Assessing personal resiliency in the context of school settings: Using the resiliency scales for children and adolescents

2011 ◽  
Vol 48 (7) ◽  
pp. 672-685 ◽  
Author(s):  
Sandra Prince-Embury
Keyword(s):  
Children And Adolescents ◽  
School Settings ◽  
Personal Resiliency

Assessing Personal Resiliency in School Settings: The Resiliency Scales for Children and Adolescents

2015 ◽  
Vol 25 (1) ◽  
pp. 55-65 ◽  
Author(s):  
Sandra Prince-Embury
Keyword(s):  
Academic Success ◽  
Children And Adolescents ◽  
Human Development ◽  
Psychosocial Factors ◽  
Universal Screening ◽  
Outcomes Assessment ◽  
Children And Youth ◽  
Preventive Screening ◽  
School Settings ◽  
Personal Resiliency

Recent understanding of education and human development recognises the importance of psychosocial factors, particularly personal resiliency, in the academic success of children and youth. This article presents the examination of resiliency within school settings for the purpose of preventive screening, intervention and outcomes assessment. The Resiliency Scales for Children and Adolescents (Prince-Embury, 2007) is described as an example of an instrument developed specifically for this purpose. This description identifies developmentally sound factors of personal resiliency that are relevant for children and youth in school settings. Also addressed are criteria of psychometric soundness required for universal screening and impact tracking, norm-based profiles of personal resiliency and summary indices of resource and vulnerability for use in screening.

scholarly journals Deaf Children and Adolescents: Social Skills Discriminant Profile

2020 ◽  
Vol 36 ◽  
Author(s):  
Rafaela Fava de Quevedo ◽  
Ilana Andretta
Keyword(s):  
Social Skills ◽  
Children And Adolescents ◽  
Social Behaviors ◽  
Deaf Children ◽  
Future Research ◽  
Deaf People ◽  
Cross Sectional ◽  
School Settings ◽  
The Social

Abstract The objectives of the study were to compare social skills among deaf children and adolescents and to outline the discriminant profile in relation to skilled social behaviors. The research had a quantitative, cross-sectional and comparative design. Seventy-one deaf people aged 7 to 16 years old participated in the study, assessed by a sociodemographic questionnaire and by the Social Skills Test for Children and Adolescents in School Situation. Results revealed that deaf adolescents have more elaborate social skills when compared to deaf children. Children have a profile related to the Conversation and Social Resourcefulness and Assertiveness while adolescents were included in the Civility and Altruism profile. These results were discussed based on the development and specificities of deafness. Future research may assess these skills beyond the school settings.

scholarly journals Corporeidade e motricidade na pedagogia do esporte: conhecimento e atitude indispensáveis para o ensino fundamental

2017 ◽  
Vol 1 (1) ◽  
pp. 42
Author(s):  
Wagner Wey Moreira ◽  
Alcides José Scaglia ◽  
Marcus Vinícius Simões de Campos
Keyword(s):  
Elementary School ◽  
Physical Education ◽  
Children And Adolescents ◽  
Present Article ◽  
Physical Education Teachers ◽  
Academic World ◽  
School Settings ◽  
Sport Pedagogy ◽  
Knowledge And Attitude ◽  
First Moment

ResumoCorporeidade e motricidade são mais que termos conceituais, pois revelam atitudes necessárias para a incorporação desses conceitos. Visando enfocar a imprescindível presença destas no Ensino Fundamental, o presente artigo se propõe associar corporeidade e motricidade a uma pedagogia do esporte como elementos importantes para o trabalho de professores de Educação Física na escola. Com este foco o texto ficou estruturado da seguinte forma: no primeiro momento adentramos ao entendimento de corporeidade e motricidade para evitar equívocos na interpretação desses conceitos, o que já ocorre no mundo acadêmico brasileiro; no segundo momento afirmamos a importância da pedagogia do esporte para a criança e o adolescente do Ensino Fundamental.Palavras-chave: Corporeidade. Motricidade. Pedagogia do Esporte. Ensino Fundamental.Corporeity and motricity in sport pedagogy: indispensable knowledge and attitude for elementary school educationAbstractCorporeity and motricity are more than conceptual terms, since they reveal the necessary attitudes for the incorporation of these concepts. Aiming to focus the essential presence of these in Elementary School, the present article proposes to associate corporeity and motricity with sport pedagogy as an important element for Physical Education teachers in school settings. With this focus the text was structured in the following way: in the first moment we present our understanding of corporeity and motricity to avoid misunderstandings in the interpretation of these concepts, which already occurs in the Brazilian academic world; in the second moment we affirm the importance of sport pedagogy for children and adolescents in the Elementary School level.Keywords: Corporeity. Motricity. Sport Pedagogy. Elementary School.Corporeidad y motricidad en la pedagogía del deporte: conocimiento y actitud indispensables para la enseñanza fundamentalResumenCorporeidad y motricidad son más que términos conceptuales, pues revelan actitudes necesarias para la incorporación de esos conceptos. Con el objetivo de enfocar la imprescindible presencia de éstas en la Enseñanza Fundamental, el presente artículo se propone asociar corporeidad y motricidad a una pedagogía del deporte como elementos importantes para el trabajo de profesores de Educación Física en la escuela. Con este enfoque el texto quedó estructurado de la siguiente forma: en el primer momento adentramos al entendimiento de corporeidad y motricidad para evitar equívocos en la interpretación de esos conceptos, lo que ya ocurre en el mundo académico brasileño; en el segundo momento afirmamos la importancia de la pedagogía del deporte para el niño y el adolescente de la Enseñanza Fundamental.Palabras clave: Corporeidad. Motricidad. Pedagogía del Deporte. Enseñanza Fundamental.

