Lower School Success Research Articles

School, family, and peer predictors of adolescent alcohol and marijuana use

This study aimed to determine the contribution of family, school, and peer characteristics in alcohol and marijuana use. Since it is focused on adolescent relationships with their environment, the Primary Socialisation Theory was used as a theoretical background. A total of 6788 adolescents from different secondary school programmes participated in the research. The CTC questionnaire for children and youth, the School Attachment Scale and the Commitment Scale, and the Adapted Resilience and Youth Development Module were used. Besides calculating the descriptive parameters, the univariate and multivariate logistic regression were used. The results indicate an increasing number of alcohol and marijuana use among male at higher school classes. Caring family relations have shown to be a strong protective factor for alcohol and marijuana use. In a school context, a low commitment to school tasks, skipping school, and low school success are predictors of alcohol and marijuana use. Caring peer relationships have also shown to be predictors of drinking and marijuana use, while the probability for consumption got lower among adolescents reporting about hanging out with peers who hold high expectations. Presented results are emphasizing the importance of investing in quality of adolescent relationships with their environment, and making a strong case for preventive investments.

Analysis of mathematics teaching programmes at preschool age based on activity theory (Análisis de programas de enseñanza de las matemáticas en la edad preescolar desde la teoría de la actividad)

ABSTRACT The teaching of mathematics is a topic of concern in the fields of pedagogy, psychology and neuroscience. Many primary and secondary school students show little interest in studying mathematics, which is accompanied by poor marks, low school success rates and learning disabilities. It is possible to think that these difficulties are general throughout the population and not related only to pathological developmental conditions and disabilities. Within psychology, the cultural-historical approach and activity theory allow us to analyse and characterize the content of educational methods. This study analyses three proposals for teaching mathematics in the third year of preschool education in Mexico according to type of orientation, the concepts taught, the actions the teacher does with the students and the classroom communication. It discusses the need to reconsider the content of educational work in preschool institutions in order to guarantee children’s optimal level of preparation for the conceptual learning of mathematics in primary school.

The ethnic match between students and teachers: evidence from a vignette study

The ethnic match between teachers and students is widely believed to be beneficial for the achievement of ethnic minority students, who often lag behind their ethnic majority peers. In a quasi-experimental vignette study, we investigated whether preservice teachers who shared the same ethnic background as the student in the vignette had different judgments of the achievement, working and learning habits, and other social variables of the target student than ethnic majority preservice teachers and preservice teachers who had an ethnic minority background different from that of the student. Additionally, we asked about the causes of ethnic disparities. The preservice teachers who shared the same ethnic background as the target student more favorably judged the student’s language proficiency in his mother tongue and perceived the student as more proficient in mathematics, science, and general competence than the two other teacher groups. Moreover, the causal attributions showed that the preservice teachers with the same background as the target student generally perceived the causes of the student’s lower school success as multifaceted. The results reveal that simply having a teacher with an ethnic minority background is not sufficient for benefitting ethnic minority students. Only teachers who have the same ethnic background as the students might contribute to the reduction of ethnic disparities in school.

Determining the relation between the internet addiction in Turkish secondary school students and the perceived family support

ObjectivesThe purpose of this study is to determine the relation between the internet addiction levels of secondary school students and the perceived family support.MethodsThe study was conducted in the cross-sectional and descriptive design, and the data were collected from 3391 students who were studying at 5th and 7th grades at 23 secondary schools in the city of Burdur and its central villages. The Personal Information Form, the Internet Addiction Scale, and the Social Support Received from the Family Scale were used to collect the data. The data were collected between the dates 15.11.2013 and 15.01.2014. After the necessary explanations were made to the students, the informed consent form were sent to their parents/legal guardians, and the students who returned these forms were included in the study. The numbers, percentages, average values, and standard deviation, which are among the descriptive statistical methods, were used in evaluating the data. The Pearson correlation and regression analysis were applied between the continuous variables of the study.ResultsIt was observed in the study that 4.6% of the students had internet addiction at pathological level. The factors that influenced the internet addiction were determined as the social support received from the family, being male, low school success, weekly allowance being high, studying at senior grades, and going online frequently.ConclusionsWhen the study results are analyzed it is observed that the internet addiction in secondary school students in our country is at a rate that has to be taken seriously.Disclosure of interestThe authors have not supplied their declaration of competing interest.

