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The spread of endemic school violence in the United States from urban black, Hispanic, and other minority areas to white suburbia and smaller communities has alarmed the nation. Contrary to common belief, the incidence of school violence has been fairly stable except in the areas of violence against females and gang membership. The culture of violence and easy availability of guns is a major contributing factor. The relationship between school violence, suicidality and psychiatric disorders, specifically depressive disorders, conduct disorder, and alcohol and drug abuse are discussed within the framework of the psychological autopsy of suicide in children and adolescents. There are striking similarities between acts of school violence and suicidality. Specific guidelines are provided regarding clinical assessment of potentially violent youth with emphasis on exploration of attachment behavior in various developmental stages. 相似文献
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Volker Reissner Martin Knollmann Svenja Spie Diana Jost Anja Neumann Johannes Hebebrand 《Cognitive and behavioral practice》2019,26(1):63-74
Problematic school absenteeism is defined as absence from school occurring with a clinical-level mental disorder. It represents a higher-order term for school refusal, school truancy, and the combination thereof and is associated with an increased risk for school dropout, prolonged mental disorders, and unemployment. This article describes the manualized modular treatment of problematic school absenteeism (MT) by a multiprofessional team. The manual was developed to target a broad spectrum of mental disorders characterized by internalizing but also externalizing behavior. The therapeutic focus is on the reintegration into school and on the cognitive behavioral treatment of the mental disorder. The MT is based on a multilevel model of problematic school absenteeism. The treatment is informed by an extensive case-conceptualization and addresses motivational aspects by offering a low-threshold therapeutic design and motivational interviewing. Core interventions are represented in four modules: cognitive behavioral therapy, family counseling, school counseling, and a psychoeducational physical exercise program. A case vignette provides an illustration of the treatment and the specific graduated approach for school reintegration. The current modular approach is discussed in relation to other cognitive-behavioral manuals targeting a broad spectrum of mental disorders or school refusal. 相似文献
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采用问卷法对328名初中生的社会支持和学校适应状况进行研究,探讨不同支持源的社会支持和初中生的学校适应之间的关系。结果表明;(1)母亲是初中生最经常的支持源。(2)初一年级学生感受到的社会支持显著高于初二学生,其学校适应状况也显著好于初二学生。(3)社会支持水平不同的初中生在学校适应的质量上存在差异,高支持水平学生的适应质量显著高于低支持水平学生的适应质量。(4)教师支持、同学支持对初中生的学校适应具有显著的回归效应。两者对积极的学校适应具有增益作用,而对消极的学校适应具有缓冲作用。 相似文献
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中学校风因素结构的探索性分析 总被引:1,自引:0,他引:1
本研究结合国内外相关研究,探索了校风的内涵、外延,并在此基础上,通过开放式调查、深度访谈、问卷初测和正式施测,使用探索性因素分析和验证性因素分析等方法探索了校风的因素结构。本研究认为校风的因素结构包括学生风气、教师风气和组织风气三个二阶因子和十三个一阶因子,本问卷具有良好的信度和效度,可以作为评定中学校风的工具。 相似文献
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A student’s academic and social-emotional development is increasingly jeopardized with mounting absence from school. School refusal (SR) is one type of school attendance problem (SAP) that is often associated with absence from school. Once established, it can sometimes be difficult to treat. To prevent established SR and associated problems, indicators of emerging SR and risk for SR should be efficiently identified and acted upon. Risk factors are often discussed in relation to SAPs generally rather than considering risk for specific types of attendance problems. Based on literature review, this paper provides an account of the likely signs and risks for emerging SR. A school-based framework is provided to support school personnel and parents in working together to identify these signs and risks. Several challenges associated with the implementation of the framework are discussed. 相似文献
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A Systematic Review of the Relationship between High School Dropout and Substance Use 总被引:2,自引:0,他引:2
A systematic review of peer-reviewed, empirical literature published between 1990 and 2006 was undertaken to determine whether
existing research could provide evidence, and a deeper understanding of the relationship between dropping out of high school
and the use of substances such as tobacco, alcohol, cannabis/marijuana and other illicit drugs. Forty-six articles were reviewed.
The review describes the heterogeneity of theoretical frameworks employed, as well as the limited ability of any one to adequately
explain the relationship between high school dropout and substance use. A refinement of the many confounding and mediating
variables into coherent conceptual categories would aid more robust theory building and theory integration. In spite of differences
in dropout definitions and diverse measures of substance use across studies, the main findings point to a largely consistent
relationship between dropping out of high school and substance use. However, socially disadvantaged and poor persons, dropouts,
and drug users are over-represented in some of the loss to follow-up groups in longitudinal studies surveyed. More rigorous
mechanisms to retain participants in longitudinal studies should be employed. Suggestions for future research include comparisons
between urban and rural populations, employing qualitative research methods, and research in developing countries, which have
the least favourable school outcomes and a dearth of research on high school dropout.
