Made available in DSpace on 2014-06-11T19:23:35Z (GMT). No. of bitstreams: 0 Previous issue date: 2006-02Bitstream added on 2014-06-13T19:29:49Z : No. of bitstreams: 1 lopes_gaz_me_arafcf.pdf: 605984 bytes, checksum: 282fc36dc56b75efba4c144b30e02212 (MD5) / Universidade Estadual Paulista (UNESP) / O presente trabalho determinou a prevalência de subnutrição, sobrepeso e obesidade, a freqüência alimentar, preferências e aversões das preparações servidas na merenda escolar, prática de atividade física, bem como avaliou as associações entre o estado nutricional, perfil sociofamiliar, consumo alimentar e atividade física de um grupo de escolares do Ensino Fundamental de 1ª a 4ª séries, pertencentes à rede estadual da cidade de Araraquara - SP, durante o período de dezembro de 2003 a junho de 2004, representando uma amostra de 77,41% da população dos escolares da rede estadual de ensino. Participaram do estudo, 4802 escolares sendo, 2391 meninos (49,79%) e 2411 meninas (50,21%), da faixa etária entre 6 a 17 anos. Dos, 4802 escolares avaliados segundo as medidas antropométricas apenas, 2228 (46,40%) devolveram o Questionário Sociofamiliar preenchido e 634 (13,20%) o Questionário de Freqüência Alimentar. As medidas antropométricas foram realizadas, em todas as escolas. Os dois Questionários foram preenchidos, no domicílio pelos pais ou responsáveis. A avaliação da subnutrição foi realizada pelo método escore Z para os índices, altura para idade (AI), peso para idade (PI) e peso para altura (PA) e comparado com o padrão, NCHS (CDC, 2000). Já, as avaliações da prevalência de sobrepeso e obesidade foram realizadas através dos pontos de corte do Índice de Massa Corporal (IMC) estabelecidos por Cole et al (2000) para gênero e idade. Os resultados evidenciaram para o gênero masculino e feminino, respectivamente uma prevalência de subnutrição grave (Z _ - 3) de 0,21% e 0,04% para AI; 0,21% e 0,17%, para PI e 0% e 0,77% para PA. Para subnutrição moderada (- 3 < Z _ - 2) foram encontrados, 1,63% e 1,62% para AI; 1,92% e 1,78% para PI e 2,37% e 0,77%, para PA, também foram avaliados com subnutrição leve ( -2 < Z _ -1)14,05% e 11,32% para AI... / The present work evaluated the prevalence of malnutrition, overweight and obesity, food frequency, preferences and aversion to the daily meals served at schools and practice of physical activities. It also evaluated associations among the nutritional status, social profile of the family, food intake and physical activity of a group of students at the grades 1st to 4th of elementary school of 13 state schools in Araraquara -SP, from December 2003 to June 2004, representing a sample of 77.41% of the students population from the state schools. 4802 students participated in the study. 2391 were boys (49.79%) and 2411 were girls (50.21%) aged from 6 to 17 years old. From the 4802 students evaluated with anthropometric measure, only 2228 (46.40%) handed in the Social Questionnaire. The anthropometric measures were performed by the author of this study in each school. The Social Questionnaire covered questions related to family income, number of people that lived in the house, parents' education and profession, preferences and aversion to the daily meals served at schools, repetition of the meals and practice of physical activity. The Food Frequency Questionnaire included a list of 93 foods usually eaten by students. The 2 Questionnaires were filled by the parents or guardians at home. The evaluation of malnutrition was accomplished by the method Z escore for the anthropometric indexes: Height- for-Age (HA), Weight-for-Age (WA) and Weight-for-Height (WH) and compared to the NCHS standard (CDC, 2000). The evaluation of the overweight and obesity prevalence was accomplished by the cut point method for BMI established by Cole et al (2000) for sex and age. The results showed that for both boys and girls a prevalence of sever malnutrition (below - 3 SD) was 0.21% and 0.04% for HA, 0.21% and 0.17% for WA and 0% and 0.77% for WH. For moderate malnutrition... (Complete abstract, click electronic address below)

