scholarly journals Non-Verbal Communication and Management of Interactive Conflict in School-based Violence: A Sociological Perspective

2020 ◽  
Vol 12 (1) ◽  
pp. 260-268
Author(s):  
Alexander Iyekolo
Keyword(s):  
School System ◽  
School Environment ◽  
Daily Basis ◽  
Verbal Communication ◽  
School Staff ◽  
Sociological Perspective ◽  
Open Society ◽  
Systematic Analysis ◽  
School Based

A school environment, like any other open society, is an avenue where a series of conflicts are often manifested as school-staff and students relate on a daily basis to discharge their social and academic business. When these conflicts are not adequately managed, they can result in serious school-based violence. Thus, this paper presents a systematic analysis of how elements of non-verbal communication among school-staff and students can be managed to prevent occurrences of academic and administrative conflicts that can hamper achieving the goals of the school system.

scholarly journals Papass clinical trial protocol: a multi-component school-based intervention study to increase acceptance and adherence to school feeding

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Rafael Lavourinha Pinto ◽  
Bárbara da Silva Nalin de Souza ◽  
Anna Beatriz Souza Antunes ◽  
Mara Lima De Cnop ◽  
Rosely Sichieri ◽  
...  
Keyword(s):  
Clinical Trial ◽  
School System ◽  
School Environment ◽  
Intervention Group ◽  
Public School System ◽  
School Meals ◽  
School Feeding ◽  
School Based ◽  
National School ◽  
The Impact

Abstract Background One of the largest school feeding programs in the world is the National School Feeding Program of Brazil. However, results from the 2012 National School Health Survey indicated that only 22.8% of 9th grade students in Brazilian public school system consumed school meals. The literature presents few studies aiming to promote healthy food consumption in the school environment from interventions, which found inconclusive results. Thus, this study aims to present a protocol to evaluate the effectiveness of multi-component school-level interventions to increase adherence and acceptance to school feeding. Methods School-based multi-component clinical trial with students from 4th-9h grade from 3 municipal schools of Sumidouro, Rio de Janeiro, Brazil, in 2019. The study design will be parallel, with 3 arms: Control group (without intervention); Intervention group 1 (changes in school environment) and Intervention group 2 (changes in menu and school environment). Interventions in the environment will be based on the principles of choices architecture and, the modification in the dishes that make up the menus offered to the students, on the factors that contribute to poor adherence and acceptance to school feeding, identified by focus groups. Adherence to school feeding will be assessed through a specific question in the questionnaire directed to the frequency of consuming school meals in the week, applied by researchers in three moments. Acceptance will be assessed from the acceptability test application with dishes served to students during the year. Statistical analyses will be performed using generalized linear models, which will be used to assess the impact of the intervention, and will include 3 main variables: intervention, time and the intervention x time interaction. Discussion This study will investigate if the impact of the implementation of interventions in the environment and in the dishes served to students may increase adherence and acceptance to school feeding. Positive results could show the effect of implementing interventions throughout Sumidouro’s public school system, as well as throughout the country, aiming to improve the consumption of school meals. Trial registration Brazilian Registry of Clinical Trials, RBR-7mf794. Date of registration: December 27, 2018.

Chronic Pain Disorders

2019 ◽  
pp. 419-440
Author(s):  
Grace S. Kao ◽  
Evelyn C. Monico ◽  
Rashmi P. Bhandari ◽  
Samantha E. Huestis
Keyword(s):  
Chronic Pain ◽  
School System ◽  
School Environment ◽  
Daily Living ◽  
Management Strategies ◽  
School Setting ◽  
Pediatric Pain ◽  
Childhood Experience ◽  
School Based ◽  
Optimal Functioning

Pain is an important, useful component of the childhood experience; however, for some youth who experience discomfort chronically, pain can become a debilitating symptom that limits multiple aspects of daily living, including in the school environment. Pain is a biopsychosocial experience that is affected by behavioral, cognitive, affective, sociocultural, and neurosensory factors, as well as contextual factors (family, peers, school). School-based professionals working with students with chronic pain are encouraged to closely collaborate with the child’s multidisciplinary providers outside the school system to promote optimal functioning and wellness in the child across settings. This chapter presents information about several common pediatric pain conditions and then reviews intervention and management strategies for children with chronic pain disorders. It also discusses school-related considerations for the school-based professional and includes a list of useful resources and handouts to assist with education and intervention in the school setting.

scholarly journals Simultaneous presence of excess weight and insufficient hours of sleep in adolescents: prevalence and related factors

