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Role of parents, Teachers, and Community in Adolescents` issues
... Mostly, distinct parenting style seems to be practiced by parents in the same house, mothers have been exhibiting more permissive and authoritative parenting as compared to fathers who are perceived to be more imperious (Winsler, Madigan, & Aquilino, 2005). Kauser and Pinquart (2016) in their study in Pakistan acknowledged gender differences in parents parenting styles as per perception of adolescent and also links between apparent parenting styles and delinquent.it was also addressed by another study that parenting styles and anti-social behavior of adolescents are interlinked (Kiran et al. (2019) Adolescence is a transitional period of physical and psycho-social growth which may influence their cognitive, moral & sexual development and make them susceptible to a sense of security respectively (Laursen & Collins, 2009;Panahi, 2015). The phase of adolescence is difficult for parents and children as well in which many other factors may influence an adolescent's social behavior, during the adolescence period of kids parents need to understand the importance of good quality parenting (Panahi, 2015). ...
... Kauser and Pinquart (2016) in their study in Pakistan acknowledged gender differences in parents parenting styles as per perception of adolescent and also links between apparent parenting styles and delinquent.it was also addressed by another study that parenting styles and anti-social behavior of adolescents are interlinked (Kiran et al. (2019) Adolescence is a transitional period of physical and psycho-social growth which may influence their cognitive, moral & sexual development and make them susceptible to a sense of security respectively (Laursen & Collins, 2009;Panahi, 2015). The phase of adolescence is difficult for parents and children as well in which many other factors may influence an adolescent's social behavior, during the adolescence period of kids parents need to understand the importance of good quality parenting (Panahi, 2015). Youngsters are more concerned about the development of their self-concept and personality characteristics, therefore parent and child relationship is a basic feature for the advancement of youth (Alan & Lee, 2016). ...
The present study is designed to identify adolescents' perceptions of their parents' parenting styles concerning their societal conduct and self-esteem. Quantitative research method was used to explore the distinctive effects of gendered differences in parenting styles and relationships among demographic factors, self-esteem, and social/anti-social behaviors. About 300 adolescent students i.e. 150 males & 150 females, 13-20 years of age were selected with convenient sampling techniques from different institutions. Data was collected through structured questionnaires based on Likert scales. For statistical data analysis SPSS (20) was used by applying the t-test, Pearson Correlation, and One-way Anova. The results revealed that female parents are more adaptable toward parenting styles including; authoritative, permissive, and authoritarian styles according to circumstances. There were found slight gender differences in antisocial behavior and self-esteem among adolescents. Gender differences were not found in regards to socio-demographic factors except age, adolescents with different age groups showed different social behaviors regardless of their family income and background.
... Identity formation is related to growth and development (Panahi, 2015). The development in adolescence is more complicated as it consists of three changes. ...
... This need for a school role is to create a positive school climate and learning environment since the background of students is different; ethnicity, social class, and intelligence. The teacher helps adolescents to develop positive selfimages by accepting them unconditionally, conveying their interest in, and sympathetic attentiveness (Panahi, 2015). It will encourage the students to have a good performance at school and reduce aggressiveness. ...
This research aimed to show how the social contexts influencing the main character of The Bluest Eye, Pecols’s identity development, and the stage of her identity development with the help of Erikson and Marcia’s theories. The research used qualitative research through the literary psychology approach. The data collection had been taken from the novel entitled The Bluest Eye by Toni Morrison, selected and sorted to find out how many among them were supporting the research. The steps were data analysis and data validity. The results show that social contexts greatly affected Pecola’s life, and therefore her identity cannot be developed.; racism, thus, has an influence on all aspects of the black people. Pecola undergoes multiple oppression and abuse as a result of racism, which leads to her self-loathe. She, thus, believes that having blue eyes is the only hope to escape from the suffering she undergoes. It is a warning of identity confusion since she wants to change her identity and becomes white. It pushes her to insanity. Racism and abuse ruin a person’s life by creating hatred and damaged to a person’s soul, and segregate society into groups. It results in the division of groups through the use of terms such as ‘them’ and ‘us’, implying that they are not equal.
... To select addiction-risk factors affecting adolescents' Internet and smartphone addictions, we reviewed literature examining the factors influencing adolescents' normative development with respect to their psychological, family, and school environment perspectives. According to existing literature, the pathways to adolescents' problematic behaviours, such as problematic Internet use (PIU), can be explained with psychosocial, individual, and social protective and risk factors (Jessor 1987;Caplan 2002;Panahi 2016). The risk of problematic behaviour increases exponentially when such factors coexist with psychological vulnerability or instability, family dysfunction, and negative peer associations (Jessor 1987;Caplan 2002;Anderson, Steen, and Stavropoulos 2017;Karacic and Oreskovic 2017). ...
... Family environment also plays an important role in influencing and preventing adolescents' Internet and smartphone addictions. During the developmental phase of adolescence, the ways in which parents communicate and maintain relationships with their children are important because parents are influential agents for adolescents who are dealing with confusion about identity and trouble in social relationships (Panahi 2016;Bozoglan 2018). Previous Internet addiction studies have reported that family factors, such as parent-child relationship, family function, family conflict, and family communication, are highly predictive for adolescents' Internet addiction (Young 1999;Yen et al. 2007;Park, Kim, and Cho 2008;Liu et al. 2012). ...