Orientador: Maria Jacira Silva Simões / Banca: Thaís Borges César / Banca: Rubens Garcia Ricco / Banca: João Bosco Faria / Banca: Denise Giacomo da Motta / Resumo: O presente trabalho determinou a prevalência de subnutrição, sobrepeso e obesidade, a freqüência alimentar, preferências e aversões das preparações servidas na merenda escolar, prática de atividade física, bem como avaliou as associações entre o estado nutricional, perfil sociofamiliar, consumo alimentar e atividade física de um grupo de escolares do Ensino Fundamental de 1ª a 4ª séries, pertencentes à rede estadual da cidade de Araraquara - SP, durante o período de dezembro de 2003 a junho de 2004, representando uma amostra de 77,41% da população dos escolares da rede estadual de ensino. Participaram do estudo, 4802 escolares sendo, 2391 meninos (49,79%) e 2411 meninas (50,21%), da faixa etária entre 6 a 17 anos. Dos, 4802 escolares avaliados segundo as medidas antropométricas apenas, 2228 (46,40%) devolveram o Questionário Sociofamiliar preenchido e 634 (13,20%) o Questionário de Freqüência Alimentar. As medidas antropométricas foram realizadas, em todas as escolas. Os dois Questionários foram preenchidos, no domicílio pelos pais ou responsáveis. A avaliação da subnutrição foi realizada pelo método escore Z para os índices, altura para idade (AI), peso para idade (PI) e peso para altura (PA) e comparado com o padrão, NCHS (CDC, 2000). Já, as avaliações da prevalência de sobrepeso e obesidade foram realizadas através dos pontos de corte do Índice de Massa Corporal (IMC) estabelecidos por Cole et al (2000) para gênero e idade. Os resultados evidenciaram para o gênero masculino e feminino, respectivamente uma prevalência de subnutrição grave (Z _ - 3) de 0,21% e 0,04% para AI; 0,21% e 0,17%, para PI e 0% e 0,77% para PA. Para subnutrição moderada (- 3 < Z _ - 2) foram encontrados, 1,63% e 1,62% para AI; 1,92% e 1,78% para PI e 2,37% e 0,77%, para PA, também foram avaliados com subnutrição leve ( -2 < Z _ -1)14,05% e 11,32% para AI... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The present work evaluated the prevalence of malnutrition, overweight and obesity, food frequency, preferences and aversion to the daily meals served at schools and practice of physical activities. It also evaluated associations among the nutritional status, social profile of the family, food intake and physical activity of a group of students at the grades 1st to 4th of elementary school of 13 state schools in Araraquara -SP, from December 2003 to June 2004, representing a sample of 77.41% of the students population from the state schools. 4802 students participated in the study. 2391 were boys (49.79%) and 2411 were girls (50.21%) aged from 6 to 17 years old. From the 4802 students evaluated with anthropometric measure, only 2228 (46.40%) handed in the Social Questionnaire. The anthropometric measures were performed by the author of this study in each school. The Social Questionnaire covered questions related to family income, number of people that lived in the house, parents' education and profession, preferences and aversion to the daily meals served at schools, repetition of the meals and practice of physical activity. The Food Frequency Questionnaire included a list of 93 foods usually eaten by students. The 2 Questionnaires were filled by the parents or guardians at home. The evaluation of malnutrition was accomplished by the method Z escore for the anthropometric indexes: Height- for-Age (HA), Weight-for-Age (WA) and Weight-for-Height (WH) and compared to the NCHS standard (CDC, 2000). The evaluation of the overweight and obesity prevalence was accomplished by the cut point method for BMI established by Cole et al (2000) for sex and age. The results showed that for both boys and girls a prevalence of sever malnutrition (below - 3 SD) was 0.21% and 0.04% for HA, 0.21% and 0.17% for WA and 0% and 0.77% for WH. For moderate malnutrition... (Complete abstract, click electronic address below) / Mestre

The purpose of this study was to investigate symptoms of childhood depression as factors in elementary school age children's reading difficulties. Subjects for study included children who evidenced symptoms of depression from among those referred to the Pupil Appraisal Center (PAC) at North Texas State University for reading difficulties between October, 1983, and April, 1985. The Weinberg Affective Scale (WAS), a screening device for childhood depression, was used to identify the subjects for this study. Using document analysis as the research approach, the researcher examined, recorded, and categorized referral and evaluation statements made by parents, teachers, counselors, and reading specialists the subjects1 PAC files that described symptoms of childhood depression. Also analyzed were diagnostic test data from the evaluation reports of PAC counselors and reading specialists.

No description available.

The functioning of children with emotional and behavioral disorders (EBD) is a concern for parents and educators. Screening focuses efforts to identify and prevent/remediate EBD for students most at risk. Current screening instruments fail to meet three factors that may be related to successful early identification. The three factors are universality (rates all students), brevity, and identification of internalizing and externalizing symptoms. This thesis began the construction of a screener with all three factors. The thesis determined a conceptual basis for the instrument and created an item pool. The conceptualization was based on a literature review. The item pool was obtained by looking at current assessments and screeners, research studies, and teacher focus groups and email surveys. The item pool should be test piloted and compared against reliable and valid assessments to further reduce the number of items.