Early Onset Schizophrenia and School Social Work

Schizophrenia, while most commonly adult onset, does occasionally occur in children and adolescents. Youths appropriately diagnosed with schizophrenia tend to have significantly lower school success and face more daily academic challenges which can be insurmountable. This article reviews prevalence rates, controversies associated with diagnosis, and school and social problems that youths with schizophrenia confront in the context of classifications, symptoms and course of childhood onset of schizophrenia. Implications for school social workers are discussed.

Relationship between risky health behaviors and some demographic characteristics of adolescents self-esteem and healthy lifestyle behaviors in Cankiri

Objective: This study aims to examine the adolescents’ self-esteem and healthy life style behaviors according to their some of socio-demographic characteristics and risky health behaviors. Method: This descriptive and cross sectional study was conducted with 1001 students from 10 high school. Healthy Life Style Behaviors Scale (HLSBS) and Coopersmith Self-Esteem Inventory (CSI) were used as data collection instruments. Findings: It was found that the adolescents’ self-esteem and healthy life style behavior score averages were moderate. When self-esteem and healthy life style behavior scores by socio-demographic characteristics were examined, it was determined that the adolescents' HLSBS and CSI were lower than the others. These adolescents had the following features: such as mothers with low levels of education, living in a family with many children, limited time shared with the family, with the history of drug addiction and suicide attempts, exposed to violence in the family, had lower school success, had been involved in physically destructive behavior and drunk driving without a license and seatbelt. Additionally, there was such a strong positive correlation between CSI and HLSBS scores of the adolescents that when HLSBS scores went up, their self-esteem levels went up, too. Results: This study shows that self-esteem and healthy lifestyle behaviors gained by adolescents is an important factor in determining the status of their psychosocial well-being. In this regard, applications and counseling services for protecting and improving the health of young people should be given importance and priority.

Atomoxetine-Induced Hypomania-Like Symptoms in a Preadolescent Patient

[Author Affiliation]Esra Guney. Ankara Pediatric & Pediatric Hematology Oncology Training and Research Hospital, Child and Adolescent Psychiatry Department, Ankara, Turkey.Ozden Sukran Uneri. Ankara Pediatric & Pediatric Hematology Oncology Training and Research Hospital, Child and Adolescent Psychiatry Department, Ankara, Turkey.Address correspondence to: Esra Guney, MD, Ankara cocuk sagligi ve hastaliklari egitim arastirma hastanesi, Ziraat Mah, Irfan Bastug Cad. Kurtdereli Sk. No: 10, Diskapi-Ankara, Turkey, E-mail, : dresraguney@gmail.comTo The Editor:Atomoxetine, a selective noradrenaline reuptake inhibitor, is the first nonstimulant drug approved by the Food and Drug Administration for the treatment of attention- deficit/hyperactivity disorder (ADHD) (Kaplan and Newcorn 2011). It has been reported that atomoxetine can be safely used in comorbid anxiety disorder and tic disorders (Christman et al. 2004). In this article, we aimed to report hypomania-like symptoms triggered by atomoxetine in a patient with ADHD and social anxiety disorder.Case ReportA 10-year-old male patient presenting with attention deficit, forgetfulness, difficulty in memorizing, and low school success underwent a Wechsler Intelligence Scale For Children-Revised (WISC-R) test to assess his mental capacity. The test revealed that his verbal subtest score was 64, performance subtest score was 68, and total subtest score was 63. According to observations of the psychologist applying the test, attention deficit and performance anxiety affected the test result unfavorably. In addition, it was determined that the patient could not express himself properly in social settings, avoided activities requiring performance, such as not attending classes out of fear of making mistakes, and was usually quiet and shy; therefore, his daily functions were unfavorably affected by his condition.Assessment with respect to ADHD revealed that his time spent studying was limited. In addition, he made careless mistakes in homework, was easily distracted, forgot daily activities easily, and, hence, was frequently warned by his family and teacher. The assessment indicated no activity or impulsivity that had an impact on functionality. He had been advised to take methylphenidate for similar symptoms at the age of 7, but the treatment had been stopped by the family because of side effects such as marked sedation, appetite loss, and irritability. The teacher notification form that was sent via the family also supported these findings.For diagnosis, semistructured interviews based on the American Psychiatric Association, Diagnostic and Statistical Manual of Mental Disorders, 4th ed. (DSM-IV) diagnostic criteria were conducted with the child and his parents (American Psychiatric Association 1994). Moreover, Conners' Parent and Teacher Rating Scales (Goyette et al. 1978; Conners 1997) were applied. According to the evaluation of the patient, it was determined that he fulfilled the diagnostic criteria for ADHD--attention-deficit subtype and social anxiety disorder--common type. The patient was also evaluated through a semistructured interview based on the DSM-IV diagnostic criteria for any symptoms of other anxiety disorders, mood disorder, and oppositional defiant disorder/conduct disorder, as well as tics and elimination disorders; no signs of these psychiatric disorders were observed. He was begun on atomoxetine 10 mg/day (body weight 36 kg) with gradual dose increases. Special educational support was postponed until a repeat WISC-R test could be administered at 6 months after the treatment.The patient was brought to our polyclinic with nervousness, defiance to parents, and overactivity on 7th day of atomoxetine treatment. A repeat evaluation revealed that his self-esteem increased; he also developed behavioral and emotional changes in the form of occasional anxiety and irritability, and sometimes excessive joy, restlessness, impatience, pugnaciousness, pressured speech, speech interruption behavior, tendency to commit violence against friends, one attempt to kiss one of his friends on her cheeks, and very frequent and irritating kissing behavior toward his mother. …