相似文献
Loraine TownsendEmail: |
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David Heyne 《Cognitive and behavioral practice》2019,26(1):1-7
The literature on school attendance problems (SAPs) is diverse and sometimes confusing, but it is also promising. This special series presents seven articles and a discussion that attest to the diversity, complexity, and exciting developments associated with SAPs. While some articles focus on school refusal in particular, others have relevance for school refusal, truancy, and other types of SAPs. Collectively, the seven articles provide direction in thinking about two key questions: (1) How can SAPs best be classified and identified?; and (2) Which innovative approaches can be applied when a SAP is severe, chronic, and/or complex? In this way the series has direct relevance for Tiers 1 and 3 of the Response to Intervention model for managing school absenteeism (Kearney & Graczyk, 2014). Three innovative treatment programs presented in this series illustrate ways in which mental health interventions and educational interventions can be combined to address Tier 3 SAPs. The discussion article presents thought-provoking reflections on the topics covered in the seven articles and on the gaps in practice and research in the field of SAPs. You are invited to critically and creatively respond to the ideas offered in this series. 相似文献
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Adolescent Substance Use: Preliminary Examinations of School and Neighborhood Context 总被引:1,自引:0,他引:1
Kevin W. Allison Isiaah Crawford Peter E. Leone Edison Trickett Alina Perez-Febles Linda M. Burton Ree Le Blanc 《American journal of community psychology》1999,27(2):111-141
In considering the influences of microsystems on adolescent substance use, familial and peer contexts have received the most extensive attention in the research literature. School and neighborhood settings, however, are other developmental contexts that may exert specific influences on adolescent substance use. In many instances, school settings are organized to provide educational services to students who share similar educational abilities and behavioral repertoires. The resulting segregation of students into these settings may result in different school norms for substance use. Similarly, neighborhood resources, including models for substance use and drug sales involvement, may play an important role in adolescent substance use. We briefly review literature examining contextual influences on adolescent substance use, and present results from two preliminary studies examining the contribution of school and neighborhood context to adolescent substance use. In the first investigation, we examine the impact of familial, peer, and school contexts on adolescent substance use. Respondents were 283 students (ages 13 to 18) from regular and special education classrooms in six schools. Although peer and parental contexts were important predictors of substance use, school norms for drug use accounted for variance in adolescent use beyond that explained by peer and parental norms. Data from a second study of 114 adolescents (mean age = 15) examines neighborhood contributions to adolescent substance use. In this sample, neighborhood indices did not contribute to our understanding of adolescent substance use. Implications for prevention are presented. 相似文献
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《Cognitive behaviour therapy》2013,42(2):147-157
Internet-based cognitive behavior therapy (CBT) has been shown effective for university students with social anxiety disorder (SAD) and public speaking fears. The aim of this study was to investigate whether the promising results can be transferred to high school students suffering from this condition. A total of 19 speech-anxious high school students with SAD were randomized either into 9 weeks of Internet-delivered CBT or to a wait-list control group. Significant improvements were found on measures of social anxiety, general anxiety, and depression. Effects were maintained at 1-year follow-up. The average within- and between-group effect sizes (Cohen's d) for the primary social anxiety scales at posttest were 0.98 and 1.38, respectively. However, the average number of completed modules in the CBT program was low. Although compliance can be improved, the results suggest that Internet-based guided self-help is effective in the treatment of high school students with SAD. 相似文献
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Abbey S. Eisenhower Hillary Hurst Bush Jan Blacher 《Journal Of Applied School Psychology》2015,31(3):256-296
In this conceptual article, we integrate existing literature on early school transitions, ecological systems theory, and student-teacher relationships to propose a framework for investigating the transition to school for children with autism spectrum disorders (ASD). A review of the literature suggests that the quality of early student-teacher relationships may play an important role in this process for young children with ASD. Factors important in predicting student-teacher relationship quality, and ultimately, early school outcomes, are derived from the existing literature, which is heavily focused on the experiences of typically developing children. Hypothesized direct effects of child characteristics, teacher factors, classroom/school characteristics, and parent-school connectedness on student-teacher relationship quality are set forth. Potential moderators of the relation between student-teacher relationship quality and child outcomes are proposed, including child cognitive functioning, child relationships with other school staff, classroom placement, and parent involvement. Continued research on these factors will help identify malleable targets for school-based intervention with teachers and children with ASD to enhance student-teacher relationship quality and, in turn, school adjustment for this student population. 相似文献
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Lucy-Jean Lloyd 《Psychodynamic Practice》2016,22(4):305-317
This article explores the particular relevance of sibling dynamics for counsellors working in schools. School, when viewed as a large ‘lateral’ organisation, both reflects and reactivates sibling dynamics. This thinking about school counselling is based on the ‘whole school’ approach, in which a school counsellor works with staff and students, and with organisational dynamics, seeking to understand the unconscious emotional life of the school system, as well as those within it. The initial sections of the article are concerned both with the place of siblings in psychodynamic theory, and with challenges which sibling dynamics present for a counsellor working in a school context. There follow three linked sections in which the invitation to ‘think sibling’ is illustrated with some clinical examples, drawn from the specific context of a boarding school. All identities have been changed and anonymised to protect confidentiality. The article concludes with a discussion of sibling dynamics in practice, within the context of schools. 相似文献
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小学生数学学习策略的运用与发展特点 总被引:5,自引:0,他引:5
考察小学生学习策略运用的状况与发展特点是对小学生进行有效策略指导的前提。本研究采用自编的有较高信、效度的《小学生效学学习策略》量表,对658名小学生进行测查,结果表明:小学生的数学元认知策略和认知策略的使用都约高于“一半符合”的3分临界值之上.小学生的元认知策略的发展高于认知策略.小学生的元认知与认知策略有非常显著的高相关;学校是影响小学生学习策略发展的重要因素,不同学校小学生策略的使用有显著差异,年级、性别对小学生的学习策略的使用无明显影响,本研究支持了小学生的学习策略的发展未随年龄的增长而增长的观点。 相似文献
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Wide discrepancies exist concerning the reported occurrence of sleep problems for elementary school children. We describe parental perception of sleep problem behavior in elementary school aged children 5–12 years. Approximately 4% of parents reported their children experienced significant global sleep problems serious enough to adversely affect family functioning. Significant specific sleep problems reported by parents occurred for approximately 9–14% of the children in the sample. These ranges were in the low end of the ranges of sleep problems reported in previous literature for this age group. 相似文献