Praise notes have the potential to positively influence student behavior and relationships. Few studies have examined the social validity of praise, however, and these studies have focused on students' perceptions. The purpose of this study was to describe student, parent, and teacher perceptions of a school-wide praise note intervention at a Title I elementary school. Twenty-three teachers, 203 parents, and 203 students completed surveys regarding a pre-existing praise note intervention. Surveys consisted of 13 quantitative items and two open-ended questions. Quantitative and qualitative results indicate that participants had positive perceptions of praise notes. Participants also believed that praise notes helped improve relationships, home/school communication, and student behavior. Results also suggest that praise notes are sustainable and have a good level of buy-in. While parents liked praise notes and believed that praise notes improved home/school communication, teachers seemed unaware of parents' enthusiasm. Implications and limitations of this study are addressed.

Divorce is a common event in the United States; an estimated 50% of marriages end in divorce. With so many divorces each year, a substantial number of children are impacted. Divorce can have negative effects socially, behaviorally, emotionally, and academically, in both the short term and the long term. Bibliotherapy is a therapeutic tool centered on the use of books and stories to assist in the understanding and expression of an event. Bibliotherapy has been shown to be effective for children who have experienced similar traumatic events such as loss. Research suggests that bibliotherapy could be a flexible, cost efficient, time efficient, and therapeutically effective intervention for children experiencing divorce. This research project attempted to further understand and identify the perspectives of school psychologists on the selection and use of bibliotherapy for children experiencing divorce in their families. Participants (n=11) discussed their perceptions of 16 preselected children’s divorce books. They also discussed their perceptions on important selection criteria to consider when selecting a book to use with children of divorce. Overarching themes indicated that participants proposed that an effective book individualizes treatment; portrays realistic experiences; includes topics that are practical, comprehensive and multi-dimensional; provides an engaging and interactive story; and addresses and identifies emotions. Future research is recommended to explore the effectiveness of using carefully selected stories in supporting elementary-aged children experiencing parental divorce.

No description available.