We investigated the similarities and differences among four addiction groups in Korean adolescents: Non-Addiction (NONE), Smartphone Addiction (SA), Internet Addiction (IA), and Internet-Smartphone Addiction (BOTH). For the dependent variables, we examined 12 addiction-risk factors related to psychology, family, and school environment that can influence the adolescents’ normative developmental path. To collect data, we conducted an addiction-risk factor comparison survey with 768 Korean adolescents in their first year of junior high school. Depending on the addiction groups, a multivariate analysis of variance or Tukey HSD post-hoc test was used to analyze statistical differences among the 12 addiction-risk factors. Our analysis yielded two key findings on how Internet addiction and smartphone addiction differ in terms of addiction-risk factors: (a) there were more similarities between the SA and NONE groups than between the IA and NONE groups, and (b) there were more similarities between the IA and BOTH groups than between the SA and BOTH groups.
... Community participation in schools does not actively contribute to decision-making processes. This implies that while teachers appreciate community and parental contributions, there is significant room for improvement in strengthening these partnerships to foster more dynamic and effective collaboration between schools and their communities (Panahi, 2015). The average intensity index of 3.77 showed that principals had a favourable perception of a curriculum that is interesting to students, subject continuity in the curriculum, basing the curriculum objectives on societal needs, understanding the curriculum aims and objectives, and student participation in co-curricular activities. ...
Educational practices are imperative to any educational system. This study delves deeply into the complex landscape of Burundi's post-fundamental schools. The purpose of this study is to assess the opinions of educators and principals regarding curriculum, pedagogy, assessment procedures, school infrastructure, human resources, and community engagement in Burundi's post-fundamental schools. The study employed a random sampling technique and a descriptive survey design. The study sample consisted of 345 teachers and 37 school principals. The study used perception scales to gather data, which were analysed using percentages and frequencies through SPSS. The intensity index and its average were also calculated to demonstrate the strength of the corresponding statements. The findings indicated that teachers encouraged students to participate actively in co-curricular activities. They also revealed that teachers lacked ICT in their teaching activities, and the school infrastructure was found inadequate. However, they consented to change the teaching strategies based on the student's assessment results even though they insisted on the insufficiency of their salaries.
... In addition, parents may feel hesitant to entrust their children to strangers, which may make them drop out of counseling sessions. Here, the schools are expected to act as a monitor of a child's behavior and contribute to modifying their attitude (Panahi 2015). Public expenditure should be directed toward developing mental health programs in schools that would contribute to mitigating mental health problems and integrating children into physical and social activities. ...
COVID-19 has reshaped our lives since March 2020, and it is expected to affect us for decades to come. Children are the least vulnerable to the virus but are not immune to its other effects. This paper attempts to explore the socioeconomic impact of COVID-19 on children based in Egypt. This study employed a desk-based study of academic sources, research institutions, reports, and online data published by international institutions. The paper shows the impact of COVID-19 on children through education, social skills, and physical and mental health. This analysis represents one of the few attempts to examine the costs paid by children during the pandemic and their economic implications. Sustainable development starts and ends with safe, healthy, and well-educated children.
... Similar studies show that enhancing resilience skills can help young people recover from difficult circumstances and prevent the onset of mental health issues (Stepleman et al., 2009;Rudwan & Alhashimia, 2018). Schools, families, and communities all play an important role in helping adolescents overcome adversity (Nourian et al., 2016;Panahi, 2015). ...
Well-being is an amorphous amalgamation of positive health, socioemotional competencies, and ethical sensibilities. The well-being of a child is influenced by social settings (family, peers, and community) as well as the supportive relationships experienced in educational settings. Therefore, the present study examines the social and emotional well-being (SEW) of adolescents from disadvantaged backgrounds. This study is quantitative in nature and employs a cross-sectional survey design. A self-administered SEW tool was used to assess the student's wellbeing. The findings of the study reveal that more than 45% of the adolescents had low or emerging wellbeing scores in all five dimensions measured. The study results emphasise the need for SEW interventions among adolescents from disadvantaged backgrounds. Responses from adolescents also suggest an urgent need to empower teachers and educate parents on the importance of non-academic skills in education, who can serve as social and emotional role models over time, empowering students to overcome adversity and thrive.
... Peran orang tua akan mengalami berbagai perubahan sesuai dengan tahapan perkembangan anak. Pada awalnya peran orang tua berfokus pada kebutuhan fisik dan afektif Gežová (2015), melakukan sosialisasi nilai, aturan, rutinitas, dan perilaku yang sesuai dengan lingkungan sosial (Brooks, 2013) sedangkan memasuki masa remaja orang tua dituntut untuk dapat mengakomodasi transisi yang dialami anak dengan memberikan dukungan, kesempatan, otonomi, dan kontrol (Panahi, 2015). Beberapa penelitian sebelumnya telah menjelaskan dampak dari terlaksananya peran pengasuhan terhadap berbagai aspek kehidupan anak, seperti pada prestasi akademik dan kompetensi sosial (Nokali et al., 2010), perilaku menyimpang dan bermasalah (Sarwar, 2016), kesehatan mental anak (Achtergarde et al., 2015), serta kepribadian dan perkembangan moral (Hazra & Mittal, 2018). ...
Juveniles are also involved in behaviors that violate the law, such as in cases of sexual violence. This study aims to describe the experiences of mothers whose children are perpetrators of sexual violence. The study used a qualitative phenomenological method. Five mothers of a sexual offender charged by the juvenile court participated in this study. They were interviewed about their parenting experiences using in-depth interviews. The data were analyzed using interpretative phenomenological analysis (IPA). Thirteen subordinate themes were found and grouped into three superordinate themes, including (1) feeling like a mother, (2) role of mothers, (3) maternal sense of competence. The mothers of juvenile sexual offenders perceived that they had failed as parents and that parenting competence was lacking. They considered peer influence and uninvolved partners in parenting practice as the source of difficulties in managing their child’s problematic behavior.
