Prevention and School Transitions PDF Download

Author: Taylor & Francis Group
Publisher:
ISBN: 9781138979314
Category :
Languages : en
Pages :

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Author: Leonard Jason
Publisher: Psychology Press
ISBN: 9781560245766
Category : Education
Languages : en
Pages : 226

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Book Description
For the first time in one volume, the top researchers and theorists in the field of school transitions describe their most recent theoretical and practical work. This broad overview of theory and interventions for children and adolescents undergoing school transitions is an invaluable guide for scientists and practitioners looking for ways to help children cope with both routine and unexpected changes. Prevention and School Transitions helps professionals design prevention programs that ease transitions for children and adolescents transferring from middle school to high school, moving to schools in new towns, switching to schools with better academic programs, or transferring to alternative schools. Students who go through transitions face an increased risk for academic difficulties and emotional and social problems caused by changes in curriculum and new standards of acceptance by peer groups and teachers. Prevention and School Transitions provides parents, school personnel, mental health professionals, and educational and psychological researchers with new ways of thinking about preventive interventions for children confronted with the challenges of succeeding in new school settings. Some of the innovative programs and theories presented include: a prevention program that restructured a high school and resulted in reduced dropout rates, improved school performance, and better attendance a dropout prevention program that extended homeroom teachers'involvement beyond academics, reorganized the school environment to minimize class changes, and established a communication system between parents and teachers a study of the effects of transition to an alternative school on grade point averages, attendance rates, and matriculation a mentoring program that assists post partum mothers in transition back to high school a study of the risk factors and resources used during transition to life after high school These insightful chapters help psychologists, school counselors, concerned parents, and mental health workers better understand the complicated sets of relationships between different components of school systems and appreciate how schools create and use new resources. Readers will also see how school and family environments shape students'adaptation and assess the changing demands for children's adaptive capacities over time.

Author: United States. Office of Educational Research and Improvement
Publisher:
ISBN:
Category :
Languages : en
Pages :

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Author: BethAnn Berliner
Publisher:
ISBN:
Category :
Languages : en
Pages : 30

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Author: Moshe Israelashvili
Publisher: Springer Nature
ISBN: 3031267001
Category : Medical
Languages : en
Pages : 447

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This book provides a comprehensive and updated review of the concepts, models, and interventions related to the process of adjustment to life course transitions. In times of transition, an individual is exposed to experiences that require them to assume new roles and exhibit updated behaviors. Regardless of the characteristics of these transitions, exposure to normative trajectories imposes on the person an intensive engagement in a process of (re-)adjustment. Sometimes this demand is beyond the scope of one's ability, motivation, or comprehension. Hence, some people might ineffectively perceive and/or react to the change and end up feeling unable to handle the change and inclined to escape the situation. A preventive intervention that either reduces the impact of possible risk factors or fosters possible protective factors would support the people in managing the transition. While the importance of prevention of maladjustment is repeatedly mentioned in the literature, this is the first-known book on how to prevent maladjustment. It examines how the sense of transition emerges, what adjustment means, the models that elaborate on how people manage in times of transition, what the antecedents of maladjustment are, and especially how maladjustment could be prevented. Out of these discussions, a new model, The Transitional Stress and Adjustment (TSA) Model, is suggested as a grand framework for paving a way forward to better prevent people's maladjustment to life course transitions. Prevention of Maladjustment to Life Course Transitions is a much-needed cornerstone in the future development within the prevention science framework. This book has interdisciplinary appeal for researchers, practitioners, and graduate students in psychology, sociology, public health, social work, criminology, medicine, health sciences, public policy, economics, and education who consider prevention an important vehicle of intervention to promote health and wellbeing. Its focus on the topic of adjustment also would be of special interest to those who explore child and youth development.

Author: Jeanne B. Repetto
Publisher:
ISBN:
Category : Dropouts
Languages : en
Pages : 56

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Author: Sarah M. Mele
Publisher:
ISBN:
Category :
Languages : en
Pages :

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ABSTRACT: In early childhood classrooms, transitions are often targeted as times of the day during which teachers encounter problems with deficiencies in child engagement, as well as frequent occurrences of challenging behavior. Studies to date on improving child behavior during in-class transitions have focused on providing supports for individual children, as well as on reducing transition duration. The present study evaluated the effects of systematic transition strategies, as applied to three Head Start preschool classrooms during targeted in-class transitions. Strategies encompassed an accumulation of antecedent and consequent manipulations and were selected on the basis of environmental fit with individual classroom environments. Participants included three Head Start preschool teachers and their respective students, all three to five years of age. The dependent measures examined in the study included mean percent classroom engagement and percent occurrence of challenging behavior, measured across all phases of the study (i.e., baseline, coaching and independent implementation). Results, evaluated in a multiple baseline probe across classrooms, indicated that with implementation of systematic transition strategies, mean percentages of classroom engagement within intervention phases (i.e., coaching and independent implementation) were higher and relatively more stable than those observed in baseline, within and across all three participating classrooms. Furthermore, mean percent occurrences of challenging behavior were lower and relatively more stable within phases of intervention (i.e., coaching and independent implementation) than those observed in baseline, within and across all three participating classrooms. Data on the accuracy with which teachers implemented selected strategies (i.e., treatment integrity) were also documented and presented in the context of results obtained. Implications for future research are discussed, in light of the limitations and findings of the current investigation.

