzing instruction and instructional tools, technology has been a component of school districts for years with funding, plans,…

  8. Underachievers' Cognitive and Behavioral Strategies--Self-Handicapping at School.

    Science.gov (United States)

    Nurmi, Jari-Erik; And Others

    1995-01-01

    Two studies with a total of 153 junior and senior high-school students and vocational students in Finland investigated whether underachievers applied a self-handicapping or learned-helplessness strategy in achievement contexts. Underachievers seemed to apply a self-handicapping strategy rather than a learned-helplessness approach. (SLD)

  9. School-based obesity policy, social capital, and gender differences in weight control behaviors.

    Science.gov (United States)

    Zhu, Ling; Thomas, Breanca

    2013-06-01

    We examined the associations among school-based obesity policies, social capital, and adolescents' self-reported weight control behaviors, focusing on how the collective roles of community and adopted policies affect gender groups differently. We estimated state-level ecologic models using 1-way random effects seemingly unrelated regressions derived from panel data for 43 states from 1991 to 2009, which we obtained from the Centers for Disease Control and Prevention's Youth Risk Behavior Surveillance System. We used multiplicative interaction terms to assess how social capital moderates the effects of school-based obesity policies. School-based obesity policies in active communities were mixed in improving weight control behaviors. They increased both healthy and unhealthy weight control behaviors among boys but did not increase healthy weight control behaviors among girls. Social capital is an important contextual factor that conditions policy effectiveness in large contexts. Heterogeneous behavioral responses are associated with both school-based obesity policies and social capital. Building social capital and developing policy programs to balance outcomes for both gender groups may be challenging in managing childhood obesity.

  10. Associations between LGBTQ-affirmative school climate and adolescent drinking behaviors.

    Science.gov (United States)

    Coulter, Robert W S; Birkett, Michelle; Corliss, Heather L; Hatzenbuehler, Mark L; Mustanski, Brian; Stall, Ron D

    2016-04-01

    We investigated whether adolescents drank alcohol less frequently if they lived in jurisdictions with school climates that were more affirmative of lesbian, gay, bisexual, transgender, and questioning (LGBTQ) individuals. Data from the 2010 School Health Profile survey, which measured LGBTQ school climate (e.g., percentage of schools with safe spaces and gay-straight alliances), were linked with pooled data from the 2005 and 2007 Youth Risk Behavior Survey, which measured sexual orientation identity, demographics, and alcohol use (number of drinking days, drinking days at school, and heavy episodic drinking days) in 8 jurisdictions. Two-level Poisson models tested the associations between school climate and alcohol use for each sexual-orientation subgroup. Living in jurisdictions with more (versus less) affirmative LGBTQ school climates was significantly associated with: fewer heavy episodic drinking days for gay/lesbian (incidence-rate ratio [IRR]=0.70; 95% confidence interval [CI]: 0.56, 0.87; p=0.001) and heterosexual (IRR=0.80; 95% CI: 0.76, 0.83; pLGBTQ-affirmative school climates may reduce certain drinking behaviors for gay/lesbian adolescents, heterosexual adolescents, and adolescents unsure of their sexual orientation. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

  11. Associations between LGBTQ-Affirmative School Climate and Adolescent Drinking Behaviors

    Science.gov (United States)

    Coulter, Robert W.S.; Birkett, Michelle; Corliss, Heather L.; Hatzenbuehler, Mark L.; Mustanski, Brian; Stall, Ron D.

    2016-01-01

    Background We investigated whether adolescents drank alcohol less frequently if they lived in jurisdictions with school climates that were more affirmative of lesbian, gay, bisexual, transgender, and questioning (LGBTQ) individuals. Methods Data from the 2010 School Health Profile survey, which measured LGBTQ school climate (e.g., percentage of schools with safe spaces and gay-straight alliances), were linked with pooled data from the 2005 and 2007 Youth Risk Behavior Survey, which measured sexual orientation identity, demographics, and alcohol use (number of drinking days, drinking days at school, and heavy episodic drinking days) in 8 jurisdictions. Two-level Poisson models tested the associations between school climate and alcohol use for each sexual-orientation subgroup. Results Living in jurisdictions with more (versus less) affirmative LGBTQ school climates was significantly associated with: fewer heavy episodic drinking days for gay/lesbian (incidence-rate ratio [IRR]=0.70; 95% confidence interval [CI]: 0.56, 0.87; p=0.001) and heterosexual (IRR=0.80; 95% CI: 0.76, 0.83; pschool for adolescents unsure of their sexual orientation (IRR=0.57; 95% CI: 0.35, 0.93; p=0.024). Conclusions Fostering LGBTQ-affirmative school climates may reduce some drinking behaviors for gay/lesbian adolescents, heterosexual adolescents, and adolescents unsure of their sexual orientation. PMID:26946989

  12. School promotion of healthful diet and physical activity: impact on learning outcomes and self-reported behavior.

    Science.gov (United States)

    Parcel, G S; Simons-Morton, B; O'Hara, N M; Baranowski, T; Wilson, B

    1989-01-01

    The Go For Health Program included classroom health education and environmental changes in school lunch and physical education to foster healthful diet and exercise among elementary school children. Interventions were based on social learning theory and implementation was based on an organizational change strategy for school innovations. Two schools were assigned to intervention and two to control conditions. Cognitive measures (behavioral capability, self-efficacy, behavioral expectations) and self-reported diet and exercise behavior were assessed at baseline and following intervention. Data were analyzed by ANOVA using the student and then the school as the unit of analysis. Statistically significant changes were observed for diet behavioral capability, self-efficacy, and behavioral expectations, use of salt, and exercise behavioral capability (fourth grade), self-efficacy (fourth grade) and frequency of participation in aerobic activity. The results provide evidence for program impact on learning outcomes and student behavior.

  13. Health-Related Behaviors and Academic Achievement Among High School Students - United States, 2015.

    Science.gov (United States)

    Rasberry, Catherine N; Tiu, Georgianne F; Kann, Laura; McManus, Tim; Michael, Shannon L; Merlo, Caitlin L; Lee, Sarah M; Bohm, Michele K; Annor, Francis; Ethier, Kathleen A

    2017-09-08

    Studies have shown links between educational outcomes such as letter grades, test scores, or other measures of academic achievement, and health-related behaviors (1-4). However, as reported in a 2013 systematic review, many of these studies have used samples that are not nationally representative, and quite a few studies are now at least 2 decades old (1). To update the relevant data, CDC analyzed results from the 2015 national Youth Risk Behavior Survey (YRBS), a biennial, cross-sectional, school-based survey measuring health-related behaviors among U.S. students in grades 9-12. Analyses assessed relationships between academic achievement (i.e., self-reported letter grades in school) and 30 health-related behaviors (categorized as dietary behaviors, physical activity, sedentary behaviors, substance use, sexual risk behaviors, violence-related behaviors, and suicide-related behaviors) that contribute to leading causes of morbidity and mortality among adolescents in the United States (5). Logistic regression models controlling for sex, race/ethnicity, and grade in school found that students who earned mostly A's, mostly B's, or mostly C's had statistically significantly higher prevalence estimates for most protective health-related behaviors and significantly lower prevalence estimates for most health-related risk behaviors than did students with mostly D's/F's. These findings highlight the link between health-related behaviors and education outcomes, suggesting that education and public health professionals can find their respective education and health improvement goals to be mutually beneficial. Education and public health professionals might benefit from collaborating to achieve both improved education and health outcomes for youths.

  14. School-based intervention for childhood disruptive behavior in disadvantaged settings: A school-based RCT with and without active teacher support.

    NARCIS (Netherlands)

    Liber, J.M.; de Boo, G.M.; Huizenga, H.; Prins, P.J.M.

    2013-01-01

    Objective: In this randomized controlled trial, we investigated the effectiveness of a school-based targeted intervention program for disruptive behavior. A child-focused cognitive behavioral therapy (CBT) program was introduced at schools in disadvantaged settings and with active teacher support

  15. Moral emotions associated with prosocial and antisocial behavior in school-aged children.

    Science.gov (United States)

    Ortiz Barón, María J; Etxebarria Bilbao, Itziar; Apodaca Urquijo, Pedro; Conejero López, Susana; Pascual Jimeno, Aitziber

    2018-02-01

    The present study aims to explore the main effects and interactive effects of empathy, guilt, shame, pride (authentic and hubristic), and moral pride, on prosocial and antisocial behavior in children. The sample group comprised 351 children aged between 10 and 14 selected from four schools in the Basque Country (Spain). Hierarchical multiple regression models were used in the statistical analyses. Prosocial behavior was found to be predicted by the additive interaction between empathy and moral pride, by guilt and, to a lesser extent and negatively, by shame. In relation to antisocial behavior, children with a strong disposition to guilt scored lower for antisocial behavior, regardless of their empathy levels. Nevertheless, the combination of low empathy and low guilt levels was associated with highest antisocial behavior scores. As regards shame, this emotion was moderately associated with antisocial behavior. By exploring interactions the present study provided a more nuanced view of the emotional factors associated with children´s prosocial and antisocial behavior.

  16. Teleconsultation in school settings: linking classroom teachers and behavior analysts through web-based technology.

    Science.gov (United States)

    Frieder, Jessica E; Peterson, Stephanie M; Woodward, Judy; Crane, Jaelee; Garner, Marlane

    2009-01-01

    This paper describes a technically driven, collaborative approach to assessing the function of problem behavior using web-based technology. A case example is provided to illustrate the process used in this pilot project. A school team conducted a functional analysis with a child who demonstrated challenging behaviors in a preschool setting. Behavior analysts at a university setting provided the school team with initial workshop trainings, on-site visits, e-mail and phone communication, as well as live web-based feedback on functional analysis sessions. The school personnel implemented the functional analysis with high fidelity and scored the data reliably. Outcomes of the project suggest that there is great potential for collaboration via the use of web-based technologies for ongoing assessment and development of effective interventions. However, an empirical evaluation of this model should be conducted before wide-scale adoption is recommended.

  17. Sport Nutrition Knowledge, Behaviors and Beliefs of High School Soccer Players

    OpenAIRE

    Manore, Melinda M.; Patton-Lopez, Megan M.; Meng, Yu; Wong, Siew Sun

    2017-01-01

    For adolescent athletes (14–18 years), data on sport nutrition knowledge, behaviors and beliefs are limited, especially based on sex, race/ethnicity and socioeconomic status. High school soccer players (n = 535; 55% female; 51% White, 41% Latino; 41% National School Lunch Program (NSLP) participants (80% Latino)) completed two questionnaires (demographic/health history and sport nutrition). The sport nutrition knowledge score was 45.6% with higher scores in NSLP-Whites vs. NSLP-Latinos (p <...

  18. The Status of Preventive Behaviors in Traffic Accidents in Junior High School Students in Isfahan.

    Science.gov (United States)

    Hosseini, Leila; Tavazohi, Hossein; Shirdavani, Soheila; Heidari, Kamal; Nobari, Reza Fadaei; Kelishadi, Roya; Yalverdi, Narges

    2014-12-01

    Population growth and use of the car in daily life entails new incidents and accidents everyday. Adolescents' entering the new world of adults, their insufficient knowledge of rules, and high-risk behaviors expose them to more risks. Accordingly, a study was conducted with the aim to evaluate the status of preventive behaviors in traffic accidents in boy and girl junior high school students in Isfahan regarding vehicle use. A descriptive-analytical cross-sectional study was conducted on 7000 junior high school boy and girl students from 20 towns in Isfahan Province using multi-stage cluster sampling method in 2009-2010. A researcher-made questionnaire was used as data collection tool, which evaluated students' practice and preventive behaviors with 21 questions, each examining students' practice in accidents and incidents that may occur in school and on the way to school. Data were analyzed with Epi 6 and SPSS software using t-test and Chi-square test. Girls comprised 49.9% of students and 50.1% were boys, 84% lived in urban areas and 15.5% in rural areas. The frequency of an accident location was school in 53.9% with 3739 cases and on the way to school in 10.6% with 732 cases. Mean practice score of preventive behaviors in traffic accidents involving cars, taxi, and school bus (72.6 ± 17.52 girls, 72.7 ± 18.31 boys, P = 0.88), motorbike (79.1 ± 14.048 girls, 74.1 ± 19.73 boys, P school and have the lowest practice score in this respect. It is recommended that as the first step, students be given necessary road traffic rules training, particularly how to cross the street.

