Evaluation of an Anxiety-prevention and Positive-coping Program (FRIENDS) for Children and Adolescents of Non-English-speaking Background

2001 ◽  
Vol 18 (2) ◽  
pp. 78-91 ◽  
Author(s):  
Paula M. Barrett ◽  
Robi Sonderegger ◽  
Noleen L. Sonderegger
Keyword(s):  
High School ◽  
High School Students ◽  
Waiting List ◽  
School Level ◽  
School Students ◽  
Post Intervention ◽  
Anxiety Prevention ◽  
Positive Coping ◽  
English Speaking ◽  
And Coping

AbstractThis study aimed to (a) appraise the efficacy of a well validated Anglo-Australian anxiety-prevention and stress-resiliency program (FRIENDS) for use with culturally diverse migrant groups residing in Australia, (b) examine the social validity of FRIENDS, and (c) obtain information from both participants and facilitators regarding how the program can best be modified for specific use with non-English-speaking background (NESB) clients. To test the efficacy of the intervention, pre- and post-intervention evaluation of internalising symptoms and coping ability were compared with waiting-list control groups (matched according to ethnic group, gender, and school level). One hundred and six primary and ninety-eight high school students differentiated by cultural origin (former-Yugoslavian, Chinese, and mixed-ethnic) and school level (primary and high school), completed standardised measures of internalising symptoms and were allocated to either an intervention (n = 121) or a waiting-list (n = 83) condition. Both groups were readministered the assessment package for comparison following a 10-week treatment or waiting period. Consistent with a recent pilot study, pre/post-assessment indicated that participants in the intervention condition exhibited lower anxiety and a more positive future outlook than waiting-list participants. Participating students reported to be highly satisfied with the intervention. Despite the overall success of FRIENDS, the program may be enhanced by culturally sensitive supplements so that the program is more applicable for use with NESB participants. Suggestions for treatment program modifications of FRIENDS are discussed.

Students' and Teachers' Perceptions of Adolescents' Problems and Coping Strategies

1999 ◽  
Vol 9 (S1) ◽  
pp. 93-108 ◽  
Author(s):  
John P. Fanshawe ◽  
Paul C. Burnett
Keyword(s):  
High School ◽  
High School Students ◽  
Coping Strategies ◽  
High School Teachers ◽  
School Teachers ◽  
School Students ◽  
Teachers Perceptions ◽  
Student Teacher Relationship ◽  
Positive Coping ◽  
And Coping

In an investigation of the problems and coping strategies of Australian high school students, comparisons were made between the responses of 1664 students enrolled in Years 8 to 12 in 1988,1620 students enrolled in the same year levels in 1993, and 178 high school teachers in 1993. The subjects completed the High School Stressors Scale (Burnett & Fanshawe, 1997) and the Adolescent Coping Strategies Scale (Burnett & Fanshawe, 1996). Data analyses using MANOVAs, ANOVAs, and t-tests revealed close similarities between the responses of the 1993 students and those of the 1988 students, but a considerable amount of incongruence between the responses of the students and those of the teachers. In particular, the teachers generally seemed to regard their students' problems as being more serious than was acknowledged by the students, and the teachers generally seemed to project a less positive view of adolescents' coping strategies than did the students. These discrepancies are discussed in terms of the different orientations that students and teachers bring to the student-teacher relationship. It is suggested that teachers and counsellors need to take cognisance of the differences between adolescents' perspectives and their own if they are going to be effective in assisting students to develop positive coping strategies and in creating more positive learning environments.

scholarly journals An Emerging Problem of Shisha Smoking among High School Students in Ethiopia

2021 ◽  
Vol 18 (13) ◽  
pp. 7023
Author(s):  
Selamawit Hirpa ◽  
Andrew Fogarty ◽  
Adamu Addissie ◽  
Linda Bauld ◽  
Thomas Frese ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Smokeless Tobacco ◽  
Addis Ababa ◽  
Capital City ◽  
School Level ◽  
Cluster Sampling ◽  
High Concentration ◽  
School Students ◽  
Study Participants

