Tesis: "School preventive program"

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Smith, Tad Jonathan. "ARK: At risk kids: A preventive discipline program for adolescent students". CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1178.

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趙瑛賢 y Ying-yin Chiu. "School-based eating disorders screening program and preventive education for adolescent female students in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B40720639.

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Chiu, Ying-yin. "School-based eating disorders screening program and preventive education for adolescent female students in Hong Kong". Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B40720639.

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4

Emiliano, Sherilynn Yae. "A comparison of high school trainers and college trainers teaching a preventive approach to child abuse program to high school students". Scholarly Commons, 1986. https://scholarlycommons.pacific.edu/uop_etds/2127.

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Many crisis intervention programs have been developed for child abuse but very few primary prevention programs exist. Teaching prospective parents to cope with aversive child behaviors might prevent the occurrence of child abuse later. The purpose of this study was to compare the effectiveness of using peer (high school students) and college students as trainers in a preventative approach to child abuse for high school students. It was proposed that peers would be better trainers because the trainees would be more likely to model their behavior and more at ease when asking the trainers questions. One hundred and thirty-four high school seniors were randomly assigned to one of three groups: control, college trained, or peer trained. These students rated their responses to potentially aversive child behavior situations and also role played their responses in these situations. Results indicated that there were no significant effects of training or types of trainers but the author concluded that more work should be done on the type of peer trainers used.

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5

Löfgren, Hans O. "Preventive psychosocial parental and school programmes in a general population". Doctoral thesis, Umeå universitet, Barn- och ungdomspsykiatri, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-140737.

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Introduction Numerous preventive programmes have emerged, and need to be investigated to determine their effects on the normal population. Earlier studies have shown a decrease in depressive symptoms, positive effects on children’s disruptive behaviour problems, and an improvement in parental competence. About a fifth of the parents in previous studies had problem-oriented (targeted) reasons for enrolment, whereas the rest of the parents had general (universal) reasons. The results of those studies suggest that the programmes are cost effective in terms of Quality-Adjusted Life Years. Aim Four sub-studies were performed, and their aims were to investigate the effect of parental training programmes (PTPs) in a naturalistic setting on parents’ mental health in the general population, to investigate how PTPs affect parents’ sense of parental competence, to investigate how PTPs affect parental stress and analyse the parents open questions about the PTPs, and to investigate the feasibility and to measure the effect on depression, anxiety, and social problems of two preventive school programmes for pupils in grade 7. Method In a longitudinal quantitative study in a real-world setting, 279 parents from the general population in northern Sweden participated in five PTPs. A comparison group of 702 parents without intervention was included. Simultaneously, a community sample of 59 pupils in grade 7 participated in two preventive school programmes. Both studies were conducted from 2010 to 2013. Parents were assigned to professionally supported interventions that included 5-10 two-hour sessions. Respondents filled in a web-based questionnaire with the General Health Questionnaire (GHQ), the Parents Sense of Competence (PSOC) for parents who had children aged 0-17 years, and the Swedish Parenthood Stress Questionnaire (SPSQ) for parents who had children aged 0-10 years. The intervention groups’ results were compared to comparison group of 702 parents from northern Sweden that had not participated in any parental training programme. In the school study, one of the preventive programmes was an ongoing programme called “Life-Skills”, and the other was an implemented Canadian programme called “Choosing Healthy Actions and Thoughts” (CHAT). The pupils completed a test battery including the Sense of Coherence (SOC), the Children’s Depression Inventory (CDI), and the Youth Self-Report (YSR) instruments. Follow up of the parental programme study was done six months after the post-intervention measure, and follow up of the school study was at one year. Results The improvements in GHQ were statistically significant for the mean of the 279 parents in the intervention group compared to the mean of a comparison group of the 702 parents who did not receive any intervention. This suggests that evidence-based PTPs enhance parental well-being even for parents without problems. The intervention group showed a statistically significant improvement in parental competence compared to the comparison group over time. The intervention itself had a significant effect on parental satisfaction, but the efficacy effect was not sustained when taking into account potential confounders. In the SPSQ, the intervention group was smaller due to the fact that the instrument was not validated for children over the age of 10 and one of the parental training groups was only for parents of teenagers. A reduction of stress in the sub-scale of health problems was detected, but no other subscale showed the intervention to have a significant effect when controlling for confounding variables. In the school study, both programmes had good feasibility according to the stake- holders and had several positive mental health outcomes over time. Compared to Life-Skills, CHAT had more significant positive effects on reducing anxious/depressive symptoms and girls experienced significant positive effects on reduced anxious/depressive behaviour, while boys reduced their aggressive behaviours. Conclusions Earlier studies indicate that PTPs enhance perceived parental competence among referred parents. The present study shows that PTPs applied in the general population might also enhance perceived parental benefits such as improved health and satisfaction, suggesting that PTPs can be an important preventive strategy to enhance parenthood. The results suggest that parents who feel a need to increase their parenting competence might participate in PTPs based on lower scores than the comparison control group both before and after the intervention. The school-based programme shows that schools may be a suitable arena for preventive programmes because there was a significant short-term improvement in depression symptoms. Further studies need to explore how parents’ participation in PTPs affects children’s mental health in the general population in quantitative longitudinal studies in real-word settings. There is also a need for bigger studies and RCTs on school preventions and on how children’s health develops naturally in the population.

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Gobel, Amy Rose. "Reducing reagent waste through process improvement and preventive maintenance". Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/111273.