Abnormal CT temporal bone findings in a case of Kallmann syndrome presenting with conductive hearing loss

We aimed to evaluate the relationship between attention-deficit/hyperactivity disorder (ADHD) and self-inserted foreign bodies (SIFBs) in children by the Conners’ Parent Rating Scales-Revised (CPRS-R).Forty-five children (31 males and 14 females) with self-inserted foreign body of ear/nose and 37 healthy children (22 males and 15 females) included into the study. They were all between 3 and 9 years old. The parents filled the socio-demographic information form including age, gender, demographic data, previous medical history of the child and features of the family; and completed the Conners’ Parent Rating Scales-Revised (CPRS-R) questionnaire.In the SIFB group (study), 55.6% of the children were not attending to the school, 31.1% of them were attending to the primary school and 13.3% of them were the pre-school student. These rates were 37.8%, 32.4% and 29.7%, respectively, in the control group. The all CPRS-R subscale values (CG/I, H, ADHD-I, CGI-DI, DSMIV SS-I, DSM-IV SS-HI and DSM-IV SS-T) were significantly higher in the study group than the control group. There was no significant correlation between gender of the children and CPRS-R subscales. Children with lower school success, and having previous psychiatric problems were related to higher CPRS-R values in all subscales. In older children, hyperactivity scores were lower; and in younger children and the children, not going to the school, hyperactivity scores were higher. CPRS-R scores decreased as the child grown.It was concluded that children with ADHD were more likely to have conditions that might damage himself/herself such as self-inserted foreign body or trauma than normal children. To avoid this condition, these families should closely observe the child; and the child should be provided to participate in activities such as group games and activities that contribute to the development of the child. Warning the children properly and close follow-up of the young children are required to prevent this unwanted condition.

Self-inserted foreign body and attention-deficit/hyperactivity disorder: Evaluated by the Conners’ Parent Rating Scales-Revised

