Academic literature on the topic 'Adolescent blind students'

Background: Visual impaired people have difficulty perceiving the nonverbalcues and human conversation. While understanding of a conversation greatly relies and dependon nonverbal cues .this deficiency generate many problems. It affect on their perception ofexternal environment thinking and on their interpersonal skill. Objective: of the present studyis to investigate the effects of congenital blind on interpersonal intelligence and adoptability.Research Design: The research design for the present research was Independent Subjectdesign, Sample and Method: The samples consist of 60 schools going adolescent that is 30students from special education institute (visual impaired) and 30 students from main streamranging from age 11-18 year with the middle socioeconomic class. Period: November 2013 tojune2014. Data source setting different schools of Karachi city. It is hypothesized that there isa significance difference in interpersonal intelligence and adoptability between visual impairedand sighted adolescents. Bar-on emotional quotient inventory youth version (EQ: Yv.200) wasused to assess emotional intelligence and for statistical interpretation of data t-test was used.Conclusion: The finding of the research indicates that there is no significance difference ininterpersonal intelligence as well as in adoptability.

Recipients of training in a model vocational program for deaf-blind youth participated in a summer workshop placement. Three deaf-blind teenage students were placed for four to eight weeks in a community-subsidized work program modeled on the Specialized Training Program. All students generalized assembly and self-help skills in which they had been trained, with peer tutor assistance, prior to placement. Their rates of productivity and supervisor contacts were similar to those of other work program employees. The results demonstrate the potential of individualized programming to meet the vocational needs of the adolescent deaf-blind rubella population in existing work programs for the severely handicapped.

Background: Adolescence is a stage with tremendous pressure and stress. The ones with disability, especially hearing impaired may feel discouraged from exposing themselves to socially challenging situations, thus producing isolation that leads to depression, irritability and feelings of inferiority. Adolescents as such are under constant pressure to perform at every front, the main one being academics. School adjustment is a procedure that brings a person's behaviour in compliance with the norms of the school. It comprises of educational, social and emotional adjustment. Aim: The present study aims to examine the level of school adjustment and aggression among the adolescent with and without hearing impairment. The gender differences were also examined. Methods and Materials: A total of 60 adolescent (girls and boys) aged 14-18 years were selected for the study. Out of which 30 adolescents had hearing impairment and they were selected from school for deaf and blind and a controlled group of 30 adolescents without hearing impairment were selected from a government school in the same area. They were matched on age and gender. A self-constructed interview schedule was used to collect the socio demographic profile of the respondents. Scale on aggression by Mathur G.P. and Bhatnagar Rajkumari and Adjustment Inventory for school students by Sinha and Singh were used. Results: The results showed that there were no significant difference in school adjustment among adolescents with and without hearing impairment and also no significant gender differences were found. Adolescent children with hearing impairment were more aggressive in compared to the same age group adolescents without hearing impairment. Boys were more aggressive as compared to girls in both groups. Conclusion: There is a need to address the issues related to aggression among adolescents with hearing impairment specifically adolescent boys through psychosocial interventions to channelize their energy in a positive direction.
 Keywords: Aggression, school adjustment, adolescents, hearing impairment

<span lang="EN-US">Adolescents’ disruptive behavior has become a global challenge. Even though the family environment has a considerable impact on adolescent disruptive behavior, this area has remained a blind spot in Ethiopian research. Hence, the present study was aimed at examining how family cohesion impacts adolescents’ disruptive behavior using adolescents’ self-regulation as a mediating variable. Data were collected from 304 adolescent students (155 males, 149 females) using ‘the Problem Behavior Frequency Questionnaire’, ‘Family Cohesion Scale’, and ‘The adolescents’ self-regulation inventory’. Correlational analysis, path analysis, and t-test were employed to examine relationships and differences. The statistical analysis yielded that disruptive behavior negatively correlated with family cohesion and self-regulation. However, the path analysis showed insignificant direct and indirect impacts of family cohesion on adolescents’ disruptive behavior. This suggests that though family cohesion is vital in shielding adolescents from engaging in various disruptive behaviors, it may be ineffective if other family environment processes including family communication, control, and conflict resolution skills do not accompany it. Disruptive behavior among adolescents differed significantly by gender, with males more likely to engage in disruptive behavior than females.</span>

