Academic literature on the topic 'Methamphetamine abuse. Educational counseling. Students'

This study aims at answering the questions what causes many junior high school students fall into drug abuse, and what kind of treatment must be done so that students have self-control and are not subject to drug abuse. This study employed a phenomenological approach of a qualitative research design. In this study a semi-structured interview is used to understand how participants experienced the phenomenon. The research revealed that the interpersonal communication has a major role in students' self-control so as not to fall into drug abuse. This study contributes significantly to educational field particularly teachers in secondary schools so that it can be used as a reference to provide counseling to parents about the importance of interpersonal communication to build students’ self-control to prevent teens from falling into drug abuse.

Background, Drugs can damage human health both physically, emotionally and the behavior of the user. an increase in drug trafficking during 2019 from the previous year of 0.03 percent. Most users are aged 15 to 65 years and exceed the three million people. more than 4 million Indonesians are drug users. The prevalence of abuse among students and college students is 3.21 percent or the equivalent of 2 million students who have abused drugs in 2018. Meanwhile, drug use among workers is 2.1 percent or more than 1.5 million people. So drugs are not only in Indonesia yes, around the world it's about the same. But in Indonesia we have increased by 0.03 percent. Approximately 3,600,000 people use this in Indonesia, "the trend of recruiting drug dealers in Palembang, South Sumatra is not only targeting housewives but also students on Palembang campuses. Purpose, This educational activity on the prevention of drug use aims to increase public knowledge of drug abuse methods, using extension methods and distributing leaflets, before counseling was carried out the first measurement, then monitoring was carried out two weeks later on the target group of 66 participants. The results, there was an increase in the knowledge of the target group from before and after the counseling was carried out. , the extension method is one of the effective media to educate the public on the prevention of drug use.

In 2012, the Substance Abuse and Mental Health Services Administration awarded funding for the Minority Fellowship Program (MFP) to be managed by the National Board for Certified Counselors (NBCC) Foundation. The MFP aims to increase representation of minoritized students enrolled in counselor education and supervision doctoral programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). From 2012 to 2018, the NBCC MFP has disseminated 20–24 monetary fellowships each year. This article reviews representation within counselor education, offers a history of the MFP, provides doctoral fellowship recipient outcome data, and concludes with implications for counselor education.

ABSTRACT: Community service is based on the lack of knowledge and understanding of sexual violence in the students. For that we need group guidance to help learners to improve knowledge and understanding of sexual violence so as to prevent the occurrence of sexual violence problems early on. Group guidance is one way to increase the knowledge and understanding of sexual violence in learners. The purpose of community service is to help learners understand, understand and address violence issues through group counseling services with trauma counseling. The subjects of devotion to the community involved as counselors and observers are lecturers Guidance and Counseling FIP UNJ, classroom teachers, and counseling respondents are students in SMPN 27 Subdistrict Bekasi Bandar Gebang. Community service is done by applying trauma counseling through group guidance activities. The results of community service at the time of group counseling services obtained increased ability of knowledge and understanding of sexual violence based on evaluation conducted by counselor and class teacher before and after implementation of group guidance. As for students who experienced sexual violence as much as 2 people, so given trauma counseling service. Through the evaluation of trauma counseling activities conducted, it was concluded that two counselors experienced physical violence from their parents with verbal blows and verbal abuse not yet leading to sexual violence. The researcher's recommendations are addressed to several related parties, such as providing parenthing educational to counsel parents, information and training on handling students who experienced physical violence, verbal violence and early sexual violence for teachers at Bandar Gebang School, and Principal as policy makers. ABSTRAK: Pengabdian pada masyarakat yang dilakukan bertitik tolak dari kurangnya pengetahuan dan pemahaman kekerasan seksual pada peserta didik. Untuk itu diperlukan bimbingan kelompok untuk membantu peserta didik agar meningkatkan pengetahuan dan pemahaman mengenai kekerasan seksual sehingga mencegah terjadinya permasalahan kekerasan seksual sejak dini. Bimbingan kelompok merupakan salah satu cara untuk meningkatkan pengetahuan dan pemahaman kekerasan seksual pada peserta didik. Tujuan pengabdian pada masyarakat adalah untuk membantu peserta didik mengetahui, memahami dan mengatasi permasamasalahan kekerasan melalui layanan bimbingan kelompok dengan konseling trauma. Subjek pengabdian pada masyarakat yang terlibat sebagai konselor dan observer adalah dosen Bimbingan dan Konseling FIP UNJ, guru kelas, dan responden konseling adalah peserta didik di SMP Negeri 27 Kota Bekasi Kecamatan Bandar Gebang. Pengabdian pada masyarakat dilakukan dengan menerapkan konseling trauma melalui kegiatan bimbingan kelompok. Hasil dari pengabdian masyarakat pada saat layanan bimbingan kelompok diperoleh peningkatan kemampuan pengetahuan dan pemahaman kekerasan seksual berdasarkan evaluasi yang dilakukan konselor dan guru kelas sebelum dan setelah pelaksanaan bimbingan kelompok. Adapun peserta didik yang mengalami kekerasan seksual sebanyak 2 (dua) orang, sehingga diberikan layanan konseling trauma. Melalui evaluasi kegiatan konseling trauma yang dilakukan, didapatkan kesimpulan bahwa dua konseli mengalami kekerasan fisik dari orang tuanya dengan pukulan dan cacian secara verbal belum mengarah pada kekerasan seksual. Rekomendasi peneliti ditujukan kepada beberapa pihak terkait, seperti memberikan parenthing educational kepada orang tua konseli, informasi dan pelatihan penanganan peserta didik yang mengalami kekerasan fisik, kekerasan verbal dan kekerasan seksual sejak dini untuk para guru di Sekolah Bandar Gebang, serta Kepala Sekolah sebagai penentu kebijakan.