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Thesis: M.B.A., Massachusetts Institute of Technology, Sloan School of Management, in conjunction with the Leaders for Global Operations Program at MIT, 2017.
Thesis: S.M. in Engineering Systems, Massachusetts Institute of Technology, School of Engineering, Institute for Data, Systems, and Society, in conjunction with the Leaders for Global Operations Program at MIT, 2017.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (page 91).
Quest Diagnostics has committed to reducing operating expenses by $1.3B between 2012 and 2017. A portion of the cost-saving initiative focuses on reagents - expensive liquids that are combined with patient samples to detect compounds of interest. This project aims to reduce reagent waste for high-volume diagnostic tests run on an instrument platform that generates a relatively high amount of reagent waste. Waste, in this context, means any reagent that does not generate unique patient results. Therefore critical components of the quality system, such as quality control and calibration tests, are designated waste even though they are a necessary expenditure. Quality control (QC) samples and mechanical errors accounted for 5.2% and 4.4%, respectively, of all reagent usage prior to the start of the project. Mechanical errors occur when the diagnostic testing platform encounters something unexpected, such as debris or a reading that indicates insufficient sample volume, which interrupts sample processing. The instrument jettisons this test and attempts to repeat the assay. Initial discussions with laboratory representatives revealed differing interpretations of quality control requirements. All sites using the platform of interest were then surveyed to gauge the extent of variation. All sites met quality control requirements but several exceeded them. The most pertinent variations are listed below. 1. Frequency: Several sites ran control samples more often than established in Standard Operating Procedure (SOP) requirements, increasing total QC usage by over 70%. 2. Container size: The choice of container determines the amount of "dead volume", material that the instrument cannot access and must be discarded. Some sites used containers with 12.8 times the dead volume required in the smallest option. 3. Reuse policy: Some labs reuse containers of quality control materials across multiple batches. Reusing QC material further reduces the amount of dead volume discarded, but using new QC materials eliminates the possibility of evaporation between batches. An interdisciplinary team of experts tasked with maintaining the SOPs has reviewed these results and will clarify the appropriate SOP interpretation to unify practices across laboratories. In order to understand mechanical errors, I observed routine maintenance at four sites and found that business units did not consistently share best practices. Collaborating with vendor representatives and operators, I launched an Autonomous Maintenance (AM) pilot program in order to develop training materials capturing institutional knowledge and to test additional maintenance procedures. The AM activities generated 29 training documents, which were added to a national database of competency training materials. All operators certified to operate the testing platform will be required to review and pass comprehension quizzes on the training materials. As the Marlborough site continues to develop improvements to the maintenance procedures, these changes will be shared with the vendor and incorporated into training documents.
by Amy Rose Gobel.
M.B.A.
S.M. in Engineering Systems

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Valdebenito, Wladimir y Milkyas Aberham. "Hur personal från två skolor väljer samt implementerar en metod mot mobbning". Thesis, Linnéuniversitetet, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-18318.

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Syftet med denna studie är att få en förståelse för hur skolpersonal väljer en förebyggande metod mot mobbning samt hur de implementerat programmet SET. Studien utgår från den hermeneutiska forskningstraditionen, med en kvalitativ ansats. Undersökningen bygger på semistrukturerade intervjuer med fem arbetande personer inom skolan. Resultatet visar att det är viktigt att det finns ett gemensamt behov av förändring, för att kunna påbörja ett arbete i att välja en ny metod. Det är viktigt att all skolpersonal inkluderas i implementeringen, pedagoger såväl som servicepersonal. En planering och ett mål måste sättas upp för att tydliggöra för alla involverade om hur man vill arbeta. Slutsatser visar även att metoder är bra redskap för att arbeta utifrån samma grund, men det är viktigt att det kritiskt reflekteras över vad man väljer att arbeta med.

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Nakanaga, Motoki. "The Evaluation of the School-Based Flouride Mouthrinse Program in a Fluoridated Community". TopSCHOLAR®, 1991. https://digitalcommons.wku.edu/theses/2678.

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The purpose of this study was to evaluate the effect of a school-based fluoride mouthrinse program in a fluoridated community. Such an evaluation is important because the effect of such programs may decrease over time due to the widespread use of fluoride. Two elementary schools were chosen. One had a fluoride mouthrinse program: the other did not. The subjects were children in grades one and six. Their caries experience was examined using dft. dfs. DFT, and DFS scores. There were no statistically significant differences between the two schools. The program had no significant effect in the community studied.

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Tsukamoto, Katsuyuki Boonyong Keiwkarnka. "Preventive behaviors among health promoting primary school children under soil-transmitted helminthiasis control program in Nakhon Si Thahamammarat province, Thailand/". Abstract, 2004. http://mulinet3.li.mahidol.ac.th/thesis/2547/cd364/4637899.pdf.

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Bowers-Sykes, Edna. "A study to evaluate the effectiveness of a school-based, prevention-oriented dental treatment program on the oral-cleanliness of preschool children". La Verne, Calif. : University of La Verne, 1997. http://catalog.hathitrust.org/api/volumes/oclc/37847531.html.

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Svensson, Sofia y Bergström Semi Benslimen. "Skolan, radikalisering och det preventiva arbetet : En systematisk litteraturstudie om hur skolan kan fungera som ett verktyg i arbetet mot radikalisering". Thesis, Linköpings universitet, Institutionen för ekonomisk och industriell utveckling, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-165259.

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Ideologisk motiverad våldsbejakande extremism är ett resultat av en radikaliseringsprocess. Detta är ett stort problem och skolan har ett ansvar att arbeta preventivt mot detta problem. Syftet är att göra en systematisk litteraturstudie om hur skolan och lärare kan arbete på ett framgångsrikt sätt i syfte att minska riskerna för radikalisering. För att göra detta är det viktigt att ha koll på vilka faktorer som kan leda till radikalisering, vilka arbetsmetoder som har en preventiv effekt. Detta arbete är viktigt eftersom den svenska skolan har en central uppgift att fostra aktiva och demokratiska samhällsmedborgare. Detta är ett stort område och aktiva forskare har olika synsätt på radikaliseringsprocessen vilka presenteras i form av ett analysschema. Radikalisering sker till följd av att en individ utsätts för riskfaktorer sprungna ur psykiska och sociala problem. Det kan exempelvis handla om mental ohälsa, polarisering eller uppfostran. För att arbeta preventivt mot att elever radikaliseras har ett antal olika program som utformats. Exempel på sådana program är British prevent och Toleransprojektet. Dessa program innehåller framgångsfaktorer, detta innebär att vissa sätt att arbeta på eller vissa områden att arbeta kring har en preventiv effekt mot radikalisering. Framgångsfaktorerna kan bland annat innefatta värdegrundsarbete, relationskompetens hos lärare eller ökad tolerans bland eleverna.

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Johansson, Anna y Elin Jönsson. "Alla Helsingborgs barn är våra barn och vi ska ta hand om dem tillsammans". Thesis, Malmö universitet, Fakulteten för hälsa och samhälle (HS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27026.

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The aim of this study was to examine how the school counselors experience their role in the school when it comes to working against bullying. We also wanted to examine how the cooperation works between school counselors and the rest of the school personnel. To obtain useful data for our analysis we used a qualitative method which includes six interviews with six school counselors from municipal and independent primary schools in Helsingborg. To deepen our knowledge even further we have included three theories which are the theory of profession, role theory and Bronfenbrenner's ecological systems theory.Since this study is based on interviews with school counselors that works in both municipal and independent primary schools, their experience of the preventive work has also been different. The school counselors that works in the municipal schools focus their preventive work through the anti-bullying program Olweus were they for example use surveys to measure the students wellbeing. The independent schools does not work after a specific program and thus has a larger action space to work with. The result of this study shows that the work against bullying varies from the different schools.The school counselors experience of their role in the work against bullying also varies where some of them felt that they have a significant role in the preventive work where others meant that the responsibility lays on the students mentors and teachers. Through this study cooperation has been a consistent theme where the informants believe that the cooperation between them, teachers and the students families is necessary to be able to do a good preventive work in the schools. The cooperation seems to work well in the school but there is parts of the work against bullying that needs clarification when it comes to accountability.

