Prediction of school attendance problems

Predictions of school attendance problems were made for 262 14-yr-old school children on the basis of intelligence, social class and personality (extraversion-introversion) differences. The overall success of prediction was highly significant, though this was achieved largely by one school group alone. The results are discussed in terms of future early identification and therefore prevention of problems.     

Modification of school attendance for an elementary population

The staff and students of a school composed of Grades 1 through 3 participated in a program to increase school attendance. Children earned the opportunity to attend part or all of a monthly party by their attendance. Immediate feedback occurred each morning by placing stars on a classroom chart for each child present. The school's attendance during the program was compared both with attendance during preceding years and with attendance at other schools. The experimental school's attendance improved dramatically to become the best of all elementary schools in the system.     

The effects of anger management groups in a day school for emotionally disturbed adolescents

Drawn from a day school for emotionally disturbed adolescents, seven students who scored in the clinical range on the Conduct subscale of the Conners Teacher Rating Scale took part in an anger management program. The program included psychoeducation, anger discrimination training, logging incidents of anger, and training in prosocial responses to anger. Pre-post assessments provided evidence of positive effects. The adolescents showed significant improvement on both the teacher (p<.03) and the parent (p<.04) versions of the Conduct subscale. They also exhibited a trend toward fewer incidents of physical aggression (p<.06). The implications of these findings for future research are discussed.     

The effects of choice-making on the problem behaviors of high school students with intellectual disabilities

This investigation was conducted in an effort to systematically extend the emerging data base having to do with choice-making opportunities and the behavior of students with disabilities. In particular, the current analyses examined the effects of choice-making on the problem behavior and task engagement of three high school students with intellectual disabilities as the students performed domestic and vocational activities. Multiple baseline and reversal designs demonstrated that the choice conditions reduced problem behaviors and increased task engagement for all participants. Data having to do with student affect and task productivity were less consistent. The findings on the relationship between choice making and problem behavior replicate and extend a growing literature on the desirable effects of choice-making for individuals with disabilities. The results are discussed in terms of recent developments in behavioral support, as well as the need for ongoing conceptual and applied research.     

Families with adolescents: escaping problem lifestyles.

Using the concepts of "restraints" and reciprocal patterns, a specific approach for understanding and working with families of adolescents is offered. The organizing idea is the "restraint" that revolves around a difficulty both parents and youngsters have in making a distinction between what parents want for their youngsters and what the young person might want. This difficulty may come from the parents' ideas and beliefs about parenting and from their own growing-up experience, from the adolescent's "not completely storied" lives, and/or from societal discourse about adolescence. Restraint of ideas can be constructed as reciprocal patterns and located in dominant narratives that families may have about themselves. A restorying process allows families to separate from the problem pattern and focus on the youngsters' willingness to have ideas for themselves.     

Self-evaluation by adolescents in a psychiatric hospital school token program

Nine adolescent boys with a history of high rates of disruptive classroom behavior were selected from a psychiatric hospital school and placed in a remedial reading class after school in which various factors in a token reinforcement program involving self-evaluation were investigated. The effects of self-evaluation, in the form of a rating the students gave themselves about the appropriateness of their classroom behavior, were first assessed. While the students' ratings of their own behavior correlated highly with the teacher's ratings and evaluations made by independent observers, the self-evaluations did not lead to a reduction in disruptive behavior. A token reinforcement program, in which the teacher rated the students' level of appropriate behavior and in which the students traded earned rating points for prizes, clearly led to a reduction of disruptive behavior. When the students were given the opportunity to evaluate their own behavior and to receive rewards in exchange for the evaluation, they returned to their former rates of disruptive behavior.     

Natural experiments and the educational context: The environment and effects of an alternative inner-city public school on adolescents

The 1-year impact of attending a public alternative high school on two cohorts of adolescents who gained entrance to the school through a lottery was studied. Adolescents who had applied to the school but were not selected in the lottery served as a control group. The nature of the alternative high school environment is described, and the outcome of this natural experiment defined in terms of reactions to school, attitude change, and student achievement. In general, the alternative school positively affected student satisfaction with a variety of aspects of school life and induced some positive change in interracial attitudes while not harming student achievement. Race effects were found in the areas of achievement and interracial attitudes. Implications for the study of natural experiments in general and the specific data in particular are drawn.     