Background: Suicide is one of the leading causes of death in the United States and is escalating in some populations, such as college students. Suicide is the 2nd leading cause of death among college students (Caruso, 2018). The number one cause of suicide is depression (Caruso, 2018).Aim: The aim of the Promoting Understanding and Peer Success (PUPS) project is to explore innovative approaches to teaching and learning in a psychiatric mental health course and to provide early identification and intervention for students or staff who are identified as “at risk” for suicide, depression, anxiety, and substance abuse.Methods: Researchers are utilizing a qualitative approach when collecting data from nursing students involved in this study. The Nursing Students are asked to engage in focus group interview questions and to complete a self-reflection activity focused on the PUPS project.Results: Nursing students have conducted suicide, depression, anxiety and substance abuse screenings on approximately 500 campus student and staff participants thus far. Many of these screenings have resulted in distribution of educational resources, referral and follow up with counseling services.Conclusions: Researchers are continuing to collect data in the form of focused group interview questions, anecdotal comments, and end of the term course evaluations from the nursing students. Thematic coding is pending. Based upon anecdotal comments from the nursing students, the course faculty/researchers of this study believe the PUPS Project is successful.

Bullying behavior from time to time continues to be a thing that haunts Indonesian children. Bullying cases are rampant at the age of children and mostly occur in the school environment. Cases of bullying in Indonesia often occur in educational institutions. This study aimed to identify the behavior of bullying both perpetrators and victims of abuse (bully) on students of SMPN 2 Tarogong Kidul District, Garut Regency. The research method was a descriptive quantitative study. The number of samples of 249 students was taken by proportional systematic random sampling of students in grades 7 and 8. The instrument for collecting data used an inventory questionnaire from CDC. Data were analyzed using descriptive analysis. The results of the study were 17.7 % of students had been bullied every day, verbal bullying was 76.7%, relational 51% and physical 61.4%. The impact of bully felt by the students: 33% felt sad, 26% hurt. The reason for bullying was 17.67% considered it a coward. 65.1% of the students had experienced cyberbullying. These results are expected to be input for the school in the form of counseling for bully victims and sanctions for bully perpetrators, as well as efforts to prevent bullying behavior in the form of familiarizing mutual respect, anti-bullying culture.