  19. The effects of yoga practice in school physical education on children's motor abilities and social behavior

    OpenAIRE

    Folleto, J?lia C; Pereira, Keila RG; Valentini, Nadia Cristina

    2016-01-01

    Background: In recent years, yoga programs in childhood have been implemented in schools, to promote the development for children. Aim: To investigate the effects of yoga program in physical education classes on the motor abilities and social behavior parameters of 6–8-year-old children. Methods: The study included 16 children from the 1st grade of a public elementary school in the South of Brazil. The children participated in a 12-week intervention, twice weekly, with 45 min each sessi...

  20. Deficit Financing of Schools? The Impact of Statutory Change on School District Borrowing Behavior.

    Science.gov (United States)

    Edlefson, Carla

    In the 70s and 80s, Ohio relaxed its balanced-budget laws to give school districts more options for borrowing over the end of the fiscal year. Two provisions that permit districts to borrow against next year's revenues in order to balance the current year's budget include the Emergency School Advancement program and the Spending Reserve. This…

  1. Adult and Middle School Girls' Perceptions of Risk-Taking Behavior: Implications for School Practitioners

    Science.gov (United States)

    Solomon, Brett Johnson; Garibaldi, Mark

    2013-01-01

    There is an overwhelming disconnect between young adolescent girls and adults, in relationship to perceptions of middle schoolgirl risk taking. This mixed-methods study investigates the differences between adult practitioners and middle school girls' perceptions of risk taking, understanding of consequences, and needs among middle school girls.…

  2. Investigating Elementary School Children's Daily Physical Activity and Sedentary Behaviors during Weekdays

    Science.gov (United States)

    Gao, Zan; Chen, Senlin; Huang, Chaoqun; Stodden, David F.; Xiang, Ping

    2017-01-01

    Purpose The purpose of the study was to quantify the contributions of physical education, exergaming (active video games that also are a type of exercise), recess, lunch break and after-school time segments to children's daily physical activity and sedentary behaviors. Methods Participants were 138 second and third graders (71 girls) who attended 20-minute recess and 75-minute lunch time daily, 25-minute regular physical education or exergaming-based classes being alternated daily. The after-school period was defined as 3:20-10:00pm. Physical activity was assessed via accelerometry and the dependent variables were children's time spent in moderate-to-vigorous physical activity (MVPA), light physical activity, and sedentary behavior. Results Children's percentages of time spent in MVPA (p < .001; except for the difference between exergaming and lunch break: p = .63), light physical activity (p < .001), and sedentary behavior (p < .001) differed significantly across the time segments (i.e., physical education/exergaming, recess, lunch break, and after-school). Additionally, children accumulated significantly more MVPA (t = 10.22, p < .001) but less light physical activity (t = -3.17, p = .002) and sedentary behavior (t = -3.91, p < .001) in physical education than in exergaming. Conclusions Overall, physical education was more effective in generating MVPA than other segments over the school day. The after-school segment holds potential as an avenue for promoting children's MVPA, as this long period could be better utilized to organize structured physical activity. PMID:26950823

  3. Motivation, Critical Thinking and Academic Verification of High School Students' Information-seeking Behavior

    Directory of Open Access Journals (Sweden)

    Z Hidayat

    2018-01-01

    Full Text Available High school students have known as Gen Y or Z and their media using can be understand on their information-seeking behavior. This research’s purposes were: 1 to analyze the students’ motivation; 2 to analyze the critical thinking and academic verification; 3 to analyze the information-seeking behavior. This study used quantitative approach through survey among 1125 respondents in nine clusters, i.e. Central, East, North, West, and South of Jakarta, Tangerang, Bekasi, Depok, and Bogor. Schools sampling based on "the best schools rank" by the government, while respondents have taken by accidental in each school. Construct of questionnaire included measurement of motivation, critical thinking and academic verification, and the information-seeking behavior at all. The results showed that the motivations of the use of Internet were dominated by habit to interact and be entertained while on the academic needs are still relatively small but increasing significantly. Students’ self-efficacy, performance and achievement goals tend to be high motives, however the science learning value, and learning environment stimulation were average low motives. High school students indicated that they think critically about the various things that become content primarily in social media but less critical of the academic information subjects. Unfortunately, high school students did not conducted academic verification on the data and information but students tend to do plagiarism.

  4. The Utrecht Healthy School Project: Connecting adolescent health behavior, academic achievement and Health Promoting Schools

    NARCIS (Netherlands)

    Busch, V.

    2014-01-01

    Unhealthy behaviors contribute to the development of diseases such as diabetes, cardiovascular disease and psychiatric disorders. Most often these behaviors develop in the teenage years. This thesis addresses the following topics: (1) How do health-related behaviors cluster and affect health in

  5. Implementing Schoolwide Positive Behavior Support in High School Settings: Analysis of Eight High Schools

    Science.gov (United States)

    Flannery, K. Brigid; Frank, Jennifer L.; Kato, Mimi McGrath; Doren, Bonnie; Fenning, Pamela

    2013-01-01

    Schoolwide positive behavior support (SWPBS) is a systems-level intervention designed to prevent the occurrence of problem behavior and increase social competence. A growing body of research documents that SWPBS reduces problem behavior and improves academics (e.g., McIntosh, Chard, Boland, & Horner, 2006), yet documentation of the feasibility…

  6. Determinants of Fast Food Consumption among Iranian High School Students Based on Planned Behavior Theory

    Science.gov (United States)

    Sharifirad, Gholamreza; Yarmohammadi, Parastoo; Azadbakht, Leila; Morowatisharifabad, Mohammad Ali; Hassanzadeh, Akbar

    2013-01-01

    Objective. This study was conducted to identify some factors (beliefs and norms) which are related to fast food consumption among high school students in Isfahan, Iran. We used the framework of the theory planned behavior (TPB) to predict this behavior. Subjects & Methods. Cross-sectional data were available from high school students (n = 521) who were recruited by cluster randomized sampling. All of the students completed a questionnaire assessing variables of standard TPB model including attitude, subjective norms, perceived behavior control (PBC), and the additional variables past behavior, actual behavior control (ABC). Results. The TPB variables explained 25.7% of the variance in intentions with positive attitude as the strongest (β = 0.31, P intentions accounted for 6% of the variance for fast food consumption. Past behavior and ABC accounted for an additional amount of 20.4% of the variance in fast food consumption. Conclusion. Overall, the present study suggests that the TPB model is useful in predicting related beliefs and norms to the fast food consumption among adolescents. Subjective norms in TPB model and past behavior in TPB model with additional variables (past behavior and actual behavior control) were the most powerful predictors of fast food consumption. Therefore, TPB model may be a useful framework for planning intervention programs to reduce fast food consumption by students. PMID:23936635

  7. Determinants of Fast Food Consumption among Iranian High School Students Based on Planned Behavior Theory

    Directory of Open Access Journals (Sweden)

    Gholamreza Sharifirad

    2013-01-01

    Full Text Available Objective. This study was conducted to identify some factors (beliefs and norms which are related to fast food consumption among high school students in Isfahan, Iran. We used the framework of the theory planned behavior (TPB to predict this behavior. Subjects & Methods. Cross-sectional data were available from high school students who were recruited by cluster randomized sampling. All of the students completed a questionnaire assessing variables of standard TPB model including attitude, subjective norms, perceived behavior control (PBC, and the additional variables past behavior, actual behavior control (ABC. Results. The TPB variables explained 25.7% of the variance in intentions with positive attitude as the strongest (, and subjective norms as the weakest (, determinant. Concurrently, intentions accounted for 6% of the variance for fast food consumption. Past behavior and ABC accounted for an additional amount of 20.4% of the variance in fast food consumption. Conclusion. Overall, the present study suggests that the TPB model is useful in predicting related beliefs and norms to the fast food consumption among adolescents. Subjective norms in TPB model and past behavior in TPB model with additional variables (past behavior and actual behavior control were the most powerful predictors of fast food consumption. Therefore, TPB model may be a useful framework for planning intervention programs to reduce fast food consumption by students.

  8. Behavior problems at ages 6 and 11 and high school academic achievement: longitudinal latent variable modeling.

    Science.gov (United States)

    Breslau, Naomi; Breslau, Joshua; Miller, Elizabeth; Raykov, Tenko

    2011-02-28

    Previous studies documented long-run effects of behavior problems at the start of school on academic achievement. However, these studies did not examine whether the observed effects of early behavior problems are explained by more proximate behavior problems, given the tendency of children's behavior problems to persist. Latent variable modeling was applied to estimate the effects of behavior problems at ages 6 and 11 on academic achievement at age 17, using data from a longitudinal study (n=823). Behavior problems at ages 6 and 11, each stage independently of the other, predicted lower math and reading test scores at age 17, controlling for intelligence quotient (IQ), birth weight, maternal characteristics, family and community environment, and taking into account behavior problems at age 17. Behavior problems at the start of school, independent of later behavior problems, exert lingering effects on achievement by impeding the acquisition of cognitive skills that are the foundation for later academic progress. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

  9. Relationship between religion and school students' road behavior in southern Iran

    Directory of Open Access Journals (Sweden)

    Reza Tabrizi

    2017-10-01

    Full Text Available Purpose: Unsafe behaviors are an important cause of accidents in adolescent age groups. This study was designed to examine the behaviors of adolescent pedestrians in southern Iran. Methods: This is a descriptive analytical cross-sectional study. The study population consisted of high school students in Shiraz, capital city of Fars Province, Iran. Five hundred and sixteen students were selected by multi-stage sampling. Data were collected by the use of three questionnaires, which included Persian copies of adolescent road user behavior questionnaire (ARBQ, Duke University Religious Index (DUREL, as well as the context and independent variables questionnaire. Results: The results showed that a decrease in dangerous behaviors on the road resulted in an increase in respondents' intrinsic religiosity. Also, engagement in unsafe crossing behavior in the road decreased with increasing respondents' intrinsic religiosity. Another finding showed that female students were less involved in dangerous play and planned protective behaviors on the road. Conclusion: Findings clearly indicate that intrinsic religiosity has a significant role in reducing the risky road behaviors of students. Hence, religion may improve road safety in school students' road behavior in Iran. Keywords: Religion, Traffic accidents, Road behaviors, Students

  10. 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.

  11. Hospital wastes management containing in radioactive refusals

    International Nuclear Information System (INIS)

    Campi, F.

    1999-01-01

    In large hospitals, featuring a nuclear medicine department, diagnostic examinations and metabolic therapies are performed using an amount of radio drugs per day averaging around some hundreds mCi. Part of these drugs are disposed in the conventional patient related waste and collected within the hospital itself. Before directing the wastes to the disposal, it is necessary verify that they do not contain radioactive materials. This article refers a study on the possibility to perform this verification by means of an automatic radio-metric system, in order to improve the efficiency, the speed and the safety of the control. Measures devoted to determined the minimum detectable activities for the main radionuclides used in the hospitals have been executed, and it has been designed a comprehensive device able to operate automatically, and unattended by any operator, the selection of radioactive refusals [it

  12. 14 CFR 121.586 - Authority to refuse transportation.

    Science.gov (United States)

    2010-01-01

    ... 14 Aeronautics and Space 3 2010-01-01 2010-01-01 false Authority to refuse transportation. 121.586 Section 121.586 Aeronautics and Space FEDERAL AVIATION ADMINISTRATION, DEPARTMENT OF TRANSPORTATION... transportation. (a) No certificate holder may refuse transportation to a passenger on the basis that, because the...

