School-based counseling groups for children of divorce: Effects on the self-concepts of 5th grade children

1996 ◽  
Vol 6 (1) ◽  
pp. 27-43 ◽  
Author(s):  
David R. Sanders ◽  
Albert E. Riester
Keyword(s):  
The Self ◽  
Children Of Divorce ◽  
School Based ◽  
Counseling Groups ◽  
5Th Grade

School-based developmental facilitation groups for children of divorce: Issues of group process.

Psychotherapy ◽  
1987 ◽  
Vol 24 (1) ◽  
pp. 90-95 ◽  
Author(s):  
Marsha Lesowitz ◽  
Neil Kalter ◽  
Jeffrey Pickar ◽  
Morton Chethik ◽  
Milton Schaefer
Keyword(s):  
Group Process ◽  
Children Of Divorce ◽  
School Based

Pracademic productive friction: boundary crossing and pressure points

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
John Paul Mynott ◽  
Michaela Zimmatore
Keyword(s):  
Thematic Analysis ◽  
Lesson Study ◽  
Design Methodology ◽  
Qualitative Interviews ◽  
The Self ◽  
Boundary Object ◽  
Boundary Crossing ◽  
Content Type ◽  
School Based ◽  
Spatial Approach

PurposeProductive friction (Ward et al., 2011) can exist as pracademics cross between boundaries of their different identities. Through an exploration of the self-perception of two collaborating pracademics, this paper will consider that organisational and occupational (Evetts, 2009) elements exist that generate professional friction for pracademics.Design/methodology/approachUsing two consecutive Lesson Study cycles as a boundary object, the authors will consider their pracademic identity through a spatial approach. Their perceptions are expressed through semi-structured qualitative interviews and subsequent thematic analysis. This analysis is then explored through Engeström's (2001) learning stages to consider how pracademics interact within the contradictions of their identities and within their context and their work.FindingsTime, purpose, integration and collaboration are all elements that impact on pracademic identities. For each one of these themes, pracademics both experience friction and find resolutions. As these themes vary, there are also moments of unresolved friction, where the pracademics maintain their work based on their enthusiasm alone. Constraints on time and the visibility of pracademic emerge. Exploring these pressure points and their resolutions is key to understanding how pracademics can be further supported by other professionals.Originality/valueWhile it is not possible to draw large conclusions from the experiences and perceptions of two primary-school-based pracademics, their experiences and understanding of contextual pressure points may facilitate the support of other pracademics and resonant with their experiences, particularly if they are using Lesson Study.

Effects of a nutrition education intervention on fruit and vegetable consumption-related dietary behavioural factors among elementary school children

2020 ◽  
Vol 79 (8) ◽  
pp. 963-973
Author(s):  
Sanjoy Saha ◽  
John Dawson ◽  
Mary Murimi ◽  
Sara Dodd ◽  
Wilna Oldewage-Theron
Keyword(s):  
Elementary Schools ◽  
Title I ◽  
Nutrition Education ◽  
Self Efficacy ◽  
Nutrition Knowledge ◽  
Education Intervention ◽  
Fruit And Vegetable ◽  
School Based ◽  
Title I Elementary Schools ◽  
5Th Grade

Objective: To increase nutrition knowledge, fruit and vegetable preference, eating and cooking self-efficacy among 3rd- to 5th-grade students after a 6-week school-based nutrition education intervention. Design: Quasi-experimental pre–post design. Setting: Title I elementary schools, South Plains, West Texas. Method: A nutrition education curriculum informed by social cognitive theory was developed and implemented in four Title I elementary schools. A total of 115 children from 3rd to 5th grade (age range: 8–11 years) participated and completed both baseline and post-intervention surveys. The intervention included class-based nutrition education for 25 minutes, and a cooking and tasting session for 20 minutes each week. Nutrition handouts on fruit and vegetable were sent to parents. Face-to-face survey questionnaires were administered on nutrition knowledge, fruit and vegetable preference, fruit and vegetable eating and cooking self-efficacy during pre- and post-surveys. Changes in mean score of nutrition knowledge, fruit and vegetable preference, fruit and vegetable eating and cooking self-efficacy were analysed using paired t-tests. Results: Participants showed significant improvements in nutrition knowledge, fruit and vegetable preference, eating and cooking self-efficacy after the intervention. Conclusion: Study results suggest that a brief 6-week multi-component and school-based nutrition education intervention had the potential to engage students and create health-promoting behaviours.