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Vaziri, Alyssa S. "Pink and Dude Chefs: Effectiveness of an After-School Nutrition Knowledge and Culinary Skills Program for Middle School Students to Increase Fruit and Vegetable Consumption". DigitalCommons@CalPoly, 2018. https://digitalcommons.calpoly.edu/theses/1946.

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The rate of overweight and obesity among adolescents aged 12-19 years has more than tripled since 1980, and disproportionately impacts low-income and marginalized populations. Reduction in adolescent obesity rates may result in decreased health risks, decrease healthcare costs, and increased quality of life. Effective intervention methods for adolescent participants have incorporated nutrition knowledge and culinary skill building into afterschool programs. This study examines whether building knowledge, skills, and confidence through a culinary intervention can improve adolescent participants’ choices of healthful foods through increased fruit and vegetable intake. Pink and Dude Chefs (PDC) is an afterschool nutrition education and culinary skills program for middle-school adolescents aged 11-14 years. This project aimed to improve eating behavior in participants by increasing culinary and nutrition self-efficacy. PDC was implemented in Shandon, California from Spring 2014 to Fall 2014, and in Santa Maria, Guadalupe, and New Cuyama, California from Fall 2015 to Summer 2016. Eighty-three middle school students participated and completed surveys in the 12-lesson program that covered food safety, micro- and macronutrients, meal planning, and USDA MyPlate guidelines. Participant fruit and vegetable consumption improved following participation. Girls’ frequency of overall fruit consumption increased from a mean of 1.8 (SD 0.9) to 2.0 (SD 1.0). Girls’ vegetable consumption increased from 1.2 (SD 0.8) to 1.5 (SD 0.9). Boys’ fruit consumption increased from 1.9 (SD 1.0) to 2.2 (SD 1.0), and boys’ vegetable consumption increased from 1.1 (SD 0.9) to 1.3 (SD 0.8). More research is needed to evaluate the long-term effect of participation in nutrition education and culinary skills programs. If obesity prevention programs that incorporate a skill-based culinary approach continue to show promising outcomes for adolescents, larger scale efforts may contribute to decreasing the public health and economic burdens associated with obesity.

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Verzijl, Christina L. "Are Mixed-Sex and Single-Sex Groups Equally Effective Across Males and Females? A Quasi-Experimental Investigation of a Cognitive Dissonance-Based Eating Disorder Prevention Program in Mixed-Sex High School Populations". Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7587.

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The Body Project is a cognitive dissonance-based eating disorder (ED) preventive intervention program with ample empirical support among adolescent and undergraduate female samples. Recently, community stakeholders and data suggest that preventive efforts must also target body satisfaction and increasing ED symptomatology seen in males. The current study examined the efficacy of a male-only (MO), a mixed-sex (MS), and a traditional female-only (FO) Body Project program compared to a minimal attention control (AC) in a community sample. Participants included adolescents male and female students (N = 182) aged 13-19 years across three high school sites. Participants completed self-report measures assessing body satisfaction, thin-ideal internalization, ED symptom count, psychosocial impairment secondary to weight and shape concerns, and acceptability of the Body Project 4 High Schools program at baseline and post-intervention. Hierarchical linear regressions and generalized linear models were used to estimate main effects of condition and examine whether sex moderated condition effects on outcome variables. In single-sex groups, girls showed greater improvement in body satisfaction compared to AC, while boys did not show significant differences from AC. For boys and girls, MS was associated with improved body satisfaction compared to AC, while its impact on other risk factors was largely non-significant. Effect sizes are presented as a measure of clinical significance. These results contribute to existing Body Project data and provide preliminary empirical support of the applicability of the well-established dissonance-based preventive intervention to adolescent boys.

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James, Janet. "Preventing childhood obesity : a school-based intervention trial - CHOPPS - the Christchurch Obesity Prevention Programme in Schools". Thesis, University of Southampton, 2013. https://eprints.soton.ac.uk/385141/.

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Bakari, Heather. "Evaluation of an Elementary PBIS Bully Prevention Program". TopSCHOLAR®, 2014. http://digitalcommons.wku.edu/theses/1329.

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School bullying has become an international source of concern. The media has captured the attention of the public with coverage of incidents such as the Columbine massacre. On April 20, 1999, Eric Harris and Dylan Klebold walked through their school, shooting particular students they found. One victim asked why they were doing it. They said it was a dream come true and “payback” for being ostracized by their peers (Kalish & Kimmel, 2010). Until such devastations acted out in schools, bullying was considered a rite of passage. For the most part, parents and faculty did little to prevent it. In recent years psychological research studies have confirmed that bullying can be detrimental to the emotional, physical, and mental health of developing adolescents. This program evaluation was completed to determine whether or not the Positive Behavior Interventions and Supports bully prevention intervention implemented at an elementary school in Kentucky was effective by creating a more positive school climate, increasing the amount of bystander participation during bullying incidents and decreasing the number of times students felt they had been treated disrespectfully. Analyses indicated the intervention was unsuccessful. Student ratings were very positive prior to the implementation of the intervention and were similarly positive after the intervention that been implemented. Data provided by the school indicated there was not a bullying problem within the school prior to implementing the intervention.

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Sontag, Anna M. "Prevention of bullying : evaluation of Steps to Respect /". view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3201700.

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Thesis (Ph. D.)--University of Oregon, 2005.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 119-131). Also available for download via the World Wide Web; free to University of Oregon users.

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Hartman, Patricia. "A counseling-based dropout prevention program /". Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11396738.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1993.
Includes tables. Typescript; issued also on microfilm. Sponsor: Frank Smith. Dissertation Committee: Ann Lieberman. Includes bibliographical references (leaves 213-221).

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Christofferson, Christine Michelle. "Silent mentoring a school violence prevention program /". Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003christoffersonc.pdf.

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Beck, Tracey D. "A bullying prevention program for a school setting /". Electronic version (PDF), 2006. http://dl.uncw.edu/etd/2006/beckt/traceybeck.html.

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Trieu, Anna Victoria. "EFFECTIVENESS OF SCHOOL-BASED PREVENTION PROGRAM IN ADDRESSING INTIMATE PARTNER VIOLENCE". CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/528.