  13. 36 CFR 1002.14 - Sanitation and refuse.

    Science.gov (United States)

    2010-07-01

    ... 36 Parks, Forests, and Public Property 3 2010-07-01 2010-07-01 false Sanitation and refuse. 1002.14 Section 1002.14 Parks, Forests, and Public Property PRESIDIO TRUST RESOURCE PROTECTION, PUBLIC USE AND RECREATION § 1002.14 Sanitation and refuse. (a) The following are prohibited: (1) Disposing of...

  14. 36 CFR 2.14 - Sanitation and refuse.

    Science.gov (United States)

    2010-07-01

    ... 36 Parks, Forests, and Public Property 1 2010-07-01 2010-07-01 false Sanitation and refuse. 2.14 Section 2.14 Parks, Forests, and Public Property NATIONAL PARK SERVICE, DEPARTMENT OF THE INTERIOR RESOURCE PROTECTION, PUBLIC USE AND RECREATION § 2.14 Sanitation and refuse. (a) The following are...

  15. 47 CFR 73.4005 - Advertising-refusal to sell.

    Science.gov (United States)

    2010-10-01

    ... 47 Telecommunication 4 2010-10-01 2010-10-01 false Advertising-refusal to sell. 73.4005 Section 73.4005 Telecommunication FEDERAL COMMUNICATIONS COMMISSION (CONTINUED) BROADCAST RADIO SERVICES RADIO BROADCAST SERVICES Rules Applicable to All Broadcast Stations § 73.4005 Advertising—refusal to sell. See 412...

  16. Sexual behavior, depressive feelings, and suicidality among Estonian school children aged 13 to 15 years.

    Science.gov (United States)

    Heidmets, L; Samm, A; Sisask, M; Kõlves, K; Aasvee, K; Värnik, A

    2010-01-01

    The present paper is based on a WHO Collaborative Cross-National Study "Health Behavior in School-Aged Children (HBSC)." It aimed at describing and analyzing how the sexual behaviors of 13- to 15-year-old Estonian school children were associated with self-reported depressive feelings and suicidality. Distinctive behavioral traits in relation to age of first sexual intercourse were also investigated. Self-reported questionnaires from school children (n = 3,055) were analyzed. In total, 15.2% of school children reported being nonvirgin. Among 13-year-olds, 2.9% of girls and 6.8% of boys were nonvirgins. Approximately 25% of the 15-year-old girls and boys were nonvirgins. The likelihood of depressive feelings and suicidal ideation increased significantly in both genders with loss of virginity. Boys who had lost their virginity at 13 years or younger were 4.2 times more likely to have suicidal thoughts; comparable girls were 7.8 times more likely to have suicidal thoughts. Compared to virgins, youths who had lost their virginity reported poor self-assessed health and more risk behaviors in themselves and their peers. Experiences of sexual intercourse increased the odds ratios for depressive feelings and suicidality. The earlier sexual intercourse was initiated, the greater were the odds of lower mental well-being. Risk behaviors emerged as a complex phenomenon requiring complex prevention.

  17. Energy efficacy used to score organic refuse pretreatment processes for hydrogen anaerobic production.

    Science.gov (United States)

    Ruggeri, Bernardo; Luongo Malave, Andrea C; Bernardi, Milena; Fino, Debora

    2013-11-01

    The production of hydrogen through Anaerobic Digestion (AD) has been investigated to verify the efficacy of several pretreatment processes. Three types of waste with different carbon structures have been tested to obtain an extensive representation of the behavior of the materials present in Organic Waste (OW). The following types of waste were selected: Sweet Product Residue (SPR), i.e., confectionary residue removed from the market after the expiration date, Organic Waste Market (OWM) refuse from a local fruit and vegetable market, and Coffee Seed Skin (CSS) waste from a coffee production plant. Several pretreatment processes have been applied, including physical, chemical, thermal, and ultrasonic processes and a combination of these processes. Two methods have been used for the SPR to remove the packaging, manual (SPR) and mechanical (SPRex). A pilot plant that is able to extrude the refuse to 200atm was utilized. Two parameters have been used to score the different pretreatment processes: efficiency (ξ), which takes into account the amount of energy produced in the form of hydrogen compared with the available energy embedded in the refuse, and efficacy (η), which compares the efficiency obtained using the pretreated refuse with that obtained using the untreated refuse. The best result obtained for the SPR was the basic pretreatment, with η=6.4, whereas the thermal basic pretreatment gave the highest value, η=17.0 for SPRex. The best result for the OWM was obtained through a combination of basic/thermal pretreatments with η=9.9; lastly, the CSS residue with ultrasonic pretreatment produced the highest quantity of hydrogen, η=5.2. Copyright © 2013 Elsevier Ltd. All rights reserved.

  18. Destructive Leadership Behaviors and Workplace Attitudes in Schools

    Science.gov (United States)

    Woestman, Daniel S.; Wasonga, Teresa Akinyi

    2015-01-01

    The study investigated destructive leadership behaviors (DLBs) and their influence on K-12 workplace attitudes (subordinate consideration for leaving their job, job satisfaction, and levels of stress). Quantitative survey method was used to gather data from experienced professional educators. Analyses of data show that the practice of DLB exists…

  19. Micro- and Macrosystem Predictors of High School Male Suicidal Behaviors

    Science.gov (United States)

    Beck-Cross, Cathy; Cooper, Robyn

    2015-01-01

    Suicide is the third leading cause of death among young people ages 15 to 19 years, with male adolescents four times more likely to die than their female peers. This study used Bronfenbrenner's bioecological model to examine micro- and macrosystems as predictors of suicidal behaviors through responses by male adolescents (N = 9,910) to a statewide…

  20. Adolescent school experiences and dropout, adolescent pregnancy, and young adult deviant behavior.

    Science.gov (United States)

    Kasen, S; Cohen, P; Brook, J S

    1998-01-01

    Outside of the family, schools are the most proximal socializing agent available to convey societal norms and prohibitions to young people. In some cases, a positive school experience can compensate for the antisocial influence of family and community. The present study investigated the predictive ability of school-related factors on later deviancy in a random sample of 452 US adolescents 12-18 years of age attending 150 junior or senior high schools in upstate New York and enrolled in a broader prospective study. A measure of conduct problems, obtained 2 years before measurement of school factors, was used to control for the predisposing effects of problematic behavior on later deviance. Academic achievement, academic aspirations, and a learning-focused school environment had deterrent effects on all deviant outcomes assessed--dropping out of school, adolescent pregnancy, engaging in criminal activities, criminal conviction, antisocial personality disorder, and alcohol abuse--independent of age, gender, intelligence quotient, socioeconomic status, childhood conduct problems, and proportion of deviance-oriented friends in adolescence. Given the persistence of deviant behavioral patterns of adolescence into adulthood, the systems-level influences identified in this study should be given careful attention.

  1. Individual and School Organizational Factors that Influence Implementation of the PAX Good Behavior Game Intervention.

    Science.gov (United States)

    Domitrovich, Celene E; Pas, Elise T; Bradshaw, Catherine P; Becker, Kimberly D; Keperling, Jennifer P; Embry, Dennis D; Ialongo, Nicholas

    2015-11-01

    Evidence-based interventions are being disseminated broadly in schools across the USA, but the implementation levels achieved in community settings vary considerably. The current study examined the extent to which teacher and school factors were associated with implementation dosage and quality of the PAX Good Behavior Game (PAX GBG), a universal classroom-based preventive intervention designed to improve student social-emotional competence and behavior. Specifically, dosage (i.e., number of games and duration of games) across the school year and quality (i.e., how well the game is delivered) of PAX GBG implementation across four time points in a school year were examined. Hierarchical linear modeling was used to examine the association between teacher-level factors (e.g., demographics, self-reports of personal resources, attitudes toward the intervention, and workplace perceptions) and longitudinal implementation data. We also accounted for school-level factors, including demographic characteristics of the students and ratings of the schools' organizational health. Findings indicated that only a few teacher-level factors were significantly related to variation in implementation. Teacher perceptions (e.g., fit with teaching style, emotional exhaustion) were generally related to dosage, whereas demographic factors (e.g., teachers' age) were related to quality. These findings highlight the importance of school contextual and proximal teacher factors on the implementation of classroom-based programs.

  2. Impact of delaying school start time on adolescent sleep, mood, and behavior.

    Science.gov (United States)

    Owens, Judith A; Belon, Katherine; Moss, Patricia

    2010-07-01

    To examine the impact of a 30-minute delay in school start time on adolescents' sleep, mood, and behavior. Participants completed the online retrospective Sleep Habits Survey before and after a change in school start time. An independent high school in Rhode Island. Students (n = 201) in grades 9 through 12. Intervention Institution of a delay in school start time from 8 to 8:30 am. Sleep patterns and behavior, daytime sleepiness, mood, data from the Health Center, and absences/tardies. After the start time delay, mean school night sleep duration increased by 45 minutes, and average bedtime advanced by 18 minutes (95% confidence interval, 7-29 minutes [t(423) = 3.36; P students getting less than 7 hours of sleep decreased by 79.4%, and those reporting at least 8 hours of sleep increased from 16.4% to 54.7%. Students reported significantly more satisfaction with sleep and experienced improved motivation. Daytime sleepiness, fatigue, and depressed mood were all reduced. Most health-related variables, including Health Center visits for fatigue-related complaints, and class attendance also improved. A modest delay in school start time was associated with significant improvements in measures of adolescent alertness, mood, and health. The results of this study support the potential benefits of adjusting school schedules to adolescents' sleep needs, circadian rhythm, and developmental stage.

  3. Observed Emotional and Behavioral Indicators of Motivation Predict School Readiness in Head Start Graduates

    Science.gov (United States)

    Berhenke, Amanda; Miller, Alison L.; Brown, Eleanor; Seifer, Ronald; Dickstein, Susan

    2011-01-01

    Emotions and behaviors observed during challenging tasks are hypothesized to be valuable indicators of young children's motivation, the assessment of which may be particularly important for children at risk for school failure. The current study demonstrated reliability and concurrent validity of a new observational assessment of motivation in young children. Head Start graduates completed challenging puzzle and trivia tasks during their kindergarten year. Children's emotion expression and task engagement were assessed based on their observed facial and verbal expressions and behavioral cues. Hierarchical regression analyses revealed that observed persistence and shame predicted teacher ratings of children's academic achievement, whereas interest, anxiety, pride, shame, and persistence predicted children's social skills and learning-related behaviors. Children's emotional and behavioral responses to challenge thus appeared to be important indicators of school success. Observation of such responses may be a useful and valid alternative to self-report measures of motivation at this age. PMID:21949599

  4. Correlation between disruptive behaviors and school grouping (single-sex vs. coeducational in students from Callao, Peru

    Directory of Open Access Journals (Sweden)

    Enrique G. Gordillo

    2013-10-01

    Full Text Available Debate on single-sex vs. coeducational schooling has increased over the last years. The purpose of the following study is to produce empirical evidence on this debate by comparing the frequency of disruptive behaviors in students thatattend single-sex and coeducational schools, in order to find statistical correlation.The frequency of disruptive behaviors in students coming from 5 single-sex schools was compared to that coming from 5 coeducational ones. Data came from 844 students aged 14, attending public schools in Callao, Peru. Students from single-sex schools showed less frequent disruptive behavior in each of the three measured categories—disruptive behaviors, behaviors that show lack of responsibility and anti-social behavior. A weak correlation was found between each of the three categories and the main variable. The study controlled for extraneous variables.