As a former teacher and current researcher, I have personally heard as well as read about many different reasons why homosexuality, bisexuality, and, more generally, sexuality other than heterosexuality should not be discussed in the classroom. There is the argument that sexuality is the domain of the parent, not the teacher, and about the numerous religions that do not condone homo/bisexuality. I have read about teachers’ sense of discomfort with discussing sexuality and sexual orientation. Most frequently, I have come up against the argument that students are not certain of their sexual orientation until adulthood, that teaching about the range of sexualities might confuse ‘impressionable’ adolescents and that there are ‘no gay students in my class’ so such education is unnecessary. Contrary to this last point, research with same-sex attracted (SSA) adolescents has shown that they are first aware of their attractions to members of the same sex as early as 10 years of age (D’Augelli, Pilkington, and Hershberger) and begin to feel concrete about their sexual orientation between the ages of 14 and 16 years old (Rosario, et al.). As far as numbers of young people who are attracted to members of the same sex, recent research using random samples of secondary-school aged students has placed percentages between 2.5% (Garofalo, et al.) and 6.3% (Smith, Lindsay, and Rosenthal). However, as Savin-Williams points out, ‘the vast majority of youths who will eventually identify themselves as lesbian, bisexual or gay seldom embrace this socially ostracized label during adolescence…’, leading to speculation that reported percentages of SSA young people are actually conservative estimates rather than true figures (Savin-Williams 262). To date, no research has shown that adolescents have become homosexual because they were exposed to homosexuality as a topic within the school curriculum. In fact, it is quite the opposite, with many SSA students coming to terms with their homo/bisexuality despite it being pathologised within the curriculum and punishable by sanctioned victimisation within the school environment. The fact that heterosexuality is ‘policed’ and reinforced with the school context is not surprising. In his History of Sexuality, Volume 1, Foucault writes about sexuality as a locus of social control and points out that throughout history individual’s sexual thoughts, beliefs, and, ultimately, actions have been impacted by socially constructed sexual norms. Educational sociologists have taken this idea into the classroom, viewing heterosexuality as a part of the ‘hidden curriculum’, the social norms that students learn without them being part of the formal lesson (Plummer). In this sense, heterosexuality becomes part of students’ unspoken and assumed identity in the classroom and, because of socially sanctioned homophobia/heterosexism, being heterosexual becomes a form of cultural and social capital. In line with some teachers’ reluctance to discuss homo/bisexuality in the classroom are their attitudes toward homosexuality. A number of studies have highlighted the homophobic attitudes of pre-service teachers, primary and secondary school teachers, and counsellor trainees as well as their reluctance and discomfort with discussing homo/bisexuality in the classroom (Sears; Warwick, Aggleton, and Douglas; Barrett and McWhirter; Cahill and Adams). These negative attitudes can manifest themselves in a variety of ways detrimental to SSA students, from simply avoiding homosexual topics or issues to discussing these issues or topics in a negative manner. Recent research with same-sex attracted secondary school students spoke to this trend. When asked about ways in which homosexuality was discussed in the classroom, three main points were consistently raised: sexuality which is not heterosexuality is presented in a reduced form (i.e., male homosexuality); homosexuality is pathologised as either a mental illness or a precursor to infection; and, teachers exhibited prejudice against non-heterosexual sexualities that would not be tolerated in the instance of a racial or gender issue (Ellis and High, 221-2). Research in this area has also investigated the attitudes of secondary school students toward homosexuality, with results showing high levels of homophobia and strict gender role beliefs (Van de Ven; Price; Smith; Hillier; Thurlow); however, recent research has shown some improvement in students’ attitudes (Smith, et al.). Knowing what we know about the ways in which homosexuality is presented within the school setting (or in many cases simply not presented), coupled with the attitudes of the school community members toward homosexuality and gender roles, as reflective of societal norms, it is not surprising these sentiments manifest themselves in the form of victimisation for SSA students and students who are perceived to be SSA. While the ‘hidden curriculum’ reinforces heterosexuality as a covert form of victimisation, overt forms of victimisation of SSA students occur with alarming regularity. Research has highlighted stories of SSA students’ experiences of verbal and physical abuse, property damage, and social isolation within the school setting with a common theme being a lack of intervention on the part of the adult school staff (Jordan, Vaughan, and Woodworth; Flowers and Buston; Kosciw and Cullen). A good