Academic literature on the topic 'Counseling in elementary education Counseling in middle school education Alcoholism'

Abstract Clean and Healthy Behavior (PHBS) is a set of behaviors that are practiced on the basis of awareness as a learning outcome, which makes a person, family, group and community able to help themselves (independent) in the health sector and play an active role in realizing public health. Clean and healthy life behavior is the second biggest factor after environmental factors that have an impact on the health of individuals, groups or communities. The purpose of this study was to determine the effect of health education on the behavior of washing hands with soap with running water in elementary school children in the 157019 Pinangsori Public Elementary School 12 Middle Tapanuli Regency 2018. This study used a Quasi Experimental research method using one group pretest-posttest design. The sample in this study was elementary school students grade IV at SDN Pinang Sori 12. Sampling used a total sampling technique with a number of respondents as many as 56 people. The results of the study t value of the variable knowledge was -9,151 with a p value of 0,000 <0.05 while the t value for the attitude variable is -15,394 with a p value of 0,000 <0.05 and the calculated value for the action variable is -12,699 p value of 0,000 <0.05 using the paired t-test static test then, it is concluded that there is an influence PHBS counseling about washing hands on knowledge and attitudes and actions about washing hands in elementary school class IV Pinang Sori 12. Keywords: Health Education, Knowledge, Attitudes, Actions

BKKBN provides an ideal age for marriage, namely 20 years for women and 25 years for men. These ways are steps to avoid divorce, domestic violence and early marriage. The reality is that the cases of early marriage still happen. One of them is in the province of Central Java. The purpose of this study is to analyze the description of perpetrators’ early marriage and the factors affecting it. This research uses the quantitative method with cross sectional study design, using IDHS raw data for 2017. The results showed that most perpetrators of early marriage at the age of 45-49 years 276 people (22.9%), first married at the age of 15-19 years 1104 (91.8 %), living in rural areas 723 people (60.1%), low education only graduated from elementary school 503 people (41.8%), covered 764 people (63.5%) with jobs as sales 251 people (32.9%) and wealth index on the index lower middle 333 people (27.7%). The affecting factor early marriage is education level. While the factors of residence, wealth index and employment status do not affect. BKKBN recommendation and the ministry of education coordinate with each other in promoting twelve-year compulsory education, through socialization by Family Planning Counseling or always call as PKB and through popular media so that the whole community gets information about the importance of education so they don't get married early./ device has increased from 49.42% in 2017 to 56.25% in 2019.