Shisha smoking is also known as hookah, water pipe, goza, and nargile. Shisha use among the young is increasing globally. Shisha smoke results in a high concentration of carbon monoxide, tar, nicotine, and heavy metals which can be toxic to humans, especially with chronic exposure. This study aims to determine the prevalence and risk factors of shisha smoking among in-school adolescents in Ethiopia. Four regional states in Ethiopia (Oromia, Amhara, Southern Nations, Nationalities, and Peoples’ Region, Tigray) and the capital city (Addis Ababa) were the study areas. A two-stage cluster sampling approach was employed to produce a representative sample. From the sampling frames in the study areas, 36 high schools were selected randomly. A multi-level logistic regression analysis was used to account for cluster-specific random effects, the effect of individuals’, and school-level variables for ever-use of shisha. A total of 3355 secondary school grade 9 and 10 students aged between 13 and 22 years took part in this study. A total of 86 (2.6%) and 20 (0.6%) of the study participants, reported that they had ever smoked or were current smokers of shisha, respectively. Of all study participants, 38.6% perceived shisha as less harmful than cigarettes and 48.5% reported that they do not know which was more harmful to health. Students were more likely to ever use shisha if they had friend/s who smoke shisha (AOR = 16.8, 95% CI: 6.4–44.3), ever smoked cigarettes (AOR = 8.2, 95% CI: 3.4–19.8), ever used khat (AOR = 4.2, 95% CI: 1.9–10.4), ever used marijuana (AOR = 3.9, 95% CI: 1.4–11.1), ever used smokeless tobacco (AOR = 3.1 95% CI: 1.1–8.4), and students had received income from their parents (AOR = 3.1 CI: 1.1–8.8). Prevalence of ever and current use of shisha among high school students is low in Ethiopia compared to many countries in Africa. The majority of adolescents perceived shisha as less harmful to health than cigarette smoking. Health education about the harmful effects of shisha should be delivered to adolescents, along with information on other substances like khat, cigarettes, marijuana, and smokeless tobacco to prevent initiation of substance use.

Feasibility and Acceptability of Classroom-Based Interventions for Students With Emotional/Behavioral Challenges at the High School Level

2016 ◽  
Vol 19 (1) ◽  
pp. 26-36 ◽  
Author(s):  
Talida M. State ◽  
Judith R. Harrison ◽  
Lee Kern ◽  
Timothy J. Lewis
Keyword(s):  
High School ◽  
High School Students ◽  
Study Skills ◽  
School Level ◽  
Future Research ◽  
Individual Student ◽  
High School Level ◽  
School Students ◽  
Behavioral Challenges ◽  
Organizational Skills

Little is known about the feasibility and acceptability of interventions designed to address the needs of high school students with emotional and behavioral challenges and adopted by their teachers. In this study, 336 general and special education teachers rated classwide interventions (e.g., expectations, routines, positive student–teacher interactions [PSTI]) and individual student interventions (e.g., study skills, organizational skills) in terms of priority, feasibility, and acceptability before implementation. Teachers who implemented the interventions rated their acceptability post-implementation. Results indicated that acceptability ratings varied across interventions, and it appeared that teachers rated interventions that required the least amount of time to implement (e.g., PSTI) most acceptable and those that required the most time for implementation (e.g., study skills) least acceptable. Lack of time, perceived lack of effectiveness, and poor environmental fit were often cited as reasons for lack of feasibility. Regression analyses revealed that teacher characteristics (e.g., years of experience) and type of intervention (e.g., classwide vs. individualized) contributed to teacher ratings of intervention acceptability. Implications for future research and practice are discussed.