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Intimate partner violence (IPV) as it stands today still exists in many violent cases involving intimate relationships. Intervention programs seek to address this issue, however, fails to meet their intended outcomes to reduce prevalence rates of IPV. The research study evaluated the use of a prevention program and measures its effectiveness among high school students. This study sought to explain IPV prevention programs, making it explanatory and necessitates a quantitative research design. This study used secondary data analysis to assess effectiveness of this particular prevention program. Data was collected from 130 high school students within the Inland Empire who completed pre-surveys and post-surveys. Through data analysis, the study found the prevention program was effective by increasing the high school students’ knowledge about local resources for those experiencing IPV, specifically where to go for help. Another key finding revealed a majority of the participants were able to correctly define types of relationships and communication styles. However, the prevention program does not necessarily assess for participants’ knowledge on how to address conflict in a healthy manner, as measured by questions asked within the pre-surveys and post-surveys. This is not to say this particular prevention program was not effective in some areas. Still, there is room for improvement as far as future research; collaboration with seasoned researchers, school administrators, and social workers; and policy recommendations on this topic of school-based IPV prevention programs.

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Chestnut, Natakie Tamu. "U.S. Teachers' Perceptions of School Violence Prevention Programs". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2527.

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In response to high profile violent incidents and crimes, many schools have developed plans that address school discipline to create a school climate and culture wherein everyone is valued and treated with respect. The problem that prompted this study is teachers are struggling with effectively implementation prevention program. The purpose of this study was to explore the perceptions of teachers about school violence prevention programs. Guided by Bronfenbrenner's ecological systems theory, this study examined the connection among school violence, environment, discipline and prevention programs; and it explored approaches to creating safe communities in schools. The research questions focused on teachers' perceptions of the implemented strategies, of the barriers to program success, and of supervising roles of high school administrators. The 9 participants were Grade 9-12 urban school teachers who had 3 to 5 years of full time teaching experience and who had 2 to 3 years of work experience at the targeted high school. This qualitative case study described and analyzed data from individual interviews, self-reported observations, and researcher observations. Emergent themes were identified from the data through open coding and findings were developed and validated. The key results were that teachers support a uniform program and security officers help reduce school violence; that program implementation can be strengthened by increased funding, community support and professional development. Implications for social change are that educators, parents, students and community members must work collaboratively to create a safe school environment and a culture of problem solving and resolution.

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Dalhoe, Angela. "School counselors perceptions of current violence intervention/prevention programs". Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999dalhoe.pdf.

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Baltkojytė, Laura. "Jaunuolių alkoholio vartojimo prevencinių veiklų organizavimo vertinimas ,,X‘‘ rajono miesto ir rajono gimnazijose". Master's thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2014~D_20140618_220011-34149.

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Darbo tikslas: Ištirti ,,X‘‘ rajono miesto ir jo rajono gimnazistų požiūrį į alkoholio vartojimo prevencinių veiklų organizavimą gimnazijose. 1. Išsiaiškinti alkoholio vartojimo jaunuolių tarpe paplitimą ir priežastis; 2. Išsiaiškinti, kaip jaunuoliai vertina alkoholio vartojimo prevencines veiklas; 3. Išsiaiškinti, kokios priemonės, jaunuolių požiūriu, būtų efektyvios organizuojant alkoholio vartojimo prevencines veiklas mokykloje. Tyrimo metodika: atlikta anoniminė anketinė ,,X‘‘ rajono miesto ir jo rajono gimnazijos dvyliktose klasėse besimokančių moksleivių apklausa (n=235). Statistinė duomenų analizė atlikta naudojant SPSS 14 ir MS Excel. Tyrimo objektas – jaunuolių požiūris į alkoholio vartojimo prevencinių veiklų organizavimą gimnazijose bei šios veiklos efektyvumo vertinimas. Rezultatai: 96 proc. tyrime dalyvavusių respondentų bent kartą savo gyvenime yra vartoję alkoholio. Vaikinai alkoholį pradeda vartoti vidutiniškai 13,6 m., merginos - 14,5 m. Moksleiviai besimokantys ,,X’’ rajono gimnazijose alkoholį pradėjo vartoti anksčiau palyginus su moksleiviais besimokančiais rajono miesto gimnazijoje (13,5 ir 14,5m. atitinkamai). Pagrindinės alkoholio vartojimo priežastys - noras atsipalaiduoti, užmiršti problemas, pasijusti laimingu, būti atviru, noras apsvaigti. Respondentų nuomone, mokyklose vykdyti alkoholio vartojimo prevencines veiklas yra reikalinga. Didžioji respondentų dalis prevencines veiklas alkoholio vartojimo tematika vertina kaip naudingą darbą, apie... [toliau žr. visą tekstą]
Objective of the work. To analyze the attitude of schoolchildren of upper secondary school of “X” region and city to the organization of preventive activities of alcohol consumption at upper secondary school. 1. To learn the prevalence of alcohol consumption among young people and its reasons; 2. To learn, how young people assess the preventive activities of alcohol consumption; 3. To learn what measures the young people consider effective for organization of preventive activities of alcohol consumption at school. Research methodology. The anonymous questionnaires were used in the twelfth forms of upper secondary school of “X” region and city (n=235). The statistical data analysis was done using SPSS 14 and MS Excel. The object of research was the attitude of young people to for organization of preventive activities of alcohol consumption at higher secondary schools and assessment of the effectiveness of such activity. Results: 96 percent of the research’s respondents have consumed alcohol at least once I their life. The young men usually start consuming alcohol at the age of 13,6, and girls – at the age of 14,5 years. The students, studying at upper secondary schools of “X” region started to consume alcohol earlier that the students of city schools (13,5 and 14,5 accordingly). The main reasons of alcohol consumption are the following: desire to relax, to forget the problems, to feel happy, to be open, and wish to get a buzz. In the opinion of the respondents, it is not... [to full text]

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Stone, William Daryl. "Bullying prevention program possible impact on academic performance /". Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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Seaton, Mary Ann. "Sexual abuse prevention programs in Illinois schools /". View online, 2006. http://repository.eiu.edu/theses/docs/32211131342703.pdf.

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Wallace, Cynthia M. "A High School Dropout Prevention Program for At-Risk Students". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1946.