... Arias explains that video games have positive effects, on cognitive aspects, but also potentially negative acts of hostility, addiction, parenting patterns, and teacher behavior [11]. The role of teachers and parents is needed to direct children and accompany children [12]. Understanding the two types of games is needed. ...
The purpose of this study is to describe the advantages of traditional games compared to digital games in adolescent personality development. The method used is descriptive qualitative. The source of research data is the game activities of teenagers, both playing traditional games and digital ones and the various libraries about games. The results of the study show that traditional games are superior to digital games, especially the formation of adolescent characters as individuals and community members. Traditional games further develop the potential and health of adolescents comprehensively, whereas the digital games hone skills more cognitive and more affective than those ones. The results of this study are needed to provide understanding to the parents, the teachers, and the government in providing students learning facilities and regulation.
کرونا، ویروسی بود که در اسفند ماه 1398 وارد ایران شد. به دلیل مرگ و میری که تا قبل از ورود کرونا ویروس به ایران در جهان اتفاق افتاده بود، مسئولین ایران تصمیم به تعطیلی سراسری در کشور گرفتند و مدارس و بخش آموزش نیز از این قاعده مستثنی نبود زیرا جان مردم و سلامتی آن ها در اولویت هر کاری است. اوایل شروع تعطیلی ها انتظار می رفت که مدارس برای چند هفته تعطیل شود اما کسی انتظار نداشت که مدارس برای تقریبا دو سال تعطیل شود. با انتقال آموزش از حالت حضوری و چهره به چهره به بستر رسانه های مختلف، عصر جدیدی در آموزش ایران رقم خورد. با تمام مزیت هایی که آموزش مجازی برای دانش آموزان داشت اما حال با گذشت دو سال از این واقعه شاهد بیماری به نام اعتیاد در دانش آموزان هستیم. اعتیادی که نه به مصرف مواد مخدر بلکه نوعی از اعتیاد به نام اعتیاد رفتاری است. با این حال مسئله اعتیاد که در عصر کنونی از آن به عنوان یک بیماری یاد می شود مانند هر بیماری دیگری به درمان و روش های درمانی برای به سلامت رسیدن فرد مبتلا نیاز دارد. با باز شدن مدارس در سال تحصیلی 1401-1402 شاهد دانش آموزانی با ابتلا به اعتیاد اینترنت و اعتیاد به تلفن هوشمند هستیم. اما حال که آموزش در بستر اینترنت به کمترین میزان و بعضا به طور کامل به صورت حضوری شده است، لازم است که این اعتیاد مانند هر بیماری دیگری درمان شود و از آسیب های آن که دامن گیر دانش آموزان، مدارس و خانواده های خواهد شد جلوگیری به عمل آید. اعتیاد چه به صورت رفتاری و چه به صورت اعتیاد به مصرف مواد اعتیادآور برای سلامت جامعه و دیگر بخش های آن مضر بوده و اگر راهی برای حل این بیماری در نظر گرفته نشود، شاهد به خطر افتادن نسل جوان این مملکت خواهیم بود و تبعات آن می تواند حتی بیش از ویروس کرونا به سلامت جامعه آسیب برساند. در این مقاله سعی ما بر این است که شناخت پایه ای از این بیماری به خانواده ها و کادر مدرسه بدهیم تا در صورت مشاهده آن در میان فرزندان و یا دانش آموزان شان، هرچه زود تر اقدام به درمان آن بکنند همچنین شناخت این نوع از اعتیاد می تواند جهت پیشگیری افراد نسبت به ابتلا به آن نیز میسر باشد، امید است تا جامعه ای عاری از مشکل داشته باشیم و این جامعه جز با آگاهی عمومی از مشکلات پیش رو میسر نخواهد بود.
The mother’s role is essential in an adolescent’s development due to the challenges of life and exposure to the outside world, which affect and constantly change the mother’s role. This study intends to explore the experiences of the mother’s roles in the mother-child relationship among adolescents with unwanted pregnancies. A phenomenological approach was employed to obtain the essence of the experiences. A total of 10 participants comprising of five pregnant adolescents and their mothers were interviewed to understand the role played by the adolescents’ mothers during the pregnancy. A diary was distributed among the adolescents to allow them to externalise and express the experiences that they had with their mothers while being pregnant. This study used thematic analysis because it is flexible in interpreting the data and allows to approach large data sets more easily by sorting them into broad themes. Five themes emerged as follows: (a) supervising and monitoring, (b) rules and regulations, (c) showing affection, (d) educating adolescents, and (e) giving encouragement and support. This study provided insights on the mothers’ struggles in raising their adolescents which were highlighted from two perspectives: adolescents and mothers. The findings revealed the challenges faced by the mothers with various types of family structure.
The purpose of the present study fills that gap, using a quantitative research method. The sampleconsists of 487 students from three General Junior High Schools (Gymnasium) and three General High Schools(Lyceum), as well as one Vocational High School (EPAL). The results show clearly that students desire to havecounseling support at their school and also need their teachers to have guidance and counseling skills, to listen toand understand their problems, to support them with what troubles them, to encourage them and contribute to thedevelopment of their personality
In Greece, little empirical research has been done to investigate Junior High School students' perceptions on the teacher's role in a guidance and counseling framework, and no recent research at all for High School students respectively. The purpose of the present study fills that gap, using a quantitative research method. The sample consists of 487 students from three General Junior High Schools (Gymnasium) and three General High Schools (Lyceum), as well as one Vocational High School (EPAL). The results show clearly that students desire to have counseling support at their school and also need their teachers to have guidance and counseling skills, to listen to and understand their problems, to support them with what troubles them, to encourage them and contribute to the development of their personality.
