Sentences with phrase «school adolescents reported»

Latino and Asian high school adolescents reported discrimination in educational settings that were distressful and associated with lower self - esteem (Fisher et al. 2000).

Not exact matches

The report envisions a Europe where the damage wrought by internet porn and skanky Abercrombie ads is repaired by school - based «compulsory, age - appropriate and gender - sensitive sexuality and relationship education, provided in a mixed - sex setting, for all children and adolescents.»

Merle M. Ohlsen describes group counseling of adolescents and children in schools.9 Helen Driver reports on two groups for high school seniors, three groups for college students, and four leaderless teachers» groups.10 The second part of Driver's book reports on forty - four projects using small groups in elementary, high school, college, and graduate professional schools (as well as mental health settings), as described by the leaders of each group.

The report encourages parents and schools to «accommodate adolescents» sleep needs and circadian rhythms at this developmental age.»

They reported that almost the entire sample of 200 adolescents from four Bangalore schools admitted they engaged in the habit, at an average of four times a day.

Moreover, they reported better QoL in five areas of life than adolescents in the general population — moods and emotions, self - perception, autonomy, relationships with parents, and school life.

They questioned a total of 357 children and adolescents from two different schools in Spain, along with their parents, and their happiness was assessed using a range of self - reporting measures and ratings.

A 2013 survey called «Stress in America» from the American Psychological Association found that some adolescents reported higher stress levels during the school year than adults in the same month.

This year's EFA Global Monitoring Report (GMR) shows that there are still some 57 million primary age children and 63 million adolescents out of school and about 781 million illiterate adults globally.

In his landmark work, The Adolescent Society (1961), he reported that most high - school students were disengaged from their studies and resented their teachers.

In 1995, The Children's Defense Fund reported devastating statistics about daily life in the United States: 1,420 teenagers give birth; 3,356 adolescents drop out of school; 8,239 children are reported abused or neglected; more than 100,000 children are homeless; about 135,000 children bring guns to schools; and three children die from abuse.

Adolescents Twice as Likely to Be Out of School as Children of Primary School Age, Say UNESCO and UNICEF New report shows why «business as usual» won't lead to universal primary or secondary education Around 63 million adolescents between the ages of 12 and 15 years are denied their right to an education, according tAdolescents Twice as Likely to Be Out of School as Children of Primary School Age, Say UNESCO and UNICEF New report shows why «business as usual» won't lead to universal primary or secondary education Around 63 million adolescents between the ages of 12 and 15 years are denied their right to an education, according tadolescents between the ages of 12 and 15 years are denied their right to an education, according to -LSB-...]

School - based initiatives similar to programs that have kept 7th graders from taking up cigarette smoking offer a more promising means of countering adolescent drug use than do tougher drug - enforcement laws, according to a new report on drug - abuse prevention.

In the midst of a presidential sex scandal and the release of the 453 - page report from Independent Counsel Kenneth W. Starr to Congress and the public, millions of children and adolescents are now back at school.

«The profiles illustrate that adolescents who see schools as a place where they like to go, feel free from bullying and with teachers who believe that students can be a success, report higher life satisfaction,» the report notes.

In one of his early writings, excerpted in the following pages, James S. Coleman, the brilliant sociologist who later wrote the famous report on the equality of opportunity for education (the «Coleman Report») and the first study of public and private schools, identified the essential high - school problem: «our adolescents today are cut off, probably more than ever before, from the adult society.&report on the equality of opportunity for education (the «Coleman Report») and the first study of public and private schools, identified the essential high - school problem: «our adolescents today are cut off, probably more than ever before, from the adult society.&Report») and the first study of public and private schools, identified the essential high - school problem: «our adolescents today are cut off, probably more than ever before, from the adult society.»

Around 63 million adolescents between the ages of 12 and 15 years are denied their right to an education, according to a new joint report from the UNESCO Institute for Statistics and UNICEF, Fixing the Broken Promise of Education for All: Findings from the Global Initiative on Out - of - School Children, released today during the Education World Forum.

A new paper by UNESCO's Education For All Global Monitoring Report (EFA GMR) shows that 34 million children and adolescents are out of school in conflict - affected countries.

Most middle - level schools must dramatically change their structure and curriculum if they are to meet the needs of young adolescents, says a report released here last week by the National Middle School Association.

Adolescents are currently severely sleep - deprived, notes the report, with 87 percent of high school students getting less than the recommended amount of 8.5 to 9.5 hours per night.

A U.S. Surgeon General report indicates that one in five children and adolescents will face a significant mental health condition during their school years.