Author: Jennifer S. Miller
Publisher: Fair Winds Press
ISBN: 1631597752
Category : Family & Relationships
Languages : en
Pages : 192

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Confident Parents, Confident Kids lays out an approach for helping parents—and the kids they love—hone their emotional intelligence so that they can make wise choices, connect and communicate well with others (even when patience is thin), and become socially conscious and confident human beings. How do we raise a happy, confident kid? And how can we be confident that our parenting is preparing our child for success? Our confidence develops from understanding and having a mastery over our emotions (aka emotional intelligence)—and helping our children do the same. Like learning to play a musical instrument, we can fine-tune our ability to skillfully react to those crazy, wonderful, big feelings that naturally arise from our child’s constant growth and changes, moving from chaos to harmony. We want our children to trust that they can conquer any challenge with hard work and persistence; that they can love boundlessly; that they will find their unique sense of purpose; and they will act wisely in a complex world. This book shows you how. With author and educator Jennifer Miller as your supportive guide, you'll learn: the lies we’ve been told about emotions, how they shape our choices, and how we can reshape our parenting decisions in better alignment with our deepest values. how to identify the temperaments your child was born with so you can support those tendencies rather than fight them. how to align your biggest hopes and dreams for your kids with specific skills that can be practiced, along with new research to support those powerful connections. about each age and stage your child goes through and the range of learning opportunities available. how to identify and manage those big emotions (that only the parenting process can bring out in us!) and how to model emotional intelligence for your children. how to deal with the emotions and influences of your choir—the many outside individuals and communities who directly impact your child’s life, including school, the digital world, extended family, neighbors, and friends. Raising confident, centered, happy kids—while feeling the same way about yourself—is possible with Confident Parents, Confident Kids.

Author: Jennifer Symonds
Publisher: Routledge
ISBN: 1317500830
Category : Education
Languages : en
Pages : 249

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School transition is a life changing event for children - they are rarely faced with such a powerful set of personal and social changes. These underpin the immediate and longer term wellbeing of children, peer groups, teachers and schools. Understanding School Transition provides a most comprehensive, international review of this important area, complete with practical advice on what practitioners can do to support children’s wellbeing, motivation and achievement. Offering an accessible introduction to children’s psychology at transition, Understanding School Transition explores transition as a status passage, what we really mean by wellbeing, and the ways in which children adapt to new environments. Key chapters focus on: Understanding stress and anxiety Children’s hopes, fears and myths at transition Parents’ and teachers’ influence and role Children’s relationships with peers as they change schools Children’s personal and collective identities Motivation, engagement and achievement Supporting the most vulnerable children Crucially, it advises how you can help children through implementing transition interventions and evaluating their success in your own school. Illustrated by case studies of experiences in real schools, Understanding School Transition will be essential reading for all training and practising teachers, as well as transition and subject specialists, who want to better understand and influence what happens to children at this critical stage.

Author: Angela Ramagnano
Publisher:
ISBN:
Category : Identity (Psychology) in adolescence
Languages : en
Pages : 414

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Book Description
Prevention work in the area of school transitions has been a growing area of interest in recent years. Studies focussing on the move from primary school to secondary school have found that students' responses to, and management of, this transition are mixed. Some research findings suggest that primary school students moving on to secondary school experience high levels of vulnerability. Prevention programs targeting students in transition have focussed mainly on enhancing social skills and self-esteem. Although there have been many programs that have been implemented in Australian schools, very few have been evaluated. The present study aimed to evaluate the Transition to Year 7 Program developed by the researcher for final year primary school students. The program attempted to gear participants with skills and knowledge that would assist them with their move from primary school to secondary school. A secondary aim of the study was to identify which factors were important in predicting successful transition: high self esteem, low anxiety, high social skills, positive expectations of the transition were hypothesized to do so. One hundred and sixty-five children participated in the study. Findings suggested that participants in the intervention group (n = 63) reported higher levels of self esteem and lower levels of anxiety post-intervention as compared with control group (n = 102) participants. Twelve month follow-up (ll months after entering Year 7) found these differences were maintained and intervention participants also reported feeling more settled in their new secondary schools. In the non-intervention group, greater difficulty with transition was predicted by lower social skills and more worrying at the end of Grade 6. Higher positive expectations of the transition predicted being settled at follow-up. The present study's findings lend further support to the importance of preventative work in schools.