Middle school students' perceptions of a peer who stutters

Little is known about how middle school students perceive a similar-aged peer who stutters. Therefore, the purpose of this study was to examine the influence of stuttering frequency, Likert statement type (affective, behavioral, cognitive), and the gender of the listener on middle school students' perceptions of a peer who stutters. Sixty-four middle school students (10-14 years) individually viewed a video sample of a teen telling a joke at one of four stuttering frequencies (<1%, 5%, 10%, 14%). After the students viewed one of the video samples, they were asked to rate 11 Likert statements that reflected their affective, behavioral, and cognitive perceptions of a peer who stuttered. The results revealed an interaction between stuttering frequency and Likert statement type. Ratings of behavioral statements (speech production characteristics) were significantly more positive for the sample containing <1% stuttering than 10% and 14% stuttering. Ratings for cognitive statements (thought and beliefs) were significantly more positive for the sample containing <1% stuttering than 10% and 14% stuttering. The stuttering frequency of the peer did not significantly influence how students rated affective statements (feelings and emotions). It was also found that male and female middle school students did not significantly differ in their perceptions of a male peer who stutters. Clinical implications are discussed relative to peer teasing, friendship, listener comfort, and social acceptance within a middle school setting for a student who stutters. Future research directions are also discussed. EDUCATIONAL OBJECTIVES: The reader will be able to: (1) summarize how middle school students perceive stuttering; (2) explain how the frequency of stuttering influences middle school students' perceptions of a peer who stutters; and (3) provide clinical implications of the data from this study.     

High school students' perceptions of nursing homes: before and after experience.

86 high school students considering entering a health care profession indicated that they would not likely choose to work in a nursing home even though they found them in general to be more pleasant than expected.     

Safe and unsafe school spaces: Comparing elementary school student perceptions to common ecological interventions and operationalizations

There is a burgeoning literature on school safety in the United States. Often, researchers determine the problem and intervention. Few studies, however, examine how students understand school safety. In this study, elementary school students in the United States (n = 225) marked safe and unsafe school places; this was correlated with other commonly used school safety measures. Results indicate that children have different perceptions of safety based on school location. Additionally, for older children, unsafe places correlated with injury data, adult absence and low levels of territoriality. For younger children, unsafe places were associated with adult absence and referrals. Safe places were places that were more likely to have an adult. Results bring into question some common safety interventions. Implications include working with children to determine what is meant by ‘safe’ and interventions. Copyright © 2010 John Wiley & Sons, Ltd.     

Risk profiles and peer violence in the context of school and leisure time

Though violence at school is by no means a new phenomenon, there has been growing social and scientific concern about this issue in recent years. The present study builds on prior analysis of the roles adolescents play in peer harassment, and the relationship between violence occurring at school and during free time. A representative sample of students between the ages of 14 and 18 was selected in the Community of Madrid (N = 1622) through random cluster sampling (school was the unit of analysis). Participants completed the C.E.V.E.O. questionnaire, which presents fifteen situations involving peer violence. The results reveal a relationship between violent situations occurring at school and during free time, and between the roles of aggressor and victim during free time. A profile analysis yielded three different categories: the "minimal violence exposure" type (1126 adolescents), the "psychological violence exposure" type (413 adolescents), and the "high risk of violence" type (83 adolescents). Judging from these results, we posit that interventions must be designed which tailor to each group and their respective risk situations.     

Exploring high school science students' perceptions of parental involvement in their education

This exploratory study describes high school students' perceptions of their parents' involvement in their education and in relation to school achievement. A new 12-item Parental Involvement Scale was used to measure parents' involvement in curricular and extracurricular activities and using exploratory analyses to estimate the scale's properties. Exploratory analysis resulted in the reduction of the 12 items to 8, with an internal consistency (Cronbach alpha) .82. Grade 12 science students indicated that their less educated parents were involved in activities pertaining to their learning; however, high perceived parental involvement in curricular activities was related to low achievement. It is recommended that further exploratory analyses be undertaken to examine the reported two-dimensional model of the Parental Involvement Scale.     

Satisfaction of Jewish and Arab teachers in Israel

The author investigated the differences between Jewish Israeli and Arab Israeli teachers in their satisfaction with their work. Initially, the goal of the present study was to investigate whether there were demographic attributes (such as age, gender, and education) that differentiated between the two groups of teachers. Later, the author added two variables, teachers' perceptions of their occupation and teachers' perceptions of their principals' leadership styles, to the analysis to examine their contribution to the level of satisfaction for each group. Regression analyses revealed the significant power of the two added variables in predicting teacher satisfaction among both Jewish and Arab Israeli teachers. The author discussed implications of the findings in relation to principals' roles and teachers' perceptions.     

