Adolescents In School Context Research Articles

Interventions to Promote a Healthy Sexuality among School Adolescents: A Scoping Review.

Schools are particularly suitable contexts for the implementation of interventions focused on adolescent sexual behavior. Sexual education and promotion have a multidisciplinary nature. Nurses’ role and the spectrum of the carried-out interventions is not clear. We aimed to identify interventions that promote a healthy sexuality among school adolescents. Our review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews and was registered in the Open Science Framework. Published articles on sexuality in adolescents in school contexts were considered. The research limitations included primary studies; access in full text in English, Spanish, or Portuguese; and no data publication limitation. Research was carried out on the EBSCOhost, PubMed, SciELO, and Web of Science platforms; gray literature and the bibliographies of selected articles were also searched. A total of 56 studies were included in the sample. The studies used a broad range of research methods, and 10 types of interventions were identified. Multi-interventional programs and socio-emotional interventions showed a greater impact on long-term behavioral changes, and continuity seemed to be a key factor. Long-term studies are needed to reach a consensus on the effectiveness of interventions. Nurses’ particular role on the multidisciplinary teams was found to be a gap in the research, and must be further explored.

Weight bias and grading among middle and high school teachers

Weight bias is a pervasive problem for adolescents in school contexts. Despite evidence of negative attitudes towards students who are overweight, comparatively little research has examined whether teachers provide biased assessments of student work. The purpose of this study was to experimentally test whether middle and high school teachers unfairly assess students who are overweight and perceive them to be less competent. Participants included 133 teachers from first-ring suburban middle and high schools (Mteaching experience =16years; 38% male). Teachers evaluated the quality of a bogus student essay assignment accompanied by photographs that portrayed the student as either not overweight or overweight. Weight bias was assessed by having teachers grade the essay and provide perceptions of student sufficiency (perceived effort, need for tutoring, and overall success in school). Opinions about bias in grading for other teachers and self were also assessed. Essays for students who were overweight were judged to be similar in structural quality, but were assigned lower grades compared to their healthy weight counterparts. Further, teachers estimated that students who were overweight put forth more effort, needed more remedial assistance, and had lower overall grades in school. Teachers' beliefs about grading bias showed low levels of supposed bias among other teachers and a significantly lesser degree for themselves. This study confirms prior research on anti-fat attitudes and provides new evidence of biased attitudes in school settings.

Psychometric validation of the inventory of problematic situations involving children and adolescents

Introduction: The adverse experiences in childhood and adolescence, as well as the exposure to domestic and school stress factors, can affect the health of children and adolescents. Considering that the education, health and security agents might not be aware of the problematic situations regarding children and adolescents, it is justifiable the investigation in that field. Objetives: To evaluate the psychometric properties, namely the factorial structure and the internal consistency, of the "Inventory of problematic situations involving children and adolescents" Methods: Study of descriptive nature, with transversal focus, analytical-correlational analysis and methodological correlation preformed of the "Inventory of problematic situations involving children and adolescents" on a sample of 136 education, health and security agents. Results: The internal inventory consistency study confirmed Cronbach's alphas, among the items that constitute it, classified as good, ranging from α = 0.791 to α = 0.822, with an overall alpha of 0.819. Their structure confirmed the presence of two factors: Factor 1 - Types of violence involving the child / adolescents in school context (α = 0.837) and Factor 2 - Risk factors for mental health (α = 0.639). The educational agents identified the highest risk factors for mental health in which a higher average was observed (M = 77.09 ± 25.72). The study of the explanatory effect of socio-professional variables on the perception of problematic situations involving children and adolescents by educational agents reveals that age (Factor 2 - Mental health risk factors p = 0.015), marital status (types of violence that (p = 0.027) and the area of professional exercise (risk factors for the mental health of children and adolescents p = 0.008, types of violence involving the child / adolescents in the school context p = 0.018). statistical relevance. Conclusions: The results show that the "Inventory of problematic situations involving children and adolescents" presents a factorial structure with satisfactory results of validity and reliability, which results in the possibility of its application, as a research instrument, to evaluate the perceptions educational agents have problematic situations involving children and adolescents.

RELAÇÃO ENTRE DEPRESSÃO E QUALIDADE DE VIDA DE ADOLESCENTES NO CONTEXTO ESCOLAR

The study aimed to verify the relation between depression and quality of life (QO L) of adolescents in school context. Specifically, to know the pr...

Erratum: Mindfulness in practice: Considerations for implementation of mindfulness‐based programming for adolescents in school contexts

The name of the author Molly Stewart Lawlor was published incorrectly as Molly Steward Lawlor in New Directions for Youth Development, Volume 2014, Number 142, pages 83–95.

Mindfulness in practice: considerations for implementation of mindfulness-based programming for adolescents in school contexts.

Schools are considered one of the primary settings in which prevention and intervention initiatives can be implemented successfully, reaching a large number of young people. Especially when promoting social and emotional learning (SEL), many adolescents benefit from universal programs implemented in the school context. This chapter embeds mindfulness programs within the context of SEL. The author formulates initial recommendations for successful school-based implementation of mindfulness, drawing from previous empirical evidence for successful SEL programming. Practical resources and recommendations for finding, choosing, and successfully implementing and sustaining a mindfulness program in an educational context are provided.

Personal concerns and their causes: Perceptions of Hong Kong Chinese adolescent students

This study investigated the personal concerns and causes of difficulties perceived by Hong Kong adolescent students. A survey of 2103 secondary school students in Year 1 to Year 3 indicated that both students' concerns and causes are multi-dimensional. Academic achievement was perceived as the most pressing concern, while problems at home and maladjusted behaviour were seen as lesser concerns. Students attributed their difficulties more to personal deficiencies, and least to family factors. Results also showed significant gender, age and school banding effects. Implications of the findings for educationalists and psychologists working with adolescents in school contexts are discussed.