deal of research has positioned SSA young people as ‘at-risk’, using data which places heterosexual-identifying adolescents as a ‘control group’ and citing elevated drug and alcohol use, suicide attempts/ideation, and risky sexual practices among the population of SSA young people. This type of research problematises the SSA young people themselves, rather than the environments which they are subject to and the harassment they may be experiencing therein. A far smaller body of research has examined correlates of victimisation for SSA students, the results being exactly what one would expect. At-school victimisation of SSA students has been positively correlated with general risk outcomes such as negative mental health effects (D’Augelli, Pilkington and Hershberger; Rivers), drug and alcohol abuse, and suicide attempts (Bontempo and D’Augelli). Smaller still is the body of research that examines school-related outcomes for SSA students. Victimisation of these students has been positively correlated with their frequency of missed school days as a result of personal safety fears (Bontempo and D’Augelli) as well as their reported academic outcomes and educational aspirations (Kosciw). In light of the body of literature on how SSA students experience the school environment, a logical path seems to emerge. Societal norms surrounding sexuality contribute to adult school staff members’ attitudes toward homosexuality. These norms, coupled with the palpable attitudes of staff, effect the overall tenor of the school environment toward homosexuality which, in turn, contributes to students’ attitudes toward homosexuality. The sentiments of students and staff undoubtedly have a significant impact on how or if sexuality is discussed within the classroom, victimisation of SSA students, and whether or not this victimisation is punished or ignored by staff members. Consequently, victimisation of SSA students has been found to be correlated with both general risk outcomes as well as decreased academic outcomes. Clearly there is cause for concern. If SSA students are more likely to report decreased school outcomes and higher risk behaviours the more they report being victimised within the school setting, then the solution seems rather obvious – protect SSA students from incidences of at-school victimisation. Without doing so, schools are allowing an inequitable school experience for SSA students and students who are perceived to be SSA as well as breaching their classroom duty of care. That said, adolescents cannot be told simply to stop ‘teasing gay kids’. Instead, a school culture must be created wherein homophobia is not tolerated, and heterosexism is recognised as such and the power it has over individual’s thoughts and actions is brought to light. Towards that end, lesbian, gay, bisexual, and transgender topics, issues, and historical/prominent figures must be discussed in the classroom and the historical discrimination of SSA persons should be taught in the same way that racial/ethnic histories of discrimination are part of the curriculum. Through education, homophobia can begin to be viewed in the same way as racism and religious discrimination are viewed – as ignorant and entirely unacceptable. Perhaps this sounds like some gay utopian dream, but I believe that at a future date society will progress to this level and that education is fundamental to the process. By silencing sexualities, educators are marginalising and disenfranching a definite population of their SSA students, not to mention the effects this has on students who have SSA family members or friends. Teachers are uncomfortable discussing homosexuality in the classroom? I am uncomfortable with SSA students missing school because they are afraid, leaving school early because they do not feel that they belong, and reporting decreased marks and lowered aspirations for tertiary education. Silencing (homo)sexualities is a bad idea, not only for SSA persons but for any society which has illusions of being civilised, modernised, or unified. References Barrett, Kathleen, and Benedict McWhirter. “Counselor Trainees Perceptions of Clients Based on Client Sexual Orientation.” Counselor Education and Supervision 41.3 (2002): 219-30. Bontempo, Daniel, and Anthony D’Augelli. “Effects of at-School Vicitimization and Sexual Orientation on Lesbian, Gay, or Bisexual Youths’ Health Risk Behavior.” Journal of Adolescent Health 30 (2002): 364-74. Cahill, Betsy, and Eve Adams. “An Exploratory Study of Early Childhood Teachers’ Attitudes toward Gender Roles.” Sex Roles 36.7/8 (1997): 517-29. D’Augelli, Anthony, Neil Pilkington, and Scott Hershberger. “Incidence and Mental Health Impact of Sexual Orientation Victimization of Lesbian, Gay, and Bisexual Youths in High School.” School Psychology Quarterly 17.2 (2002): 148-160. Ellis, Viv, and Sue High. “Something More to Tell You: Gay, Lesbian or Bisexual Young People’s Experiences of Secondary Schooling.” British Educational Research Journal 30.2 (2004): 213-25. Flowers, Paul, and Kate Buston. “‘I Was Terrified of Being Different’: Exploring Gay Men’s Accounts of Growing Up in a Heterosexist Society.” Journal of Adolescence 24 (2001): 51-65. Foucault, Michel. The History of Sexuality, Volume 1: An Introduction. New York: Pantheon Books, 1978. Garofalo, Robert, et al. “The Association between Health Risk Behaviors and Sexual Orientation among a School-Based Sample of Adolescents.” Pediatrics 101.5 (1998): 895-903. Hillier, Lynne. “Lesbian, Gay, Bisexual, Unsure: The Rural Eleven Percent.” Health in Difference: Proceedings of the First National Lesbian, Gay, Transgender and Bisexual Health Conference, 3-5 October 1996. Ed. Anthony Smith. Sydney: Australian Centre for Lesbian and Gay Research, 1997. 