High school student employment in social context: adolescents' perceptions of the role of part-time work

The majority of middle-class high school students now work at part-time jobs during the academic year. During in-depth interviews, 35 seniors at a predominantly middle-class high school were asked to relate their jobs, or their decisions not to work, to the social contexts of employment. Attitudes toward the workplace and interpretations of the work ethic were analyzed within these contexts in order to examine the role of part-time employment in their lives. The findings of this study suggest that a negative stereotype of the high school student-worker is not justified. Instead, part-time work upholds a variety of interpretations of the work ethic within the framework of normative middle-class values. Future studies are needed to relate part-time work among adolescents to social and economic as well as developmental perspectives.     

The relations between students' sense of school belonging,perceptions of school kindness and character strength of kindness

This study explored the associations between secondary school students' sense of school belonging, their perceptions of school kindness, and character strength of kindness, and examined possible differences in these constructs across gender groups. The study, which included 1973 Hong Kong secondary school students, revealed that students' sense of school belonging was positively correlated with their perceptions of school kindness at the school and student levels (0.021 and 0.185, respectively). Furthermore, students' sense of school belonging was positively linked to character strength of kindness at the student level, although this relationship was found to be non-significant at the school level. At both levels of analysis, the positive relationships between students' perceptions of school kindness and character strength of kindness were significant. In addition, girls reported higher levels of character strength of kindness than boys. The findings of this study provide a better understanding of the relationships between sense of school belonging, school kindness, and character strength of kindness. Implications for research are also discussed.     

High school students' perceptions of EFL teacher control orientations and their English academic achievement

Background. Theories distinguish between student‐initiated and teacher‐initiated regulation of students' learning activities, or between strong, shared, or loose teacher control during the completion of learning tasks. Empirical validations for such distinctions are scarce, however. Aim. The present study aimed at (a) investigating students' perceptions of control behaviours exhibited by their English teachers; and (b) exploring the contribution of different types of teacher control behaviours to students' cognitive outcomes (English Achievement). Sample. The sample comprised 732 English as a Foreign Language (EFL) students studying in three major fields of high school (Mathematics, Natural Science, and Humanities). The participants (16–17 years of age) were selected from third‐grade classes of 27 EFL teachers working in 25 high schools of 6 main different geographical regions in the Isfahan province, Iran. Method. To obtain a comprehensive picture of different control types exhibited by Iranian EFL teachers, the control subscales of the two existing questionnaires, i.e., the Questionnaire on Instructional Behaviours (QIB), adapted by Den Brok et al. (2004) and the Questionnaire on Lesson Activities (QLA) used by Den Brok (2001) were merged to form the Questionnaire of Teacher Control (QTC). The development of this Persian instrument involved several steps: translation and back translation by the researchers, one expert translator, and two EFL teachers; piloting; and a final administration of the questionnaire to the student sample. With respect to the second aim of the study, data regarding students' performances on the Standardized National English Achievement Tests were gathered from local educational offices and schools. Results and conclusion. Statistical analyses supported acceptable reliability and validity of the instrument. A main factor structure with three types of teacher control (strong/high, shared/mid, and loose/low) was found to underlie students' perceptions. The results of multi‐level analyses indicated that a relatively large amount of variance was explained by the control variables and student variables, and teacher control had a statistically significant effect on student outcomes. Students' English achievement was lowest when they felt control was their teachers' prerogative, higher when they themselves exerted their own control (low teacher control), and highest under shared (mid) control behaviours.     

Perceived Parenthood: Cross-Cultural Differences Between Jewish and Arab Emerging Adults

This study of the influence of culture on emerging adults’ perception of parenthood aims to compare perceptions in a traditional, conservative society (Arab) and those in a Western-oriented modern society (Jewish). The attitudes of Arab and Jewish students in Israel were examined regarding intrinsic and extrinsic motivation for parenthood and the cost of parenthood. Participants were 276 single, nonparent students, age 20–28 years. As hypothesized, the findings revealed that Jewish emerging adults expressed higher intrinsic motivation for parenthood and lower extrinsic motivation than their Arab counterparts and mentioned a later age as the preferred time for entering parenthood than did the Arabs. However, contrary to the hypothesis, the expected cost of parenthood was found to be higher among Arab female participants than among their Jewish counterparts. The findings are discussed against intercultural differences and reciprocal influences of societies with different orientations regarding collectivist and individualistic values, in the context of parenthood motivation.     

Phantom cotherapist: Treatment of a suicidal Arab by a Jewish therapist

A case study is presented of the treatment of an Arab coed by a Jewish trainee, and a phantom cotherapist using a modified dialectical therapeutic approach. Its effect on the treatment process and outcome, and on the therapist is discussed.     