ObjectivesWe aimed to evaluate the relationship between attention-deficit/hyperactivity disorder (ADHD) and self-inserted foreign bodies (SIFBs) in children by the Conners’ Parent Rating Scales-Revised (CPRS-R). MethodsForty-five children (31 males and 14 females) with self-inserted foreign body of ear/nose and 37 healthy children (22 males and 15 females) included into the study. They were all between 3 and 9 years old. The parents filled the socio-demographic information form including age, gender, demographic data, previous medical history of the child and features of the family; and completed the Conners’ Parent Rating Scales-Revised (CPRS-R) questionnaire. ResultsIn the SIFB group (study), 55.6% of the children were not attending to the school, 31.1% of them were attending to the primary school and 13.3% of them were the pre-school student. These rates were 37.8%, 32.4% and 29.7%, respectively, in the control group. The all CPRS-R subscale values (CG/I, H, ADHD-I, CGI-DI, DSMIV SS-I, DSM-IV SS-HI and DSM-IV SS-T) were significantly higher in the study group than the control group. There was no significant correlation between gender of the children and CPRS-R subscales. Children with lower school success, and having previous psychiatric problems were related to higher CPRS-R values in all subscales. In older children, hyperactivity scores were lower; and in younger children and the children, not going to the school, hyperactivity scores were higher. CPRS-R scores decreased as the child grown. ConclusionIt was concluded that children with ADHD were more likely to have conditions that might damage himself/herself such as self-inserted foreign body or trauma than normal children. To avoid this condition, these families should closely observe the child; and the child should be provided to participate in activities such as group games and activities that contribute to the development of the child. Warning the children properly and close follow-up of the young children are required to prevent this unwanted condition.

Effects of Sensitive Parenting on the Academic Resilience of Very Preterm and Very Low Birth Weight Adolescents

Although sensitive and cognitively stimulating parenting is a powerful predictor of school success, it may not protect against increased neonatal risk resulting from underlying neurological damage. A total of 314 very preterm/very low birth weight (VP/VLBW) and 338 term control children were studied from birth to age 13 years. Socioeconomic status was examined at birth. Neurological and physical impairment was assessed at age 20 months, and sensitive and cognitively stimulating parenting at age 6 years. School success was measured from 6 to 13 years of age. Very preterm/very low birth weight children had lower school success between 6 and 13 years, after statistically controlling for child disability and socioeconomic status. Cognitively stimulating parenting promoted all children's school success whereas highly sensitive parenting at age 6 years partly protected against the adverse effects of VP/VLBW birth on academic outcomes. Very preterm/very low birth weight children's school success to age 13 years may be partly protected with sensitive parenting in middle childhood, despite the neurodevelopmental impairments associated with VP/VLBW birth. This suggests potential avenues for interventions for children born at high neonatal risk.

A Meditational Model Linking Witnessing Intimate Partner Violence and Bullying Behaviors and Victimization Among Youth

A growing body of research documents that various forms of violence exposures are interrelated. This paper presents a conceptual model, which accounts for the relationship between youth witnessing intimate partner violence (IPV) at home and their subsequent engagement in bullying behaviors and victimization by peers. A comprehensive search of major databases was conducted within a 12-year period (1999–2011). Based on this review, we provide empirical evidence, which documents that youth who witness IPV are at increased risk for bullying behaviors and peer victimization. Next, we posit a mediational model, which suggests that the relationship between witnessing IPV and bullying behavior and peer victimization is mediated by psychological problem behaviors, lower school success, and problematic peer interactions. We also explore potential moderating factors that may exacerbate or buffer the effects of witnessing IPV, such as age, gender, race/ethnicity, parenting practices, and peer relationships. This overall conceptual model should be empirically tested and has important implications for guiding future research on the relationship between IPV and bullying behaviors and victimization among youth.

Toward a conceptual model linking community violence exposure to HIV-related risk behaviors among adolescents: directions for research.

To present a conceptual framework which accounts for the relationship between community violence exposures (CVEs) and youth HIV risk behaviors. This article provides an overview of existing research on the links between CVE and HIV risk for youth and offers a conceptual framework for clarifying how CVE might contribute to HIV sexual risk behaviors. Increasing empirical findings substantiate that the links between CVE and HIV risk behaviors among youth are mediated by psychological problem behaviors, low school success rates, and negative peer influences. Researchers have identified the behaviors that place teens at risk for becoming infected with HIV. However, most scholars have overlooked the potential importance of CVE in influencing such behaviors. This article presents new directions for adolescent research and HIV interventions on the basis of an integrated conceptual framework.