Repeated Presentation of Stimuli and Production of Original Response by English-Speaking Indian High School Students

1993 ◽  
Vol 77 (1) ◽  
pp. 348-350 ◽  
Author(s):  
Basanti D. Chakraborty ◽  
Joe Khatena ◽  
David T. Morse
Keyword(s):  
High School ◽  
High School Students ◽  
School Students ◽  
Repeated Presentation ◽  
Original Response ◽  
English Speaking ◽  
Main Effects

Sounds and Images, a measure of originality, was administered to 131 English-speaking high school students of Orissa, India in 1987. The test has two forms, viz., IA and IB. Each form has four sounds which were presented three times. To each the students wrote their verbal images which were scored for originality and analyzed for effects of multiple presentation and differential sounds. The main effects of sounds (IA, IB), of presentation (IA), and the interaction of presentation by sound (IB) were nonsignificant, but presentation (IB) and the interaction of presentation by sound were significant.

Teen Dating Violence Victimization Among High School Students: A Multilevel Analysis of School-Level Risk Factors

2017 ◽  
Vol 87 (9) ◽  
pp. 696-704 ◽  
Author(s):  
Elizabeth M. Parker ◽  
Sarah Lindstrom Johnson ◽  
Katrina J. Debnam ◽  
Adam J. Milam ◽  
Catherine P. Bradshaw
Keyword(s):  
Risk Factors ◽  
High School ◽  
High School Students ◽  
Multilevel Analysis ◽  
Dating Violence ◽  
Teen Dating Violence ◽  
School Level ◽  
School Students ◽  
Violence Victimization ◽  
Teen Dating

scholarly journals The Role of Parents in Increasing Economic Learning Motivation during Pandemic Period for Senior High School Students

2021 ◽  
Vol 8 (8) ◽  
pp. 468-477
Author(s):  
Siti Hariyanti ◽  
Elis Irmayanti ◽  
Eunike Rose Mita Lukiani
Keyword(s):  
High School ◽  
High School Students ◽  
Role Model ◽  
Senior High School ◽  
Learning Motivation ◽  
School Level ◽  
Motivation To Learn ◽  
School Students ◽  
Role Of Parents

This research was conducted based on the results of researchers' observations about the role of parents in increasing children's economic learning motivation during the pandemic for senior high school level students in Bajulan Village, Loceret District, Nganjuk Regency. The purpose of this study was to determine the role of parents in increasing motivation to learn economics during the pandemic for senior high school education level students. The researcher used a qualitative approach with field research methods, especially descriptive types with the research subjects were parents and high school students who took economics subjects. The research was carried out using observation, interview and documentation techniques. The results showed that the role of parents in increasing children's learning motivation were 1) parents as children's facilitators, the form of facilities provided by parents to students were providing Wi-Fi, cellphones, study tables and money allocated for internet quotas, 2) parents as motivators for students, the form of motivation given by parents to students in the form of advice and warnings, and 3) parents as guide, the form of guidance given by parents to students was role model. Based on data analysis, it can be concluded that the role of parents in increasing motivation to learn economics is quite good. It can be seen from observations and interviews that the role of parents has been well realized by parents. Keywords: The Role of Parents, Motivation, Learning Economics, Pandemic Period.

scholarly journals A Peer-Based Educational Intervention Effects on SARS-CoV-2 Knowledge and Attitudes among Polish High-School Students

2021 ◽  
Vol 18 (22) ◽  
pp. 12183
Author(s):  
Maria Ganczak ◽  
Oskar Pasek ◽  
Łukasz Duda-Duma ◽  
Julia Komorzycka ◽  
Karol Nowak ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Educational Intervention ◽  
Knowledge Score ◽  
Control Measures ◽  
School Students ◽  
Post Intervention ◽  
Knowledge And Attitudes ◽  
Positive Attitudes ◽  
Serious Disease