  5. Tobacco use related attitudes and behaviors in Indian Adolescents: association with school-based prevention education

    Directory of Open Access Journals (Sweden)

    Jagdish Khubchandani

    2017-06-01

    Full Text Available Background: Adolescent tobacco use in India has increased substantially within the past few decades. Schools can serve as an important avenue for prevention education, but little is known about the current practices of Indian schools in relation to tobacco use prevention education. Methods: To assess the extent and influence tobacco use prevention education in Indian schools,we analyzed the Global Youth Tobacco Survey data for India, which was a population-based study of a national random sample of 10112 students from 180 private and public schools.Variables such as student demographic profile, tobacco use behavior, perceptions about tobacco use, and exposure to school-based tobacco use prevention education were considered for analyses. Results: Prevalence of any form of tobacco use (14% and current smoking (8% was found to differ by gender. A quarter of the students believed that boys who smoke are more attractive or have more friends compared to non-smokers, and almost half of the students reported that smoking and health were never discussed as a part of a lesson in school. The association between school-based prevention education and tobacco use behavior was assessed (after adjustment forage, gender, and parental smoking. Students who were educated in school about tobacco use and its effects were significantly more likely to have negative attitude toward tobacco use and less likely to report use of tobacco. Conclusion: School-based tobacco use prevention education has beneficial influence on adolescents in India. Given the early age of initiation of tobacco use, school curricula in India should emphasize on tobacco use prevention education.

  6. Evaluation of health behaviors among secondary school students in Baghdad city

    OpenAIRE

    Raad K. Faraj

    2016-01-01

    Objectives The present study aims to assess the health behaviors among secondary school students of smoking, diet, and physical activity and to find out the relationship between health behaviors and socio-demographic characteristics of the students. Methods A descriptive, analytical study carried out from September 2015 to April, 2016 on a simple random sample of 500 students to achieve the objectives that are stated in this study. An assessment tool is constructed by the researcher based ...

  7. Construct Equivalence and Latent Means Analysis of Health Behaviors Between Male and Female Middle School Students

    OpenAIRE

    Park, Jeong Mo; Han, Ae Kyung; Cho, Yoon Hee

    2011-01-01

    Purpose: The purpose of this study was to investigate the construct equivalence of the five general factors (subjective health, eating habits, physical activities, sedentary lifestyle, and sleeping behaviors) and to compare the latent means between male and female middle school students in Incheon, Korea. Methods: The 2008 Korean Youth Risk Behavior Survey data was used for analysis. Multigroup confirmatory factor analysis was performed to test whether the scale has configural, metric, and...

  8. Predictors of Prosocial Behavior among Chinese High School Students in Hong Kong

    OpenAIRE

    Andrew M. H. Siu; Daniel T. L. Shek; Frank H. Y. Lai

    2012-01-01

    This study examined the correlates and predictors of prosocial behavior among Chinese adolescents in Hong Kong. A sample of 518 high school students responded to a questionnaire containing measures of antisocial and prosocial behavior, prosocial norms, pragmatic values, moral reasoning, and empathy. Preliminary analyses showed that there were gender differences in some of the measures. While correlation analyses showed that parental education, prosocial norms, pragmatic values, moral reasonin...

  9. Good character at school: Positive classroom behavior mediates the link between character strengths and school achievement

    OpenAIRE

    Wagner, Lisa; Ruch, Willibald

    2015-01-01

    Character strengths have been found to be substantially related to children’s and adolescents’ well-being. Initial evidence suggests that they also matter for school success (e.g., Weber and Ruch, 2012). The present set of two studies aimed at replicating and extending these findings in two different age groups, primary school students (N = 179; mean age = 11.6 years) and secondary school students (N = 199; mean age = 14.4 years). The students completed the VIA-Youth (Values in Action Invento...

  10. Assessment of Cheating Behavior in Young School-Age Children: Distinguishing Normative Behaviors From Risk Markers of Externalizing Psychopathology

    Science.gov (United States)

    Callender, Kevin A.; Olson, Sheryl L.; Kerr, David C. R.; Sameroff, Arnold J.

    2014-01-01

    The central goal of this longitudinal study was to develop a laboratory-based index of children’s covert cheating behavior that distinguished normative rule violations from those that signal risk for antisocial behavior. Participants (N = 215 children) were drawn from a community population and oversampled for externalizing behavior problems (EXT). Cheating behavior was measured using two resistance-to-temptation tasks and coded for extent of cheating, latency to cheat, and inappropriate positive affect. Mothers rated internalized conduct and three forms of self-regulation: inhibitory control, impulsivity, and affective distress. Mothers and teachers reported EXT concurrently (T1) and 4 years later, when children averaged 10 years of age (T2). Children categorized as severe cheaters manifested lower inhibitory control, greater impulsivity, and lower levels of internalized conduct at T1. Children in this group also manifested higher levels of EXT in home and school settings at T1 and more EXT in the school setting at T2, even after accounting for T1 ratings. PMID:21058125

  11. The Status of Preventive Behaviors in Traffic Accidents in Junior High School Students in Isfahan

    Science.gov (United States)

    Hosseini, Leila; Tavazohi, Hossein; Shirdavani, Soheila; Heidari, Kamal; Nobari, Reza Fadaei; Kelishadi, Roya; Yalverdi, Narges

    2014-01-01

    Background: Population growth and use of the car in daily life entails new incidents and accidents everyday. Adolescents’ entering the new world of adults, their insufficient knowledge of rules, and high-risk behaviors expose them to more risks. Accordingly, a study was conducted with the aim to evaluate the status of preventive behaviors in traffic accidents in boy and girl junior high school students in Isfahan regarding vehicle use. Methods: A descriptive-analytical cross-sectional study was conducted on 7000 junior high school boy and girl students from 20 towns in Isfahan Province using multi-stage cluster sampling method in 2009–2010. A researcher-made questionnaire was used as data collection tool, which evaluated students’ practice and preventive behaviors with 21 questions, each examining students’ practice in accidents and incidents that may occur in school and on the way to school. Data were analyzed with Epi 6 and SPSS software using t-test and Chi-square test. Results: Girls comprised 49.9% of students and 50.1% were boys, 84% lived in urban areas and 15.5% in rural areas. The frequency of an accident location was school in 53.9% with 3739 cases and on the way to school in 10.6% with 732 cases. Mean practice score of preventive behaviors in traffic accidents involving cars, taxi, and school bus (72.6 ± 17.52 girls, 72.7 ± 18.31 boys, P = 0.88), motorbike (79.1 ± 14.048 girls, 74.1 ± 19.73 boys, P traffic rules training, particularly how to cross the street. PMID:26157568

  12. Schools' mental health services and young children's emotions, behavior, and learning.

    Science.gov (United States)

    Reback, Randall

    2010-01-01

    Recent empirical research has found that children's noncognitive skills play a critical role in their own success, young children's behavioral and psychological disorders can severely harm their future outcomes, and disruptive students harm the behavior and learning of their classmates. Yet relatively little is known about wide-scale interventions designed to improve children's behavior and mental health. This is the first nationally representative study of the provision, financing, and impact of school-site mental health services for young children. Elementary school counselors are school employees who provide mental health services to all types of students, typically meeting with students one-on-one or in small groups. Given counselors' nonrandom assignment to schools, it is particularly challenging to estimate the impact of these counselors on student outcomes. First, cross-state differences in policies provide descriptive evidence that students in states with more aggressive elementary counseling policies make greater test score gains and are less likely to report internalizing or externalizing problem behaviors compared to students with similar observed characteristics in similar schools in other states. Next, difference-in-differences estimates exploiting both the timing and the targeted grade levels of states' counseling policy changes provide evidence that elementary counselors substantially influence teachers' perceptions of school climate. The adoption of state-funded counselor subsidies or minimum counselor–student ratios reduces the fraction of teachers reporting that their instruction suffers due to student misbehavior and reduces the fractions reporting problems with students physically fighting each other, cutting class, stealing, or using drugs. These findings imply that there may be substantial public and private benefits derived from providing additional elementary school counselors.

  13. Factors associated with health risk behavior among school children in urban Vietnam

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    Tran Bich Phuong

    2013-01-01

    Full Text Available Background: Health risk behavior among young people is a public health problem in Vietnam. In addition, road traffic injuries are the leading cause of death for those aged 15–29 years. The consequences can be devastating for adolescents and their families, and can create a significant economic burden on society. Objective: The aim of this study was to identify protective and risk factors that may influence three health risk behaviors among school children: suicidal thinking (ST, drinking alcohol (DA, and underage motorbike driving (MD. Methods: A cross-sectional survey of 972 adolescents (aged 12–15 years was conducted in two secondary schools in Hanoi, Vietnam. The schools were purposely selected, one each from the inner city and a suburban area, from which classes (grade 6 to 8 were randomly selected. All students attending classes on survey days took part in the survey. The anonymous, self-completed questionnaire included measures of risk behavior, school connectedness, parental bonding, and other factors. Multivariable regression models were used to examine associations between the independent variables and the three health risk behaviors controlling for confounding factors. Results: Young people in the inner city school reported a higher prevalence of all three risk behaviors than those in the suburban area (ST: 16.1% [95% confidence interval, or CI, 12.9–19.3] versus 4.6% [95% CI 2.7–6.5], p<0.001; DA: 20.3% [95% CI 16.8–23.8] versus 8.3% [95% CI 5.8–10.8], p<0.001, and MD: 10.1% [95% CI 7.4–12.8] versus 5.7% [95% CI 3.6–7.8], p<0.01. School connectedness and mother and father care appeared to be significant protective factors. For males, bullying in school was associated with suicidal thoughts, whereas for both males and females, school connectedness may be protective against suicidal ideation. Conclusion: This study supports findings from other nations regarding suicidal thoughts and alcohol use, and appears to be one of

  14. Correlates of urban children's leisure-time physical activity and sedentary behaviors during school days.

    Science.gov (United States)

    Marques, Adilson; Sallis, James F; Martins, João; Diniz, José; Carreiro Da Costa, Francisco

    2014-01-01

    Understanding correlates of physical activity and sedentary behaviors may contribute to fostering active lifestyles. This study aimed to identify correlates of physical activity and sedentary behaviors in leisure-time among Portuguese urban children, during school days. A cross-sectional survey was conducted with 802 students (416 boys), aged 10-12 years. A questionnaire was used to collect data of physical activity, sedentary behaviors, psychological and behavioral variables related to physical activity and sedentary behaviors. Analyses were run separately for boys and girls. Television viewing occupied the most leisure-time of boys and girls, followed by computer usage, and video game playing. These behaviors occupied 259.7 min/day for boys and 208.6 for girls (P = 0.002). Reported moderate-to-vigorous physical activity was 23.7 min for boys and 12.8 min for girls (P time with joint physical activity time. Copyright © 2014 Wiley Periodicals, Inc.

  15. Parenting and feeding behaviors associated with school-aged African American and White children.

    Science.gov (United States)

    Polfuss, Michele Lynn; Frenn, Marilyn

    2012-08-01

    Pediatric obesity is multifactorial and difficult to treat. Parenting and feeding behaviors have been shown to influence a child's weight status. Most prior studies have focused on preschool-aged White children. Additional complicating factors include parents' inability to accurately identify their child's abnormal weight status. Parenting and feeding behaviors used by 176 African American and White parents of school-age children were examined. Assessment included (a) identifying what behaviors were reported when parent expressed concern with child's weight and (b) the relationship of these behaviors on child's body mass index percentile (BMI%), considering ethnicity, socioeconomic status (SES), and parent's body mass index (BMI). Findings included African American parents and parents concerned about their child's weight exhibited increased controlling/authoritarian parenting and feeding behaviors. Parents were able to accurately identify their child's weight status. Parenting and feeding behaviors played a significant role in the children's BMI% even when controlling for ethnicity, SES, and parent's BMI.