The influence of family, school and peers on students' emotional social development is very important as a starting point for the design of school activities that will also improve student development in an integral way. The Star of the Week program was developed with the aim of helping students apply the knowledge, attitudes, and skills needed to socialize and understand and manage emotions. This study uses the Thiagarajan model stages, namely define, design, develop, and disseminate (4D). The results of the validity test from the experts show that this program has workable value with 91.1% material aspects, 90% emotional development aspects and 92% presentation aspects. For the practicality test results through teacher questionnaires obtained scores of 90%, and 88.67% through teacher observations of children who are in the high practical category. The results of the program effectiveness test showed a value of 89.08% on children's social-emotional development, because it showed an increase in values ​​before and after the intervention. The implication of further research is that it is hoped that various kinds of learning methods will develop aspects of child development based on cooperation and peer relationships. Keywords: Early Childhood, Peer Relationships, Star of the Week Program, Social Emotional References Acar, I. H., Hong, S. Y., & Wu, C. R. (2017). Examining the role of teacher presence and scaffolding in preschoolers’ peer interactions. European Early Childhood Education Research Journal, 25(6), 866–884. https://doi.org/10.1080/1350293X.2017.1380884 Acar, I. H., Rudasill, K. M., Molfese, V., Torquati, J., & Prokasky, A. (2015). Temperament and preschool children’s peer interactions. Early Education and Development, 26(4), 479–495. https://doi.org/10.1080/10409289.2015.1000718 Akhir, K., & Wisz, M. S. (2018). 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Early stimulation and emotional intelligence and its incidence in communication learning at the initial level. International Journal of Early Childhood Special Education,12(1), 433–441. https://doi.org/10.9756/INT-JECSE/V12I1.201023 Khoiruddin, M. A. (2018). Perkembangan Anak Ditinjau dari Kemampuan Sosial Emosional. Jurnal Pemikiran Keislaman, 29(2), 425–438. https://doi.org/https://doi.org/10.33367/tribakti.v29i2.624 Kim, J., & Cicchetti, D. (2010). Longitudinal pathways linking child maltreatment, emotion regulation. J Child Psychol Psychiatry, 51(6), 706–716. https://doi.org/10.1111/j.1469-7610.2009.02202.x.Longitudinal Kompri. (2016). Motivasi Pembelajaran Perspektif Guru dan Siswa. PT Remaja Rosdakarya. Krauthamer Ewing, E. S., Herres, J., Dilks, K. E., Rahim, F., & Trentacosta, C. J. (2019). Understanding of Emotions and Empathy: Predictors of Positive Parenting with Preschoolers in Economically Stressed Families. 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Districtwide Initiative to Improve Tier 1 With Evidence-Based Classroom Lessons. Professional School Counseling, 22(1b), 2156759X1983443. https://doi.org/10.1177/2156759x19834438 Moberly, D. A., Waddle, J. L., & Duff, R. E. (2014). Journal of Early Childhood Teacher Education The use of rewards and punishment in early childhood classrooms The use of rewards and punishment in early childhood classrooms. Journal of Early Childhood Teacher Education, 37–41. https://doi.org/10.1080/1090102050250410 Moore, J. E., Cooper, B. R., Domitrovich, C. E., Morgan, N. R., Cleveland, M. J., Shah, H., Jacobson, L., & Greenberg, M. T. (2015). The effects of exposure to an enhanced preschool program on the social-emotional functioning of at-risk children. Early Childhood Research Quarterly, 32, 127–138. https://doi.org/10.1016/j.ecresq.2015.03.004 Morris, A. S., & Williamson, A. C. (2019). Building early social and emotional relationships with infants and toddlers: Integrating research and practice. 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Perkembangan Masa Hidup. Erlangga. Shearer, R. J. B., Domínguez, X., Ell, E. R., Rouse, H. L., & Fantuzzo, J. W. (2010). Relation Between Behavioral Disorders Problems in Classroom Social and Learning Situations and Peer Social Competence in Head Start and kindergarten. Journal of Emotional and Behavioral Disorders, 18(4), 195–210. https://doi.org/https://doi.org/10.1177/1063426609351172 Uslu, F., & Gizir, S. (2017). School belonging of adolescents: The role of teacher–student relationships, peer relationships and family involvement. Kuram ve Uygulamada Egitim Bilimleri, 17(1), 63–82. https://doi.org/10.12738/estp.2017.1.0104 Wang, C., Hatzigianni, M., Shahaeian, A., Murray, E., & Harrison, L. J. (2016). The combined effects of teacher-child and peer relationships on children’s social-emotional adjustment. Journal of School Psychology, 59, 1–11. https://doi.org/10.1016/j.jsp.2016.09.003 Wang, Y., Palonen, T., Hurme, T. R., & Kinos, J. (2019). Do you want to play with me today? Friendship stability among preschool children. European Early Childhood Education Research Journal, 27(2), 170–184. https://doi.org/10.1080/1350293X.2019.1579545 Watanabe, N., Denham, S. A., Jones, N. M., Kobayashi, T., Bassett, H. H., & Ferrier, D. E. (2019). Working Toward Cross-Cultural Adaptation: Preliminary Psychometric Evaluation of the Affect Knowledge Test in Japanese Preschoolers. SAGE Open, 9(2), 2–4. https://doi.org/10.1177/2158244019846688 Westrupp, E. M., Reilly, S., McKean, C., Law, J., Mensah, F., & Nicholson, J. M. (2020). Vocabulary Development and Trajectories of Behavioral and Emotional Difficulties Via Academic Ability and Peer Problems. Child Development, 91(2), e365–e382. https://doi.org/10.1111/cdev.13219 Wilson, L. M., & Corpus, D. A. (2001). The Effects of Reward Systems on Academic Performance. Middle School Journal, 33(1), 56–60. https://doi.org/10.1080/00940771.2001.11495578 Yang, W., Datu, J. A. D., Lin, X., Lau, M. M., & Li, H. (2019). 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Dr. Jill Drake is both Professor in the College of Education and Associate Vice President for Academic Affairs at the University of West Georgia. In the latter role, she currently oversees academic programming and assessment, transfer agreements, and internal curriculum approval processes. Jill has experience teaching face-to-face and online courses at the graduate and undergraduate levels in educational foundations, early childhood, and elementary education. Her research focuses on assessment in K-5 mathematics education, problem posing, and teaching mathematics to diverse populations. Internationally recognized for her research on problem posing, Dr. Drake has published two mathematics activity books for high school and middle school students. Prior to her appointment at the University of West Georgia, Jill was an educator at the early childhood, elementary, and middle school levels. She completed a Bachelor of Science in Elementary Education, a Master of Education in K-12 School Counseling, and a Specialist in Health and Rehabilitative Services at Florida State University. She holds a Doctorate of Education in Curriculum and Supervision from the University of Georgia and completed a postdoctoral program in math education at the University of West Georgia.

