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1. Middle Eastern Adolescents' Perpetration of School Violence against Peers and Teachers: A Cross-Cultural and Ecological Analysis (EJ819295)
Author(s):
Khoury-Kassabri, Mona; Astor, Ron Avi; Benbenishty, Rami
Source:
Journal of Interpersonal Violence, v24 n1 p159-182 2009
Pub Date:
2009-00-00
Pub Type(s):
Journal Articles; Reports - Evaluative
Peer-Reviewed:
Yes
Descriptors: Class Size; Jews; Intervention; Violence; Foreign Countries; Incidence; Arabs; Educational Environment; Institutional Characteristics; Context Effect; Teacher Student Relationship; Peer Relationship; Socioeconomic Status
Abstract: The current study presents the prevalence of students' reports of perpetration of violence toward peers and teachers among 16,604 7th- through 11th-grade Jewish and Arab students in Israel and examines the individual and school contextual factors that explain students' violence. The study explores how students' reports of violence are influenced by individual factors (gender, age, perception of school climate and intervention) and school contextual factors (cultural affiliation, SES of students' families, school and class size, school climate, intervention). Almost one third of all students reported at least one form of perpetration toward peers, and one in five reported perpetration against teachers. Compared to the school climate characteristics, school organizational factors, and cultural affiliation, students' SES has the highest contribution to explained variance in reports of violence toward others. The discussion highlights the need to allocate more resources to schools in low-SES contexts to protect low-SES students from school violence. (Contains 8 tables and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. What Do Students Gain from a Week at Science Camp? Youth Perceptions and the Design of an Immersive, Research-Oriented Astronomy Camp (EJ821717)
Fields, Deborah Anne
International Journal of Science Education, v31 n2 p151-171 Jan 2009
2009-01-00
Journal Articles; Reports - Research
Descriptors: Student Attitudes; Astronomy; Personal Autonomy; High School Students; Secondary School Science; Day Camp Programs; Summer Programs; Attitude Measures; Interviews; Teacher Attitudes; Peer Relationship; Teacher Student Relationship; Science Process Skills; Scientific Research
Abstract: This study explored American high school students' perceptions of the benefits of a summer astronomy camp, emphasizing a full cycle of the research process and how the organization of the camp contributed to those perceptions. Semi-structured interviews with students and staff were used to elicit the specific benefits that campers perceived from their experiences and examine them in relation to the stated goals and strategies of camp staff. Among the perceived benefits that students described were peer relationships, personal autonomy, positive relationships with staff, and deepened science knowledge. These perceived benefits appear to influence the kinds of identities students constructed for themselves in relation to science. Gee's concept of "affinity space" is used to consider how features of the camp's design, especially those that promoted student autonomy, contributed to students' positive perceptions, and to draw implications for the design of informal science learning experiences that can link youth with larger communities of scientists. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Discriminating between Children with ADHD and Classmates Using Peer Variables (EJ822484)
Mrug, Sylvie; Hoza, Betsy; Gerdes, Alyson C.; Hinshaw, Stephen; Arnold, L. Eugene; Hechtman, Lily; Pelham, William E.
Journal of Attention Disorders, v12 n4 p372-380 2009
Descriptors: Attention Deficit Hyperactivity Disorder; Antisocial Behavior; Friendship; Comparative Analysis; Peer Relationship; Rejection (Psychology); Student Characteristics; Negative Attitudes
Abstract: Objective: Impaired peer relationships have long been recognized as one of the major functional problems of children with ADHD, but no specific guidelines on clinical levels of impairment in this domain exist. Method: This study used Receiver Operating Characteristics methodology to determine what aspects of peer functioning best discriminate between children with ADHD and their classmates. Optimal cutoffs indicative of clinical levels of impairment associated with ADHD diagnosis were determined for all variables. The participants were 165 children with AD/HD who were part of the Multimodal Treatment Study of Children With ADHD and their 1,298 classmates. Results: Variables that best discriminated between children with ADHD and their classmates included peer rejection and negative imbalance between given and received liking ratings (i.e., children with ADHD liked others more than they were liked). Conclusion: Peer rejection and negative imbalance show most promise for identifying clinically significant levels of peer relationship impairment in children with ADHD. (Contains 1 table and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Qualities of Symbolic Play among Children with Autism: A Social-Developmental Perspective (EJ822616)
Hobson, R. Peter; Lee, Anthony; Hobson, Jessica A.