On the basis of a new model of motivation, we examined the effects of 3 dimensions of teacher (n = 14) behavior (involvement, structure, and autonomy support) on 144 children's (Grades 3-5) behavioral and emotional engagement across a school year. Correlational and path analyses revealed that teacher involvement was central to children's experiences in the classroom and that teacher provision of both autonomy support and optimal structure predicted children's motivation across the school year. Reciprocal effects of student motivation on teacher behavior were also found. Students who showed higher initial behavioral engagement received subsequently more of all 3 teacher behaviors. These findings suggest that students who are behaviorally disengaged receive teacher responses that should further undermine their motivation. The importance of the student-teacher relationship, especially interpersonal involvement, in optimizing student motivation is highlighted.
Many attempts at bringing successful educational programs and products "to scale" as part of school reform, particularly in urban districts, have been disappointing. Based on the experiences of the Collaborative for Academic, Social, and Emotional Learning (CASEL) and reviews of literature addressing implementation failures, observations about failures to "scale up" are presented. These include persistent structural features in educational settings that are too often unrecognized, the perpetuation of a narrow and decontextualized "programs and packages" perspective, poor management of time and other resources, and inadequate attention to characteristics of the adults who must carry out planned reforms. Several assumptions essential for success are identified, including the need to incorporate social and emotional learning as an integral part of academics and the ways in which diversity provides an ever-changing context for implementation. Concluding thoughts center around three points: the need to prepare professionals with the array of skills needed to lead efforts at scaling up school reform, the importance of an action-research perspective, and the need to better document the stories of educational innovation and scaling up efforts so that contextual details can enrich an understanding of what is required for success.
This study examines the relationship between the quality of school, family, and community partnership programs and student performance on state-mandated achievement tests. Data from 82 elementary schools, located in a large urban area, were collected to explore the relationship between family and community involvement and students' achievement test performance. Analyses show that, controlling for school characteristics, the degree to which schools were working to overcome challenges to family and community involvement predicted higher percentages of students scoring at or above satisfactory on state achievement tests. The findings suggest that schools' efforts to involve families and the community in students' learning may be a useful approach to help students achieve in school, especially for students in early elementary grades. Also, the findings illustrate the importance for schools located in large urban areas to address obstacles to family and community involvement to realize the benefits associated with family and community involvement.
This study explores the preparation of future teachers and administrators to conduct school, family, and community partnerships. Based on a sample of 161 schools, colleges, and departments of education (SCDE) in the United States, the survey examined not only the courses and content presently offered to prospective educators, but also leaders' perspectives and projections for the future. The results extend previous studies by identifying structural, organizational, and attitudinal factors associated with differences in SCDEs' coverage of partnership topics, preparedness of graduates to conduct family and community involvement activities, and prospects for change. Specifically, SCDE leaders' beliefs that partnership skills were important, required by accreditation organizations, and preferred by school districts hiring new teachers and administrators were significantly associated with more content covered on partnerships, better preparation of graduates, and future plans to require courses on partnerships for undergraduate and graduate students. SCDE leaders pointed to factors that may limit program change including faculty attitudes, university procedures, and state restrictions on additions to graduation requirements. The data suggest that SCDE leaders must be active change agents and team builders to guide their institutions to prepare future educators to conduct effective family and community involvement programs and practices.
Current concern with improving student academic progress within American education underscores the need to understand those manipulable influences that can affect academic learning. Parental involvement is considered an important influence on academic progress. Time spent on homework and in leisure TV viewing has an important effect on academic learning. Such time is potentially manipulable through parental effort. Using the massive High School and Beyond data set, the present study examines the direct effects of perceived parental involvement on grades. It also examines the indirect effect of such involvement on grades through TV time and time spent on homework. Parental involvement has an important direct, positive effect on grades. Additionally, parental involvement also leads to increased time spent on homework, which in turn has a positive effect on grades. The effect of parental involvement on grades through TV time appears negligible. In the current push for means to improve student academic progress, the potential effect of parental involvement in students’ academic and social lives should be considered.
In 1996, the National Network of Partnership Schools began working with 202 schools to build comprehensive programs of school, family, and community partnerships. During the spring of 1997, all school members joining before December 1996 were asked to complete an end-of-year survey called UPDATE. On the basis of an analysis of 1997 UPDATE data, the author reported key findings about the programs and progress of those schools. Findings underscore the importance of 5 ingredients for successful partnership program development: (a) an active and supportive Action Team for School, Family, and Community Partnerships, (b) appropriate funding, (c) time, (d) guidance, and (e) leadership. How the National Network can better guide districts, states, and schools in creating the programs of partnership that bring families, schools, and communities together for students' academic, social, and personal growth and development is discussed.