The Impact of Executive Functions on the Written Language Process: Some Evidence From Children With Writing Disabilities

2015 ◽  
Vol 25 (1) ◽  
pp. 24-37 ◽  
Author(s):  
Anastasia Alevriadou ◽  
Stergiani Giaouri
Keyword(s):  
Executive Functions ◽  
Predictive Power ◽  
Educational Interventions ◽  
Written Language ◽  
Writing Difficulties ◽  
School Based ◽  
Writing Disabilities ◽  
The Impact ◽  
5Th Grade ◽  
Pearson Correlations

Written language is a difficult endeavour as the demands of transcription require self-regulatory skills from a motor, cognitive and attention perspective. The purpose of the present study was to investigate the relation between the Test of Writing Difficulties (Porpodas et al., 2007) and the Test of Detection and Investigation of Executive Functions (Simos et al., 2007) in a sample of 50 Greek-speaking, 5th-grade students with writing disabilities. The results of our study indicated that there were significant Pearson correlations ranging from .35 to .44 between executive functions and written expression. Furthermore, regression analysis showed that the subscales of the Test of Executive Functions had significant predictive power for spelling correctness and correction of jumbled sentences. Further implications of these findings for a school-based neuropsychological evaluation and planning of individualised educational interventions are discussed.

scholarly journals The impact of a school-based tooth-brushing program on dental caries: a cross-sectional study

2019 ◽  
Vol 24 (1) ◽  
Author(s):  
Yuri Tashiro ◽  
Keiko Nakamura ◽  
Kaoruko Seino ◽  
Shiro Ochi ◽  
Hiroshi Ishii ◽  
...  
Keyword(s):  
Oral Health ◽  
Dental Caries ◽  
School Environment ◽  
Tooth Brushing ◽  
Permanent Teeth ◽  
Socioeconomic Characteristics ◽  
School Based ◽  
The Impact ◽  
5Th Grade ◽  
Children’S Oral Health

Abstract Background Promotion of oral health in children is recognized as one of the components of health-promoting schools (HPSs). However, few studies have addressed supportive school environments for children’s oral health. This study aimed to evaluate the status of dental caries in school children at HPSs, with the objective of examining the impact of a supportive school environment for oral health, considering the lifestyles of individual children and the socioeconomic characteristics of their communities. Methods Data of 2043 5th-grade students in 21 elementary schools in Ichikawa city between 2008 and 2013 were analyzed. Children’s oral health status was evaluated using the decayed, missing, and filled permanent teeth (DMFT) index. A self-reported lifestyle questionnaire, a survey of the school environment promoting tooth-brushing, and community socioeconomic characteristics derived from the National Census data were included in the analyses. Bivariate analyses were conducted to evaluate the children’s DMFT status, and zero-inflated negative binominal (ZINB) regression was used to assess the relationships between DMFT and other variables. Results Prevalence of dental caries in the permanent teeth of 5th-grade children (aged 10–11 years) was 33.3%, with a mean DMFT score (± SD) of 0.83 ± 1.50. According to multilevel ZINB regression analysis, children from schools with after-lunch tooth-brushing time showed a higher odds ratio (OR) for excess zero DMFT (OR = 1.47, 95% CI = 1.00–2.15, P = 0.049) as compared to those from schools without it. Neither bivariate analysis nor ZINB model analysis revealed any significant influence of children’s gender or use of a toothpaste with fluoride. Conclusions The school-based environment supportive of oral health was significantly associated with a zero DMFT status in children. School-based efforts considering the socioeconomic characteristics of the area warrant attention even with declining prevalence of dental caries.

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