Journal of Autism and Developmental Disorders, v39 n1 p12-22 Jan 2009
Descriptors: Play; Autism; Children; Interpersonal Competence; Peer Relationship; Social Behavior; Comparative Analysis; Imagination; Creativity
Abstract: We hypothesized that the qualities of play shown by children with autism reflect their impoverished experience of identifying with other people's attitudes and moving among person-anchored perspectives. On this basis, we predicted their play should manifest a relative lack of the social-developmental hallmarks that typify creative symbolic functioning. We videotaped the spontaneous and modelled symbolic play of matched groups of children with and without autism. The two groups were similar in the mechanics of play, for example in making one thing stand for another and using materials flexibly. By contrast, and as predicted, children with autism were rated as showing less playful pretend involving self-conscious awareness of pretending, investment in the symbolic meanings given to play materials, creativity, and fun. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Preventing Truancy and Dropout among Urban Middle School Youth: Understanding Community-Based Action from the Student's Perspective (EJ822811)
Rodriguez, Louie F.; Conchas, Gilberto Q.
Education and Urban Society, v41 n2 p216-247 2009
Descriptors: Grounded Theory; African American Children; Intervention; Truancy; Dropout Rate; Academic Failure; Social Networks; Urban Youth; Dropout Prevention; Community Programs; Hispanic Americans; Early Adolescents; Interviews; Observation; Social Development; Academic Achievement; Student Participation; Peer Relationship; Educational Environment; Advocacy; Accountability; School Role
Abstract: This case study explores how a community-based truancy prevention program mediates against absenteeism, truancy, and dropping out and positively transforms the lives of Black and Latina/Latino middle school youth. Findings suggest that community-school partnerships are critical in the quest to combat truancy and the alarming dropout rate among urban youth. This study also shows how committed individuals can work to engage and empower low-income urban youth who are disengaged from school. Extensive interviews and observations with Latina/Latino and Black youth demonstrate how the intervention program mediates against social and academic failure. Using grounded theory, this article explores four student-identified dimensions that impact his/her (re)engagement with school: (a) the importance of space that promotes peer relations, (b) incentive structures within programs, (c) the need for social networks, and (d) youth advocacy as a mechanism for institutional accountability. Implications for combating truancy, reducing dropout, and promoting student engagement are discussed. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Social Information-Processing Patterns of Maltreated Children in Two Social Domains (EJ823112)
Keil, Vivien; Price, Joseph M.
Journal of Applied Developmental Psychology, v30 n1 p43-52 Jan-Feb 2009
Descriptors: Child Neglect; Peer Relationship; Social Adjustment; Peer Groups; Cognitive Processes; Social Behavior; Child Abuse; Elementary School Students; Factor Analysis; Problem Solving; Aggression; Interpersonal Competence; Comparative Analysis
Abstract: This study examined relations among social information-processing (SIP) variables in the domains of peer provocation and peer group entry. Using Crick and Dodge's [Crick, N. R., & Dodge, K. A. (1994). "A review and reformulation of social information-processing mechanisms in children's social adjustment." "Psychological Bulletin," 115, 74-101] model, SIP variables were examined within and across domain to determine whether processing patterns varied with type of social situation. The ethnically varied sample included 188 (49% male) maltreated children (M age = 6.5 years) who had either been neglected or neglected and physically-abused in early elementary school. Factor analyses indicated that the variables representing attribution and evaluation steps of processing were domain-specific, whereas encoding, problem-solving, and enactment were not. In the provocation domain, children who had experienced physical abuse in addition to neglect displayed more hostile attributions and aggressive responses, and fewer competent responses relative to neglected children and nonmaltreated comparison children. In peer group entry, the children in the neglect-only group displayed more processing deficits, generating more aggressive responses than the comparison children. (Contains 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Effects of a Social Skills Intervention Administered in Mixed Diagnostic Groups for Children with Peer Relationship Problems (EJ823233)
Lefler, Elizabeth K.; Hartung, Cynthia M.; Scambler, Douglas J.; Page, Melanie C.; Sullivan, Maureen A.; Armendariz, Monica L.; Isenberg, Jill C.; Warner, Christina M.