Academic performance and participation in physical activity by secondary school adolescents

This study investigated the relationship between adolescents' academic performance and participation in physical activity. 232 boys and girls from Years 8-11 (ages 13-16 years) were randomly selected, and their academic performance was assessed on previous examination scores in English, Mathematics, and Science. Participants were also asked to list all the sports based physical activities in which they normally participated during a typical week and to indicate how many times per week they took part in each activity and the duration of each. Overall, no significant correlations were found, although weak negative correlations were recorded between the amount of time (in minutes) in sport and exercise and English scores for children ages 13, 14, and 16 years. A similar association was also noted for Science scores of children 16 years old.     

The effects of family structure on the sexual behavior of adolescents.

The effects of two family structures, single- and two-parent homes, on adolescent sexual behavior were studied. The variables of race, age, and gender were controlled. The analysis compared the age at first intercourse, frequency of intercourse in the last four weeks, and virgin/nonvirgin status of adolescents from black single-parent families, white single-parent families, black two-parent families, and white two-parent families. For males, the two-parent family was related to less sexual activity and older age at first intercourse. For females, the two-parent family was not as important as race in influencing sexual behavior. The white females from two-parent families were more likely to be virgins, but once having had sexual intercourse, tended to have a higher level of sexual activity than did black females from two-parent homes.     

Investigating the mediating effects of emotional intelligence and coping on problem behaviours in adolescents

This study explored the mediating effect of emotional intelligence (EI) and coping strategies on problem behaviours in Australian adolescents. One hundred and forty‐five adolescents (60 boys and 85 girls with a mean age of 12.02 years) completed self‐report instruments of EI, stress coping strategies, and problem behaviours. The relationships between Emotional Management and Control and engagement in internalising and externalising behaviours were found to be mediated by the use of non‐productive coping strategies. Mediation models of the relationship between problem behaviours and the Understanding Emotions and Emotional Recognition and Expression dimensions were found to be only partially mediated by the engagement in problem‐focused and non‐productive coping strategies. The results are discussed in regards to how coping strategies utilised in adolescence may produce more or less adaptive patterns of coping during adulthood. The development of emotional abilities may be required to improve coping outcomes for adolescents, which in turn may produce better psychological outcomes for adolescents in the long term.     

The impact of an emotional self-management skills course on psychosocial functioning and autonomic recovery to stress in middle school children.

Unmanaged emotional reactions to stress not only lead to behavior problems in young people but also create physiological conditions that inhibit learning and potentially increase the risk of disease later in life. For these reasons, the integration of emotional self-management skills training programs has become an increased priority in some schools. In this study, middle school students enrolled in a course in emotional competence skills learned techniques designed to intercept stressful responses during emotionally challenging situations. Behavioral outcomes were assessed using the Achievement Inventory Measure and autonomic function was measured by heart rate variability (HRV) analysis during and after a stressful interview. Following the program, students exhibited significant improvements in areas including stress and anger management, risky behavior, work management and focus, and relationships with family, peers and teachers. These improvements were sustained over the following six months. Students using the skills taught in the course to recover from acute emotional stress were also able to positively modulate their physiological stress responses. As compared to a control group, trained students demonstrated significantly increased HRV and more rhythmic, sine wave-like heart rhythm patterns during recovery. This response pattern reflects increased parasympathetic activity, heart rhythm coherence, and entrainment of other biological oscillatory systems to the primary heart rhythm frequency. Increased physiological coherence is associated with improved cognitive performance, emotional balance, mental clarity and health outcomes. These physiological shifts could promote the sustained psychological and behavioral improvements associated with the use of emotional management skills. It is suggested that learning emotional competence skills in childhood establishes healthier physiological response patterns which can benefit learning and long-term health. Results provide support for the integration in school curricula of courses designed to teach effective self-management skills to children.     