La réussite éducative est une priorité au cœur des politiques québécoises en matière d’éducation. Malgré les efforts déployés, certains indicateurs de réussite demeurent préoccupants. Ceci est encore plus vrai pour certaines populations qui vivent dans un contexte de vulnérabilité, notamment, les jeunes en situation de placement pour qui les données sont les plus inquiétantes. Il est donc impératif d’identifier les meilleures stratégies pour soutenir la réussite des jeunes de la population générale, mais également ceux qui sont les plus à risque de vivre des échecs. La présente thèse a ainsi pour but d’identifier ces stratégies en s’attardant à deux cibles importantes, l’engagement et le rendement scolaires. Plus précisément, deux revues systématiques ont été réalisées : l’une portant sur les interventions ayant pour but de favoriser l’engagement comportemental, cognitif et affectif des élèves du primaire (étude 1) et une seconde portant sur les interventions favorables au rendement des jeunes en situation de placement (étude 2). Les résultats des interventions identifiées ont été synthétisés via des méta-analyses afin d’identifier les stratégies d’intervention les plus efficaces. Le premier chapitre de la thèse permet de bien positionner les concepts à l’étude et les objectifs de la thèse. Quant au second chapitre, il présente les étapes d’une recension systématique, l’approche méthodologique au cœur de cette thèse. La première étude est présentée au chapitre III. Cette étude a permis d’identifier 38 interventions visant à soutenir l’engagement scolaire des élèves du primaire. Parmi les différentes stratégies, le soutien offert à l’enseignant est parmi les plus prometteuses; aider les enseignants à mettre en place des pratiques efficaces en matière de gestion des comportements et à établir des relations positives est hautement favorable à l’engagement des élèves. Parmi les interventions directement mises en place auprès des élèves, il semble particulièrement efficace de les aider à développer des stratégies pour mieux planifier et organiser leurs apprentissages, ainsi que d’intégrer des activités physiques durant les activités d’apprentissage. Toutefois, les ateliers d’habiletés sociales adressés aux élèves ne semblent pas contribuer à leur engagement. Finalement, pour les jeunes qui rencontrent davantage de difficultés, les interventions multimodales visant à soutenir directement l’élève ainsi que ses différents environnements, scolaire et/ou familial, se sont également révélées efficaces pour favoriser l’engagement. Le deuxième article de la thèse (Chapitre IV) a permis de répertorier 21 interventions soutenant le rendement scolaire des jeunes en situation de placement. Parmi les différentes interventions recensées, le tutorat s’impose comme la stratégie la plus efficace et la plus rigoureusement évaluée. Les interventions qui reposent sur la collaboration entre le parent, biologique ou d’accueil, les services sociaux et l’école montrent également des effets bénéfiques. Toutefois, devant d’importants biais méthodologiques, les résultats des études sur le sujet doivent être interprétés avec prudence. En somme, cette thèse souligne la variété de stratégies pour soutenir l’engagement et le rendement scolaires. Tel qu’abordé dans la discussion générale (Chapitre V), auprès des jeunes de la population générale, il semble particulièrement important de mettre en place un environnement scolaire positif. Pour les jeunes confrontés à des difficultés plus importantes, il semble nécessaire d’offrir un soutien ciblé sur les difficultés. Malgré les limites de la thèse, ces résultats ont des implications importantes pour la recherche, mais particulièrement pour les intervenants qui œuvrent dans les milieux scolaires et des services sociaux. Ces dernières sont abordées en conclusion. / School success is a priority at the heart of Quebec’s education policies. Despite the efforts made, some success indicators remain concerning. This is even more true for certain populations living in a context of vulnerability, notably children in out-of-home care, for whom the data is most concerning. It is therefore imperative to identify the best strategies to support student success in the general population, as well as for those who are most at risk of failure. Thus, the purpose of this thesis is to identify these strategies by focusing on two important targets: student engagement and academic achievement. To this end, two systematic reviews were conducted: one focusing on interventions aimed at promoting behavioral, cognitive, and affective engagement of elementary school students (study 1), and the other targeting interventions to improve the academic achievement of children in out-of-home care (study 2). The results of the identified interventions were synthesized through meta-analyses to determine the most effective strategies. The first chapter of the thesis provides an overview of the concepts under study and the thesis objectives. The second chapter presents the steps of a systematic review, the methodological approach at the core of this thesis. The first study is presented in Chapter III. This study identified 38 interventions aimed at supporting elementary students’ engagement. Among the various strategies, indirect support provided to teachers is among the most promising. Assisting teachers in implementing effective behavior management practices and establishing positive relationships is highly conducive to student engagement. Among the student-directed interventions, it appears particularly effective to help students develop strategies to better plan and organize their learning, as well as to integrate physical activities during learning activities. However, social skills workshops do not seem to contribute their engagement. Finally, for young people facing more difficulties, multimodal interventions aiming to support the student directly as well as their different environments, both school and/or family, have also proven effective in promoting engagement. The second article of the thesis (Chapter IV) allowed the identification of 21 interventions aimed at supporting the academic achievement of children in out-of-home. Among the various interventions identified, tutoring stands out as the most effective and rigorously evaluated strategy. Interventions based on collaboration between the natural or foster parent, social services, and the school also show beneficial effects. However, given significant methodological biases, the results of these studies should be interpreted with caution. In summary, this thesis emphasizes the variety of strategies to support engagement and academic achievement. As discussed in the general discussion (Chapter V), it seems particularly important to create a positive school environment for students in the general population. On the other hand, for those facing more significant difficulties, targeted support for their specific challenges seems necessary. Despite certain limitations, these results have important implications for research and particularly for practitioners working in school and for social services. These are addressed in the conclusion.

In this two-part dissertation, the sources of self-efficacy were investigated for elementary and middle school students in mathematics classrooms. In the first study, the Sources of Middle School Mathematics Scale (Usher & Pajares, 2009) was validated with a younger sample. Participants included 367 fourth- through sixth-grade students; these participants completed two surveys investigating their beliefs regarding their capabilities to perform successfully in mathematics. This study included an examination of the psychometric properties and a confirmatory factor analysis of the Sources of Middle School Mathematics Self-Efficacy Scale, and an investigation into the relative power of mastery experience, vicarious experience, social persuasions, and physiological state to predict self-efficacy. This scale demonstrates adequate reliability and validity to be used successfully with younger students. The goal of the second study was to examine social persuasions in greater detail by focusing on the feedback teachers provide to their students during mathematics instruction. The Teacher Feedback Scale (Burnett, 2002) and several self-efficacy measures were administered at two time points to a subset (N = 290) of the fourth- through sixth-grade students from Study 1. The reliability and validity of the Teacher Feedback Scale was explored, as well as the relative power of positive, negative, ability, and effort feedback to predict self-efficacy. Negative feedback was the strongest predictor of student mathematics self-efficacy; positive and ability feedback were also significant predictors. Effort feedback was not a significant predictor of self-efficacy. This dissertation makes a relevant contribution to the fields of educational and school psychology by providing additional evidence for the validity of these scales and by exploring teacher feedback through the lens of social cognitive theory. Results from this study can also be used to help mathematics teachers interact with their students in ways that will bolster self-efficacy.