-- A report published in the journal American Psychologist found that middle schools often don't meet young adolescents» developmental needs to participate in decisions, form relationships with teachers and build independence.

Report from IES The Institute of Education Sciences (IES) has published a report titled «Parent Involvement Strategies in Urban Middle and High Schools in the Northeast and Islands Region,» which describes the varied policies, practices, and programs implemented by nine urban school districts across the Northeast to engage parents in their adolescent children's educReport from IES The Institute of Education Sciences (IES) has published a report titled «Parent Involvement Strategies in Urban Middle and High Schools in the Northeast and Islands Region,» which describes the varied policies, practices, and programs implemented by nine urban school districts across the Northeast to engage parents in their adolescent children's educreport titled «Parent Involvement Strategies in Urban Middle and High Schools in the Northeast and Islands Region,» which describes the varied policies, practices, and programs implemented by nine urban school districts across the Northeast to engage parents in their adolescent children's education.

The 8/9 Teacher Network project grew out of the seminal report - Teaching Adolescents to Become Learners - published by the The University of Chicago Consortium on Chicago School Research.

The study utilized Common Sense Parenting (CSP) to examine how child and parent reports of parenting were related to early adolescent substance use and school suspensions.

Article: Mindfulness Programs In Schools Reduce Symptoms Of Depression Among Adolescents: Study Article: School Mindfulness Programs May Reduce Stress — And Make Teens Happier, Study Finds Article: «Mindful Moments» Program Has High School Students Begin And End Each Day With Meditation (VIDEO) Article: Why Teaching Mindfulness Benefits Students» Learning Article: The education of character: Carefully Considering Craisins Article: Mindfulness Programs In Schools Reduce Symptoms Of Depression Among Adolescents: Study Video: Mindful Schools In - Class Instruction Video: iBme Mindfulness Programs Transform an Oakland Public High School Video: Mindfulness In Schools — BBC World News Video: About Modern Mindfulness for Schools Video: Mindfulness: Learning to Stop the Stress (NBC Washington News) Video: Mindup Program for Children Video: Building better brains Video: Children talking about the benefits of mindfulness Video: Mindful Schools, Compassionate Schools Video: ABC news report on mindfulness in local School Mindfulness Programs May Reduce Stress — And Make Teens Happier, Study Finds Article: «Mindful Moments» Program Has High School Students Begin And End Each Day With Meditation (VIDEO) Article: Why Teaching Mindfulness Benefits Students» Learning Article: The education of character: Carefully Considering Craisins Article: Mindfulness Programs In Schools Reduce Symptoms Of Depression Among Adolescents: Study Video: Mindful Schools In - Class Instruction Video: iBme Mindfulness Programs Transform an Oakland Public High School Video: Mindfulness In Schools — BBC World News Video: About Modern Mindfulness for Schools Video: Mindfulness: Learning to Stop the Stress (NBC Washington News) Video: Mindup Program for Children Video: Building better brains Video: Children talking about the benefits of mindfulness Video: Mindful Schools, Compassionate Schools Video: ABC news report on mindfulness in local School Students Begin And End Each Day With Meditation (VIDEO) Article: Why Teaching Mindfulness Benefits Students» Learning Article: The education of character: Carefully Considering Craisins Article: Mindfulness Programs In Schools Reduce Symptoms Of Depression Among Adolescents: Study Video: Mindful Schools In - Class Instruction Video: iBme Mindfulness Programs Transform an Oakland Public High School Video: Mindfulness In Schools — BBC World News Video: About Modern Mindfulness for Schools Video: Mindfulness: Learning to Stop the Stress (NBC Washington News) Video: Mindup Program for Children Video: Building better brains Video: Children talking about the benefits of mindfulness Video: Mindful Schools, Compassionate Schools Video: ABC news report on mindfulness in local School Video: Mindfulness In Schools — BBC World News Video: About Modern Mindfulness for Schools Video: Mindfulness: Learning to Stop the Stress (NBC Washington News) Video: Mindup Program for Children Video: Building better brains Video: Children talking about the benefits of mindfulness Video: Mindful Schools, Compassionate Schools Video: ABC news report on mindfulness in local schoolschool

What we may not be aware is that Rhode Island adolescents rank 5 th in the nation in self - reported marijuana use with nearly one quarter of high school students report using marijuana (YRBS 2015 data).

This report describes the results of an effectiveness study of interpersonalpsychotherapy for depressed adolescents (IPT - A) in school - based health clinics.The goal was to assess the feasibility, acceptability, and efficacy of deliveringIPT - A under prevailing resource constraints of urban public school — basedclinics.