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Dropping out of high school is an issue that has faced the educational system for years. At a high school in Mississippi, the dropout prevention plan implemented was not beneficial to all at-risk students because it mainly focused on academic issues. The purpose of this qualitative case study was to understand why students dropped out of high school and to gather strategies for a dropout prevention plan. The conceptual framework was based on 5 factors: general deviancy, deviant affiliation, family socialization, structural strain, and academic quandary. The research questions inquired about experiences that caused students to drop out and suggested strategies for a new dropout prevention plan. Data collection methods included interviews with 18 teachers, 3 counselors, and 20 former students who dropped out between 2007 and 2012. Interpretive data analysis was used to analyze data. Open and axial coding was used to develop themes about why students dropped out of high school. Those themes included behavioral issues, peer and work-related influences, family structure, school environment, and academic problems. Data analyses indicated that tutoring, staff development, mentoring, counseling, parental involvement, teenage mother programs, and alternative options were useful in preventing students from dropping out. These findings were used to develop a high school dropout prevention plan to benefit at-risk students. The overall goal for this project was to decrease high school dropout rates. By implementing the high school dropout prevention plan, schools may enable more students to further their education and become productive citizens within their communities.

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Frost, Alice M. "Bully prevention, peer mediation and conflict resolution: impact of prevention programs on reducing school suspensions". Diss., Kansas State University, 2012. http://hdl.handle.net/2097/14941.

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Doctor of Philosophy
Department of Special Education, Counseling and Student Affairs
Linda Thurston
Previous research examined various factors of program design, specific program curriculum, and student and faculty attitudes, but repeated studies and methodology questions have been raised with some of the research. Much of the research in the field has examined specific program effectiveness where the researcher is the author of the program or curriculum being used. This study examines the effects of programs designed to reduce school violence and the impact they have on reducing out of school suspensions (injury and non-injury). The three programs examined are bully prevention programs, peer mediation programs, and conflict resolution programs used in middle schools. This study does not focus on a specific curriculum, but has chosen independent measures that have been identified to reduce out of school suspensions. The independent variables for this study are: 1) type of programming, 2) number of lessons being taught, 3) administration, 4) counselor to student ratio, and 5) interaction effects. The research questions guiding this study were: 1) Which, if any, violence prevention programs are used in middle schools in the state of Kansas? 2) Is there a main effect for violence reduction program on violent incidents resulting in out of school suspensions (injury and non-injury) reported? 3) Is there a main effect for the number of counselors to students on the number of violent incidents resulting in out of school suspensions (injury and non-injury) reported? 4) Are there main effects or interaction effects for number of lessons and method of administration on the number of violent incidents resulting in out of school suspensions (injury and non-injury) reported? 5) Are there interaction effects for violence reduction program and each of the following variables: counselor to student ratio, number of lessons, and method of administration? All 231 middle schools in the State were surveyed to obtain information regarding type of prevention programs being offered and how these programs are administered. The return of 129 surveys resulted in a data set of 122 schools participating once incomplete surveys were eliminated. State Department of Education data from the Discipline Incident System provided the dependent variable data on school suspensions (injury and non-injury) for a three year period from 2008-2011. The only significant finding related to schools that had a counselor to student ratio of less than 1:500. These schools reported significantly fewer out-of-school suspensions (injury and non-injury) than those schools with a counselor to student ratio of more than 1:500. The findings from this study will provide middle schools with data to improve violence prevention programming.

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Yatchyshyn, Todd. "Educational Stakeholders' Perspectives on School-Based Obesity Prevention Programs". Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3627807.

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Childhood obesity is a worldwide problem that can lead to adverse health conditions. In several rural Pennsylvania communities, over one third of elementary students are characterized as overweight, having a body mass index above the 85^th percentile. The purpose of the study was to investigate educational stakeholders' perspectives about school-based obesity-prevention programs. The conceptual framework focused on cognitive theory, the theory of planned behavior, and the trans-theoretical model of health behavior change, which postulates that an individual's readiness to change is the most important factor of intervention programs. Qualitative interview data were gathered from 18 educational stakeholders. Inductive code-based analysis led to categories and themes. Key findings revealed a variety of barriers that limited and prevented effective student-wellness initiatives: students' physical activity; family dynamics, schedules, and socioeconomic factors; lack of transportation limiting children's participation in physical activities; parental engagement and input on obesity-prevention initiatives; and cafeteria environment and meal offerings. Findings informed the development of a policy recommendation for a research-based nutrition education program for schools and a strategy to communicate students' cafeteria habits to parents. Recommendations include a heightened awareness on factors contributing to obesity, as well as better educator-led planning to make improvements to school-based programs. Implications for positive social change may be the potential to increase awareness of healthy behaviors and improved student health through obesity-prevention methods, exercise patterns, and dietary habits of youth. These healthy habits may reduce adverse health effects in adulthood, which could hold the potential to improve the health of the next generation.

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Yatchyshyn, Todd. "Educational Stakeholders' Perspectives on School-Based Obesity Prevention Programs". ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1141.

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Childhood obesity is a worldwide problem that can lead to adverse health conditions. In several rural Pennsylvania communities, over one third of elementary students are characterized as overweight, having a body mass index above the 85th percentile. The purpose of the study was to investigate educational stakeholders' perspectives about school-based obesity-prevention programs. The conceptual framework focused on cognitive theory, the theory of planned behavior, and the trans-theoretical model of health behavior change, which postulates that an individual's readiness to change is the most important factor of intervention programs. Qualitative interview data were gathered from 18 educational stakeholders. Inductive code-based analysis led to categories and themes. Key findings revealed a variety of barriers that limited and prevented effective student-wellness initiatives: students' physical activity; family dynamics, schedules, and socioeconomic factors; lack of transportation limiting children's participation in physical activities; parental engagement and input on obesity-prevention initiatives; and cafeteria environment and meal offerings. Findings informed the development of a policy recommendation for a research-based nutrition education program for schools and a strategy to communicate students' cafeteria habits to parents. Recommendations include a heightened awareness on factors contributing to obesity, as well as better educator-led planning to make improvements to school-based programs. Implications for positive social change may be the potential to increase awareness of healthy behaviors and improved student health through obesity-prevention methods, exercise patterns, and dietary habits of youth. These healthy habits may reduce adverse health effects in adulthood, which could hold the potential to improve the health of the next generation.

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31

Kalis, James P. "Implementation Level and the Perceived Effectiveness of the Olweus Bullying Prevention Program". Youngstown State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ysu155931727842743.

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Murray, Jennalee. "A Quantitative Analysis of an Eating Disorder Prevention Program". BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2695.