90-94. Jordan, K, J Vaughan, and K Woodworth. “I Will Survive: Lesbian, Gay, and Bisexual Youths’ Experience of High School.” School Experiences of Gay and Lesbian Youth: The Invisible Minority. Ed. M Harris. Binghamton: The Harrington Park Press, 1997. Kosciw, J. The 2003 National School Climate Survey: The School-Related Experiences of Our Nation’s Lesbian, Gay, Bisexual and Transgender Youth. New York: GLSEN, 2004. Kosciw, J, and M Cullen. The 2001 National School Climate Survey: The School-Related Experiences of Our Nation’s, Lesbian, Gay, Bisexual and Transgender Youth. New York: GLSEN, 2002. Plummer, Ken. “Lesbian and Gay Youth in England.” Gay and Lesbian Youth. Ed. G Herdt. New York: Harrington Park Press, 1989. 195-216. Price, James. “High School Students’ Attitudes toward Homosexuality.” Journal of School Health 52 (1982): 469-74. Rivers, Ian. “Long-Term Consequences of Bullying.” Issues in Therapy with Lesbian, Gay, Bisexual and Transgender Clients. Ed. Dominic Davies. Vol. 3. Pink Therapy. Buckingham: Open UP, 2000. 146-59. Rosario, Margaret, et al. “The Psychosexual Development of Urban Lesbian, Gay, and Bisexual Youths.” Journal of Sex Research 33.2 (1996): 113-26. Savin-Williams, Ritch. “Verbal and Physical Abuse as Stressors in the Lives of Lesbian, Gay Male, and Bisexual Youths: Associations with School Problems, Running Away, Substance Abuse, Prostitution and Suicide.” Journal of Counseling and Clinical Psychology 62.2 (1994): 261-9. Sears, James. “Educators, Homosexuality and Homosexual Students: Are Personal Feelings Related to Professional Beliefs?” Coming out of the Classroom Closet. Ed. K Harbeck. New York: Harrington Park Press, 1992. Smith, Anthony, Jo Lindsay, and Doreen A. Rosenthal. “Same-Sex Attraction, Drug Injection and Binge Drinking among Australian Adolescents.” Australian and New Zealand Journal of Public Health 23.6 (1999): 643-46. Smith, Anthony, Jo Lindsay, and Doreen A. Rosenthal. Secondary Students and Sexual Health 2002: Results of the 3rd National Survey of Australian Secondary Students, Hiv/Aids and Sexual Health. Melbourne: Australian Research Centre in Sex, Health and Society, La Trobe University, 2003. Smith, George. “”The Ideology of ‘Fag’: The School Experience of Gay Students.” The Sociological Quarterly 39.2 (1998): 309-35. Thurlow, Crispin. “Naming the ‘Outsider Within’: Homophobic Pejoratives and the Verbal Abuse of Lesbian, Gay and Bisexual High-School Pupils.” Journal of Adolescence 24 (2001): 25-38. Van de Ven, Paul. “Comparisons among Homophobic Reactions of Undergraduates, High School Students, and Young Offenders.” Journal of Sex Research 31.2 (1994): 117-135. Warwick, Ian, Peter Aggleton, and Nicola Douglas. “Playing It Safe: Addressing the Emotional and Physical Health of Lesbian and Gay Pupils in the U.K.” Journal of Adolescence 24 (2001): 129-40. Citation reference for this article MLA Style Mikulsky, Jacqueline. "Silencing (Homo)Sexualities in School ... A Very Bad Idea." M/C Journal 8.1 (2005). echo date('d M. Y'); ?> <http://journal.media-culture.org.au/0502/06-mikulsky.php>. APA Style Mikulsky, J. (Feb. 2005) "Silencing (Homo)Sexualities in School ... A Very Bad Idea," M/C Journal, 8(1). Retrieved echo date('d M. Y'); ?> from <http://journal.media-culture.org.au/0502/06-mikulsky.php>.

This study examined the relationship between student use of substances and extent of participation in school and/or community sponsored sport or nonsport activity. The study also examined student substance use and extent of participation in sport or nonsport activity together with extent of employment. Data were provided by 24,699 public school youths who attended grades 6 through 12 and completed the 2001-2002 Duval Secondary Substance Use and Violence Survey: Knowledge, Attitudes, and Behaviors. Frequency tables, crosstabulation, chi-square tests, and loglinear analysis were used to analyze the data. The study found: (a) a higher percentage of respondents who participated in 11 or more hours of sport/athletic activity or nonsport activity reported using substances almost every day than did respondents who participated in 1-5 hours of activity (b) a higher percentage of students reported using alcohol almost every day when involved in greater than 20 hours of work per week and 11 or more hours of sport/athletic or nonsport participation than did those with lesser involvement in activity in conjunction with work at any level. Extracurricular programs and student employment may function as protective factors in discouraging adolescent substance use. Extracurricular programs and student employment may also place the student at greater risk for substance abuse when such involvement exceeds 20 hours per week in work and more than 11 hours per week of extracurricular activity. While extracurricular programs and student employment should be designed and offered to encourage widespread student participation, extent of participation should be monitored to assure healthy participation.