A CROSS-SECTIONAL STUDY ON COMMON BEHAVIORAL PROBLEMS AMONG THE UNDERPRIVILEGED ADOLESCENTS IN A SCHOOL OF KOLKATA.

Adolescence is characterized by conicts of values, emotional stress and readiness to extreme attitudes, which invariably leads to several psychosocial problems of adolescents. During adolescence, the frequency and severity of violent interactions increase. Worldwide, the prevalence of clinically signicant psychiatric disorder in children is at least 7%. This rate rises in socially disadvantaged and densely populated urban areas. It also increases by 3%-4% after puberty. Substance abuse is a common trigger of behavioral problems and often requires specic therapy. Behavioral problems may be the rst sign of depression or other mental health disorders. With this background this study is conducted to nd out different behavioral and psychological problems of underprivileged adolescents studying in a school of Kolkata and their background information as well. This observational & descriptive epidemiological study was cross-sectional in design, was conducted from December 2019 to February, 2020. The School has at present 500 students from class Ι to X. In each class there are 50 students. The school has provisional afliation from ICSE Board. 20 students were selected from each class by Stratied Random Sampling method by using random number table from the list of the students of class VI to X. A predesigned, pretested, self-administered questionnaire was used for data collection. The questionnaire was translated to two local languages i.e. Bengali & Hindi. Most common behavioral problems were lying (88%), phobia (86%). Anxiety (80%), followed by cruelty and destruction (44%), school failures (36%), depression (28%), stealing (20%), masturbation (10%), addiction (8%). Common problems among male students were Anxiety, Phobia, Lying, Cruelty, School failure. Among female students, Phobia, Depression, Anxiety & Lying were common behavioural problems. 62 adolescents told that they had phobia. Among them 62.9% adolescent had phobia to specic object. 32.26% had social phobia and 4.84% had school phobia. Further longitudinal studies should be planned to nd out temporal association of these behavioral and psychological problems among this study group.

«Kalechina-Malechina» cannot become a smart girl»: motive and plot parallels in the novels about teenage girls by Evgeniya Nekrasova and Huang Beijia

The article is devoted to comparative analysis of images and motifs in the novels KalechinaMalechina by Evgenia Nekrasova and I Will Be a Smart Girl by Huang Beijia, about teenage girls. These texts reveal similarities at the level of the image system, the archetypal motifs and the inner development of the mythological plot about the initiation of a child into adulthood. However, many similar motifs in the novels appear in contrasting functions: E. Nekrasova's novel shows the joyless world of an unloved child, while in Huang Beijia's novel we see the world of a wholesome and well-loved child, suffering from her own school failures. The artistic method of the novels is examined in relation to their mythological motifs. The Chinese text gravitates towards the traditions of socialist realism, performing one of its functions most characteristic of teenage literature – didacticism. Huang Beijia's novel can be described as a didactic auteur tale based on biographical material. The Russian text has been described by scholars as «magical» realism and is more than just an initiation novel or a didactic tale. It realises the eternal philosophical sense of the impact of love or its absence on human fate, the ontological abandonment of the human soul facing indifference or aggression from the world around it. It is not the protagonist's initiation but her ability to «survive» without losing herself that is central to the Russian novel.

Learning from intelligent failure: an organizational resource for school improvement

PurposeSchools are complex and imperfect organizations; thus, it is not possible for school leaders to completely avoid failures. The capacity to learn from failure is essential to the effectiveness of teachers as individuals and for teams and schools. However, it is hardly practiced in most schools. The present theoretical article seeks to offer an integrative conceptual framework in which intelligent failure is conceptualized as an organizational learning process. The purpose is twofold: first, to address the question of why school faculty fails to learn from failure; second, to show how learning from intelligent failure in the school context can be framed as a resource for school improvement.Design/methodology/approachThe present theoretical article seeks to offer an integrative conceptual framework in which intelligent failure is conceptualized as an organizational learning process.FindingsThe present study draws upon the social capital theory as an overarching framework to develop a conceptual model that incorporates the learning settings and a leadership tolerant of “intelligent failure” that might enable us to identify the root causes of failure and the kinds of lessons that can be drawn from failure analysis. In the proposed conceptual model, school organizational features combine with a leadership tolerant of intelligent failures to enhance opportunities to analyze, manage and learn from intelligent failures in school settings.Originality/valueAn important lacuna in educational scholarship is that although detecting and correcting school failures is normal, investigating the root causes of these failures or pinpointing the behaviors necessary to avoid their reoccurrence is often neglected in both theory and practice. By integrating research from both non-educational and educational literature, this study may provide a new perspective for school management, since it emphasizes the reframing of intelligent failure as an organizational asset for school improvement. The present study broadens the literature on educational management and organizational learning and provides a new approach for school failures and failure management.