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Eating disorders affect millions of people in the United States alone. This study aimed to test the effectiveness of a preventative curriculum for eating disorders called Eating Disorders: Physical, Social, and Emotional Consequences, A High School Curriculum about Anorexia, Bulimia, and Compulsive Eating (EDPSEC). Participants included an experimental group of 27 students in their ninth grade health class and a control group of 21 students. The research examined the integrity of the curriculum administration and changes in participating students' attitudes and behaviors. The outcome measures used were students' scores on the Eating Attitudes Test (EAT-26) and the Eating Survey (ES). Results indicate high treatment integrity (85%) and significant change on students' EAT-26 scores, but not students' ES scores. Students' EAT-26 and ES scores correlated highly. Although a more robust sample and wider testing of the curriculum is needed, this study indicates that a school-based preventative program can yield positive results in changing some students' attitudes toward disordered eating.

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Bacchus, Natashia Soraiya. "Teacher Implementation of a School Based Anxiety Prevention Program in British Columbia". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5303.

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The Friends for Life program is an evidence-based practice being used in schools to assist children to learn skills to manage anxiety. The Friends for Life program has been used by school districts in British Columbia, Canada, for over 10 years, yet there is little research on how the program is being implemented in schools by teachers. This qualitative case study investigated the implementation practice of the Friends for Life program by teachers in Grades 4 and 5. Semi-structured interviews were conducted with 8 teachers from a smaller school district in British Columbia, Canada. The results yielded themes, which described critical factors that helped or hindered teachers in implementing the program with fidelity. A key finding of the study demonstrated teachers were running the program weekly, as per program guidelines. A key factor that was identified as helping teachers to implement the program with fidelity was support of school counselors, district staff, and the building administrator. The implications for social change include providing school administrators with information, which can help them to support teachers to implement the Friends for Life program with fidelity. As a result of these findings the Friends for Life program may consider updating the training materials and program implementation protocols in order to ensure teachers are implementing the program with fidelity and therefore, children are learning the skills they need to manage their anxieties and worries.

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Miller, Heidi. "Prevention for At-Risk Youth Target Program: A Longitudinal Evaluation Study". Connect to online version at OhioLINK ETD Connect to online version at Digital.Maag, 1998. http://hdl.handle.net/1989/3753.

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Qu, Wenyu. "Effectiveness of oral health prevention programs in school age children". Thesis, Boston University, 2013. https://hdl.handle.net/2144/21240.

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(Thesis: M.A.)
In 2000, US Surgeon General David Satcher released a report on the severity of oral health disease in the high risk demographic. His grave report ushered in an era of oral health prevention programs utilizing a combination of education, mouth rinses, fluoride varnishes, dental sealants, and more invasive procedures. Given this wide range of acceptable treatment interventions available, the aim of this paper is to evaluate the effectiveness of certain treatments both by themselves and in tandem with one another on target high risk school age children. The first program we analyzed was a fluoride mouth rinse program based in North Carolina. While we found that although this program may have positive impacts on school age children in the future, it did not currently provide statistically significant benefits to these children. Access to Baby and Child Dentistry, a program in Washington State that used a multi-pronged prevention program involving education, fluoride varnishes, and glass ionomer sealants provided a much clearer benefit to reducing the overall dental caries experience in target school age children. Lastly, the ForsythKids Program, based in Massachusetts which utilized a comprehensive care model of caries prevention was shown to be effective in reducing the number of new caries in school age children. Their comprehensive care model consisted of providing the children with fluoride toothpaste, applying fluoride varnish, fitting glass ionomer sealants and temporary restorations. Armed with this information and based on a model involving four steps and two factors crucial in the successful implementation of an oral health prevention program, we hope to offer a foundation for future forays into both installing and maintaining an oral health prevention program.

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Ordonez, Maria Alicia. "Prevalence of bullying among elementary school children as a function of the comprehensiveness of anti-bullying policies and programs in the school". Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1344194.

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This study identified research-based components for an effective anti-bullying policy and arranged them according to Bronfenbrenner's (1989) ecosystemic framework. It was hypothesized that the prevalence of different types of bullying was lower in elementary schools with a greater comprehensiveness of anti-bullying policies. Independent variables included the rated presence of anti-bullying components in school policies at four ecosystemic levels: microsystemic, mesosystemic, exosystemic, and macrosystemic. Dependent variables consisted of students' self-report of the occurrence of four types of bullying: attacks on property, and physical, verbal, and social bullying.Two hundred and thirty-one students from six elementary schools completed the Multidimensional Peer-Victimization Scale (Mynard & Joseph, 2000). The majority of students were African American. Three focus groups (students, parents, and school personnel) were also conducted in each school to gather information about anti-bullying policies. Independent raters blind to the hypothesis rated the information from the focus groups using the Comprehensiveness of Anti-bullying Policies Scale; a reliable measure designed for this study. Further, this information was evaluated through content analysis.Results of a One-Way (Comprehensiveness of Policies and Programs) Between Subjects MANOVA revealed a greater prevalence of verbal and physical victimization associated with schools having a lower comprehensiveness of anti-bullying policies and programs. Social victimization and attacks on property did not vary, however, as a function of the comprehensiveness of a school's policies.A supplementary 2 (Gender) x 2 (Comprehensiveness of Policies and Programs) Between Subjects MANOVA yielded no significant interaction between gender and the comprehensiveness of anti-bullying policies. A main effect for gender was found to be significant, however. Boys reported a higher level of physical bullying than girls.Content analyses showed focus group participants perceived physical bullying as more severe than the other types. Participants also reported harsher consequences to address such bullying. It is possible schools convey greater intolerance for physical bullying, hence its lower prevalence.It is concluded that schools' anti-bullying efforts should involve all ecosystemic levels. In addition, policies must include all types of bullying and communicate equal intolerance for each. Implications for theory, counseling, research, and anti-bullying policies are discussed.
Department of Counseling Psychology and Guidance Services

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37

Richman, Rafael David. "Preventing disordered eating, promoting healthy attitudes and behaviors, a school-based program". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq24344.pdf.

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Stickney, Janine Ruth. "A Qualitative Analysis of a Junior High School Eating Disorder Prevention Program". BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2897.

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Past research conducted in the areas of diagnosis and treatment of eating disorders have provided information in regards to understanding the epidemiology, base rates, damages and longitudinal course of eating disorders. Few studies, however, have focused on prevention, especially in adolescents. In this particular study, students in a Utah junior high school health class received preventative curriculum called, Eating Disorders: Physical, Social, and Emotional Consequences. Ten, female participants were then interviewed to explore their thoughts and feelings about their experiences and to qualitatively ascertain the success of the prevention program.

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39

McConnell-Smith, Sharon Lacretia. "School Administrator and Staff Member Perceptions of a Teenage Pregnancy Prevention Program". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/757.