In this chapter we focus on theory and research regarding maternal and dual-earner employment and parenting, including an overview of historical and central issues; major theories, themes, and perspectives; early and contemporary research defining 3 distinct phases; practical implications of the research; and future directions. Consideration is given to parental involvement, parenting processes by which maternal and dual-earner employment impinge on children's development; longitudinal research; employed parents' attitudes toward parenting and employment; child developmental and cultural concerns; family adaptations; and changes in conceptions of adults' gender-based roles and responsibilities. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The connections between body image disturbance and psychological functioning have been well established in samples of older adolescent girls and young women. Little is known, however, about body image in younger children. In particular, little is known about possible gender differences in preadolescent children. The current study explored self-reported body image disturbance and psychological functioning in relation to peer and parental influences in 141 elementary school-aged girls and boys aged 8-11. Results suggest that girls are more concerned about dieting and are more preoccupied with their weight than are boys. Girls also reported a greater drive for thinness and a higher level of family history of eating concerns than did boys. Correlations suggested that girls' experiences of body image concerns (body dissatisfaction, bulimia, and drive for thinness) were related to a number of factors (such as family history of eating concerns, peer influences, teasing, depression, and global self-worth) whereas boys' experiences of body image concerns were related to fewer factors. On the basis of these findings, the assessment and treatment of body image concerns in preadolescent children (especially girls) are of great importance. Implications for intervention and prevention programs are discussed.
Parents around the world grapple with the common challenge of balancing work and child care. Despite common problems, the industrialized nations have developed dramatically different social and labor market policies-policies that vary widely in the level of support they provide for parents and the extent to which they encourage an equal division of labor between parents as they balance work and care. In Families That Work, Janet Gornick and Marcia Meyers take a close look at the work-family policies in the United States and abroad and call for a new and expanded role for the U.S. government in order to bring this country up to the standards taken for granted in many other Western nations. In many countries in Europe and in Canada, family leave policies grant parents paid time off to care for their young children, and labor market regulations go a long way toward ensuring that work does not overwhelm family obligations. In addition, early childhood education and care programs guarantee access to high-quality care for their children. In most of these countries, policies encourage gender equality by strengthening mother's ties to employment and encouraging fathers to spend more time caregiving at home. In sharp contrast, Gornick and Meyers show how in the United States-an economy with high labor force participation among both fathers and mothers-parents are left to craft private solutions to the society-wide dilemma of "who will care for the children?" Parents-overwhelmingly mothers-must loosen their ties to the workplace to care for their children; workers are forced to negotiate with their employers, often unsuccessfully, for family leave and reduced work schedules; and parents must purchase care of dubious quality, at high prices, from consumer markets. By leaving child care solutions up to hard-pressed working parents, these private solutions exact a high price in terms of gender inequality in the workplace and at home, family stress and economic insecurity, and-not least-child well-being. Gornick and Meyers show that it is possible-based on the experiences of other countries-to enhance child well-being and to increase gender equality by promoting more extensive and egalitarian family leave, work-time, and child care policies. Families That Work demonstrates convincingly that the United States has much to learn from policies in Europe and in Canada, and that the often-repeated claim that the United States is simply "too different" to draw lessons from other countries is based largely on misperceptions about policies in other countries and about the possibility of policy expansion in the United States.
The purposes of this 9-year, prospective longitudinal study were (a) to investigate hypothesized reciprocal growth in negative emotions between parents and adolescents and (b) to examine the influence of this reciprocal process on the development of social relationships during early adulthood. The results showed that both parents' and adolescents' initial levels of negative emotion toward each other predicted the rate of growth and rate of change in growth of expressed negative affect. In addition, the analyses indicated that an adolescent's enmeshment in reciprocal negativity in the family of origin carried over into early adult social relationships. The findings demonstrate the reciprocal nature of negative affect in interactions between parents and adolescents and suggest that family experience with this interactional style may have an adverse influence on the development of early adult social relationships.
Because little is known about the predictors of binge eating (a risk factor for obesity), a set of putative risk factors for binge eating was investigated in a longitudinal study of adolescent girls. Results verified that binge eating predicted obesity onset. Elevated dieting, pressure to be thin, modeling of eating disturbances, appearance overvaluation, body dissatisfaction, depressive symptoms, emotional eating, body mass, and low self-esteem and social support predicted binge eating onset with 92% accuracy. Classification tree analysis revealed an interaction between appearance overvaluation, body mass, dieting, and depressive symptoms, suggesting qualitatively different pathways to binge eating and identifying subgroups at extreme risk for this outcome. Results support the assertion that these psychosocial and biological factors increase risk for binge eating.
This review provides an evaluation of the correlates and/or risk factors associated with disordered eating and the pursuit of muscularity among adolescent boys. One of the main conclusions is that similar factors and processes are associated with both behavioral problems. Several factors found to be consistently associated with disordered eating among boys are also similar to those found with girls. These include body mass index, negative affect, self-esteem, perfectionism, drug use, perceived pressure to lose weight from parents and peers, and participation in sports that focus on leanness. However, as many of the findings have only been verified using cross-sectional designs, prospective studies are now needed.
This longitudinal study of adolescent girls and boys examined the contributions of social (peer appearance context), psychological (internalized appearance ideals and appearance social comparison), and biological (body mass) factors to the development of body dissatisfaction. Students (165 girls and 139 boys) completed questionnaires when they were either in 7th grade or 10th grade and again 1 year later. The results for the boys revealed a singular pathway to body dissatisfaction through internalized commitment to muscularity ideals. The prospective analyses of change in body dissatisfaction among the girls reflected the contributions of appearance conversations with friends, appearance social comparisons, and body mass. There was no evidence of mediation among the boys and limited support for it among the girls.
This study examined whether poorer friendship relations predict weight concerns and dietary restraint in adolescent girls.
Questionnaires were administered to 131 Year 9 and Year 10 girls to assess the relationship between acceptance by friends, perceived social support, friendship intimacy, and perceived impact of thinness on male (PITOF-M) and female (PITOF-F) friendships on the one hand, and body image concern, body dissatisfaction, and restrained eating on the other.