scholarly journals Field-Based Health-Related Physical Fitness Tests in Children and Adolescents: A Systematic Review

2021 ◽  
Vol 9 ◽  
Author(s):  
Adilson Marques ◽  
Duarte Henriques-Neto ◽  
Miguel Peralta ◽  
João Martins ◽  
Fernando Gomes ◽  
...  
Keyword(s):  
Systematic Review ◽  
Physical Fitness ◽  
Children And Adolescents ◽  
School Setting ◽  
Field Tests ◽  
Upper Body ◽  
School Settings ◽  
Body Strength ◽  
Health Related ◽  
Upper Body Strength

Physical fitness (PF) is a multi-component construct and a biomarker of health. Worse PF is related to vulnerability and predicts worse academic achievements. Thus, assessing PF is important to monitor health in youth. This systematic review aimed to identify and inform physical education, health professionals and entities about existing PF batteries and field-tests that can be used in school settings. A comprehensive literature search was carried out in five electronic databases (Academic Search Complete, Education Resources Information Center, PubMed, Scopus, and Web of Science) to identify PF battery protocols that can be carried out in the school setting. Overall, 24 PF batteries were identified. Regarding the PF components assessed, only cardiorespiratory fitness and upper body strength were contemplated in all batteries. Middle-body strength and lower body strength were presented in most batteries (21 and 19 of 24, respectively). Agility (16 of 24) and body composition (16 of 24) were also considered in several batteries, although to a lesser extent. Flexibility (14 of 24) and speed (12 of 24) were the PF components less represented in the batteries. Among the 24 identified PF batteries, 81 PF tests assessing the different PF components were encountered. The advances in the PF field-based assessment in school settings and health in youth resulted in the amplification of the number of existing batteries. Considering the connection between PF and health and the opportunity that the school setting provides to assess fitness in children and adolescents, there is a need for standardization and a consensus of PF assessments in this specific setting.

scholarly journals A APRENDIZAGEM MATEMÁTICA DE SURDOS: enunciados que circulam nos Cadernos Cedes

2015 ◽  
Vol 22 (1) ◽  
pp. 75
Author(s):  
Daiane Kipper ◽  
Janete Inês Müller ◽  
Cláudio José de Oliveira
Keyword(s):  
Children And Adolescents ◽  
Mathematics Learning ◽  
Deaf Education ◽  
Deaf Children ◽  
Deaf Students ◽  
School Settings ◽  
Theoretical Perspectives ◽  
And Mathematics ◽  
Teaching Learning ◽  
Empirical Material