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Mississippi is among the states with the highest teenage pregnancy rates, and the study site is among the high schools with the highest teenage pregnancy rates in the state. The purpose of this qualitative case study was to identify successful practices and areas for improvement in the implementation of a teenage pregnancy prevention program (TPPP) at the study site based on the perspectives of school administrators and staff members. Bandura's social cognitive theory provided a conceptual framework for considering behaviors and the social contexts in which they occur. Twelve participants were interviewed, including 3 administrators and 9 staff members. Data were analyzed using open coding to identify themes. Findings indicated that, according to the perspectives of the 12 participants, the evidence-based TPPP positively influenced the students by providing a structured curriculum for classroom teaching; promoting small-group discussions; and implementing an abstinence approach to prevent teenage pregnancy, HIV, and STDs. Strengths identified included the use of various instructional techniques and a general support for communication. Areas for improvement included scheduling, school staff and parent buy-in, and knowledge about specific problems related to risk-taking behaviors. Social change implications of this study include increased awareness among adult stakeholders of practices that support successful implementation of a TPPP and enhanced ability to make positive decisions about sexual behaviors among students. School officials could apply the findings to strengthening the effectiveness of the school's TPPP. Students may benefit from improved TPPP instruction by being better prepared to prevent teenage pregnancy, HIV, and STDs.

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40

Kwok, Hoi-yi Agnes y 郭凱儀. "An evidence-based school program to prevent adolescent drug abuse". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B43251213.

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Johansson, Linda. "Förskollärarnas uppfattningar kring mobbning och det förebyggande arbetet". Thesis, University of Gävle, Department of Education and Psychology, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-6115.

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Syftet var att undersöka förskollärares tolkning av begreppet mobbning samt undersöka hur de arbetar för att förebygga mobbning bland barnen i förskolan och i förskoleklassen. I läroplanerna, Lpo94 och Lpfö98, nämns vikten av att arbeta för att barnen och eleverna ska känna trygghet i skolan. Detta är ett viktigt ämne som är ständigt aktuellt. Valde att undersöka förskollärarnas uppfattningar genom en enkätstudie. Delade ut 50 enkäter till förskollärare fördelade på 11 förskolor och 5 förskoleklasser. Bortfallet blev 18 stycken. Resultatet visar att de arbetar kring frågor som rör mobbning bland barnen på varierande sätt. Endast ett fåtal nämnde likabehandlingsplanen som ett redskap i detta arbete. Nästan hälften av de förskollärare som svarade på enkäten upplever att de inte har den kunskap/utbildning som behövs för att de ska kunna arbeta med att förebygga mobbning på ett för dem tillfredsställande sätt.

Resultatet av denna studie visar även att de åtta program som presenteras i boken ”På tal om mobbning – och det som görs” som gavs ut av Skolverket under 2009 är okända för förskollärarna i stor utsträckning.

The purpose was to investigate preschool teachers interpretation of the concept of bullying and examining how they work to prevent bullying among children in kindergarten and preschool classes. The curriculum, Lpo94 and Lpfö98, mentions the importance of working for children and students to feel safe at school. This is an important topic that is constantly up to date. Chose to investigate preschool teachers perceptions through a survey study. Handed out 50 questionnaires distributed to school teachers in 11 kindergartens and 5 preschool classes. The loss was 18 pieces. The result shows that they are working on issues related to bullying among children in different ways. Only a few mentioned the treatment plan as a tool in this work. Almost half of the preschool teacher respondents feel they do not have the skills / education needed for them to work to prevent bullying satisfactorily for them. The results of this study also shows that the eight programs outlined in the book “På tal om mobbning – och det som görs” which was issued by the School Board in 2009 is unknown to the preschool teachers to a great extent.

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42

Pipal, Vauna La Reda. "Effects of an intervention program on the academic performance, school attendance, and school behavior of high school students". Scholarly Commons, 1991. https://scholarlycommons.pacific.edu/uop_etds/2830.

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This study investigated the effects of an intervention program on variables related to school performance in which ninth-grade high school students served as subjects. Variables that served as indicators of program effectiveness were (a) grade-point average (GPA); (b) proportions of students that attain 10th-grade status as measured by units of academic credit; (c) percent-correct scores on tests of academic skills in the areas of editing, mathematics, and reading; (d) rates of absence from classes; and (e) rates of referral for disciplinary action by teachers and administrators. Qualitative evidence of program effectiveness was secured through individual student interviews. The treatment consisted of an eight-week intervention program designed to assist all ninth-grade students in the transition from junior high school into high school. Program faculty presented six topics determined to be important to student success in high school. The treatment group consisted of 72 ninth-grade students who were matched with 72 control subjects on pretest measures of GPA and absence rate. Pretest measures of the dependent variables were taken from school records compiled during the first 10 weeks of the 9th-grade prior to student participation in the treatment program. Posttest measures of the dependent variables were taken from school records during the first full semester of the 9th-grade school year immediately following the treatment program and again during the first 12 weeks of the 10th-grade school year. Analyses of covariance demonstrated significant differences (p $<$.05) between the two groups for the first posttests of GPA and absence rates. Student interviews revealed that academic planning and improvement in study skills were the components of the treatment program that students considered most important to academic success. Results of this study provided empirical confirmation of the findings of previous research which indicated that high school intervention programs can positively affect GPA and attendance. The results also suggested that further gains in GPA and attendance might be promoted by increasing the length of the treatment program.

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43

Huffman, Karen L. "Dropouts and dropout prevention programs how West Virginia high school principals view their roles /". Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=631.

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Thesis (Ed. D.)--West Virginia University, 1999.
Title from document title page. Document formatted into pages; contains xii, 153 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 124-137).

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44

Kvist, Lindholm Sofia. "The Paradoxes of Socio-Emotional Programmes in School : Young people’s perspectives and public health discourses". Doctoral thesis, Linköpings universitet, Tema Barn, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-122457.

