Sentences with phrase «influencing school violence»

«Moderating Effect of Aggression and Impulse on the Family Factor Influencing School Violence» Korean Journal of Family Social Work no. 22 (2008): 5 - 34.

TY - JOUR AU - 도기봉 TI - Moderating Effect of Aggression and Impulse on the Family Factor Influencing School Violence T2 - Korean Journal of Family Social Work PY - 2008 VL - IS - 22 PB - THE KOREAN ACADEMY OF FAMILY SOCIAL WORK SP - 5 - 34 SN - 1598 - 6403 AB - This study investigated the influence of the family factor on school violence aimed at juvenile and verified moderating effect of aggression and impulse on family factor.

@article -LCB- ART001237215 -RCB-, author ={ 도기봉 -RCB-, title = -LCB- Moderating Effect of Aggression and Impulse on the Family Factor Influencing School Violence -RCB-, journal = -LCB- Korean Journal of Family Social Work -RCB-, issn = -LCB- 1598 - 6403 -RCB-, year = -LCB- 2008 -RCB-, number = -LCB- 22 -RCB-, pages = -LCB- 5 - 34 -RCB-, doi = -LCB- 10.16975 / kjfsw.2008.

2008, «Moderating Effect of Aggression and Impulse on the Family Factor Influencing School Violence», Korean Journal of Family Social Work, no. 22, pp. 5 - 34.

Moderating Effect of Aggression and Impulse on the Family Factor Influencing School Violence.

Not exact matches

We decided to HS after we moved to a bigger city (with more school violence and more negative influences than we were comfy with) We are now homeschooing our 15 year old and our 6 year old.

«Although prior studies had shown that sport outcomes influence reckless driving, heart attacks, and even domestic violence, no one had examined how they influence eating,» says Yann Cornil, researcher at INSEAD Business School and lead author of the study.

«Stephanie Jones is a gifted researcher whose work on the effects of poverty and violence on social and emotional development has already influenced policy and practice around bullying prevention and comprehensive school - based interventions,» Dean Kathleen McCartney said.

After analyzing such evidence, there is little doubt that school choice, and failing schools writ - large, influence levels of violence and criminal activity.

We see his influence in every protest against police violence, every picket that demands funds for public schools over cop academies, every lawsuit opposing Chicago's racist gang database.

(1997) E652: Current Research in Post-School Transition Planning (2003) E586: Curriculum Access and Universal Design for Learning (1999) E626: Developing Social Competence for All Students (2002) E650: Diagnosing Communication Disorders in Culturally and Linguistically Diverse Students (2003) E608: Five Homework Strategies for Teaching Students with Disabilities (2001) E654: Five Strategies to Limit the Burdens of Paperwork (2003) E571: Functional Behavior Assessment and Behavior Intervention Plans (1998) E628: Helping Students with Disabilities Participate in Standards - Based Mathematics Curriculum (2002) E625: Helping Students with Disabilities Succeed in State and District Writing Assessments (2002) E597: Improving Post-School Outcomes for Students with Emotional and Behavioral Disorders (2000) E564: Including Students with Disabilities in Large - Scale Testing: Emerging Practices (1998) E568: Integrating Assistive Technology Into the Standard Curriculum (1998) E577: Learning Strategies (1999) E587: Paraeducators: Factors That Influence Their Performance, Development, and Supervision (1999) E735: Planning Accessible Conferences and Meetings (1994) E593: Planning Student - Directed Transitions to Adult Life (2000) E580: Positive Behavior Support and Functional Assessment (1999) E633: Promoting the Self - Determination of Students with Severe Disabilities (2002) E609: Public Charter Schools and Students with Disabilities (2001) E616: Research on Full - Service Schools and Students with Disabilities (2001) E563: School - Wide Behavioral Management Systems (1998) E632: Self - Determination and the Education of Students with Disabilities (2002) E585: Special Education in Alternative Education Programs (1999) E599: Strategic Processing of Text: Improving Reading Comprehension for Students with Learning Disabilities (2000) E638: Strategy Instruction (2002) E579: Student Groupings for Reading Instruction (1999) E621: Students with Disabilities in Correctional Facilities (2001) E627: Substance Abuse Prevention and Intervention for Students with Disabilities: A Call to Educators (2002) E642: Supporting Paraeducators: A Summary of Current Practices (2003) E647: Teaching Decision Making to Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusion?

Media Violence, Political Corruption, Prayer In Public Schools, Middle East, Gun Control, Sexual Harassment, Global Warming, Capital Punishment, Suicide, Immigration, Abortion Rights, Environment, Stem Cells, Internet Privacy, Bioethics, Driving Under the Influence, Crime Victims, Juvenile Offenders, Mental Health.

Dropping out is rarely the result of one quick or impulsive decision; it is usually the result of compounding pressures that lead students to gradually disengage from school and eventually drop out: home and neighborhood violence, absent parents, negative peer influences, caretaking responsibilities, and a lack of a sense of relevance to their own lives.

Advances in prevention in public health2 provide a model for prevention of adolescent health - risk behaviors by focusing on risk and protective factors predictive of these behaviors.3, 4 Research on the predictors of school failure, delinquency, drug abuse, teen pregnancy, and violence indicates that many of the same factors predict these different outcomes.5, 6 Recent research has shown that bonding to school and family protects against a broad range of health - risk behaviors in adoles cence.6 Yet, prevention studies typically have focused narrowly on a specific outcome, such as preventing substance abuse, and on attitudes and social influences that predict that outcome.7, 8 Previous studies on prevention have not sought to address the shared risk and protective factors for diverse health - risk behaviors that are the main threats to adolescent health.

Since that early development, SFBT has not only become one of the leading schools of brief therapy, it has become a major influence in such diverse fields as business, social policy, education, and criminal justice services, child welfare, domestic violence offenders treatment.

Peer exposure to violence had no direct influence on individuals and peer influence was fully mediated by school climate.

Results confirm that violence in the school setting has high influence on violence exercised by adolescents and teachers within the school.

This study investigated the influence of the family factor on school violence aimed at juvenile and verified moderating effect of aggression and impulse on family factor.

A multi-mediation structural model with 21,416 Peruvian adolescents (M = 13.69; SD = 0.71) was conducted to determine the influence of violence in the school environment on violence perceived within school and violence exercised by teachers.

These results are extremely relevant, as they indicate the existence of a clear relationship between violence perceived in the school environment and the influence of the adolescent's main support figures within educational centers.