Friendship variables contributed significantly to the prediction of body image concern, body dissatisfaction, and restrained eating. The largest unique contribution to prediction was from the PITOF-M. Poor acceptance by friends significantly predicted the PITOF-M and PITOF-F. Whereas heavier girls were more likely to believe being thinner would improve their friendships, they did not experience poorer friendships.
Results suggest sociocultural risk factors for disordered eating and underline the importance of perceived peer affiliation on girls' body image concern and dieting.
A comprehensive mission for schools is to educate students to be knowledgeable, responsible, socially skilled, healthy, caring, and contributing citizens. This mission is supported by the growing number of school-based prevention and youth development programs. Yet, the current impact of these programs is limited because of insufficient coordination with other components of school operations and inattention to implementation and evaluation factors necessary for strong program impact and sustainability. Widespread implementation of beneficial prevention programming requires further development of research-based, comprehensive school reform models that improve social, health, and academic outcomes; educational policies that demand accountability for fostering children's full development; professional development that prepares and supports educators to implement programs effectively; and systematic monitoring and evaluation to guide school improvement.
Substance abuse, gambling, sexual promiscuity, violence, mental health problems, suicide: all are risky and dangerous consequences of adolescent instability. Through the implementation of psychological research and basic theories, Johnson and Malow-Iroff expertly assess each specific risk behavior as it correlates with demographics, socio-economic statuses, and cultural factors surrounding today's youth. In addition, this book provides resources for handling harmful situations facing adolescents, offering practical and straightforward methods to aid one in negotiating positive paths for those in distress. Parents, educators, and adolescents alike will only benefit from knowing the causes of adolescent risk-taking and the ways of preventing such behavior.
Each chapter is devoted to a specific risk that many adolescents take throughout their teenage years. These include: drug abuse, gambling, sex, violence, and suicide. Johnson and Malow-Iroff discuss the mental health problems that lead to dangerous activities. Each topic explains the causes that lead to these risky behaviors, ways to prevent them, and advice that will be useful to parents and educators in addressing these issues.
Current concern with improving student academic progress within American education underscores the need to understand those manipulable influences that can affect academic learning. Parental involvement is considered an important influence on academic progress. Time spent on homework and in leisure TV viewing has an important effect on academic learning. Such time is potentially manipulable through parental effort. Using the massive High School and Beyond data set, the present study examines the direct effects of perceived parental involvement on grades. It also examines the indirect effect of such involvement on grades through TV time and time spent on homework. Parental involvement has an important direct, positive effect on grades. Additionally, parental involvement also leads to increased time spent on homework, which in turn has a positive effect on grades. The effect of parental involvement on grades through TV time appears negligible. In the current push for means to improve student academic progress, the potential effect of parental involvement in students’ academic and social lives should be considered.
This review provides an evaluation of the correlates and/or risk factors associated with disordered eating and the pursuit of muscularity among adolescent boys. One of the main conclusions is that similar factors and processes are associated with both behavioral problems. Several factors found to be consistently associated with disordered eating among boys are also similar to those found with girls. These include body mass index, negative affect, self-esteem, perfectionism, drug use, perceived pressure to lose weight from parents and peers, and participation in sports that focus on leanness. However, as many of the findings have only been verified using cross-sectional designs, prospective studies are now needed.
The contention that young people commit offences due to inadequate parenting and parental difficulties has been an abiding feature of the debates on juvenile offending. Previously this evidence has been used to design prevention programmes for young offenders who have been processed by the criminal justice system, but this book examines how this evidence can be used to prevent offending in the first place. Examining the relationship between the causes of youth offending and the legal duty of the state to address those causes, this book provides evidence to show that improving the family environment could be the most effective and enduring strategy for combating juvenile delinquency and associated behavioural, social and emotional problems. It examines how current child welfare legislation, in particular the Children Act 1989, could be employed to prevent children who are at risk of engaging in antisocial and delinquent behaviour from offending. It abandons the traditional 'welfare vs. justice' dichotomy and instead outlines a new approach which focuses on the rights and needs of young people in troubled circumstances and their families.
It has been predicted that the number of students who do not complete a high school education will continue to increase. Of particular concern is the disproportionate number of poor and minority students who fail to complete high school. While the vast majority of the literature on school dropouts focuses on individual and family factors, a body of research has recently begun to examine how school factors contribute to the dropout problem. One of the most overlooked school factors is the quality of the relationship between teachers and students, especially at-risk students and the powerful impact of teacher attitudes and beliefs on student success. This article addresses how schools contribute to students' decisions to drop out of school and stresses the importance of selecting interventions aimed to improve the relationships between school personnel and students. Innovative programs designed to enhance strong student-teacher relationships are highlighted.
Early school leaving is one of the most protracted educational problems around the world, but one of the least understood. Central to the issue itself, is the failure by the educational policy community to have ways of adequately 'naming' the problem. The study reported in this paper examines early school leaving from the position of 209 young Australians who had left school or who were at imminent risk of doing so. While acknowledging the considerable complexity of the decision making processes that lie behind this problem, this article provides a tentative theorising that traverses aspects of what we call the 'cultural geography of the high school' as a partial explanation of what is occurring. The question being pursued was how the culture of the school contributed to or interfered with early school leaving.
Objective: The aim of the study was to investigate the interaction between personal and situational variables in the determination of body satisfaction. Method: Participants were asked to imagine themselves in each of four hypothetical scenarios while completing mea- sures of body image. Results: A main effect for situation was found on both global body dissatisfaction and body esteem, whereby participants rated themselves as more dissatisfied in the body-focused situations (Beach, Dressing room) than in the non-body-focused situa- tions (Refectory, Home). In addition, there was a main effect of self-esteem. Of more interest, there were also significant Situation ◊ Body Mass Index (BMI), Situation ◊ Dietary Restraint, and Situation ◊ BMI ◊ Social Comparison interactions. Discussion: This study has demon- strated situational effects, person effects, and Person ◊ Situation interactions within the one framework. As such, it contributes to an increasingly complex and dynamic view of body image. © 2000 by John Wiley & Sons, Inc. Int J Eat Disord 29: 65-70, 2001.