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Over the past decades socio-emotional programmes have been implemented in schools worldwide. Depression in Swedish Adolescents (DISA) and Social and Emotional Training (SET) are two socio-emotional programmes being practised in Swedish schools. The aim of the present dissertation is to explore students’ perspectives on DISA and SET, as well as the programmes’ intentions and strategies. The empirical material consists of interviews with students taking part in DISA and SET, participant observations conducted in an elementary school practising SET, participant observations of DISA and SET instructor courses, and a broad range of textual material concerning the programmes. Article I reports on an inherent contradiction in DISA, where techniques designed as treatment are practised as universal prevention for girls as a group. The girls’ accounts of DISA demonstrate why this contradiction is problematic – it was not up to the girls as course participants to define what problems they were having, but the problems were instead defined for them by the course. Taking part in DISA and SET involves exercises in which the students are expected to selfdisclose in front of their classmates. Article II reports on how this task of self-disclosure had a potential for strengthening students’ peer relations, while it at the same time entailed a risk of triggering already on-going destructive interactions, such as bullying and harassment. Article III demonstrates that the potential of self-disclosure is not equally distributed across the students, but depends on their social status within their peer group. Article III also shows that the norm conveyed by the SET programme – that showing anger is an inappropriate behaviour –functioned locally as a way to justify exclusion and negative positioning of peers who showed anger in response to ill treatment. Article IV provides an in-depth analysis of exchanges in a SET lesson concerning how students should deal with exposure to the negative actions of peers. It demonstrates how the types of questions a teacher is instructed to pose to maintain a neutral attitude in practice involve using more implicit forms of authority to construct ideals concerning desirable behaviours. These ideals were formed by discussing fictive examples, which meant stripping students’ actions of meaning and detaching them from the social and cultural context to which they belong. The present dissertation concludes by giving recommendations for policy practice.
Sedan millenniumskiftet har socio-emotionella program kommit att bli allt vanligare i skolor runtom i världen. Depression in Swedish Adolescents (DISA) och Social och Emotionell Träning (SET) utgör två socio-emotionella program som används i svenska skolan. Syftet med denna avhandling är att studera elevers perspektiv på DISA och SET, samt att studera programmens målsättning och design. Analysmaterialet består av intervjuer, deltagande observationer, programmanualer och dokument som beskriver och förklarar programmens utgångspunkter. Avhandlingen innefattar fyra artiklar. Artikel I belyser en konflikt i DISA programmet. DISA programmet lär ut tekniker som har utformats för att behandla depression. Programmet riktas dock till flickor generellt med syftet att förebygga att de utvecklar depression. Flickornas beskrivningar av DISA visar varför denna konflikt i programmet är problematisk. De fick inte själva definiera vilka problem de upplevde, istället var de tvungna att jobba med de problem som programmets övningar tillskrev dem. Övningarna som ingår i DISA och SET innebär moment där eleverna förväntas öppna sig inför varandra. Artikel II och III belyser hur detta fenomen hade potential att stärka elevernas sociala relationer, samtidigt som det också riskerade att leda till mobbning. I SET programmet tränas elever på att kontrollera sin ilska. Artikel III belyser hur normen – att visa ilska är ett olämpligt beteende – användes av eleverna för att rättfärdiga uteslutning av elever som visade ilska. Artikel IV består av en djupanalys av lektionen ’Vad kan du göra’ som handlar om hur elever bör agera om de utsätts för negativa handlingar från kamrater. Artikeln tar utgångspunkt i det dilemma som lärare ställs inför i SET programmet: att å ena sidan träna barnen i att anta socialt accepterade beteenden, och å andra sidan följa programmets krav på neutralitet. Analysen visar att de frågor som SET lärare använder för att åstadkomma en neutral hållning i praktiken medför mer implicita former av styrning där programmets ideal om önskvärda beteenden reproduceras. Önskvärda beteenden konstrueras genom att diskutera fiktiva fall utan att relatera dem till den sociala och kulturella kontext där barnen agerar och hanterar aktuella problem. Avhandlingen avslutas med en diskussion om hur ’barns psykiska hälsa’ och ’barns behov’ förstås och bemöts genom dessa program och vilka slutsatser som kan dras för utformandet av framtida insatser i skolan.

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45

Jackson, Janet Marlene. "School counselors' perceptions of effective components in adolescent suicide prevention programs". CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2719.

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The purpose of this project was to explore perceptions of effective components in adolescent suicide prevention programs among San Bernardino school counselors. The stress model and the mental health model are the two models implemented in suicide prevention programs.

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46

Rice, Judy A. "Typical or Troubled: A Program to Prevent School Violence". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/7622.

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Roberts, Kelly Eileen Cahill. "An Evaluation of the Expect Respect: Preventing Teen Dating Violence High School Program". Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1242323117.

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Kendrick, Michelle Marie. "Evaluating the Effects of the Olweus Bullying Prevention Program on Middle School Bullying". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1606.

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This project study addressed the problem of bullying, victimization, and the awareness of these activities at a public suburban middle school in Northwest Georgia. The study school implemented the Olweus Bullying Prevention Program (OBPP) in 2009, yet had not evaluated the program to identify whether or not it met its goals after 1 year of implementation. Using a quasiexperimental, goal-free program evaluation, the research questions explored whether or not the OBPP succeeded in reducing the student reported rates of bullying and victimization while also increasing awareness of such activities. A Mann Whitney U test was utilized for analysis due to violations of normality and homoscedasticity in the data. The quantitative sequence consisted of descriptive analyses of archived student data from the pre- and postimplementation (N = 346 and 137, respectively) Revised Olweus Bully/Victim Questionnaire (OBVQ) administration. Results indicated an increase, though not statistically significant, in student reporting of victimization and awareness and a statistically significant increase in rates of bullying. Results in the evaluation report supported continued OBPP implementation with anticipation that implementing more than 1 year should yield a decrease in student reported rates of bullying and victimization and increase in awareness of what constitutes these activities. The project study could lead to positive social change by increasing awareness of bullying in the learning community and reducing the number of reported incidents of bullying and victimization.

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49

Crisafi, Denise. "THE RESPONSE OF ADMINISTRATORS AND INSTRUCTORS IN THE ORANGE COUNTY, FLORIDA PUBLIC HIGH SCHOOL SYSTEM TO DATING VIOLENCE PREVEN". Master's thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3851.

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Adolescent dating violence occurs in high schools at an alarming rate. To educate adolescents about dating violence, some public high schools have incorporated prevention programs into their curriculum. These programs, which are predicated upon empiricism and behavioral theories, tend to produce limited results. In order to improve prevention programs, it has been suggested that schools should play a larger role in their development and implementation. However, dating violence studies have yet to examine how much school personnel know about adolescent dating violence and prevention strategies. The current study surveyed administrators and instructors at six public high schools in Orange County, Florida about their perceptions of dating violence and attitudes toward dating violence prevention programs. The results indicate that administrators and instructors are fairly knowledgeable about adolescent dating violence, approve of school-based dating violence prevention programs, and are willing to participate in prevention efforts. The results also indicate that administratorsÂ and instructorsÂ sociodemographics have the potential to affect how they feel about dating violence and prevention strategies. Implications of these findings for prevention program development and implementation as well as future research are discussed.
M.A.
Department of Sociology
Sciences
Applied Sociology MA

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50

Turner, Cami Jane. "Using peers to influence dating relationships an evaluation of a dating violence prevention program /". Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 0.27 Mb., 90 p, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:1435865.

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