Approximately 1 in 5 female high school students report being physically and / or sexually abused by a dating partner.4 A study of college students revealed that nearly half of them had been the victim of emotional, sexual, and / or physical violence by a partner.5 Females 16 to 24 years of age are more vulnerable to IPV than any other age group.3 Given the complexities and unique dynamics in the teenaged population, further discussion of IPV in adolescent relationships is beyond the scope of this report.

Brief report: Self - blame and PTSD symptoms in adolescents exposed to terrorism: Is school connectedness a mediator?.

The NCS - A is a survey of 10 148 adolescents (13 - 17 years of age at the time of selection, although some respondents turned 18 years before their interview) in the continental United States completed in conjunction with the National Comorbidity Survey Replication.20 The design and field procedures of this study are reported in detail elsewhere.12 - 15 The NCS - A used a dual - frame sample composed of (1) a household subsample of adolescents (n = 904) selected from the National Comorbidity Survey Replication households and (2) a school subsample of adolescents (n = 9244) selected from schools (day and residential schools of all types, with probabilities proportional to size) in the same nationally representative counties as those in the National Comorbidity Survey Replication.

It is difficult to compare our findings with studies of general population youth because rates vary widely, depending on the sample, the method, the source of data (participant or collaterals), and whether functional impairment was required for diagnosis.50 Despite these differences, our overall rates are substantially higher than the median rate reported in a major review article (15 %) 50 and other more recent investigations: the Great Smoky Mountains Study (20.3 %), 56 the Virginia Twin Study of Adolescent Behavioral Development (142 cases per 1000 persons), 57 the Methods for the Epidemiology of Child and Adolescent Mental Disorders (6.1 %), 32 and the Miami — Dade County Public School Study (38 %).58 We are especially concerned about the high rates of depression and dysthymia among detained youth (17.2 % of males, 26.3 % of females), which are also higher than general population rates.51,56 - 61 Depressive disorders are difficult to detect (and treat) in the chaos of the corrections milieu.

Angry, Risk - Taking Adolescents Lack Verbal and Physical Intimacy Experiences In a study on risk - taking (Gonzalez et al., 1994), a questionnaire comprised of several self - report scales, including two standardized scales and several others we had developed (Field & Yando, 1991), was administered to 440 adolescents (attending a public school) to assess differences between high and low danger risk - takers on relationship and personalityAdolescents Lack Verbal and Physical Intimacy Experiences In a study on risk - taking (Gonzalez et al., 1994), a questionnaire comprised of several self - report scales, including two standardized scales and several others we had developed (Field & Yando, 1991), was administered to 440 adolescents (attending a public school) to assess differences between high and low danger risk - takers on relationship and personalityadolescents (attending a public school) to assess differences between high and low danger risk - takers on relationship and personality variables.

Participants Data from the Nord - Trøndelag Health Study 1995 — 1997 (HUNT) gave information on anxiety and depression symptoms as self - reported by 7497 school - attending adolescents (Hopkins Symptoms Checklist — SCL - 5 score) and their parents (Hospital Anxiety and Depression Scale score).

Researchers have reported low self - esteem as a risk factor in the development of eating disorders in female school children and adolescents (Fisher et al., 1994; Smolak et al., 1996; Shisslak et al., 1998), as did prospective studies (Vohs et al., 2001).

Children at Risk in the Child Welfare System: Collaborations to Promote School Readiness: Final Report (PDF - 1188 KB) Catherine E. Cutler Institute for Child and Family Policy & Oldham Innovative Research (2009) Provides an analysis of data from the National Survey of Child and Adolescent Well - being as well as a case study in Colorado involving interviews with key stakeholders and statewide surveys of caseworkers and foster parents to examine how collaborations between the child welfare, early intervention / preschool special education and early care and education services meet the developmental needs of children ages 0 to 5 who are involved in the child welfare system.

