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Pub Date: |
2013-02-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Refugees; Well Being; Foreign Countries; Internet; Young Adults; High School Students; School Culture; School Role; Acculturation; Social Integration; Educational Experience; Personal Narratives; Student School Relationship; Academic Achievement; Student Attitudes
Abstract:
Schools are often the first point of contact for young refugees resettling in Australia and play a significant role in establishing meaningful connections to Australian society and a sense of belonging in Australia (Olliff in "Settling in: How do refugee young people fair within Australia's settlement system?" Centre for Multicultural Youth Issues, Melbourne. http//:www.cmyi.net.au/ResearchandPolicy. Accessed 21 June 2010, 2007; Gifford et al. in: "Good Starts for recently arrived youth with refugee backgrounds: Promoting wellbeing in the first three years of settlement in Melbourne, Australia." Melbourne: La Trobe Refugee Research Centre. http://www.latrobe.edu.au/larrc/documents-larrc/reports/report-good-starts.pdf. Accessed 4 June 2011, 2009; Sidhu and Taylor in: "Educational provision for refugee youth in Australia: Left to chance?" "Journal of Sociology," 43(3), 283-300, 2007). However, too little is known of how refugee youth encounter school in their new country. This article draws upon individual narratives of young former refugee's experiences of high schools. It explores the stories told by the young people of being identified as different and of negotiating ways of belonging in schools both academically and socially. It argues that it is how the school positions the newly arrived refugee students within mainstream school culture that opens up or restricts opportunities for inclusion in all aspects of school (in culture and pedagogy).
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Pub Date: |
2013-03-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
Yes |
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Descriptors:
Health Promotion; Mental Health; Adolescents; Incidence; Psychological Patterns; Mental Disorders; Student Needs; School Role; School Health Services; Disability Identification; Children; Child Health; Student Characteristics; Family Influence; Educational Environment; Cultural Influences; Self Disclosure (Individuals); Foreign Countries; Depression (Psychology)
Abstract:
It is now recognized that there is a very high prevalence of psychological disorders among children and adolescents and relatively few receive psychological treatment. In the current article, we present the argument that levels of distress and dysfunction among young people are substantially underestimated and the prevalence of psychological problems is higher than realized because of a variety of factors. In particular, it is suggested that psychological problems are underestimated due, in part, to the presence of subthreshold conditions that do not meet diagnostic criteria yet involve substantial distress and impairment. In addition, we focus on a subset of children and adolescents who experience profound distress yet keep it hidden or disguised because of a personality style characterized by self-concealment and a tendency to engage in perfectionistic self-presentation. The characteristics of these students who are "flying under the radar" are described with a discussion of associated familial, cultural, and school factors that reduce the likelihood of these students ever seeking help. Given our premise that psychological problems are substantially underestimated, it is apparent that schools have a vitally important role in mental health promotion in terms of the need for proactive system-wide preventive interventions led by school mental health counsellors. Broad programs are needed to bolster levels of resilience and the willingness to seek help among all children and adolescents but especially among those students who would otherwise not be on anyone's radar screen.
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Author(s): |
Swinehart, Tim |
Source: |
Rethinking Schools, v27 n2 p36-41 Win 2012-2013 |
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Pub Date: |
2013-00-00 |
Pub Type(s): |
Journal Articles; Opinion Papers; Reports - Descriptive |
Peer Reviewed: |
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Descriptors:
Climate; Fuels; Weather; Natural Resources; Natural Disasters; Conservation (Environment); Environmental Education; School Role; World History; Water; Industry
Abstract:
In the wake of superstorm Sandy and a presidential election in which the candidates from both major parties essentially ignored climate change, this author states that it is time that schools begin to play their part in creating climate literate citizens. He contends that Hurricane Sandy, and the superstorms that will certainly follow, are not just acts of nature--they are products of a massive theft of the atmospheric commons shared by all life on the planet. Furthermore, writes Swinehart, every dollar of profit made by fossil fuel companies relies on polluting the shared atmosphere with harmful greenhouse gases--stealing what belongs to all. But if educators do not teach students the history of the commons, they will have a hard time recognizing what--and who--is responsible for today's climate crisis.