My memories are not books. They are only stories that I have been over so many times in my head that I don’t know from one day to the next what’s remembered and what’s made up. Like when you memorize a poem, and for one small unimportant part you supply your own words. The meaning’s the same, the meter’s identical. When you read the actual version you can never get it into your head that it’s right and you’re wrong. What I give you is the day’s edition. Tomorrow it may be different. The Giant’s House: A Romance (8) I am a book lover. Not in the conventional sense. I am a lover who gives books as tokens of my affection. I think my fascination with the exchange of the written word extends back to notes I wrote to my Middle School crushes. Bronwyn Garrity, in her study of the Internet practices of American pre-teen and teenaged girls, asserts, “Adolescence is the societally condoned window in which we may shuffle identities with abandon” (28). This rather utopian description is a stark contrast to the identity fixing that I remember experiencing at the ages of twelve and thirteen, especially in the domestic and corpor(e)al space of those grades between elementary school and high school. Personally, I prefer the term “Middle School” to “Junior High”; it more succinctly describes pre-teen ontology. We were in the middle of everything – in the middle of puberty, principally. The muddle middle of desires we had no language to explain. Desires that some of us – a romantic few – attempted to articulate. We were ridiculed for our efforts; or, at least that is how I remember it. Although I mastered intricate note folding techniques (mimicking origami) from more “experienced” girls and learned abbreviations, codes, nicknames that should have frustrated discovery of the sender’s identification, my purple prose too often found its audience not in the private eyes of my beloveds but in public places – the lunchroom, locker room, playground and bus. It wasn’t so much the humiliation of the revealed secret that I remember; it was the identity to which the notes bound me. I was (and still am) the girl who reveals too much. I came to see my own writing as an inadequate, even clumsy expression of feelings. Undeterred, I thought if I found someone who was a better writer, then my desires would be understood, appreciated, reciprocated. When I entered college, I was prepared. Schooled by another romantic who utilized e.e. cummings’ poetry to seduce me, I became an aficionado of loving by books, poetry, by any words other than my own. Poets, novelists and playwrights became my Cyranos, providing the raw material through which I fashioned love – “She loved the taste of other people’s words in her mouth” (McCracken 13). And like Peggy Cort, the solitary but sensual librarian narrator of Elizabeth McCracken’s A Giant’s House, who loves (through) the words of others, I too believed that “people fall in love based not on good looks or fate but on knowledge. … Knowledge is love” (10). My father is a book lover too. A book lover like me. From my childhood I remember his gifts of books to me and, when I grew old enough to know what to select, my gifts of books back to him. Of course, my mother says we give each other books because it is “easy,” easier than picking out something “more personal.” I wonder if she misreads the depth of our exchanges on purpose, that she deliberately refuses to see that books are the most intimate gifts we give each other because she is not a book lover too. Not in the way we are. An English major in college, she is one of the few people I know who resists reading. She marks what she terms my father’s “antisocial” behavior by criticizing his constant reading. “It’s the way he avoids dealing with people,” she has been known to charge. For my mother, actions and interaction speak whereas the written word is simply fiction. For my father, the written word is interactive, and interaction is a dance he finds too intricate for his clumsy step. It has become a running joke in our family that when we go to the mall it only takes my father five minutes after entering the over-air conditioned, over-stimulating labyrinth to query, “So. Where can I meet you guys and at what time?” He doesn’t bother to tell us anymore that he’s off to prowl the bookstores; we just know that when we meet (hours later) he will be sitting in the food court, cup of coffee in hand, tell-tale plastic shopping bag folded upon his table and a new love in his hand. My father used to gift my mother with books – mostly self-help titles – overtly, to assist her with her