Adolescents’ disruptive behavior has become a global challenge. Even though the family environment has a considerable impact on adolescent disruptive behavior, this area has remained a blind spot in Ethiopian research. Hence, the present study was aimed at examining how family cohesion impacts adolescents’ disruptive behavior using adolescents’ self-regulation as a mediating variable. Data were collected from 304 adolescent students (155 males, 149 females) using ‘the Problem Behavior Frequency Questionnaire’, ‘Family Cohesion Scale’, and ‘The adolescents’ self-regulation inventory’. Correlational analysis, path analysis, and t-test were employed to examine relationships and differences. The statistical analysis yielded that disruptive behavior negatively correlated with family cohesion and self-regulation. However, the path analysis showed insignificant direct and indirect impacts of family cohesion on adolescents’ disruptive behavior. This suggests that though family cohesion is vital in shielding adolescents from engaging in various disruptive behaviors, it may be ineffective if other family environment processes including family communication, control, and conflict resolution skills do not accompany it. Disruptive behavior among adolescents differed significantly by gender, with males more likely to engage in disruptive behavior than females.

BAKGRUND: Stress och psykosomatiska besvär är ett av de allvarligaste folkhälsoproblemen i Sverige. Psykisk ohälsa omfattar cirka 20% av sjukdomsbördan i Sverige. Även ungdomar uppvisar ökad grad av stress och psykosomatiska besvär. SYFTE: Syftet med studien var att undersöka förekomsten av självupplevd stress och psykosomatiska besvär hos gymnasieelever på en svensk gymnasieskola. MATERIAL OCH METOD: En enkät delades ut på skolan. 970 elever besvarade enkäten (75%). Enkäten innehöll 16 frågor rörande självupplevd stress och psykosomatiska besvär. Bakgrundsvariabler var kön, årskurs och program. RESULTAT: Majoriteten av eleverna känner sig ofta glada, att de klarar det de vill och har en positiv framtidstro, men en hög andel av eleverna upplever ofta stress, framför allt skolstress. Psykosomatiska besvär i form av sömnsvårigheter, oro, irritation, och nedstämdhet är vanliga. Det finns en tydlig könsskillnad i resultaten. Flickorna har en högre grad av stress och psykosomatiska besvär och en lägre grad av glädje, bemästring och framtidstro. De flesta eleverna hade en vuxen att prata med och i nio fall av tio var det en förälder. De som inte hade någon sådan vuxen uppvisade dubbelt så hög andel psykosomatiska besvär. SLUTSATSER OCH REKOMMENDATIONER: Studien visade att det finns ett samband mellan stress och psykosomatiska besvär. Det är viktigt att skolan, både lokalt och nationellt, vidtar åtgärder för att minska skolstressen. Samhället bör öka sitt stöd till familjer, så att fler ungdomar kan ha en öppen och förtroendefull relation till sina föräldrar. Det krävs vidare forskning om flickornas höga andel av stress och psykosomatiska besvär, så att trenden med ökade ohälsotal för kvinnor kan brytas.<br>BACKGROUND: Stress and psychosomatic symptoms is one of the major public health problems in Sweden. Psychological disease accounts for 20% of the burden of disease in Sweden. Also young people show an increasing degree of stress and psychosomatic symptoms. OBJECTIVES: The objective of the study was to investigate the prevalence of self-rated stress and psychosomatic symptoms among secondary school students. MATERIAL AND METHODS: A questionnaire was distributed. 970 students filled it out (75%). The questionnaire had 16 questions on self-rated stress and psychosomatic symptoms. The background variables were sex, grade and program. RESULTS: The majority of the students often felt happy, a sense of mastering and had a positive view of their future, but a high proportion of the students felt stress, the level of school related stress was very high. Psychosomatic symptoms such as problems with sleep, feeling anxious, irritable and low was common. There was a clear gender difference. The girls had a higher degree of stress and psychosomatic symptoms and lower degree of happiness, sense of mastering and positive view of their future. A majority of the students had an adult to talk to, which in 90% of the cases was a parent. Those students who didn’t have such an adult had twice as high degree of psychosomatic symptoms. CONCLUSIONS AND RECOMMENDATIONS: The study showed an association between stress and psychosomatic symptoms. It is important that the school, both on local and national level, take measures to decrease the level of school related stress. The society should increase its support to families, so more young people can have an open and trusting relationship to their parents. Further research is needed about the high level of stress and psychosomatic symptoms among girls, so the increasing burden of disease among women can be reversed.<br><p>ISBN 91-7997-133-4</p>