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Pub Date: |
2012-11-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
School Role; Social Development; Emotional Development; Behavior Development; Outcomes of Education; Skill Development; Curriculum; Classroom Environment; Communication (Thought Transfer); Knowledge Level; Program Effectiveness; Program Evaluation; Intervention; Substance Abuse; Prosocial Behavior; Antisocial Behavior; Interpersonal Competence; Elementary Secondary Education; Foreign Countries; Meta Analysis; Comparative Education
Abstract:
To answer the question of whether teaching social and emotional skills to foster social-emotional development can help schools extend their role beyond the transfer of knowledge, the authors conducted a meta-analytical review of 75 recently published studies that reported the effects of universal, school-based social, emotional, and/or behavioral (SEB) programs. The analyzed interventions had a variety of intended outcomes, but the increase in social skills and decrease in antisocial behavior were most often reported. Although considerable differences in efficacy exist, the analysis demonstrated that overall beneficial effects on all seven major categories of outcomes occurred: social skills, antisocial behavior, substance abuse, positive self-image, academic achievement, mental health, and prosocial behavior. Generally, immediate effects were stronger than delayed effects, with the exception of substance abuse, which showed a sleeper effect. Limitations of the analysis and moderators of the effectiveness of SEB programs in schools are discussed in the final section of the article. (Contains 7 tables and 2 footnotes.)
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Pub Date: |
2012-12-00 |
Pub Type(s): |
Journal Articles; Reports - Evaluative |
Peer Reviewed: |
Yes |
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Descriptors:
Educational Environment; Physical Activities; Grounded Theory; School Community Relationship; Focus Groups; Peer Influence; School Role; Intervention; Elementary School Teachers; Teacher Attitudes; Equipment; Recreational Facilities; Behavior Problems; Punishment
Abstract:
The school setting provides a promising environment to increase children's physical activity (PA), however, staff often impact the success of PA within schools. The purpose of this article was to describe the knowledge of elementary school staff related to PA and their perception of the importance of the school environment being conducive to PA prior to the implementation of a recess intervention. Qualitative focus groups were conducted in 12 elementary schools in the Midwest. Grounded theory was used to explore participants' knowledge and perceptions. Participants felt PA was important but believed several factors impacted children's ability to be more active: (i) lack of time due to increasing academic demands, (ii) peer pressure (especially in girls) not to be active and (iii) lack of space and equipment. When discussing recess, staff felt that their encouragement of or active participation in PA with children resulted in more activity. Furthermore, even though participants were aware of PA benefits, they noticed eliminating recess was often used as a punishment for misbehavior. School-based PA promotion and PA opportunities hold great promise for increasing PA in children. However, to maximize these efforts school polices related to training staff about PA are needed.
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Pub Date: |
2012-11-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
Yes |
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Descriptors:
Sexuality; Females; Foreign Countries; Young Adults; Poverty; Masculinity; Slums; Gender Issues; Violence; Ecology; Youth; School Role; Environmental Influences; Family Influence; Neighborhoods; Public Policy; Power Structure; Social Bias; Disadvantaged Youth; Males; Urban Areas
Abstract:
Using a social ecological approach (Bronfenbrenner) to violence and including Hobsbawm's historical analysis of the collective uses of violence, this article shows how gender-based violence is experienced and used. Drawing on three distinct studies in Ghana, Kenya and South Africa, it shows the commonalities and divergence of young people's experiences of violence. It links the microsystems of school, community, street and family with the larger macrosystems of poverty, government policies, power relations and structural violence. This approach highlights the relationship between the forms of gender-based violence, youth experience, and the marginalized and deprived habitats in which our research was conducted. Violence experienced by young women is shown to be linked to the ways in which young men use violence as vehicles of revenge and retribution, a desire for respect, expression of love of a mother, control over female sexuality and, ultimately, assertion of collective notions of masculinity on the street and in sprawling urban settlements. We conclude by attempting to identify what is needed to challenge the violence inflicted by poverty on young people, especially young women, the denial of their rights, and the violence they inflict on themselves and others. (Contains 7 notes.)
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