2017 ◽  
Vol 27 (2) ◽  
pp. 148
Author(s):  
Tiago Rodrigues de Lima ◽  
Gabriel Renaldo de Sousa ◽  
João Antônio Chula de Castro ◽  
Diego Augusto Santos Silva
Keyword(s):  
Physical Activity ◽  
Sedentary Behaviour ◽  
Body Fat ◽  
School Environment ◽  
Paediatric Population ◽  
Health Problems ◽  
Related Factors ◽  
Cross Sectional ◽  
Insufficient Sleep ◽  
School Based

Introduction: An increase in excess body fat and a decrease in the number of hours of sleep per day are health problems affecting the paediatric population. Objective: To estimate the combined prevalence of overweight and insufficient sleep/day in adolescents, and the association with sociodemographic characteristics, physical activity and sedentary behaviour. Methods: A cross-sectional school-based study was conducted with 1,132 participants from 14 to 19 years old in São José, Santa Catarina, Brazil. Body fat was assessed by body mass index (BMI) and classified by the Z-score, while adolescents reported the total hours of sleep/day. Sociodemographic data, physical activity and sedentary behaviour were collected by self-filled questionnaire. Results: The simultaneous prevalence of overweight and insufficient sleep/day was 17.5%. The factors associated with this condition were to meet the recommendations of the practice of physical activity per week, participate in gym class twice/week and period greater/equal to four hours/day in front of the screen. Conclusion: Guidelines in the school environment in relation to health problems posed by weight excess and the amount of insufficient hours sleep can be present when recommendations on physical activity and sedentary behaviour are given to students.

scholarly journals Applying a Trauma Informed School Systems Approach: Examples from School Community-Academic Partnerships

2018 ◽  
Vol 28 (Supp) ◽  
pp. 417-426 ◽  
Author(s):  
Sheryl H. Kataoka ◽  
Pamela Vona ◽  
Alejandra Acuna ◽  
Lisa Jaycox ◽  
Pia Escudero ◽  
...  
Keyword(s):  
School Leadership ◽  
School Environment ◽  
Systems Approach ◽  
Systems Of Care ◽  
Workforce Training ◽  
Macro Level ◽  
School Staff ◽  
Health Administration ◽  
Model Case ◽  
Trauma Informed

Objectives: Schools can play an important role in addressing the effects of traumatic stress on students by providing prevention, early intervention, and intensive treat­ment for children exposed to trauma. This article aims to describe key domains for implementing trauma-informed practices in schools.Design: The Substance Abuse and Mental Health Administration (SAMHSA) has iden­tified trauma-informed domains and princi­ples for use across systems of care. This ar­ticle applies these domains to schools and presents a model for a Trauma-Informed School System that highlights broad macro level factors, school-wide components, and tiered supports. Community partners from one school district apply this framework through case vignettes.Results: Case 1 describes the macro level components of this framework and the leveraging of school policies and financ­ing to sustain trauma-informed practices in a public health model. Case 2 illustrates a school founded on trauma-informed principles and practices, and its promo­tion of a safe school environment through restorative practices. Case 3 discusses the role of school leadership in engaging and empowering families, communities, and school staff to address neighborhood and school violence.Conclusions: This article concludes with recommendations for dissemination of trauma-informed practices across schools at all stages of readiness. We identify three main areas for facilitating the use of this framework: 1) assessment of school staff knowledge and awareness of trauma; 2) assessment of school and/or district’s cur­rent implementation of trauma-informed principles and practices; 3) development and use of technology-assisted tools for broad dissemination of practices, data and evaluation, and workforce training of clini­cal and non-clinical staff. Ethn Dis.2018; 28(Suppl 2):417-426; doi:10.18865/ed.28.S2.417.

scholarly journals Impact guaranteed? Involving potential recipients, implementers and wider stakeholders in the co-production of two school-based relationships and sex education interventions to prevent teenage pregnancy and dating and relationships violence

2019 ◽  
Author(s):  
Ruth Ponsford ◽  
Rebecca Meiksin ◽  
Joanna Crichton ◽  
Sara Bragg ◽  
Lucy Emmerson ◽  
...  
Keyword(s):  
Public Health ◽  
Sex Education ◽  
School Engagement ◽  
Health Interventions ◽  
School Staff ◽  
Intervention Design ◽  
Public Health Interventions ◽  
School Based ◽  
Education Interventions ◽  
Delivery Models