This article reports the results of a 1-year evaluation of the CoZi model, a whole school reform model that combines Edward Zigler’s School of the 21st Century (which includes on-site, daylong, and year-round preschool, after-school care, and family support services) with James Comer’s School Development Program, a school management and collaborative decision-making model. The study used written surveys, in-depth interviews, achievement tests, and classroom observations to study teacher, parent, and preschool outcomes in a CoZi elementary school and a comparison school, both of which served predominately disadvantaged students. The CoZi school had significantly higher school climate and parent involvement throughout the year, but across-school changes and levels of achievement, parent-child interaction, parent social and psychological outcomes, and teacher efficacy were not significantly different.
The American educational system requires parents to manage their child's school career to maximize their child's school achievement. But parents differ in the specific strategies they select to help their children through school. These strategies are one way in which family background influences children's school achievement. We expand the extant model of how parents influence their children's school careers to encompass various pragmatic strategies devised for the crucial transition to high school. We analyze the responses of a small heterogeneous sample of mothers of eighth graders, who are beginning the transition from middle school to high school. The findings of this exploratory study indicate that parents actively manage their child's school career in ways that can have direct consequences for their child's educational achievement. The number and types of schooling strategies suggested by mothers do not vary among mothers, which indicates that there may be standard parental strategies. The implementation of strategies, however, does vary by the socioeconomic status of the mother, even when the child's academic performance is controlled. Mothers who have at least a college education know more about their child's school performance, have more contact with the teachers, and are more likely to take action to manage their child's academic achievement. We also find that mothers with a college education are more likely to choose college-preparatory courses for their child, regardless of their child's academic performance. We discuss how these findings contribute to our understanding of the process by which parents' socioeconomic status influences the child's academic achievement and educational attainment.
purpose of this chapter is to present a theoretical model of self-system processes across the life-span / this model is based on a motivational analysis of self-system functioning that features three fundamental psychological needs: competence, autonomy, and relatedness
after evaluating selected theoretical approaches to the study of self, the defining features of the new model will be presented / an application of the model within the enterprise of school will be discussed, including data from studies of self-system processes in children and adolescents / concludes with a discussion of the model's implications for institutional reform (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Permissiveness is contrasted to authoritarian parental control and both are rejected in favor of authoritative control. The use of power to maintain control is legitimate in childhood but not in adolescence, when it must be replaced by reason. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The purpose of the present study is to assess the contribution of various phonetic and phonological factors to the perception of global foreign accent. Two native Spanish speakers of fluent but heavily accented English recorded English phrases containing sounds or sequences of sounds whose production is characteristically difficult for native speakers of Spanish. Investigated factors included: those affecting syllable structure (initial epenthetic schwa, non-initial epenthetic schwa (-ed ending)); those affecting vowel quality (vowel reduction, tense-laxness); those affecting consonants (final /s/ deletion, manner (/t∫−∫/), fricative voicing (/z-s/), stop voicing); and those affecting stress (lexical stress and phrasal stress). English-speaking listeners rated extent of foreign accent of the Spanish phrases as originally produced and as edited acoustically. Listeners were sensitive to syllable structure factors, final /s/ deletion, consonant manner, and lexical and phrasal stress, but were not sensitive to voicing differences.
Now in its third full school year of implementation, the No Child Left Behind Act (NCLB) has been drawing praise and blame. It has been praised for its goals of increasing all students' learning, requiring disaggregated data to monitor the progress of major subgroups of students, and having high-quality teachers in all schools. It has been criticized for overemphasizing the importance of standardized achievement tests, setting unrealistic time lines for clearly unreachable goals, and underfunding its requirements. Although most attention has been paid to the NCLB's requirements for annual achievement tests and high-quality teachers, the law also includes important requirements for schools, districts, and states to organize programs of parental involvement and to communicate with parents and the public about students' achievement and the quality of schools. In contrast to some other sections of the law, Section 1118--Parental Involvement--has improved over time by drawing from research in the sociology of education, other disciplines, and exemplary practice to specify structures and processes that are needed to develop programs to involve all families in their children's education (Booth and Dunn 1996; Epstein 2001). This section is also in contrast to early legislation, which mandated a few parent representatives on school or district advisory councils but left most parents on their own to figure out how to become involved in their children's education across the grades (Borman et al. 1996). In this essay, I offer my perspectives on the NCLB's requirements for family involvement; provide a few examples from the field; suggest modifications that are needed in the law; and encourage sociologists of education to take new directions in research on school, family, and community partnerships.
The Center for Mental Health Services (1997) estimates that from 9 to 13% of all children aged 9–17 have a serious emotional disturbance that either impairs or substantially interferes with their ability to function effectively at home, school, or within the community. More than 20 years ago, Knitzer (1982) found that two-thirds of children in need did not receive mental health services. Since the publication of that landmark report, concerns about the small number of youth with mental disorders who receive mental health services have not lessened (Leaf, Bogrov, & Webb, 1997; U.S. DePartment of Health and Human Services, 1999). Although recent research suggests that a greater proportion of children in need of mental services now receive them (Costello et aL, 1993; Leaf et al., 1996), few communities can claim that all or even most youth identified as having mental or emotional problems receive effective services
Estudio que desarrolla las bases teórico-prácticos para aplicar la terapia centrada en la persona tanto en el tratamiento de los niños y adolescentes como en el ámbito educativo.