Balancing Trade-Offs in the Detection of Schools at Risk

The quality assurance and evaluation of schools requires early risk-detection; a daunting task since school failures are typically rare and their origins complex. In the Netherlands, the Inspectorate of Education monitors the regulatory compliance of roughly 6000 primary schools, with limited resources and capacity, and a desire for proportionality. In order to aid their risk-based inspection method, we evaluate various case-based prediction models, and propose a principled exploit-explore procedure for organizing school inspections. This approach has the potential to balance the benefits of prioritizing inspections of presumed high-risk schools on the one hand, with the benefits of verifying predicted risks and causal impact evaluations of school inspections on the other.

Teaching the learners with a migrant background – teachers’ perspectives

As a result of the growing number of migrants in Poland, schools accept increasing numbers of learners with a migrant background (immigrants and reimmigrants), and they are not always able to successfully help the newcomers in their integration. Therefore, it is necessary to undertake specific support activities. Related shortcomings result in many school failures among many migrants, their dropping out of schools and as a result gaining little if any qualifications. At the same time, the researchers indicated the role of teachers in the education of children with a migrant background. The level of their training and the quality of the support they can offer determines the success or lack thereof of their pupils. In the article the researchers discussed a study (Stage 2 in particular) the purpose of which was to diagnose and analyse the needs of the education community in terms of migrant education and integration. The following question was the starting point: What do schools need to be able to better teach and integrate learners with a migrant background? The study of needs organised as a focus group gathered teachers teaching pupils with a migrant background with various levels of training, and a headmaster of a school attended by migrants. The analysis of the collected material indicated three areas where teachers need particular support: systemic organisation of accepting and educating learners with a migrant background, access to materials, and the ability to participate in additional training courses and acquire new competences.

Wybrane czynniki warunkujące kompetencje szkolne z perspektywy współczesnych neuronauk i nauk pedagogicznych

There are several sources that determine school abilities: endogenous factors, i.e. abilities, intelligence, personality, internal motivation, and exogenous factors, such as environment and external motivation. The causes of school failures are found most often in the level of fluid or crystallised intelligence. In particular in the fluid intelligence, which is genetically conditioned. The type of personality also affects the achievement in learning, as well as the pleasure derived from it. The motives (for which students take action) can also have an impact on achievements – school abilities. There are two types of motivation: internal and external. The internal, exogenous motivation has an extremely strong positive impact and it should be stimulated by mentors – teachers. Furthermore, there are several types of general abilities that also affect school competences. Abilities should be noticed and developed during school education. Undoubtedly, the educational system should develop creativity and support the development of all individual characteristics, providing opportunity for self-fulfilment.

School absence in Poland ─ as a social and educational challenge

School absence is a problem with the consequences of which both pupils and their parents or legal guardians are confronted. It is also a challenge for the Polish educational system and, as a consequence of school failures, for the institutions of Polish social policy. The article consists of five points. It presents the understanding of the school absence concept as superior to various forms of student absence during classes and other obligatory activities proposed by the school. Attention is paid to the specific form of absence, which is the student's absence during physical education classes. The article presents selected legal acts that regulate the performance of the school obligation by parents or legal guardians and the procedure in the event of student absence at school. Attention is paid to the fact that school absence can be a serious threat to equal opportunities for children and youth.

Recurrent Pain and Academic Achievement in School-Aged Children: A Systematic Review

Recurrent pain and school failures are common problems in children visiting the school nurses office. The overall aim of the current study was to investigate the relationship between recurrent pain and academic achievement in school-aged children. Literature was searched in seven electronic databases and in relevant bibliographies. Study selection, data extraction, and study and evidence quality assessments were performed systematically with standardized tools. Twenty-one studies met the inclusion criteria and 13 verified an association between recurrent pain (headache, stomachache, and musculoskeletal pain) and negative academic achievement. Two longitudinal studies indicated a likely causal effect of pain on academic achievement. All studies had substantial methodological drawbacks and the overall quality of the evidence for the identified associations was low. Thus, children’s lack of success in school may be partly attributed to recurrent pain problems. However, more high-quality studies are needed, including on the direction of the association and its moderators and mediators.

The Impact of Media on Juvenile Delinquency in the Care of Abu Dhabi and Fujairah - United Arab Emirates

This study was aimed to investigate the impact of the media on juvenile delinquency in the care of Abu Dhabi and Fujairah - United Arab Emirates, as well as studying the behaviours of adolescents in watching the media and its influence on them, and also measuring the readiness of the delinquents to accept the awareness of media as a means of adjustment and a proactive means to prevent delinquency. A quantitative approach was used for this study, A questionnaire was distributed to 46 delinquent juveniles (39 males and 7 females) who were taken care of by Abu Dhabi and Fujairah care homes, and it was also distributed to 120 intermediate and secondary school students (65 males and 55 females) in Abu Dhabi and Fujairah. The findings showed that there is a positive relationship between the number of school failures in adolescents more than twice and the possibility of a teenager at risk of becoming a delinquent, the probability of juvenile delinquency and high rates for adolescents who watch different media materials. The results also showed that there is no relationship between adolescents imitating violent content in media and the phenomenon of juvenile delinquency. As a conclusion, Juvenile delinquency is more likely to be in the 15 to 17 age group.