  16. Description of Clean and Healthy Behavior of Food Borne Disease Among by School Children Age in Babat Jerawat I Elementary School, District Pakal Surabaya

    Directory of Open Access Journals (Sweden)

    Hidayat Heny Sholikhah

    2014-08-01

    Full Text Available Background: Incidence of food borne disease, such as diarrhea, typhoid and hookworm infection in school childrenwere still sufficient susceptible. Lack of clean and healthy behavior became primary cause, so that the agent can easilyenter to the body through the food consumed. The purpose of this study was to descript the clean and healthy behaviors by school children age at Babat Jerawat I Elementary School, District Pakal Surabaya. Methods: This study was a crosssectional study. The sample of this study were 112 of fifth grade students at Babat Jerawat I Elementary school, District Pakal Surabaya, selected by purposive sampling of 121 students who met the inclusion criteria. Data of clean and healthy behavior were collected by observation and interviews focused on a group of school children using questionnaires, checklists and interview guides. Data analysis was done by using descriptive analysis. Results: The results showed that the clean and healthy behaviors about food borne disease, the majority of school children in Elementary school Babat Jerawat I District Pakal Surabaya included in good criteria (51.8% and small portion of these included less category (48.2%. Conclusion:Clean and Healthy Behavior of food borne disease in school children age had good criteria, but still need attention formany factors that influence it, such as the availability of facilities, affordability snacks outside of school and examples ofunhealthy behaviors in family environment. Recommendation: Improve the cooperation between the school and localhealth officials to tighten rules on the management of snack vending around schools, and do continuous education both within the school and the child’s school community.

  17. Does the school performance variable used in the International Health Behavior in School-Aged Children (HBSC) Study reflect students' school grades?

    Science.gov (United States)

    Felder-Puig, Rosemarie; Griebler, Robert; Samdal, Oddrun; King, Matthew A; Freeman, John; Duer, Wolfgang

    2012-09-01

    Given the pressure that educators and policy makers are under to achieve academic standards for students, understanding the relationship of academic success to various aspects of health is important. The international Health Behavior in School-Aged Children (HBSC) questionnaire, being used in 41 countries with different school and grading systems, has contained an item assessing perceived school performance (PSP) since 1986. Whereas the test-retest reliability of this item has been reported previously, we determined its convergent and discriminant validity. This cross-sectional study used anonymous self-report data from Austrian (N = 266), Norwegian (N = 240), and Canadian (N = 9,717) samples. Students were between 10 and 17 years old. PSP responses were compared to the self-reported average school grades in 6 subjects (Austria) or 8 subjects (Norway), respectively, or to a general, 5-category-based appraisal of most recent school grades (Canada). Correlations between PSP and self-reported average school grade scores were between 0.51 and 0.65, representing large effect sizes. Differences between the median school grades in the 4 categories of the PSP item were statistically significant in all 3 samples. The PSP item showed predominantly small associations with some randomly selected HBSC items or scales designed to measure different concepts. The PSP item seems to be a valid and useful question that can distinguish groups of respondents that get good grades at school from those that do not. The meaning of PSP may be context-specific and may have different connotations across student populations from different countries with different school systems. © 2012, American School Health Association.

  18. 20 CFR 401.70 - Appeals of refusals to correct records or refusals to allow access to records.

    Science.gov (United States)

    2010-04-01

    ... 20 Employees' Benefits 2 2010-04-01 2010-04-01 false Appeals of refusals to correct records or refusals to allow access to records. 401.70 Section 401.70 Employees' Benefits SOCIAL SECURITY... also inform you that you have a right to file a statement of disagreement with the decision. Your...

  19. Prevalence of Behavioral Disorders and Its Associated Factors in Hamadan Primary School Students

    Directory of Open Access Journals (Sweden)

    F. Jalilian

    2013-01-01

    Full Text Available Introduction & Objective: Studies have shown the high prevalence rate of behavioral disorders in primary school students, which may underlie many complications and problems for the students and their families. The aim of this study was to determine the prevalence of behav-ioral disorders among primary school students. Materials & Methods: This is a cross sectional-descriptive study which have been done on 352 primary school students in Hamadan. Samples have been selected based on a multistage ran-dom sampling and Rutter behavioral disorder questionnaire (teacher form was used for data collection. The data were analyzed by SPSS version 20 using chi-square. Results: Our result showed that 16.1% of the participants suffered from behavioral disorders. The prevalence was more among the boys. Father's education and occupation, history of mental illness, parental divorce, and death of parents had significant relationships with the prevalence of behavioral disorders in these students. Conclusion: According to the results, designing and implementing educational programs for the prevention and treatment of student's behavioral disorders appear to be essential.(Sci J Hamadan Univ Med Sci 2013; 19 (4:62-68

  20. School vending machine purchasing behavior: results from the 2005 YouthStyles survey.

    Science.gov (United States)

    Thompson, Olivia M; Yaroch, Amy L; Moser, Richard P; Finney Rutten, Lila J; Agurs-Collins, Tanya

    2010-05-01

    Competitive foods are often available in school vending machines. Providing youth with access to school vending machines, and thus competitive foods, is of concern, considering the continued high prevalence of childhood obesity: competitive foods tend to be energy dense and nutrient poor and can contribute to increased energy intake in children and adolescents. To evaluate the relationship between school vending machine purchasing behavior and school vending machine access and individual-level dietary characteristics, we used population-level YouthStyles 2005 survey data to compare nutrition-related policy and behavioral characteristics by the number of weekly vending machine purchases made by public school children and adolescents (N = 869). Odds ratios (ORs) and corresponding 95% confidence intervals (CIs) were computed using age- and race/ethnicity-adjusted logistic regression models that were weighted on age and sex of child, annual household income, head of household age, and race/ethnicity of the adult in study. Data were collected in 2005 and analyzed in 2008. Compared to participants who did not purchase from a vending machine, participants who purchased >or=3 days/week were more likely to (1) have unrestricted access to a school vending machine (OR = 1.71; 95% CI = 1.13-2.59); (2) consume regular soda and chocolate candy >or=1 time/day (OR = 3.21; 95% CI = 1.87-5.51 and OR = 2.71; 95% CI = 1.34-5.46, respectively); and (3) purchase pizza or fried foods from a school cafeteria >or=1 day/week (OR = 5.05; 95% CI = 3.10-8.22). Future studies are needed to establish the contribution that the school-nutrition environment makes on overall youth dietary intake behavior, paying special attention to health disparities between whites and nonwhites.

  1. [Investigation of the cognition and behavior on drug safety in Beijing middle school students].

    Science.gov (United States)

    Cheng, Y C; Pan, Y P; Zhang, Y; Pan, Y T; Ding, C Y; Cao, Y; Zhuo, L; Fang, R F; Gao, A Y; Guo, J; Li, A J; Fu, Q; Ma, J; Zhan, S Y

    2017-12-18

    To understand the cognition and behavior of drug safety in Beijing middle school students and provide advice for relevant education. A cross-sectional survey using paper questionnaires was carried out on the student body of nine Beijing middle schools. Multi-stage proportionate stratified cluster sampling was adopted to enroll participants. In addition to demographic questions, the questionnaire included 17 questions assessing the cognition and behavior of safe drug use, prioritizing questions that aligned with the health education guideline for primary and secondary school students from Chinese Ministry of Education. Descriptive statistical methods were applied using the SAS 9.2 software. Of the 4 220 students investigated, 2 097(49.7%) were males and 2 123(50.3%) were females. The average age was (14.3±1.7) years. 2 030(48.1%) students were from downtown areas, 1 511(35.8%) were from urban-rural linking areas and 679(16.1%) were from rural areas. Half (51.5%) of the respondents were junior high school students, and the others were from senior high schools (34.2%) and vocational high schools (14.3%). Most of the students (89.6%) lived off campus. The awareness rate of drug safety knowledge was 74.4%, the median score of drug safety behavior was 4 points (full score was 5 points) and there was a statistically positive correlation between the two (Spearman's correlation coefficient was 0.156, Pmiddle school students is good, but problems still exist in medication adherence, the management of expired drugs and the antibiotics cognition, which need to be fixed through specific, pointed way of education. And more efforts should be made to improve the cognition in rural regions, vocational high schools and on campus students.

  2. Relationship between religion and school students' road behavior in southern Iran.

    Science.gov (United States)

    Tabrizi, Reza; Akbari, Maryam; Lankarani, Kamran B; Heydari, Seyed Taghi; Masoudi, Alireza; Shams, Amir Hossein; Akbarzadeh, Armin; Moalemi, Saba; Mehr, Maryam Mahmoodi; Sadati, Ahmad Kalateh; Peymani, Payam

    2017-10-01

    Unsafe behaviors are an important cause of accidents in adolescent age groups. This study was designed to examine the behaviors of adolescent pedestrians in southern Iran. This is a descriptive analytical cross-sectional study. The study population consisted of high school students in Shiraz, capital city of Fars Province, Iran. Five hundred and sixteen students were selected by multi-stage sampling. Data were collected by the use of three questionnaires, which included Persian copies of adolescent road user behavior questionnaire (ARBQ), Duke University Religious Index (DUREL), as well as the context and independent variables questionnaire. The results showed that a decrease in dangerous behaviors on the road resulted in an increase in respondents' intrinsic religiosity. Also, engagement in unsafe crossing behavior in the road decreased with increasing respondents' intrinsic religiosity. Another finding showed that female students were less involved in dangerous play and planned protective behaviors on the road. Findings clearly indicate that intrinsic religiosity has a significant role in reducing the risky road behaviors of students. Hence, religion may improve road safety in school students' road behavior in Iran. Copyright © 2017 Daping Hospital and the Research Institute of Surgery of the Third Military Medical University. Production and hosting by Elsevier B.V. All rights reserved.

  3. Examining the Cultural Leadership Behaviors of Schoo l Principal s within the Context of Symmetric and Asymmetric School Culture

    Directory of Open Access Journals (Sweden)

    Betül BALKAR

    2015-08-01

    Full Text Available The aim of this study is to determine the opinions of teachers on contributions of school principals’ cultural leadership behaviors to forming symmetric and asymmetric culture. The participants of the study consisted of 27 secondary school teachers working in Gaziantep province. Data of the study were collected through semi - structured interviews and analyzed through content analysis. Contributions of each cultural leader ship behavior to symmetric and asymmetric culture types were determined by taking relations between cultural leadership behaviors and symmetric and asymmetric cultures into consideration in the process of content analysis. According to the findings of the study ; supporting development of teachers and reflecting developments and innovations on schools are among the cultural leadership behaviors contributing to forming asymmetric culture at schools. Interpreting tasks and missions of school and ensuring neces sary environment for keeping social values alive at schools are among the cultural leadership behaviors contributing to forming symmetric culture at schools. Based on the results of the study, it is suggested that school principals should follow developmen ts in educational issues and transfer these developments into school practices. They should place more importance on supporting innovative behaviors of teachers in order to create asymmetric culture at schools.

  4. Immigrant parents' perceptions of school environment and children's mental health and behavior.

    Science.gov (United States)

    Hamilton, Hayley A; Marshall, Lysandra; Rummens, Joanna A; Fenta, Haile; Simich, Laura

    2011-06-01

    Research has increasingly identified the perception of school environment as an influential factor in children's lives. There has been sparse research attention, however, on the potential importance of parents' perceptions of school environment on child adjustment. This study examined the relationship between parents' perceptions of school environment and children's emotional and behavioral problems. Data were derived from the New Canadian Children and Youth Study, a study of the children (aged 4-6 and 11-13) of immigrant parents. Analyses focused on a subsample of Mainland Chinese, Hong Kong Chinese, and Filipino immigrants in a large metropolitan area. Parental perception of school environment was negatively associated with physical aggression in children even after controlling for child age and gender, parental characteristics, family functioning, and aspects of acculturation. In contrast, parental perception was not significantly related to symptoms of emotional distress in children. There were some ethnic differences in perception of school environment. Parental perception of school environment is important to the well-being of the children of immigrant parents, and reinforces the relevance of initiatives to improve the dynamics between parents and schools. © 2011, American School Health Association.