AAI, Adult Attachment Interview; AFFEX, System for Identifying Affect Expression by Holistic Judgement; AIM, Affect Intensity Measure; AMBIANCE, Atypical Maternal Behaviour Instrument for Assessment and Classification; ASCT, Attachment Story Completion Task; BAI, Beck Anxiety Inventory; BDI, Beck Depression Inventory; BEST, Borderline Evaluation of Severity over Time; BPD, borderline personality disorder; BPVS - II, British Picture Vocabulary Scale II; CASQ, Children's Attributional Style Questionnaire; CBCL, Child Behaviour Checklist; CDAS - R, Children's Dysfunctional Attitudes Scale - Revised; CDEQ, Children's Depressive Experiences Questionnaire; CDIB, Child Diagnostic Interview for Borderlines; CGAS, Child Global Assessment Schedule; CRSQ, Children's Response Style Questionnaire; CTQ, Childhood Trauma Questionnaire; CTQ, Childhood Trauma Questionnaire; DASS, Depression, Anxiety, Stress Scales; DERS, Difficulties in Emotion Regulation Scale; DIB - R, Revised Diagnostic Interview for Borderlines; DSM, Diagnostic and Statistical Manual of Mental Disorders; EA, Emotional Availability Scales; ECRS, Experiences in Close Relationships Scale; EMBU, Swedish acronym for Own Memories Concerning Upbringing; EPDS, Edinburgh Postnatal Depression Scale; FES, Family Environment Scale; FSS, Family Satisfaction Scale; FTRI, Family Trauma and Resilience Interview; IBQ - R, Infant Behaviour Questionnaire, Revised; IPPA, Inventory of Parent and Peer Attachment; K - SADS, Kiddie Schedule for Affective Disorders and Schizophrenia for School - Age Children; KSADS - E, Kiddie Schedule for Affective Disorders and Schizophrenia - Episodic Version; MMD, major depressive disorder; PACOTIS, Parental Cognitions and Conduct Toward the Infant Scale; PPQ, Perceived Parenting Quality Questionnaire; PD, personality disorder; PPVT - III, Peabody Picture Vocabulary Test, Third Edition; PSI - SF, Parenting Stress Index Short Form; RSSC, Reassurance - Seeking Scale for Children; SCID - II, Structured Clinical Interview for DSM - IV; SCL -90-R, Symptom Checklist 90 Revised; SCQ, Social Communication Questionnaire; SEQ, Children's Self - Esteem Questionnaire; SIDP - IV, Structured Interview for DSM - IV Personality; SPPA, Self - Perception Profile for Adolescents; SSAGA, Semi-Structured Assessment for the Genetics of Alcoholism; TCI, Temperament and Character Inventory; YCS, Youth Chronic Stress Interview; YSR, Youth Self - Report.

Assessments conducted at earlier phases are specified in previous articles.7, 8 At the 15 - year follow - up assessment, adolescents completed interviews that measured whether they had been adjudicated a person in need of supervision (PINS) resulting from incorrigible behavior such as recurrent truancy or destroying parents» property; their frequency of running away from home; and the number of times they had been stopped by the police, arrested, convicted of a crime or of probation violations, and sent to youth correctional facilities.14 They also reported on their disruptive behavior in school; number of school suspensions; delinquent and aggressive behavior outside school; experience of sexual intercourse; rates of pregnancy; lifetime number of sexual partners; and frequency of using cigarettes, alcohol, and illegal drugs during the 6 - month period prior to the 15 - year interview.15

There were no treatment differences in teachers» reports of the adolescents» acting out in school; short - term or long - term suspensions; the adolescents» initiation of sexual intercourse; or the parents» or children's reports of major delinquent acts, minor antisocial acts, or other behavioral problems.

However, in the general population, adolescents with above normal body mass did not report poorer emotional, school, or social functioning.

Adolescents» behaviour may vary from one context to another, or from one interaction partner to another, and informants» reports may be affected by their own perspectives.13 Because there is no gold standard for psychiatric disorders, and reports from different informants tend to correlate only moderately, using information from multiple informants seems the best strategy to chart mental health.14 Among other things, adherence to this first principle is expressed in the use of child (Youth Self - report; YSR), and parent (Child Behavior Checklist; CBCL) questionnaires on child / adolescent mental health, which are part of the Achenbach System of Empirically Based Assessment (ASEBA), 15,16 and the use of a teacher - report (Teacher Checklist of Psychopathology), which was developed for TRAILS on the basis of the Achenbach Teachers Report Form.17 It is also expressed in the use of peer nominations to assess adolescents» social statusAdolescents» behaviour may vary from one context to another, or from one interaction partner to another, and informants» reports may be affected by their own perspectives.13 Because there is no gold standard for psychiatric disorders, and reports from different informants tend to correlate only moderately, using information from multiple informants seems the best strategy to chart mental health.14 Among other things, adherence to this first principle is expressed in the use of child (Youth Self - report; YSR), and parent (Child Behavior Checklist; CBCL) questionnaires on child / adolescent mental health, which are part of the Achenbach System of Empirically Based Assessment (ASEBA), 15,16 and the use of a teacher - report (Teacher Checklist of Psychopathology), which was developed for TRAILS on the basis of the Achenbach Teachers Report Form.17 It is also expressed in the use of peer nominations to assess adolescents» social status at sreport; YSR), and parent (Child Behavior Checklist; CBCL) questionnaires on child / adolescent mental health, which are part of the Achenbach System of Empirically Based Assessment (ASEBA), 15,16 and the use of a teacher - report (Teacher Checklist of Psychopathology), which was developed for TRAILS on the basis of the Achenbach Teachers Report Form.17 It is also expressed in the use of peer nominations to assess adolescents» social status at sreport (Teacher Checklist of Psychopathology), which was developed for TRAILS on the basis of the Achenbach Teachers Report Form.17 It is also expressed in the use of peer nominations to assess adolescents» social status at sReport Form.17 It is also expressed in the use of peer nominations to assess adolescents» social statusadolescents» social status at school.