In order to test Maccoby and Martin's revision of Baumrind's conceptual framework, the families of approximately 4,100 14-18-year-olds were classified into 1 of 4 groups (authoritative, authoritarian, indulgent, or neglectful) on the basis of the adolescents' ratings of their parents on 2 dimensions: acceptance/involvement and strictness/supervision. The youngsters were then contrasted along 4 sets of outcomes: psychosocial development, school achievement, internalized distress, and problem behavior. Results indicate that adolescents who characterize their parents as authoritative score highest on measures of psychosocial competence and lowest on measures of psychological and behavioral dysfunction; the reverse is true for adolescents who describe their parents as neglectful. Adolescents whose parents are characterized as authoritarian score reasonably well on measures indexing obedience and conformity to the standards of adults but have relatively poorer self-conceptions than other youngsters. In contrast, adolescents from indulgent homes evidence a strong sense of self-confidence but report a higher frequency of substance abuse and school misconduct and are less engaged in school. The results provide support for Maccoby and Martin's framework and indicate the need to distinguish between two types of "permissive" families: those that are indulgent and those that are neglectful.
This study examined the perceived role of three types of sociocultural agents (peers, parents, and media) in influencing body dissatisfaction and dietary restraint in adolescent girls. Participants were 577 grade 10 girls from six schools who completed questionnaires in class and had height and weight measured. Two path analyses resulted in a similar pattern. While current body size strongly predicted ideal body size and body dissatisfaction, perceived influence of multiple sociocultural agents regarding thinness also had a direct relationship with body ideal and dissatisfaction. Dietary restraint was predicted directly from body dissatisfaction and sociocultural influences. Peers, parents, and media varied in their perceived influence. The findings support the idea that those girls who show the most body dissatisfaction and dietary restraint live in a subculture supporting a thin ideal and encouraging dieting.
Because few prospective studies have examined predictors of body dissatisfaction--an established risk factor for eating disorders--the authors tested whether a set of sociocultural, biological, interpersonal, and affective factors predicted increases in body dissatisfaction using longitudinal data from adolescent girls (N = 496). Elevated adiposity, perceived pressure to be thin, thin-ideal internalization, and social support deficits predicted increases in body dissatisfaction, but early menarche, weight-related teasing, and depression did not. There was evidence of 2 distinct pathways to body dissatisfaction--1 involving pressure to be thin and 1 involving adiposity. Results support the contention that certain sociocultural, biological, and interpersonal factors increase the risk for body dissatisfaction, but suggest that other accepted risk factors are not related to this outcome.
Clea McNeely, Dept. of Population and Family Health Sciences, Johns Hopkins Bloomberg School of Public Health, 615 North Wolfe St., Baltimore, MD 21205-2179; (cmcneely@umn.edu)
Supported by grants #R01 DA08093, #R01DA09679, and #P50DA10075 from the National Institute on Drug Abuse, and grant # R21AA10989-01 from the National Institute on Alcohol Abuse and Alcoholism. This paper was prepared for the Wingspread Conference on School Climate and Connectedness held June, 2003, Racine, Wisc.
Despite evidence that body dissatisfaction predicts the onset of eating pathology and depression, few prospective studies have investigated predictors of body dissatisfaction.
We examined risk factors for body dissatisfaction using prospective data from 531 adolescent boys and girls.
Elevations in body mass, negative affect, and perceived pressure to be thin from peers, but not thin-ideal internalization, social support deficits, or perceived pressure to be thin from family, dating partners, or media, predicted increases in body dissatisfaction. Gender moderated the effect of body mass on body dissatisfaction and revealed a significant quadratic component for boys, but not girls. Gender also moderated negative affect.
Results support the assertion that certain sociocultural, biologic, and interpersonal factors increase the risk for body dissatisfaction, but differ for boys and girls. Results provided little support for other accepted risk factors for body dissatisfaction.
The aim of this study was to examine the association between food prices and food outlet density and changes in the body mass index (BMI) among elementary school children in the USA.
The Early Childhood Longitudinal Study followed a nationally representative sample of kindergarten children over 4 years. We merged individual-level data to (a) metropolitan data on food prices and (b) per capita number of restaurants, grocery stores and convenience stores in the child's home and school zip code. The dependent variables were BMI changes over 1 and 3 years. We analysed mean changes with least-squares regression, and median changes and 85th percentile changes with quantile regression. We controlled for baseline BMI, age, real family income and sociodemographic characteristics.
Lower real prices for vegetables and fruits were found to predict a significantly lower gain in BMI between kindergarten and third grade; half of that effect was found between kindergarten and first grade. Lower meat prices had the opposite effect, although this effect was generally smaller in magnitude and was insignificant for BMI gain over 3 years. Differences across subgroups were not statistically significant due to smaller sample sizes in subgroup analyses, but the estimated effects were meaningfully larger for children in poverty, children already at risk for overweight or overweight in kindergarten, and Asian and Hispanic children. There were no significant effects for dairy or fast-food prices, nor for outlet density, once we had controlled for individual characteristics and random intercepts to adjust standard errors for the sampling design.
The geographic variation in fruit and vegetable prices is large enough to explain a meaningful amount of the differential gain in BMI among elementary school children across metropolitan areas. However, as consumption information was not available, we cannot confirm that this is the actual pathway. We found no effects of food outlet density at the neighbourhood level, possibly because availability is not an issue in metropolitan areas.
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