  5. Parental Attitudes, Behaviors, and Barriers to School Readiness among Parents of Low-Income Latino Children

    Directory of Open Access Journals (Sweden)

    Jaime Peterson

    2018-01-01

    Full Text Available We sought to explore parental attitudes, behaviors, and barriers regarding school readiness in a county clinic serving low income, Latino children. Between December 2013–September 2014, we conducted a cross sectional survey of parents during 3–6 years well-child appointments about school readiness (SR across: (1 attitudes/behaviors; (2 barriers; and (3 awareness; and (4 use of local resources. Most parents (n = 210, response rate 95.6% find it very important/important for their child to know specific skills prior to school: take turns and share (98.5%, use a pencil and count (97.6%, know letters (99.1%, colors (97.1%, and shapes (96.1%. Over 80% of parents find education important and engage in positive SR behaviors: singing, practicing letters, or reading. Major barriers to SR were lack of knowledge for kindergarten readiness, language barriers, access to books at home, constraints on nightly reading, difficulty completing school forms, and limited free time with child. Awareness of local resources such as preschool programs was higher than actual utilization. These low-income, Latino parents value SR but lack knowledge to prepare their child for school and underutilize community resources such as free preschool programs. Pediatricians are uniquely positioned to address these needs, but more evidence-based interventions are needed.

  6. Risky internet behaviors of middle-school students: communication with online strangers and offline contact.

    Science.gov (United States)

    Burgess Dowdell, Elizabeth

    2011-06-01

    In today's world, more adolescents are using the Internet as an avenue for social communication and a source of information and to experiment with risky online behaviors. To better understand how early adolescents are using the Internet, a study was undertaken to more clearly identify online use and online risky behaviors and to describe any online relationships with strangers middle-school students may be participating in. This exploratory study adapted the Youth Internet Safety Survey of Finkelhor et al to identify the usage and characteristics of online youth, solicitation of youth, and risky behaviors. Four hundred and four students, with a mean age of 12 years, were recruited from public and parochial schools located in the Northeast. Findings from this study indicate that of a total sample of 404 middle-school students, a small grouping (n = 59; 14.6%) are beginning risky online communication behaviors with strangers. Students who communicated online with strangers were older and had higher rates of posting personal information, risky online behaviors, and stealing. The majority of this group (84%) met offline with the online stranger, and three students reported having been assaulted. Findings suggest that early adolescents are beginning risky online and offline behaviors. Understanding their experiences is important since they highlight how middle-school students are undertaking risks in a new environment that many adults and parents do not fully understand. Clinicians, educators, healthcare providers, and other professionals need to be informed of Internet behaviors in order to assess for risk, to make referrals, to intervene, and to educate.

  7. Acceptability of Functional Behavioral Assessment Procedures to Special Educators and School Psychologists

    Science.gov (United States)

    O'Neill, Robert E.; Bundock, Kaitlin; Kladis, Kristin; Hawken, Leanne S.

    2015-01-01

    This survey study assessed the acceptability of a variety of functional behavioral assessment (FBA) procedures (i.e., functional assessment interviews, rating scales/questionnaires, systematic direct observations, functional analysis manipulations) to a national sample of 123 special educators and a state sample of 140 school psychologists.…

  8. 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…

  9. Parental, Behavioral, and Psychological Factors Associated with Cigarette Smoking among Secondary School Students in Nanjing, China

    Science.gov (United States)

    Li, Xiaoming; Mao, Rong; Stanton, Bonita; Zhao, Qun

    2010-01-01

    We designed this study to assess parental, behavioral, and psychological factors associated with tobacco use among Chinese adolescents. The data were collected from 995 middle school students in Nanjing, China. Both smoking experimentation and current smoking (smoking in the past 30 days) were assessed among the study sample. Psychosocial measures…

  10. Gender Differences in the Effects of Behavioral Problems on School Outcomes

    DEFF Research Database (Denmark)

    Kristoffersen, Janni; Smith, Nina

    This study analyzes gender differences in the relationships between behavioral problems and school outcomes. The study is based on teacher and parent evaluations using the SDQ questionnaire at the age of 10-12 years of about 6,000 Danish children born in 1990-92. The sample is merged with extensive...

  11. Socialization and organizational citizenship behavior among Turkish primary and secondary school teachers.

    Science.gov (United States)

    Çavuş, Mustafa Fedai

    2012-01-01

    The aim of the present study is to investigate the effects of organizational socialization levels of employees on organizational citizenship behavior (OCB). A total of 185 (70 female, 115 male) teachers were sampled at 27 primary and secondary schools. Their ages ranged from 23 to 55 years, with a mean (SD) of 36 (5.1). In this sample, 100 (54.1%) worked in primary schools, and 85 (45.9%) worked in secondary schools. A three-part questionnaire was designed for the study. The research scales were self-report measures of organizational socialization, OCB, and demographic variables. The hypothesized model was tested using Pearson correlation analyses and multiple regression analyses. The teachers demonstrated high level socialization (Mean 4.2, SD 0.7) and OCB (Mean 4.0, SD 0.54). Understanding, coworker support, and performance proficiency explained significant variance in organizational citizenship behavior; however, there was no relationship (p=0.286) between the organizational goals and values and OCB. The findings contribute to our understanding of the relationship between the level of organizational socialization and organizational citizenship behavior in educational settings. These findings suggest that high level organizational socialization supports organizational citizenship behavior in primary and secondary school teachers.

  12. Effect of Leadership Styles of School Principals on Organizational Citizenship Behaviors

    Science.gov (United States)

    Avci, Ahmet

    2016-01-01

    The aim of this research is to investigate the relationship between the leadership styles of principals and organizational citizenship behaviors of teachers according to teachers' perceptions. In this research, a relational survey model was used. Data for the research were obtained from 1,723 teachers working in public and private schools which…

  13. QED's School Market Trends: Teacher Buying Behavior & Attitudes, 2001-2002. Research Report.

    Science.gov (United States)

    Quality Education Data, Inc., Denver, CO.

    This study examined teachers' classroom material buying behaviors and trends. Data came from Quality Education Data's National Education Database, which includes U.S. K-12 public, private, and Catholic schools and districts. Researchers surveyed K-8 teachers randomly selected from QED's National Education Database. Results show that teachers spend…

  14. Comparison of Students with Emotional and/or Behavioral Disorders as Classified by Their School Districts

    Science.gov (United States)

    Mattison, Richard E.

    2015-01-01

    This study of 182 secondary special education students with emotional and/or behavioral disorders investigated their classification by their school districts, in particular how well they were distinguished and represented by their federal categories. The districts used four classification groups (emotional disturbance, other health impairment…

  15. Examining the Relationship between Holistic/Analytic Style and Classroom Learning Behaviors of High School Students

    Science.gov (United States)

    Cheng, Hong-Yu; Zhang, Shu-Qiang

    2017-01-01

    The purpose of this study was to investigate whether and how high school students' cognitive tendencies in holistic/analytic style relate to their active or passive behavioral patterns observed in the classroom. It was speculated that academic intrinsic motivation might play the role as a moderator and learning approach (the structure-oriented…

  16. Beliefs and Behaviors of Elementary Principals of Successful Title I Schools

    Science.gov (United States)

    Blount, Margie

    2014-01-01

    This qualitative phenomenological research study used narrative inquiry to investigate the behaviors and beliefs of eight Texas principals in high achieving Title I elementary schools. Participant interviews were analyzed using Creswell (2007) six-step method for analyzing phenomenological studies. Findings suggested that successful Title I…

  17. The Role of Life Satisfaction and Parenting Styles in Predicting Delinquent Behaviors among High School Students

    Science.gov (United States)

    Onder, Fulya Cenkseven; Yilmaz, Yasin

    2012-01-01

    The purpose of this study is to determine whether the parenting styles and life satisfaction predict delinquent behaviors frequently or not. Firstly the data were collected from 471 girls and 410 boys, a total of 881 high school students. Then the research was carried out with 502 students showing low (n = 262, 52.2%) and high level of delinquent…

  18. School Health Promotion Policies and Adolescent Risk Behaviors in Israel: A Multilevel Analysis

    Science.gov (United States)

    Tesler, Riki; Harel-Fisch, Yossi; Baron-Epel, Orna

    2016-01-01

    Background: Health promotion policies targeting risk-taking behaviors are being implemented across schools in Israel. This study identified the most effective components of these policies influencing cigarette smoking and alcohol consumption among adolescents. Methods: Logistic hierarchical linear model (HLM) analysis of data for 5279 students in…

  19. Methamphetamine Use and Sexual Risk Behavior among High School Students in Cape Town, South Africa

    Science.gov (United States)

    Pluddemann, Andreas; Flisher, Alan J.; McKetin, Rebecca; Parry, Charles D.; Lombard, Carl J.

    2012-01-01

    Objective: To investigate whether methamphetamine use is associated with sexual risk behavior among adolescents. Method: A cross-sectional survey of 1,561 male and female high school students in Cape Town (mean age 14.9 years) was conducted using items from the Problem Oriented Screening Instrument for Teenagers (POSIT) HIV Risk Scale. Results:…

  20. Aggressive Attitudes and Prevalence of Bullying Bystander Behavior in Middle School

    Science.gov (United States)

    Datta, Pooja; Cornell, Dewey; Huang, Francis

    2016-01-01

    Separate lines of research find that proaggressive attitudes promote peer aggression and that bystanders play a pivotal role in deterring or facilitating bullying behavior. The current study hypothesized that proaggressive attitudes in middle school would deter students from standing up to bullying and encourage them to reinforce bullying…

  1. Cognitive and Behavioral Indicators of ADHD Symptoms Prior to School Age

    Science.gov (United States)

    Arnett, Anne Bernard; MacDonald, Beatriz; Pennington, Bruce F.

    2013-01-01

    Background: Previous research on the etiology of ADHD symptoms suggests that neuropsychological differences may be present as early as birth; however, the diagnosis is typically not given until school age. This study aimed to (a) identify early behavioral and cognitive markers of later significant parent and/or teacher ratings of ADHD…

  2. Intervention Integrity in the Low Countries: Interventions Targeting Social-Emotional Behaviors in the School

    Science.gov (United States)

    Taal, Margot; Ekels, Elles; van der Valk, Cindel; van der Molen, Maurits

    2017-01-01

    The current study presents a review of intervention studies conducted in the Low Countries (i.e., The Netherlands and Flanders) focusing on social-emotional behaviors in the school. The primary purpose of this review was to assess whether studies included an operational definition of the intervention under study and reported data on the…

  3. Clustering of health-related behaviors and their determinants: Possible consequences for school health interventions

    NARCIS (Netherlands)

    Wiefferink, C.H.; Peters, L.; Hoekstra, F.; Ten Dam, G.; Buijs, G.J.; Paulussen, T.G.W.M.

    2006-01-01

    Characterizing school health promotion is its category-by-category approach, in which each separate health-related behavior is addressed independently. Such an approach creates a risk that extra-curricular activities become overloaded, and that teaching staff are distracted by continuous

  4. The Role of Leadership Capacity in Sustaining the School Improvement Initiative of Schoolwide Positive Behavior Supports

    Science.gov (United States)

    Combs, Christine; Martin, Barbara N.