Despite this associative evidence, to the authors» knowledge, existing systematic reviews assessing the effectiveness of school - based substance use interventions have not reported the effectiveness of universal resilience - based interventions on adolescent substance use.4 — 6, 37 Three existing Cochrane reviews have individually examined the efficacy of school - based tobacco, alcohol and illicit drug use programmes.4 — 6 Such reviews have not reported outcomes for universal resilience - based interventions specifically, but have included such interventions in broader categories of intervention type for subgroup analysis.

The concept of resilience and closely related research regarding protective factors provides one avenue for addressing mental well - being that is suggested to have an impact on adolescent substance use.8 — 17 Resilience has been variably defined as the process of, capacity for, or outcome of successful adaptation in the context of risk or adversity.9, 10, 12, 13, 18 Despite this variability, it is generally agreed that a range of individual and environmental protective factors are thought to: contribute to an individual's resilience; be critical for positive youth development and protect adolescents from engaging in risk behaviours, such as substance use.19 — 22 Individual or internal resilience factors refer to the personal skills and traits of young people (including self - esteem, empathy and self - awareness).23 Environmental or external resilience factors refer to the positive influences within a young person's social environment (including connectedness to family, school and community).23 Various studies have separately reported such factors to be negatively associated with adolescent use of different types of substances, 12, 16, 24 — 36 for example, higher self - esteem16, 29, 32, 35 is associated with lower likelihood of tobacco and alcohol use.

We also regressed the English and mathematics teachers» averaged reports of the adolescents» acting out in school on the adolescents» self - reports of their acting out in school separately for the nurse - visited and comparison group children and found no treatment differences in the slopes of these regressions.

The analyses also included age, race / ethnicity (three binary variables for Black, Hispanic and other ethnicity, coded with Whites as the reference group), gender, household income and parental education, media - viewing habits — hours watching television on a school day and how often the participant viewed movies together with his / her parents — and receptivity to alcohol marketing (based on whether or not the adolescent owned alcohol - branded merchandise at waves 2 — 4).31 Family predictors included perceived inhome availability of alcohol, subject - reported parental alcohol use (assessed at the 16 M survey and assumed to be invariant) and perceptions of authoritative parenting (α = 0.80).32 Other covariates included school performance, extracurricular participation, number of friends who used alcohol, weekly spending money, sensation seeking (4 - wave Cronbach's α range = 0.57 — 0.62) 33 and rebelliousness (0.71 — 0.76).34 All survey items are listed in table S1.

When asked about their adolescent children, parents in the programs under study reported worse school performance, a higher rate of grade repetition, and more use of special educational services than did control group parents.

• How well informed is the parent of the adolescent's school attendance, standardized and special testing, and history of report cards?

Steinberg, in a review of authoritative parenting studies, reports that adolescents from homes where authoritative parenting is the norm achieve more in school, report less depression and anxiety, and tend to score higher on measures of self - reliance and self - esteem.

Measures used included the Schedule of Affective Disorders and Schizophrenia for School - Age Children (K - SADS), the Child PTSD Symptom Scale — Interview (CPSS - I), the Child PTSD Symptom Scale — Self - Report (CPSS - SR), the Children's Depression Inventory (CDI), The Children's Global Assessment Scale (CGAS), and the Expectancy of Therapeutic Outcome for Adolescents (ETO - A).

The program will increase the school community's mental health awareness and literacy, which serves as a prevention tool for the community regarding adolescent depression; offer two - level screening to students in one middle school and two high school grades, including universal, self - report screening for all students, followed by in - depth interviews with students who screen as high risk; and communicate with Holliston parents / guardians about youth depression and resources, provide more significant follow - up (both immediate and long - term) with parents / guardians of high - risk teens, and provide all school families with access to the Interface Referral Network.