Participation in School Activities May Moderate Antisocial Behavior

Prevencija antisocijalnog ponašanja učenika iz perspektive nastavnika

Inovacije u nastavi ◽

10.5937/inovacije2102057s ◽

2021 ◽

Vol 34 (2) ◽

pp. 57-71

Author(s):

Zorica Šaljić ◽

Emina Hebib

Keyword(s):

Antisocial Behavior ◽

Primary Schools ◽

Student Behavior ◽

Preventive Measures ◽

Preventive Action ◽

School Work ◽

School Activities ◽

School Practice ◽

Different Levels

Prevention of antisocial behavior of students today is a significant segment of school work. Teachers, as the bearers of all school activities, have a very important role in the preventive action of the school. Their opinions and attitudes about the ways and possibilities of prevention of antisocial behavior of children and adolescents in school are reflected in their participation in planning and implementation, as well as in the outcomes of the school preventive measures and activities. Starting from the importance of the role of teachers, we decided on a research that aimed to investigate the views of teachers on the prevention of student's antisocial behavior in school practice, more precisely, on the importance of various preventive measures and activities, the difficulties encountered in their implementation, and the opportunities for improving the preventive measures in schools. A total number of 162 teachers from 28 Belgrade primary schools participated in the research. The obtained results indicate that displaying the rules of conduct in school premises, acquainting students and parents with the rules of conduct, their rights and obligations, as well as organizing lectures on violence and the harmfulness of psychoactive substances, are the activities viewed by teachers as the most common preventive activities in school practice. Teachers also singled out thematic workshops as the activities that can give the greatest contribution to the prevention of the problematic student behavior. In contrast, they point out that the lack of parents' interest is the greatest difficulty in achieving the preventive action of the school, whereas the joint action of the key actors in the school work is viewed as one of the most important preconditions for achieving the preventive function of the school. The obtained research results indicate that in school practice more work should be done on the implementation of various preventive activities that would provide different levels and types of support to students and which would include all actors of school work.

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Maximizing Expertise and Collaboration to Support Students With Brain Injury: A Case Study in Speech-Language Pathology

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_pers-sig2-2019-0003 ◽

2019 ◽

Vol 4 (6) ◽

pp. 1267-1282

Author(s):

Jessica Salley ◽

Sarah Krusen ◽

Margaret Lockovich ◽

Bethany Wilson ◽

Brenda Eagan-Johnson ◽

...

Keyword(s):

Brain Injury ◽

Medical Setting ◽

Speech Language Pathology ◽

Speech Language Pathologists ◽

Team Members ◽

School Activities ◽

School Based ◽

Language Pathology ◽

Specialized Education

Purpose Through a hypothetical case study, this article aimed to describe an evidence-based approach for speech-language pathologists in managing students with moderate-to-severe traumatic brain injury (TBI), particularly within a formal statewide-supported school-based brain injury team model, such as the BrainSTEPS Brain Injury School Consulting Program operating in Pennsylvania and Colorado. Conclusion Upon transitioning from the medical setting back to school, children with TBI present with unique educational needs. Children with moderate-to-severe TBIs can demonstrate a range of strengths and deficits in speech, language, cognition, and feeding and swallowing, impacting their participation in various school activities. The specialized education, training, and insight of speech-language pathologists, in collaboration with multidisciplinary medical and educational team members, can enable the success of students with TBI when transitioning back to school postinjury ( DePompei & Blosser, 2019 ; DePompei & Tyler, 2018 ). This transition should focus on educational planning, implementation of strategies and supports, and postsecondary planning for vocations or higher education.

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The Dark Tetrad

Journal of Individual Differences ◽

10.1027/1614-0001/a000179 ◽

2015 ◽

Vol 36 (4) ◽

pp. 228-236 ◽

Cited By ~ 45

Author(s):

Janko Međedović ◽

Boban Petrović

Keyword(s):

Personality Traits ◽

Antisocial Behavior ◽

Second Order ◽

The Other ◽

Negative Pole ◽

Latent Space ◽

Order Factor

Abstract. Machiavellianism, narcissism, and psychopathy are personality traits understood to be dispositions toward amoral and antisocial behavior. Recent research has suggested that sadism should also be added to this set of traits. In the present study, we tested a hypothesis proposing that these four traits are expressions of one superordinate construct: The Dark Tetrad. Exploration of the latent space of four “dark” traits suggested that the singular second-order factor which represents the Dark Tetrad can be extracted. Analysis has shown that Dark Tetrad traits can be located in the space of basic personality traits, especially on the negative pole of the Honesty-Humility, Agreeableness, Conscientiousness, and Emotionality dimensions. We conclude that sadism behaves in a similar manner as the other dark traits, but it cannot be reduced to them. The results support the concept of “Dark Tetrad.”

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