The effects of infant simulators on early adolescents

The researchers examined the effects of infant simulators (computerized dolls designed to simulate normal infants) on 236 eighth-grade students. As part of their health and sex education curriculum, students had to provide care--24 hours a day, over several days--to dolls that cried when they "were hungry," "needed a diaper change," or "needed attention." The dolls enabled teachers to evaluate the care given by students. Students kept daily charts and journals, and wrote essays about their experiences. One to two years later, the students were surveyed, along with 461 comparison students who did not have the infant simulator experience. The findings indicated that the doll experience had a significant impact on the students, especially the females. It helped them to learn about the challenges of infant care, and to think of the implications before engaging in sexual intercourse. The comparison group felt less knowledgeable about what it takes to care for an infant, and judged infant care as less time consuming, difficult, and expensive than did those who had the infant simulator experience.     

The role of the school in handling the problem of bullying

The goal of the article is to highlight the problem of bullying and aggression in school environments and to find solutions to these problems. There are many factors that can cause humans to behave aggressively and treat one another poorly. The main factors that contribute to these types of behavior in youth are the lack of availability of family members, neglect of proper upbringing, inappropriate use of free time, and subverted family environments that are always unfavorable for the emotional and moral upbringing of a child. Values are often confused in modern times, and this is transferred to the family. The qualities of relationships in families reflect the moral feelings of the families toward other people. In families, moral concepts are formed, identification processes are improved, and self-respect and self-control are developed; and these values become internalized. Systems of values are influenced and determined by many factors, but family has a primary role in forming human values. Parents want to bring up their children with the correct vision of the future. Aggression in children is a worldwide problem. Despite the efforts of the field's professionals, this phenomenon is growing.     

Evaluating the efficacy of short-term counseling on adolescents in a school setting.

This study evaluated the efficacy of short-term school-based counseling with forty-two high school adolescents (twenty-seven males, fifteen females) by measuring pre- and posttest scores on a self-report, self-esteem measure. While there was a significant decline in self-esteem ratings after counseling in the areas of social acceptance, job competence, and close friendship, counseled students showed a significant improvement in the consistency between their adequacy ratings and their judgments about what competencies they valued. Specific gender differences emerged, as females appeared to have benefited more from the counseling experience than did males.     

The effects of training of morphological structure on spelling derived words by dyslexic adolescents

This exploratory study aimed to determine the effects of explicit instruction about morphological structure on the spelling of derived words. A cross‐sectional ability level‐design was employed in order to determine differences in response to instruction between dyslexic students aged 13+years and age‐matched and spelling level matched control groups. The study was based on the word‐pair paradigm (a base and derived word) and combined oral instruction with written materials. The intervention had a substantial impact in enhancing the spelling of derivations by the dyslexic adolescents. Their gains were appropriate for their spelling level, stable two months after the intervention, and generalized to untrained but analogous items in terms of structure and suffixation. Non‐dyslexic younger participants matched in terms of spelling level also showed training and generalisation effects of the same size as their dyslexic counterparts, while the age‐matched controls did not improve so much because of ceiling effects. It is proposed that morphological awareness constitutes a positive asset for dyslexic adolescents that can be used efficiently to counterbalance their severe phonological deficiencies.     

The effects of staff self-management on positive social interactions in a group home setting

The purpose of this study was to evaluate the effectiveness of a participative management (self-management) procedure directed toward increasing the frequency of positive interactions between direct-care staff and group home residents. A component of the self-management procedure, goal setting, was also evaluated. This study took place in two group homes housing a total of 16 male and female adults with moderate to mild mental retardation. Ten direct-care staff served as subjects. It was found that self-management produced an increase in the frequency of positive interactions of staff and residents, but did not produce changes in other behaviors being measured (e.g., negative interactions, self-stimulation, etc.). Goal setting did not result in changes in positive interactions or other target behaviors. Reasons for the different results of self-management versus goal-setting are discussed and further research is suggested.