To support high school students to develop knowledge they need to adhere to control measures during the pandemic, a peer-based educational intervention on SARS-CoV-2 was developed and its impact was evaluated. Multistage random sampling was used. The 50 min peer-based intervention was conducted by final year medical students. Baseline and post-intervention knowledge and attitudes were assessed. Significance was tested by McNemar’s/Wilcoxon rank tests. Of 518 participants (mean age 17.8 years ± 0.43), 81.0% did not receive any school-based education on SARS-CoV-2. After intervention, the knowledge score improved from 65.2% to 81.6%, attitudes from 63.2% to 70.8% (both p < 0.0001). The effect size after the intervention compared to pre-intervention showed moderate improvement of knowledge, but not attitudes (d = 0.46 and d = 0.18, respectively). Pre- and post-intervention, females, students in non-science programs, living in cities < 250,000 inhabitants had lower knowledge, while fewer males, non-science program students, living in smaller cities presented positive attitudes. Before intervention, 67.0% students correctly named SARS-CoV-2 preventive methods and 73.6% were concerned COVID-19 is a serious disease; these improved after intervention (to 80.1% and 86.3%; p < 0.0001). The intervention was not very successful in increasing the intent to vaccinate for COVID-19 (pre-intervention 52.9%, post-intervention 56.4%; p < 0.007). Peer-based teaching for high school students can be effective in increasing SARS-CoV-2 knowledge and awareness. More efforts are needed to improve attitudes and enhance acceptance of vaccination against COVID-19.

scholarly journals THE IMPACT OF PROBLEM-BASED LEARNING APPROACH TO SENIOR HIGH SCHOOL STUDENTS' MATHEMATICS CRITICAL THINKING ABILITY

2015 ◽  
Vol 6 (2) ◽  
pp. 107-116 ◽  
Author(s):  
Reviandari Widyatiningtyas ◽  
Yaya S. Kusumah ◽  
Utari Sumarmo ◽  
Jozua Sabandar
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Problem Based Learning ◽  
School Level ◽  
Learning Approach ◽  
School Students ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Senior High School Students

The study was report the findings of an only post-test control group research design and aims to analyze the influence of problem-based learning approach, school level, and students' prior mathematical ability to student's mathematics critical thinking ability. The research subjects were 140 grade ten senior high school students coming from excellent and moderate school level. The research instruments a set of mathematical critical thinking ability test, and the data were analyzed by using two ways ANOVA and t-test. The research found that the problem-based learning approach has significant impact to the ability of students' mathematics critical thinking in terms of school level and students' prior mathematical abilities. Furthermore. This research also found that there is no interaction between learning approach and school level, and learning approach and students' prior mathematics ability to students' mathematics critical thinking ability.Keywords: problem-based learning, mathematical critical thinking ability

Drinking Motives, Sensation Seeking, and Alcohol Use Among Thai High School Students

2012 ◽  
Vol 40 (8) ◽  
pp. 1255-1262 ◽  
Author(s):  
Penprapa Siviroj ◽  
Karl Peltzer ◽  
Supa Pengpid ◽  
Yongyuth Yungyen ◽  
Achara Chaichana
Keyword(s):  
High School ◽  
High School Students ◽  
Alcohol Use ◽  
Sensation Seeking ◽  
Hazardous Drinking ◽  
Drinking Motives ◽  
School Students ◽  
Social Motives ◽  
Drinking Frequency ◽  
And Coping

We assessed drinking motives and sensation seeking in relation to alcohol use in a sample of 634 Thai high school students. Results indicate that 55.8% had never used alcohol, and of the lifetime users, 33.5% were current (past month) alcohol users and 26.5% drink until they get drunk. Coping and social motives were positive predictors for drinking frequency, and coping motives were a predictor for hazardous (drinking to get drunk) drinking. Sensation seeking was associated with drinking frequency and hazardous drinking. Within the different sensation seeking components, disinhibition was the strongest predictor for drinking frequency, followed by experience seeking and boredom susceptibility. Boredom susceptibility was the strongest predictor for hazardous drinking. Coping, social motives, and sensation seeking should be taken into account when designing alcohol use prevention strategies for Thai adolescents.

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