Master’s education in counseling and, covertly, to hint at her need to seek help with lifelong depression. For a while I remember these gifts were received with joy. It was a way he could share her studies, and she appreciated his desire to be near her intellectually. After she finished her studies, however, he continued to present her with similar offerings because while the study had been mastered the despair had not. Outside an educational context, she saw these books as coercive hints, pushing her to work on her emotional troubles without talking to her directly. She rebelled. The gifts no longer had what Alphonse Lingis calls the “element of impetuousness, recklessness” in them. She accused him of giving not as “a passionate act” but as a calculated one (Dangerous Emotions 174-5). He was crushed and, to my dismay, stopped the flow of books to both of us, afraid that I too would misunderstand his gestures. Now, in the light of memory, I can understand both his sadness and her anger. I have also been disillusioned by contrived gifts. The teenaged lover who chronicled my heart with cummings’ verse proceeded to give the same gift to another after leaving me. This convenient exchange of love object, while maintaining the same vehicle of desire, made me realize that the words were not specific to me, rather, they were part of a package of romance unfolded and displayed as easily to one consumer as the next. Lingis extols his reader, Gift-giving requires a specific kind of divination of the individual human heart; it is not a matter of just asking someone what he or she wants. For a gift is not a mere gratification of need or want; it involves a grandeur that cannot be measured by itemizing one’s wants; it transfigures the soul of the recipient. (177) I am determined not to be that kind of charlatan. Of course, Lingis also cautions that prowess with giving does not insure proficiency with receiving, “Receiving is as difficult as giving a gift.” I believe it is harder for exactly the reasons he delineates, “deciding to make it in life by oneself, deciding to achieve and to deserve whatever one needs and wants, how many gifts one refuses!” (179). Generosity is something I was schooled in by my father, but only in a way that extended out from self. I trace such proffering back to my Middle School moments of misplaced desire. One way that I soothed myself about a failed gift was by giving even more to the same people who never reciprocated my attentions. The more my generosity continues, the more difficult it becomes to accept gifts given to me. Reciprocity undermines my status as giver and exposes my own needs. To acknowledge those needs would be to acknowledge vulnerability – something a giver does not have because she believes she controls the gift exchange. Her desires are fulfilled not just in the act of giving but in the joy the receiver feels. This desire is risky, subject to failure, not to mention parasitic and fleeting because the giver is only excited again by another exchange, another, and another. Lingis counsels me, “It is the extravagant and passionate heart that can recognize and receive a gift” (175), but as a giver, I convince myself of my passion by insistent repetition, denial of need, and emotional silence. My beloved says it was my generosity that first attracted her to me. I was generous not just with material things but also with my mind, my body and my time. I think she says this to make me feel better about not being able to receive. She allows me to maintain the fiction that my giving is fulfilling. “Sometimes we need people to lie for us,” Peggy Cort reminds me. “That lie was a gift I shouldn’t have accepted: inappropriate, unethical and much too generous. But I did; I took it silently; I nodded” (McCracken 103). I nodded and presented her with … a book. Works Cited Garrity, Bronwyn. “Some Cyberspace of Her Own: Escapes from the Dark, Horrible, Sticking Trail of the Lost Voice.” The Nation. 19 Mar. 2001: 25-30. Lingis, Alphonse. Dangerous Emotions. Berkeley, CA: U of CA Press, 2000. McCracken, Elizabeth. The Giant’s House: A Romance. New York, NY: Bard Books, 1996. Citation reference for this article Substitute your date of access for Dn Month Year etc... MLA Style Odendahl, Jules. "Giving and Loving" M/C: A Journal of Media and Culture 5.6 (2002). Dn Month Year < http://www.media-culture.org.au/0211/givingandloving.php>. APA Style Odendahl, J., (2002, Nov 20). Giving and Loving. M/C: A Journal of Media and Culture, 5,(6). Retrieved Month Dn, Year, from http://www.media-culture.org.au/0211/givingandloving.html