Arbetet har sin bakgrund i att Malmö stad under de senaste åren delar ut datorer till bland annat eleverna i de kommunala gymnasieskolorna. Arbetet har även sin grund i forskningen kring TV- och dataspelsbruk. Arbetet syftar till att undersöka hur Malmös kommunala gymnasieskolor arbetar för att uppmärksamma negativt bruk av TV- och dataspel bland sina elever. Vidare att undersöka hur de kommunala gymnasieskolorna i Malmö arbetar för att stödja de elever som fastnar i ett negativt bruk av TV- och dataspel. Arbetet syftar även till att undersöka hur yrkesverksamma inom kommunala gymnasieskolor, definierar ett negativt bruk av TV- och dataspel. I studien användes en kvalitativa design med semistrukturerade intervjuer. Intervjuer har genomförts med fyra kuratorer som arbetar vid olika kommunala gymnasieskolor i Malmö. Resultatet i detta arbete har analyserats utifrån teorin kring socialkonstruktivism och diskuterats med tidigare forskning inom ämnesområdet TV- och dataspelsbruk. Arbetet visar bland annat att de kommunala gymnasieskolorna inte har något specifikt arbete kring frågan om negativt TV- och dataspelsbruk, utan utgår från ett generellt förhållningssätt för att uppmärksamma negativa förändringar bland sina elever. Vidare erbjuder skolorna stöd i form av samtalskontakt till de elever som har ett negativt bruk av TV- och dataspel. Resultatet visar även att de intervjuade definierar ett negativt bruk av TV- och dataspel utifrån de eventuella konsekvenser som drabbar individen av dennes spelande.<br>This work has its origin in that the city of Malmö in recent years, have been handing out computers to e.g. students in the municipal high schools. The work also has its basis in research on TV- and computer game use. This work aims to investigate how Malmo's municipal high schools work to pay attention to negative use of TV- and computer games among their students. Furthermore, to investigate how the local high schools in Malmö work to support those students who get stuck in a negative use of TV- and computer games. The work also aims to examine how professionals in the municipal high schools, defines a negative use of the TV- and computer games. The study used a qualitative design with semi-structured interviews . Interviews were conducted with four counselors working at various municipal high schools in Malmö. The results of this work have been analyzed based on the theory of social constructivism and discussed with previous research in the subject area TV and computer game use. The work shows that the municipal high schools do not have any specific work on the issue of negative TV and computer games use, but is based on a general attitude to notice negative changes among their students. Further schools offers support in the form of dialog-contact with those students who have a negative use of the TV- and computer games. The result also shows that the respondents define a negative use of TV and computer games based on the possible consequences faced by the individual of his or her gambling.

Syftet med denna uppsats är att förklara hur kamratgrupperingar och sociala hierarkier utgör en väsentlig del av samt leder till mobbning bland skolungdomar. Detta har genomförts med kvalitativ meta-analys av forskningsartiklar, som har tolkats utifrån sociologiska teorier om stigmatisering och miniatyrsamhälleliga gruppers maktförhållanden. Resultatet har framställts genom en grounded theory ansats och analyserats utifrån meta-analytisk metod samt diskursanalytisk ontologi. Resultatet och analysen indikerar att kamratgrupperingar och hierarkier utgör skeden av komplexa händelseförlopp, från skolklassers sammansättningar fram till att mobbning utbryter. Konklusionerna av detta är att det behövs vidare fördjupningar av olika orsakssamband i framtida forskning. Sambanden behöver även uppmärksammas för att motverka hierarkiska skiljelinjer mellan kamratgrupper när man förebygger och avstyr mobbning.<br>The purpose of this essay is to explain how peer groups and social hierarchies are an essential part of, and generate bullying among school adolescents. This has been conducted through qualitative meta-analysis of research articles, which have been interpreted through sociological theories on stigmatization and power relationships between minor social groups. The results are presented through a grounded theory approach and analyzed by meta-analytic methods and discourse analytic ontology. The analysis indicates that peer groups and social hierarchies are stages of complex social processes, between the formations of school classes up until bullying breaks out. The essay concludes that further research of each causal relationship is needed in future research. The causalities also need to be considered when preventing social hierarchies and intervening in school bullying situations.

This is THE book for secondary librarians–it is a concise, strategic guide to supporting and enhancing reading comprehension and vocabulary instruction from the school media center. Research-Based Reading Strategies in the Library for Adolescent Learnersis a one-stop resource for librarians who face the difficult task of trying to offer appropriate reading instruction, need guidance on how to devote more time to reading instruction, need researched-based reading activities to meet modern standards, and are interested in collaborating with classroom teachers to meet the content demands of the curriculum. Designed to assist school librarians and classroom teachers as they collaborate to help students improve reading comprehension and vocabulary skills, this book presents nine research-based, best-practice reading strategies for middle and high school use. These approaches blend the strategies with critical information literacy skills, helping teachers address the Information Literacy Standards for Student Learning, the Standards for the English Language Arts, and the Standards for the 21st-Century Learner. For each strategy, the book presents nuts-and-bolts information, connection to the standards, current research findings, assessment tools, and more.