scholarly journals Effects of the Cognitive Behavioral Therapy (CBT) Education Program for Children and Adolescents on the Adaptation of First-Year Students to Junior High School:

2020 ◽  
Vol 68 (1) ◽  
pp. 66-78
Author(s):  
Yumi Nakano ◽  
Masune Sukigara ◽  
Naori Shimura ◽  
Atsuo Nakagawa ◽  
Yutaka Ono
Keyword(s):  
High School ◽  
Cognitive Behavioral Therapy ◽  
Children And Adolescents ◽  
Junior High School ◽  
Education Program ◽  
Junior High ◽  
Behavioral Therapy ◽  
Cognitive Behavioral ◽  
First Year ◽  
First Year Students

scholarly journals Pengaruh Therapi Kognitif Behavior Terhadap Perilaku Merokok

2019 ◽  
Vol 19 (2) ◽  
pp. 357
Author(s):  
Wittin Khairani
Keyword(s):  
High School ◽  
Cognitive Behavioral Therapy ◽  
Junior High School ◽  
Junior High ◽  
Behavioral Therapy ◽  
Smoking Behavior ◽  
T Test ◽  
Cognitive Behavioral ◽  
School Level ◽  
The Impact

Indonesia is the country with the largest number of young smokers in Asia. At the age of adolescents (aged 12-18 years) or at the age of the Junior High School level, it is very potential to become a new smoker. This phenomenon of new smokers often occurs among adolescent children due to the association and environmental influences. Therefore there must be an early effort to provide an understanding of the dangers of smoking and the impact on health. This study aims to determine the effect of cognitive therapy behavior on smoking behavior. The research method used a quasi-experimental design with one group design with pretest and posttest. Sampling was 30 people by purposive sampling. Data analysis using paired t-test (p-value 0.05) to see the effect of cognitive behavioral therapy on knowledge, attitudes and behavioral tendencies. Furthermore, using the independent t-test statistical test to see the difference in cognitive behavioral therapy to knowledge, the tendency of behavior (intention) to smoke. The results of the study are the influence of cognitive behavior therapy on knowledge, attitudes, and tendencies of smoking behavior in junior high school students. It is expected that the results of this study can contribute to the mind in choosing an effective therapeutic method in carrying out the duties and responsibilities of health promotion practitioners to maintain, prevent, treat, recover and improve the health status of the community.

scholarly journals The problems of junior high school students

2019 ◽  
Vol 4 (3) ◽  
pp. 129
Author(s):  
Nurhasanah Nurhasanah ◽  
Muh Farozin
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Survey Methods ◽  
Junior High School Students ◽  
First Year ◽  
Guidance And Counseling ◽  
School Students ◽  
First Year Students

Problem is a state that is not in line with expectations and must be solved immediately. The junior high school student is in the early adolescent phase, which finds many major changes in him that can cause problems. Guidance and conseling services should be provided in accordance with the problems experienced by students and their needs. However, guidance and conseling teachers have difficulty identifying the problems that affect the giving of guidance and counseling services. This study observes the problems experienced by students in junior high school with the number of respondents as many as 193 students. They are first year students of junior high school in Yogyakarta. We analyzed student problems using survey methods with problem-based guidance and counseling instrument, namely Alat Ungkap Masalah (AUM) Umum. The results showed that the 3 highest problem experienced by junior high school students in Yogyakarta covered 45% of he Social Relationship, 44% Personality, and Physical Health got 40%.

International Mathematical Education: Program of Mathematics for the First Year of Study in the Junior High School (Seventh School Year) in Belgium

1969 ◽  
Vol 62 (7) ◽  
pp. 589-593
Author(s):  
Howard F. Fehr
Keyword(s):  
High School ◽  
Junior High School ◽  
Education Program ◽  
Junior High ◽  
First Year ◽  
Mathematical Education ◽  
Seventh Grade ◽  
School Year ◽  
International Mathematical

The program below is the official program for all seventh grade students in Belgium, beginning September, 1968.

scholarly journals Vertical scaling of academic ability tests for elementary school first year students through junior high school third year students

2019 ◽  
Vol 90 (4) ◽  
pp. 408-418 ◽  
Author(s):  
Kazuhiro Yamaguchi ◽  
Chizuru Shikishima ◽  
Takahiro Hoshino ◽  
Kazuo Shigemasu ◽  
Hideo Akabayashi
Keyword(s):  
High School ◽  
Elementary School ◽  
Junior High School ◽  
Junior High ◽  
Academic Ability ◽  
Vertical Scaling ◽  
First Year ◽  
First Year Students ◽  
Ability Tests

scholarly journals The First-Year Speaking Class: Developing Pragmatic Fluency for Globally-Minded Learners

2018 ◽  
Vol 42 (6) ◽  
pp. 13
Author(s):  
Andrew Tidmarsh ◽  
Danielle Kurihara
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Safety Net ◽  
School Level ◽  
Pragmatic Competence ◽  
First Year ◽  
High School Level ◽  
First Year Students ◽  
Junior High School Level

Students often arrive at university producing stilted and passive conversations based on patterns learned from junior high school onwards. While grammatically correct, these patterns are often completely divorced from the reality of serious communication. Speaking classes for first-year students therefore present a golden opportunity for students to start asking themselves critically, “Does it make sense for me to say this?” Functioning with a degree of pragmatic competence is an essential step for learners in becoming skilled English users, equally comfortable communicating overseas or with non-Japanese at home. This article proposes (a) a conversation model as a safety net for novice speakers, (b) conversation strategies to correct five common pragmatic errors such as introducing topics at the wrong time, failure to announce topic change, ineffective listening leading to inappropriate questions, the policeman interview, the spotlight performance, and failure to end conversations appropriately, and (c) functions of conversation that generate student content and stay away from junior high school level topics. We also provide examples of real exchanges that took place in the classroom to show how pragmatic competence develops. 大学生は、中学校以来学習してきたパターンに基づいた堅苦しく、受動的な会話をすることが多い。それは文法的には正しいが、自然な会話とは言い難い。1年生のスピーキングのクラスは、学生が自分の発話に対して「これで意味が通っているのか？」と考えながら話し始める絶好の機会である。一定の語用論的能力を身につけることは学習者にとって、英語を習得するため、つまり海外で不自由なく英語を話し、また自国で日本人以外の人と意思疎通ができるようになるために必要不可欠な過程である。本論では、次の3点を提案する。（1）初心者のための模範的会話、（2）よく見られる5つの語用論間違い、例えばトピックを導入するタイミングが不適切であったり、トピックを変えることに失敗したり、聞き取りミスから不適切な質問をしたり、警察官的な質問をしたり、会話を一方的に取ったり、また会話の終わり方が適切でなかったりというようなエラーをしないための会話のストラテジー、（3）中学校レベルの話題から脱却し、大学生らしい内容のある、目的に応じた会話。また、教室内での実際のやり取りの例を使って、語用論的能力がどのように伸びていくかを例証したい。

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