A developmental approach to alcohol drinking behaviour in adulthood: a follow‐up study from age 8 to age 42

To study the links of family background, child and adolescent social behaviour, and (mal)adaptation with heavy drinking by age 20 and with the frequency of drinking, binge drinking, Cut-down, Annoyed, Guilt, Eye-opener (CAGE) questionnaire scores and problems due to drinking at ages 27 and 42 years. In the Finnish Jyväskylä Longitudinal Study of Personality and Social Development, data have been collected by interviews, inventories and questionnaires. Behavioural data were gathered at ages 8 and 14; data on alcohol consumption were gathered at ages 14, 20, 27, 36 and 42. A total of 184 males and 163 females; 94% of the original sample of the 8-year-olds. Family adversities, externalizing problem behaviours, low school success, truancy and substance use in adolescence were associated in early middle age with problems due to drinking in both genders, and to binge drinking and CAGE scores in females. The antecedents varied, however, across the indicators of drinking and gender. The frequency of drinking was least predictable by the studied antecedents. Childhood and adolescent antecedents and drinking up to age 20 explained 43% of males' and 31% of females' problem drinking at age 42; 31% and 19%, respectively, at age 27. The early warning signs of drinking problems should be taken seriously in the preventive work for alcohol abuse. Problem drinking in early middle age is preceded by maladjustment to school, early age of onset of drinking and heavy drinking in adolescence even more significantly than problem drinking in early adulthood.

Depression, academic performance and coping strategies in teenagers

The present study’s main objective is to verify if low school success adolescents possess greater incidence of depression symptoms and use less coping strategies than higher school success adolescents. Two hundred and forty two adolescents from four Odivelas schools, ages between 10 and 16 years old, constituted the sample. To operacionalizate variables two measures of evaluation were used, the Children‘s Depression Inventory - CDI (Kovacs, 1992) and coping Responses Inventory - Youth Form – CRI- Y (Moos, 1993). The final results confirmed that low success adolescents had more depression symptoms, however it did not confirm that these adolescents used fewer coping strategies than higher school success adolescents

ENURESIS NOCTURNA PREVALENCE AND RISK FACTORS AMONG SCHOOL AGE CHILDREN IN NORTHWEST TURKEY

To find out prevalence of enuresis nocturna (EN) among school age children, and to determine associated factors and regional differences, an epidemiological study was performed among children between 7 to 12 years living in Zonguldak, Turkey. Data were collected at schools by a questionnaire. EN prevalence was found as 8.9 %, most (75.7 %) were primary, and the rest were secondary. Prevalence decreased as the age increased in both genders. There was a positive relationship of EN with positive family history, presence of EN in a brother or a sister, encopresis, sleep disturbances, a maternal education of primary school or less, working mother, low monthly income, low school success and introversion or extroversion. Only 19.8 % of the cases preferred medical treatment modalities, other preferences were waiting for spontaneous improvement, awaking the child for voiding, water restriction and diapering, in decreasing order. As EN is a disease that can result in low self-esteem, some other psychological problems and low school success, it must be treated. Informing these parents wherever they are met, especially at primary health care settings, is necessary both not to miss patients and to convince the parents for treatment.

Patterns of Boys' Social Adjustment in Two Cultures and at Different Ages: A Longitudinal Perspective

In the comparison of two longitudinal studies, patterns of boys' social adjustment were identified by using aggression, hyperactivity, inattentiveness, anxiety, and lack of prosocial behaviour as clustering variables. Eight comparable clusters were obtained across two cultures, French Canada and Finland; three age groups, 6, 8, and 10 years; and two decades, the 1960s and 1980s. The clusters confirmed three frequently used categories of behaviour: (1) normal (for no adjustment problems); (2) anxious; and (3) inattentive; two infrequently used categories: (1) passive; and (2) nervous; and the importance of subcategorising aggressive-hyperactive boys into three categories: (1) bully; (2) uncontrolled; and (3) multiproblem. The stability of the behaviour patterns for individuals from one age to another (6 to 10 years of age) was significant. It was not high for a specific cluster, but the subjects tended to remain in either one of the aggressive or nonaggressive clusters. The predictive value of the behaviour patterns for later outcomes was analysed using data collected at the age of 10 to 11 (in Montreal) and at the ages of 14, 20, and 26 (in Jyvaskyla). The clusters were meaningful from a developmental perspective. The outcomes were most negative for the multiproblem boys: high disruptive and antisocial behaviour, low school success, and unstable working career, and most positive for the normals.