    2011-01-01

    This article examines what occurred within schools successfully implementing and sustaining Schoolwide Positive Behavior Supports through the lens of leadership capacity. Leadership capacity, a broad-based, skillful participation in leadership, promotes the capabilities of many organizational members to lead. Researchers used quantitative analysis…

  5. Assessment of the Teaching Behavior of the Instructors of an Out-of-School Program

    Science.gov (United States)

    Rodríguez-Naveiras, Elena; Borges, África

    2015-01-01

    Out-of-school programs for students with high abilities are especially relevant when their needs are not covered in formal education. The evaluation of these programs is essential and it can be carried out from different evaluative approaches. The evaluation of the behavior of the people who implement the programs is an important aspect in the…

  6. Parent-reported problem behavior among children with sensory disabilities attending elementary regular schools

    NARCIS (Netherlands)

    Maes, B; Grietens, H

    2004-01-01

    Parent-reported problem behaviors of 94 children with visual and auditory disabilities, attending elementary regular schools, were compared with problems reported in a general population sample of nondisabled children. Both samples were matched by means of a pairwise matching procedure, taking into

  7. Educational Outcomes of a Collaborative School-Home Behavioral Intervention for ADHD

    Science.gov (United States)

    Pfiffner, Linda J.; Villodas, Miguel; Kaiser, Nina; Rooney, Mary; McBurnett, Keith

    2013-01-01

    This study evaluated educationally relevant outcomes from a newly developed collaborative school-home intervention (Collaborative Life Skills Program [CLS]) for youth with attention and/or behavior problems. Participants included 17 girls and 40 boys in second through fifth grades (mean age = 8.1 years) from diverse ethnic backgrounds. CLS was…

  8. Future Time Perspective as a Predictor of Adolescents' Adaptive Behavior in School

    Science.gov (United States)

    Carvalho, Renato Gil Gomes

    2015-01-01

    Future time perspective (FTP) has been associated with positive outcomes in adolescents' development across different contexts. However, the extent to which FTP influences adaptation needs additional understanding. In this study, we analysed the relationship between FTP and adolescents' behavior in school, as expressed in several indicators of…

  9. Effect of a School-Based Intervention on Parents' Nutrition and Exercise Knowledge, Attitudes, and Behaviors

    Science.gov (United States)

    Rausch, John C.; Berger-Jenkins, Evelyn; Nieto, Andres R.; McCord, Mary; Meyer, Dodi

    2015-01-01

    Background: Parents exert a significant effect on children's eating behaviors and physical activity levels, so it is imperative to find successful obesity prevention programs that target whole families in underserved communities. Purpose: To investigate the effects of a Coordinated School Health Program (CSHP) on parents in the program over a…

  10. The Effect of Mozart's Music on Social Learning Behavior of High School Students

    Science.gov (United States)

    Pelayo, Jose Maria G., III

    2010-01-01

    The researcher acknowledges the importance of creativity and innovation in terms of discovering more methods or strategies on improving intellectual growth of an individual. In this case, the researcher focuses on the Social Learning Behavior of high school students. About 15 years ago, a professor of psychology stirred up the music world with the…

  11. The Translation of Basic Behavioral Research to School Psychology: A Citation Analysis

    Science.gov (United States)

    Reed, Derek D.

    2008-01-01

    In recent years, school psychology has become increasingly grounded in data-based decision making and intervention design, based upon behavior analytic principles. This paradigm shift has occurred in part by recent federal legislation, as well as through advances in experimental research replicating laboratory based studies. Translating basic…

  12. Technology-Related Strategies Used by Educational Leaders to Increase Prosocial Behavior in K-12 Schools

    Science.gov (United States)

    Beers, Jason Ronald

    2017-01-01

    Purpose. The purpose of this study was to identify technology-related strategies used by educational leaders to increase prosocial behavior in K-12 schools. Information and communication technology (ICT) is developing at a rapid rate and is becoming more ubiquitous among students. Discovering and understanding common technology-related strategies…

  13. Teacher Attitudes on Including Students with Behavior Intervention Plans in a High-School Inclusive Classroom

    Science.gov (United States)

    Tucker, Thurman D.

    2017-01-01

    This research examined attitudes to determine factors influencing teachers' attitudes toward including students with behavior intervention plans in inclusive high-school classrooms. For Research Question 1 one-way ANOVAs analyzed quantitative data with no significant differences found and qualitative data discovered common patterns that BIPs are…

  14. Occupational Stress, Mental Health Status and Stress Management Behaviors among Secondary School Teachers in Hong Kong

    Science.gov (United States)

    Leung, Sharron S. K.; Mak, Yim Wah; Chui, Ying Yu; Chiang, Vico C. L.; Lee, Angel C. K.

    2009-01-01

    Objective: This study aimed to examine occupational stress and mental health among secondary school teachers in Hong Kong, and to identify the differences between those actively engaged in stress management behaviors and those who were not. Design: Survey design was adopted using validated instruments including Occupational Stress Inventory…

  15. How Do Staff Perceive Schoolwide Positive Behavior Supports? Implications for Teams in Planning and Implementing Schools

    Science.gov (United States)

    Feuerborn, Laura L.; Tyre, Ashli D.

    2016-01-01

    Schoolwide Positive Behavior Support (SWPBS) offers an alternative to reactive and exclusionary school discipline practices. However, the shift to SWPBS requires substantial change in the practices of staff, and many leadership teams struggle to rally staff support for implementation. With a more thorough understanding of staff perceptions, level…

  16. Bureaucracy and Pupil Control Orientation and Behavior in Urban Secondary Schools.

    Science.gov (United States)

    Lunenburg, Fred C.; Mankowsky, Scarlett A.

    Data collected from 297 teachers and 7,376 students in 20 urban high schools were used to examine relationships between dimensions of bureaucratic structure and pupil control orientation and behavior. Results of the analyses revealed two distinct patterns of rational organization. Hierarchy, rules, impersonality, and centralization comprised the…

  17. Relation of Home Chaos to Cognitive Performance and Behavioral Adjustment of Pakistani Primary School Children

    Science.gov (United States)

    Shamama-tus-Sabah, Syeda; Gilani, Nighat; Wachs, Theodore D.

    2011-01-01

    Recent findings from Western developed countries have linked home chaos to children's cognitive performance and behavioral problems. In the present paper we test whether the same pattern of associations can be replicated in a non-Western developing country. Our sample was 203 Pakistani primary school children. To assess home chaos the Confusion,…

  18. A Model for Teaching Rational Behavior Therapy in a Public School Setting.

    Science.gov (United States)

    Patton, Patricia L.

    A training model for the use of rational behavior therapy (RBT) with emotionally disturbed adolescents in a school setting is presented, including a structured, didactic format consisting of five basic RBT training techniques. The training sessions, lasting 10 weeks each, are described. Also presented is the organization for the actual classroom…

  19. The Effects of a School-Wide Positive Behavior Intervention Support Program on the Intrinsic Motivation of Third Grade Students

    Science.gov (United States)

    Amis, Sarah Anne

    2013-01-01

    This research project sought to determine the effects of a School-Wide Positive Behavior Intervention Support program (SWPBIS) on the intrinsic motivation of third grade students in regard to student achievement, student behavior, and teacher perception. Students of two intermediate schools served as the treatment group and control group, and were…

  20. Working Memory, Attention, Inhibition, and Their Relation to Adaptive Functioning and Behavioral/Emotional Symptoms in School-Aged Children

    Science.gov (United States)

    Vuontela, Virve; Carlson, Synnove; Troberg, Anna-Maria; Fontell, Tuija; Simola, Petteri; Saarinen, Suvi; Aronen, Eeva T.

    2013-01-01

    The present study investigated the development of executive functions (EFs) and their associations with performance and behavior at school in 8-12-year-old children. The EFs were measured by computer-based n-back, Continuous Performance and Go/Nogo tasks. School performance was evaluated by Teacher Report Form (TRF) and behavior by TRF and Child…

  1. The Relation of Age, Gender, Ethnicity, and Risk Behaviors to Self-Esteem among Students in Nonmainstream Schools

    Science.gov (United States)

    Connor, Jennifer M.; Poyrazli, Senel; Ferrer-Wreder, Laura; Grahame, Kamini Maraj

    2004-01-01

    This cross-sectional study investigated self-esteem in relation to age, gender, ethnicity, and risk behaviors among a sample of nonmainstream students. Participants were 149 students in the 6th to 12th grades from two non-mainstream schools (one charter and one alternative school). Self-esteem and youth risk behaviors were determined by using a…

  2. Peer Network Dynamics and the Amplification of Antisocial to Violent Behavior among Young Adolescents in Public Middle Schools

    Science.gov (United States)

    Kornienko, Olga; Dishion, Thomas J.; Ha, Thao

    2018-01-01

    This study examined longitudinal changes in peer network selection and influence associated with self-reported antisocial behavior (AB) and violent behavior (VB) over the course of middle school in a sample of ethnically diverse adolescents. Youth and families were randomly assigned to a school-based intervention focused on the prevention of…

  3. Readiness for Positive Behavioral Interventions and Supports and School Mental Health Interconnection: Preliminary Development of a Stakeholder Survey

    Science.gov (United States)

    Anello, Vittoria; Weist, Mark; Eber, Lucille; Barrett, Susan; Cashman, Joanne; Rosser, Mariola; Bazyk, Sue

    2017-01-01

    Positive behavioral interventions and supports (PBIS) and school mental health (SMH) are prominent initiatives in the United States to improve student behavior and promote mental health and wellness, led by education and mental health systems, respectively. Unfortunately, PBIS and SMH often operate separately in districts and schools, resulting in…

  4. 25 CFR 36.82 - May behavioral health professional(s) provide services during the academic school day?

    Science.gov (United States)

    2010-04-01

    ...) provide services during the academic school day? Behavioral health professional(s) must average at least... 25 Indians 1 2010-04-01 2010-04-01 false May behavioral health professional(s) provide services during the academic school day? 36.82 Section 36.82 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE...

  5. Tapping into the Power of School Climate to Prevent Bullying: One Application of Schoolwide Positive Behavior Interventions and Supports

    Science.gov (United States)

    Bosworth, Kris; Judkins, Maryann

    2014-01-01

    Preventing bullying requires a comprehensive approach that includes a focus on school climate. We review the climate features shown to reduce bullying, then illustrate how School-wide Positive Behavioral Interventions and Supports (SWPBIS) applies these principles in practice. SWPBIS, grounded in multiple theories--behaviorism, social learning…

  6. Understanding caregivers' intentions for their child to walk to school: Further application of the theory of planned behavior.

    Science.gov (United States)

    Schuster, Lisa; Kubacki, Krzysztof; Rundle-Thiele, Sharyn

    2016-01-01

    Increases in childhood obesity have coincided with declines in active transportation to school. This research builds on largely atheoretical extant literature examining factors that influence walk-to-school behavior through application of the theory of planned behavior (TPB). Understanding caregivers' decision for their child to walk to/from school is key to developing interventions to promote this cost-effective and accessible health behavior. The results from an online survey of 512 caregivers provide support for the TPB, highlighting the important role of subjective norms. This suggests marketers should nurture caregivers' perception that important others approve of walking to school.

  7. Applying a Cognitive Neuroscience Perspective to Disruptive Behavior Disorders: Implications for Schools.

    Science.gov (United States)

    Tyler, Patrick M; White, Stuart F; Thompson, Ronald W; Blair, R J R

    2018-02-12

    A cognitive neuroscience perspective seeks to understand behavior, in this case disruptive behavior disorders (DBD), in terms of dysfunction in cognitive processes underpinned by neural processes. While this type of approach has clear implications for clinical mental health practice, it also has implications for school-based assessment and intervention with children and adolescents who have disruptive behavior and aggression. This review articulates a cognitive neuroscience account of DBD by discussing the neurocognitive dysfunction related to emotional empathy, threat sensitivity, reinforcement-based decision-making, and response inhibition. The potential implications for current and future classroom-based assessments and interventions for students with these deficits are discussed.

  8. A stochastic differential equation model for the foraging behavior of fish schools.

    Science.gov (United States)

    Tạ, Tôn Việt; Nguyen, Linh Thi Hoai

    2018-03-15

    Constructing models of living organisms locating food sources has important implications for understanding animal behavior and for the development of distribution technologies. This paper presents a novel simple model of stochastic differential equations for the foraging behavior of fish schools in a space including obstacles. The model is studied numerically. Three configurations of space with various food locations are considered. In the first configuration, fish swim in free but limited space. All individuals can find food with large probability while keeping their school structure. In the second and third configurations, they move in limited space with one and two obstacles, respectively. Our results reveal that the probability of foraging success is highest in the first configuration, and smallest in the third one. Furthermore, when school size increases up to an optimal value, the probability of foraging success tends to increase. When it exceeds an optimal value, the probability tends to decrease. The results agree with experimental observations.