NHSA Dialog: A Research-to-Practice Journal for the Early Intervention Field, v12 n1 p18-32 Jan 2009
Descriptors: Intervention; Peer Relationship; Interpersonal Competence; Skill Development; Friendship; Children; Symptoms (Individual Disorders); Program Effectiveness; Attention Deficit Hyperactivity Disorder; Problem Solving; Parent Education; Mothers; Fathers; Aggression; Anxiety; Psychological Patterns; Pretests Posttests; Behavior Change
Abstract: Research on social skills interventions has been mixed. This study evaluates a group-administered, manualized social skills intervention program. Twenty-three boys and 9 girls between the ages of 7 and 13 participated. Participants were included in the groups based on peer relationship difficulties rather than diagnostic status, resulting in a diagnostically heterogeneous sample. As a group, children who were symptomatic at pretest made statistically significant and, in some cases, clinically significant improvements on socially relevant constructs. The results provide modest support for this intervention. Implications for future research, clinical work, and younger children are discussed. (Contains 4 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Student Success Courses in the Community College: An Exploratory Study of Student Perspectives (EJ823183)
O'Gara, Lauren; Mechur Karp, Melinda; Hughes, Katherine L.
Community College Review, v36 n3 p195-218 2009
Descriptors: Community Colleges; Study Skills; Academic Achievement; Urban Areas; Interviews; Student Attitudes; Instructional Effectiveness; Educational Benefits; Peer Relationship; Teacher Student Relationship; College Faculty
Abstract: This study examines student success courses in two urban community colleges. Through analysis of student interview data, we find that such courses are an essential resource for students, in large part because the various benefits reinforce one another and magnify their influence. These benefits include learning about the college, classes, and study skills. In addition, students build important relationships with professors and peers. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Extension of a Social Skills Intervention Program for School-Age Children to the Head Start Population (EJ823234)
Lefler, Elizabeth K.; Hartung, Cynthia M.; Scambler, Douglas J.
NHSA Dialog: A Research-to-Practice Journal for the Early Intervention Field, v12 n1 p51-59 Jan 2009
Journal Articles; Reports - Descriptive
Descriptors: Age Differences; Disadvantaged Youth; Peer Relationship; Interpersonal Competence; Problem Solving; Conflict Resolution; Psychological Patterns; Children; Intervention; Interpersonal Communication; Self Control
Abstract: This article describes a manualized social skills intervention for children with peer relationship problems developed by Milich and colleagues (Milich et al., 1995, 2004). The program includes deficits-based components and problem-solving/anger-management components. This intervention is meant to be delivered in a group format over 8 sessions. It was designed for children ages 7 to 13 years and 2 treatment efficacy studies have been conducted with this age group (Antshel & Remer, 2003; Lefler et al., 2008). The program has also been adapted for use with younger children in a Head Start setting, but treatment outcome research with this age group has not yet been completed. This article addresses 3 issues. First, an introduction to social skills interventions is presented. Second, the Milich et al. social skills program is described. Third, our recommendations for adapting the Milich et al. intervention for younger children is detailed as well as our clinical experience in using the intervention in Head Start. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Comparison of Violence and Abuse in Juvenile Correctional Facilities and Schools (EJ823200)
Davidson-Arad, Bilha; Benbenishty, Rami; Golan, Miriam
Journal of Interpersonal Violence, v24 n2 p259-279 2009
Descriptors: Sexual Harassment; Correctional Institutions; Foreign Countries; Victims of Crime; Institutionalized Persons; Delinquency; Peer Relationship; Violence; Aggression; Incidence; Questionnaires; Junior High School Students; High School Students
Abstract: Peer violence, peer sexual harassment and abuse, and staff abuse experienced by boys and girls in juvenile correctional facilities are compared with those experienced by peers in schools in the community. Responses of 360 youths in 20 gender-separated correctional facilities in Israel to a questionnaire tapping these forms of mistreatment were compared with those of 7,012 students in a representative sample of Israeli junior high and high schools. Victimization was reported more frequently by those in correctional facilities than by those in schools. However, some of the more prevalent forms of violence and abuse were reported with equal frequency in both settings, and some more frequently in schools. Despite being victimized more frequently, those in the correctional facilities tended to view their victimization as a significantly less serious problem than those in the schools and to rate the staff as doing a better job of dealing with the problem. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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