Neste trabalho, estamos interessados em examinar um conjunto de artigos publicados no número noventae um (91) dos Cadernos Cedes, que abordam a aprendizagem de matemática por crianças e adolescentessurdos. Para o exercício analítico, na perspectiva foucaultiana, apoiamo-nos na ferramenta teórico-metodológica doenunciado. Para tal, discutimos o material empírico desta investigação, considerando a metodologia, o referencialteórico e os resultados produzidos pelos autores em seus artigos. O material analisado apresentou aproximaçõesem relação à metodologia das investigações, visto que o desenvolvimento das pesquisas dá-se em ambientes escolares,por meio de atividades com alunos, tendo como foco crianças e adolescentes. Das análises, emergiramenunciados relacionados à aprendizagem matemática por crianças e adolescentes surdos, tais como: as criançassurdas estão atrasadas em relação às ouvintes; a exposição à língua de sinais melhora o desempenho da criançasurda; existem experiências educacionais prévias em contextos informais; a visualidade é fundamental no ensino/aprendizagem da matemática; há uma emergência de criação de sinais nessa área. Nesse sentido, mesmo que aspesquisas sejam desenvolvidas com base em diferentes perspectivas teóricas, são recorrentes os enunciados queposicionam as crianças e jovens surdos como ‘atrasados’ em relação aos ouvintes de mesma faixa etária, e issopor não atenderem a um padrão cultural pré-determinado, sobretudo pela Matemática Escolar da ModernidadePalavras-chave: Educação de surdos. Cadernos Cedes. Matemática. DEAF STUDENTS AND MATHEMATICS LEARNING: statements found in Cadernos CedesAbstract: In this paper, we are interested in examining a group of papers published in Cadernos Cedes numberninety-one (91), which addresses mathematics learning by deaf children and adolescents. For such analytical exercise,grounded on the Foucauldian perspective, we have been supported by the theoretical-methodological tool ofenunciation. We have discussed the empirical material of this investigation by considering the methodology, theoreticalreferences and results produced by the authors in their papers. The analyzed material showed approximations interms of methodology, since the researches were carried out in school settings by means of activities with students,with a focus on children and adolescents. From the analyses, some enunciations related to mathematics learning bydeaf children and adolescents have emerged, such as the following: deaf children lag behind their hearing peers; exposureto sign language improves deaf children’s performance; there are previous educational experiences in informalcontexts; visualization is fundamental in mathematics teaching/learning; there has been an increase in signs inthis area. In this sense, even though the researches were based on different theoretical perspectives, enunciationspositioning deaf children and adolescents as ‘delayed’ in comparison with same-age hearing peers are recurrent,as deaf students do not fit the cultural standard that has been predetermined by School Mathematics in ModernityKeywords: Deaf education. Cadernos Cedes. Mathematics. EL APRENDIZAJE MATEMÁTICO DE SORDOS: enunciados que aparecen en los Cadernos CedesResumen: En este trabajo, estamos interesados en examinar un conjunto de artículos publicados en el númeronoventa y uno (91) de los Cadernos Cedes, que tratan del aprendizaje de matemáticas por niños y adolescentes sordos.Para el ejercicio analítico, en la perspectiva foucaultiana, nos apoyamos en la herramienta teórico metodológicadel enunciado. Para eso, discutimos el material empírico de esta investigación, considerando la metodología,el referencial teórico y los resultados producidos por los autores en sus artículos. El material analizado presentóaproximaciones en relación a la metodología de las investigaciones, ya que el desarrollo de las pesquisas ocurreen ambientes escolares, a través de actividades con alumnos, teniendo como enfoque niños y adolescentes. De losanálisis surgieron enunciados relacionados al aprendizaje matemático por niños y adolescentes sordos, tales como:los niños sordos están retrasados en relación a los oyentes; la exposición a la lengua de señas aumenta el desempeñodel niño sordo; hay un retraso de los estudiantes sordos en matemáticas; existen experiencias educacionalesprevias en contexto informales; la visualidad es fundamental en la enseñanza/aprendizaje de la matemática; hayuna emergencia de creación de señas en esa área. En ese sentido, aunque las pesquisas sean desarrolladas conbase en distintas perspectivas teóricas, son recurrentes los enunciados que posicionan los niños y jóvenes sordoscomo ‘retrasados’ en relación a los oyentes de misma franja etaria; y eso por no hacer parte de un patrón culturalpredeterminado principalmente por la Matemática Escolar de la Modernidad.Palabras clave: Educación de sordos. Cadernos Cedes. Matemáticas.

Assessing Personal Resiliency in Young Adults: The Resiliency Scale for Children and Adolescents

2012 ◽  
pp. 189-198 ◽  
Author(s):  
Donald H. Saklofske ◽  
David W. Nordstokke ◽  
Sandra Prince-Embury ◽  
Tara Crumpler ◽  
Sarah Nugent ◽  
...  
Keyword(s):  
Young Adults ◽  
Children And Adolescents ◽  
Personal Resiliency

scholarly journals Exercise and sport do not trigger seizures in children and adolescents with epilepsy in school settings

2017 ◽  
Vol 75 (10) ◽  
pp. 761-761
Author(s):  
Rodrigo Luiz Vancini ◽  
Marília dos Santos Andrade ◽  
Cássia Regina Vancini-Campanharo ◽  
Claudio Andre Barbosa de Lira
Keyword(s):  
Children And Adolescents ◽  
School Settings
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