  9. A stochastic differential equation model for the foraging behavior of fish schools

    Science.gov (United States)

    Tạ, Tôn ệt, Vi; Hoai Nguyen, Linh Thi

    2018-05-01

    Constructing models of living organisms locating food sources has important implications for understanding animal behavior and for the development of distribution technologies. This paper presents a novel simple model of stochastic differential equations for the foraging behavior of fish schools in a space including obstacles. The model is studied numerically. Three configurations of space with various food locations are considered. In the first configuration, fish swim in free but limited space. All individuals can find food with large probability while keeping their school structure. In the second and third configurations, they move in limited space with one and two obstacles, respectively. Our results reveal that the probability of foraging success is highest in the first configuration, and smallest in the third one. Furthermore, when school size increases up to an optimal value, the probability of foraging success tends to increase. When it exceeds an optimal value, the probability tends to decrease. The results agree with experimental observations.

  10. Three frameworks to predict physical activity behavior in middle school inclusive physical education: a multilevel analysis.

    Science.gov (United States)

    Jin, Jooyeon; Yun, Joonkoo

    2013-07-01

    The purpose of this study was to examine three frameworks, (a) process-product, (b) student mediation, and (c) classroom ecology, to understand physical activity (PA) behavior of adolescents with and without disabilities in middle school inclusive physical education (PE). A total of 13 physical educators teaching inclusive PE and their 503 students, including 22 students with different disabilities, participated in this study. A series of multilevel regression analyses indicated that physical educators' teaching behavior and students' implementation intentions play important roles in promoting the students' PA in middle school inclusive PE settings when gender, disability, lesson content, instructional model, and class location are considered simultaneously. The findings suggest that the ecological framework should be considered to effectively promote PA of adolescents with and without disabilities in middle school PE classes.

  11. Driver behavior and accident frequency in school zones: Assessing the impact of sign saturation.

    Science.gov (United States)

    Strawderman, Lesley; Rahman, Md Mahmudur; Huang, Yunchen; Nandi, Apurba

    2015-09-01

    Based on the models of human information processing, if a driver observes too many of the same signs, he or she may no longer pay attention to those signs. In the case of school zones, this expected effect may lead to non-compliance to posted speeds, negatively impacting safety around nearby schools. This study aims to investigate the effect of the number of nearby school zones on driver behavior (vehicle speed and compliance) and accident frequency. As a measure of the density of school zones, this study introduced and defined a new term sign saturation and presented a methodology to calculate sign saturation for school zones. Results found a significant effect of sign saturation on vehicle speed, compliance, and accident frequency. This study also examined the speeding behavior in school zones for different time of the day and day of the week. Results found that speeding was more prevalent in the early mornings and during the weekends. Copyright © 2015 Elsevier Ltd. All rights reserved.

  12. Deviant Teacher Behaviors and Their Influence on School Rules and Interpersonal Relationships at School

    Science.gov (United States)

    Ünal, Ali

    2012-01-01

    The Problem: Employees sometimes behave contrary to the expectations and norms of the organization. These behaviors are termed "workplace deviance behaviors." In workplace deviance, employees consciously violate the rules of the organization, which, in turn, has the potential to negatively affect the organization itself, its members, or…

  13. Dressed for Success? The Effect of School Uniforms on Student Achievement and Behavior. NBER Working Paper No. 17337

    Science.gov (United States)

    Gentile, Elisabetta; Imberman, Scott A.

    2011-01-01

    Uniform use in public schools is rising, but we know little about how they affect students. Using a unique dataset from a large urban school district in the southwest United States, we assess how uniforms affect behavior, achievement and other outcomes. Each school in the district determines adoption independently, providing variation over schools…

  14. Initial Principal Readiness to Interconnect Positive Behavioral Interventions and Supports and School Mental Health: A Sequential Multivariate Exploratory Analysis

    Science.gov (United States)

    Ecker, Andrew Joseph

    2017-01-01

    Approximately 20% of youth in the U.S. are experiencing a mental health challenge; a rate that is said to increase by more than 50% by 2020. Schools are the largest provider of mental health services to youth, yet two of schools' most efficacious evidence-based systems, Positive Behavioral Interventions and Supports (PBIS) and school mental health…

  15. Food and Beverage Promotions in Minnesota Secondary Schools: Secular Changes, Correlates, and Associations with Adolescents' Dietary Behaviors

    Science.gov (United States)

    Larson, Nicole; Davey, Cynthia S.; Coombes, Brandon; Caspi, Caitlin; Kubik, Martha Y.; Nanney, Marilyn S.

    2014-01-01

    Background: The purpose of this study was to describe promotions for unhealthy and healthy foods and beverages within Minnesota secondary schools from 2008 to 2012, and to examine associations with school-level coordination of environmental improvements and students' dietary behaviors. Methods: The Minnesota School Health Profiles and Minnesota…

  16. Hurdles to herd immunity: Distrust of government and vaccine refusal in the US, 2002-2003.

    Science.gov (United States)

    Lee, Charlotte; Whetten, Kathryn; Omer, Saad; Pan, William; Salmon, Daniel

    2016-07-25

    High rates of nonmedical exemptions (NMEs) from required childhood vaccinations have contributed to outbreaks of vaccine-preventable diseases, such as measles and pertussis. Understanding the parental decision to obtain an NME could help health professionals and public health programs improve vaccination rates in areas with high vaccine refusal. Using a 2002-2003 multi-state survey of parents of school age children (​n=2445), this study found that parental distrust of the government and of healthcare providers is a significant factor related to a number of vaccine-related beliefs and behaviors. The odds that parents who distrust the government have seen a complementary/alternative medicine (CAM) provider were 2.11 times greater than those of parents who trust the government (70.1% vs 52.6%; OR, 2.11; 95% CI, 1.59-2.84; Pgovernment had increased odds of trusting vaccine information from CAM providers compared to trusting parents (57.9% vs 46.3%; OR, 1.53; 95% CI, 1.16-2.01; Pgovernment also had increased odds of distrusting vaccine information acquired at their healthcare providers' offices (12.6% vs 4.7%; OR, 2.64; 95% CI, 1.64-4.24; Pgovernment sources of information about vaccines were unreliable, categorizing the CDC, the Food and Drug Administration (FDA), or local and state health departments as poor or very poor sources (distrust government vs trust government: 25.2% vs 11.7%; OR, 2.39; 95% CI, 1.70-3.36; Pgovernment and healthcare provider communications. Research into new and more effective techniques for delivering pro-vaccine messages is warranted. Copyright © 2016 Elsevier Ltd. All rights reserved.

  17. At the Intersection of Faith, Culture, and Family Dynamics: A Complex Case of Refusal of Treatment for Childhood Cancer.

    Science.gov (United States)

    Brown, Amy E Caruso

    2017-01-01

    Refusing treatment for potentially curable childhood cancers engenders much discussion and debate. I present a case in which the competent parents of a young Amish child with acute myeloid leukemia deferred authority for decision making to the child's maternal grandfather, who was vocal in his opposition to treatment. I analyze three related concerns that distinguish this case from other accounts of refused treatment. First, I place deference to grandparents as decision makers in the context of surrogate decision making more generally. Second, the maternal grandfather's ardent refusal of treatment and his rationale appeared to be inconsistent with the beliefs expressed by other family members and by members of the same Amish community, leading members of the medical team to question whether refusal of treatment should be treated differently when it appears to be based on the idiosyncratic beliefs of an individual rather than on community-wide values. Third, the medical team perceived tension and dissension between the nonverbal behavior of some family members and the verbal statements made by the maternal grandfather, leading the team to question the parents' true wishes and debate how to weigh nonverbal and indirect forms of communication. Finally, building upon the conclusions of these queries, I explore whether, if the child's prognosis was less favorable or if he were to relapse later, the maternal grandfather should have been permitted to drive a decision to refuse further treatment. Copyright 2017 The Journal of Clinical Ethics. All rights reserved.

  18. Characteristics and Outcomes of Elderly Patients Refused to ICU

    Directory of Open Access Journals (Sweden)

    María-Consuelo Pintado

    2013-01-01

    Full Text Available Background. There are few data regarding the process of deciding which elderly patients are refused to ICU admission, their characteristics, and outcome. Methods. Prospective longitudinal observational cohort study. We included all consecutive patients older than 75 years, who were evaluated for admission to but were refused to treatment in ICU, during 18 months, with 12-month followup. We collected demographic data, ICU admission/refusal reasons, previous functional and cognitive status, comorbidity, severity of illness, and hospital and 12-month mortality. Results. 338 elderly patients were evaluated for ICU admission and 88 were refused to ICU (26%. Patients refused because they were “too ill to benefit” had more comorbidity and worse functional and mental situation than those admitted to ICU; there were no differences in illness severity. Hospital mortality rate of the whole study cohort was 36.3%, higher in patients “too ill to benefit” (55.6% versus 35.8%, P<0.01, which also have higher 1-year mortality (73.7% versus 42.5%, P<0.01. High comorbidity, low functional status, unavailable ICU beds, and age were associated with refusal decision on multivariate analysis. Conclusions. Prior functional status and comorbidity, not only the age or severity of illness, can help us more to make the right decision of admitting or refusing to ICU patients older than 75 years.

  19. CO-COMBUSTION OF REFUSE DERIVED FUEL WITH COAL IN A FLUIDISED BED COMBUSTOR

    Directory of Open Access Journals (Sweden)

    W. A. WAN AB KARIM GHANI

    2009-03-01

    Full Text Available Power generation from biomass is an attractive technology which utilizes municipal solid waste-based refused derived fuel. In order to explain the behavior of biomass-fired fluidized bed incinerator, biomass sources from refuse derived fuel was co-fired with coal in a 0.15 m diameter and 2.3 m high fluidized bed combustor. The combustion efficiency and carbon monoxide emissions were studied and compared with those from pure coal combustion. This study proved that the blending effect had increased the carbon combustion efficiency up to 12% as compared to single MSW-based RDF. Carbon monoxide levels fluctuated between 200-1600 ppm were observed when coal is added. It is evident from this research that efficient co-firing of biomass with coal can be achieved with minimum modification of existing coal-fired boilers.

  20. Impact of trained champions of comprehensive school physical activity programs on school physical activity offerings, youth physical activity and sedentary behaviors.

    Science.gov (United States)

    Carson, Russell L; Castelli, Darla M; Pulling Kuhn, Ann C; Moore, Justin B; Beets, Michael W; Beighle, Aaron; Aija, Rahma; Calvert, Hannah G; Glowacki, Elizabeth M

    2014-12-01

    A quasi-experimental cluster-controlled design was used to test the impact of comprehensive school physical activity program (CSPAP) professional development on changes in school physical activity (PA) offerings, moderate-to-vigorous physical activity (MVPA) and sedentary behaviors of 9-14 year-old children during school. Two groups of Louisiana elementary and middle school physical education teachers (N=129) attended a CSPAP summer workshop (95 in 2012=intervention, 34 in 2013=control) and were assessed on school PA offerings (teacher-reported; pre, mid, and post). During the 2012-2013 school year, intervention teachers received CSPAP support while implementing new school PA programs. MVPA and sedentary behaviors were assessed (accelerometry; baseline and post) on a sample of 231 intervention, 120 control students from 16 different schools. Multivariate analysis of covariance indicated that intervention teachers reported significantly more PA offerings during school (3.35 vs. 2.37) and that involve staff (1.43 vs. 0.90). Three-level, mixed model regressions (stratified by sex) indicated that students overall spent less time in MVPA and more time being sedentary during school, but the effects were significantly blunted among intervention students, especially boys. This study provides preliminary evidence for CSPAP professional development programs to influence school-level PA offerings and offset student-level declines in MVPA and increases in sedentary behavior. Published by Elsevier Inc.