Thesis (Ph.D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on March 19, 2009) Vita. Includes bibliographical references.

Purpose. The purpose of this study was to determine the effectiveness of the Lions-Quest "Skills for Adolescence" (L-QSA) Program on self-esteem enhancement and academic achievement for middle school students. Procedure. A total of 1177 students from two middle schools in a northern California district were involved in the study. A group of 384 students, who had participated in the L-QSA Program in their sixth grade year, were compared with 793 students who had not received L-QSA training. All students were pre- and posttested on the Coopersmith Self-Esteem Inventory (CSEI) and the Comprehensive Test of Basic Skills (CTBS). In addition, a random sample of control and experimental subjects were delay tested on the CSEI. Independent variables included demographic data from school records and student self-report personological information. The five research questions addressed in the study were analyzed by means of a t-test of the Pearson product moment correlation coefficient, an analysis of covariance (ANCOVA), or a two-way analysis of variance (ANOVA). Findings. There was no significant relationship between participation in the L-QSA program and the enhancement of self-esteem and academic achievement for most subjects. Limited English Proficient (LEP) students who participated in the L-QSA Program did show a significant relationship (p $<$.01) by decreased scores in the School-Academic area of self-esteem on the CSEI over time. In the delay testing, eighth grade L-QSA trained students showed a significant relationship (p $<$.05) by increased scores over time in the CSEI School-Academic subtest. Implications for further study. Replications of this study might be made varying length of training offered to students, the specific affective education program used in the training, and a larger portion of students who are participants in a labeled categorical education program such as students in Gifted and Talented Education (GATE), special education programs, and migrant minority students. Other self-esteem measures should also be used in addition to the CSEI to validate levels of self-esteem. Finally, a similar study might include the effects of increased parent participation and school staff in the affective education program.

The purpose of this study was to add to the limited amount of information on the effectiveness of play therapy interventions in a school-based counseling program. The study focused on examining the reasons why clients were referred to counseling, the frequency and duration of their behavior, the clients' academic performance at the beginning and end of treatment, the total number of sessions received, and the type of play therapy that was used to determine how effective play therapy interventions were during treatment.

The transition to middle school is often associated with negative effects on academic achievement, motivation, self-esteem, and psychological well-being. Educators at a Grade 6 through 8 middle school in the northeastern United States observed students struggle with the adjustment to middle school. Research suggests that developmentally responsive schools can significantly reduce the potential negative impact of middle school adjustment. Drawing upon developmental theories from the works of individuals such as Piaget, Erikson, and Maslow, the purpose of this single-case study was to capture the opinions, thoughts, and perceptions of the students transitioning into middle school to better understand how they perceived their developmental needs were supported and where additional support was necessary in order to facilitate a smoother transition to middle school. Three focus group interviews, one for each sixth grade team, were conducted. Additional data were obtained by reviewing anonymous student writing samples completed for the school's transition team. Both data sets were analyzed by applying a typological analysis process. Data analysis indicated students believed the transition programs effectively oriented them to procedural aspects of middle school; however, students expressed the need for additional academic and social-emotional support as their first year of middle school progressed. Findings guided the development of a facilitator's guide for student support groups wherein additional academic and social-emotional assistance can be provided to students in transition. Implications for social change include a proactive program that promotes student achievement and positive social-emotional development.

The American School Counselor Association (ASCA) identifies three main domains that should be included in a developmental and comprehensive school counseling program. These domains include academic development, social/emotional development, and career development. This chapter will provide an overview of the career development needs of PK-12 students. It will also offer several online career guidance system suggestions that school counselors and educators may employ to meet both the needs of school-aged students and the demands of career guidance and planning during the formative years of elementary, middle, and high school. Research has shown that the area of career development is significantly lacking in school systems and less emphasis is placed on this domain in comparison to others. Therefore, online career guidance systems that may be accessed by students independently or with educator collaboration may help to bridge this gap.