Similarities and dissimilarities between teachers' and students' relationship views in upper elementary school: The role of personal teacher and student attributes

The present study aimed to advance insight into similarities and dissimilarities between teachers' and students' views of closeness and conflict in their dyadic relationship, and personal teacher and student attributes that contribute to these views. In total, 464 students (50.2% girls) and 62 teachers (67.5% females) from grades 4 to 6 participated in this study. Teachers filled out questionnaires about their background characteristics, self-efficacy (TSES), and student–teacher relationship perceptions (STRS) and students answered questions about their demographics and the student–teacher relationship quality (SPARTS). Peer-nominations were used to measure students' internalizing and externalizing behavior. Tests for measurement invariance suggested that the conflict and closeness constructs both approximated similarity across students and teachers. Multilevel structural equation models furthermore indicated that students' relationship perceptions, and conflict in particular, were predicted by their own gender, socioeconomic status, and internalizing and externalizing behavior. Additionally, teaching experience negatively predicted students' perceived conflicts. Teachers' relationship perceptions were both predicted by their own characteristics (teaching experience) and student features (gender, socioeconomic status, and externalizing behavior). These predictors explained between 39% and 61% of the variance in student- and teacher-perceived closeness and conflict. Last, teachers' general self-efficacy was positively associated with mean levels of closeness, and negatively associated with mean levels of conflict across student–teacher dyads.     

Inter-partner violence in the context of gangs: A review

Gang youth are a concern to society because they are often associated with crime and acts of violence and are particularly at-risk for involvement in sexual victimization, relationship abuse, and inter-partner violence (IPV). The current study reviews the nature of the association between gang involvement and IPV. The study summarizes what is currently known about IPV and gangs, reviews risk factors that are connected to both gang membership and relationship violence, the manifestation of relationship abuse and violence among those affiliated or associate with gangs, and how factors such as gender roles and the social structure of gangs play a role in IPV risk. Eighteen articles met the criteria for the current study and are described in this review. Implications for the additive risk associated with gang involvement are discussed.     

Oppression and empowerment: perceptions of violence among urban youth

Youth violence in the United States has emerged as a major concern for communities, policymakers and community researchers. This paper reports on the efforts of a child mental health clinic to build a community consensus around addressing violence that affects youth and all members of the community. We describe and give case examples regarding our approach to acquiring the perspectives of the community, particularly that of youth, discuss key themes and implications that emerged from our work, and offer preliminary recommendations for designing a youth violence prevention initiative in a disenfranchised community. Copyright © 2007 John Wiley & Sons, Ltd.     

The drinker and the nurturer: College students' perceptions of men and fathers

This three‐part study examined 421 mid‐Atlantic university students' perceptions of the content of social stereotypes related to fathers‐ and men‐in‐general. College students viewed men‐in‐general as having far fewer positive parenting and personal qualities, but generally did not differ in breadwinning characteristics when compared to fathers‐in‐general. The results empirically supported the notion that younger adults generally do not view men‐in‐general as having the qualities associated with active fathering (e.g., being physically, financially, or emotionally involved with children), although they are seen as comparable providers. Men‐in‐general also are viewed much more negatively than fathers‐in‐general. Implications of the findings are discussed.     

Preventing violence and teaching peace: A review of promising and effective antiviolence,conflict-resolution,and peace programs for elementary school children

As the prevalence and severity of youth violence have risen, so have programs aimed at preventing such violence. We review 30 programs categorized as antiviolence, conflict-resolution, or peace programs, based on goals, target skills, and theoretical constructs. Through empirical evaluations, we designate programs as either promising or effective. After considering the unique aspects of each program, we outline five criteria to guide selection of the best violence-prevention programs for addressing theoretical foundations, comprehensive skills, diverse populations, teacher training, and children's self-worth.     

Teachers' attunement to students' peer group affiliations as a source of improved student experiences of the school social-affective context following the middle school transition

A randomized control trial examined the impact of a professional development program on rural teachers' attunement to student social dynamics, and the influence of teacher attunement on students' school experiences. In intervention schools serving Latino and White rural early adolescents, teachers (N = 14) received training on social dynamics and aspects of early adolescent adjustment; control school teachers (N = 12) received no training. Social cognitive mapping procedures assessed and compared students' and teachers' perceptions of peer groups; structured observations assessed teachers' management of social dynamics. Students (N = 225) self-reported their perceptions of the school social-affective context. Intervention and control schools differed on teacher attunement and management of the social environment. Students whose teachers were more attuned to peer group affiliations evidenced improved views of the school social environment. Findings are discussed in terms of attunement as an element of teachers' invisible hand, and for teachers' role in promoting productive contexts for students during the middle school transition.