Abstract Background: The benefits of involving intended recipients, implementers and other stakeholders in the co-production of public health interventions are widely promoted. Practical accounts reflecting on the process and value of co-production in intervention design, however, remain scarce. We outline our approach to the co-production of two multi-component, school-based relationships and sex education interventions. We reflect on the utility of involving school staff, students, and other youth, professional and policy stakeholders in intervention design and on some of the challenges we encountered during the process. Methods: Seven consultations were conducted in southeast and southwest England involving 75 students aged 13–15 and 22 school staff. A group of young people trained to advise on public health research were consulted on three occasions. Twenty-three sexual health and sex education practitioners and policy makers shared their views at a stakeholder event. Written summaries of activities were prepared by researchers and shared with the specialist provider agencies for each intervention. Negotiated consensus between researchers and providers was reached about how participant views should inform intervention content, format and delivery models. Results: Consultations confirmed acceptability of intervention aims, components and delivery models, including curriculum delivery by teachers. They sensitised us to the need to ensure content reflected the reality of young people’s experiences; include flexibility for the timetabling of lessons; and to develop prescriptive teaching materials and robust school engagement strategies to reflect shrinking capacity for schools to implement public-health interventions. Accessing and prioritising stakeholder feedback was not always straightforward, however, where specific expertise or capacity for participation was limited or when participant views contradicted best practice, budget or the randomised controlled trial design. Conclusions: Involving potential recipients, implementers and wider stakeholders as co-producers in intervention design can bring valuable insights that can help reduce research waste. Successful co-production can be complex and challenging and requires careful consideration of the topics participants can most usefully speak to; the representativeness of those involved; the capacity available for participation; and how participants will be compensated. Findings also alert us to the importance of having well-defined, transparent procedures for deciding how stakeholder input will be incorporated.

scholarly journals Implementasi Sekolah Ramah Anak untuk Membangun Nilai-Nilai Karakter Anak Usia Dini

2020 ◽  
Vol 4 (2) ◽  
pp. 747
Author(s):  
Tri Na'imah ◽  
Yuki Widyasari ◽  
Herdian Herdian
Keyword(s):  
Grounded Theory ◽  
Character Education ◽  
School Environment ◽  
Environment Friendly ◽  
Safe School ◽  
School Based ◽  
Inclusive School

Tujuan penelitian adalah mengkaji implementasi sekolah ramah anak di TK ‘Aisyiyah di Purwokerto dan mengembangkan konsep sekolah ramah anak berbasis nilai-nilai karakter anak.  Pendekatan penelitian menggunakan  pendekatan grounded theory.  Subjek  penelitian guru dan kepala sekolah  TK ‘Aisyiyah 1 Purwokerto, TK ‘Aisyiyah Teluk Purwokerto Selatan dan TK Bantarwuni, Sumbang. Metode pengumpulan data menggunakan wawancara dan observasi. Analisis data menggunakan analisis komparatif konstan. Hasil penelitian menunjukkan ada tiga kategori dengan lima sub kategori yang berkaitan dengan implementasi sekolah ramah anak di Taman Kanak-kanak untuk mengembangkan karakter anak , yaitu kategori persiapan, perencanaan, pelaksanaan. Taksonomi konsep sekolah ramah anak adalah school-based character education, safe school environment, friendly school, inclusive school, religous school. Implikasi pembelajaran ramah anak adalah dengan menerapkan pembelajaran inklusif, pembelajaran ramah lingkungan, pendidikan sosial, pendidikan berbasis keadilan dan pendidikan berbasis agama.

scholarly journals ANALISIS SIKAP PEDULI LINGKUNGAN SISWA SD NEGERI 184 PEKANBARU

2019 ◽  
Vol 8 (2) ◽  
pp. 139
Author(s):  
Hadi Gunawan ◽  
Guslinda Guslinda
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
School Environment ◽  
School Level ◽  
School Students ◽  
Public Elementary School ◽  
Descriptive Research ◽  
School Based ◽  
Quantitative Descriptive ◽  
Research Type

The background of this research is the importance of the attitude of caring for the environment that is planted early on starting from the elementary school level. The purpose of this study is to find out how the attitude of caring for students' environment in 184 Pekanbaru Elementary School. This research is quantitative descriptive research type. This research was conducted at 184 Pekanbaru Elementary School. Based on the results of research assessed from 6 indicators, namely cleaning toilets, cleaning trash cans, cleaning the school environment, beautifying classrooms and schools with plants, participating in maintaining parks in schools and participating in maintaining environmental cleanliness. Based on the results of the study showed that 184 Pekanbaru Public Elementary School students have a very caring attitude towards the environment with an acquisition value of 89.02 in the very caring category

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