Made available in DSpace on 2016-06-02T19:46:29Z (GMT). No. of bitstreams: 1 6006.pdf: 2028734 bytes, checksum: 0e0ff44219a0b7773d757ddbe4c81727 (MD5) Previous issue date: 2014-02-24 / Financiadora de Estudos e Projetos / Involving families in intervention programs supports them and allows them to have autonomy to hire services while learning and strategizing the necessary requirements to claim their rights, as well as assist in the development or enhancement of skills to stimulate their children. The research aimed to implement a program of intervention with mothers of children with disabilities and to evaluate the influence of the same on the identification of needs, stimulation offered to children, stress level and level of empowerment. The intervention program occurred in nine weekly meetings, 120/150 minutes long, being divided into two parts: (a) parenting practices and child development and (b) thematic interests of mothers. All sessions were recorded wiht annotation into a field journal. To meet the goals, the mothers were evaluated through a resources and stress questionnaire, an EC-Home inventory and a family empowerment scale. In addition, the participants responded to questionnaires for evaluating the intervention framework to assess different aspects of the quality of the intervention, at the end of each meeting and the end of the program. To compare the averages of the mothers between the pre- and post-test Mann-Whitney test was used. To compare the frequency of stimulation that mothers offered children in the family environment, through the EC-Home Inventory, the Kruskal-Walllis was used. To relate the variables the Spearman correlation test was used, considering only the data of the pretest. The assessment tools and intervention sessions quantitative and qualitative data were obtained, which were calculated averages, standard deviation and content analyses performed. Based on the results, it was found that at every meeting, mothers were able to demonstrate their difficulties and potential to deal with some situations, express their feelings, exchange information and clarify their doubts in respect to the child with the disability. According to the results, there is statistically a significant decrease of the needs, and the level of family stress, as well as an increase in stimulation offered to the child in the family environmentt and empowerment. The higherthe age of the child, the greater the needs of families the higher the purchasing power of families, the greater the level of empowerment, and the lower the family stress. In regards to the structure of the intervention program, all aspects of the meetings were evaluated by the participants in a positive way, with scores ranging from 4.0 'good' to 5.0 'very good'. The most well assessed in different encounters were the speaker's ability to conduct the session in an orderly manner and that the participants had the opportunity to speak. The positive aspects of the intervention program were the mothers who showed that the Group clarified the doubts of participants and helped resolve difficulties related to the needs of children, On the other hand, the time when the subject was broached, evaluated by the mothers as short and the participation of the same were evaluated as a negative point of the intervention. It is concluded that the intervention program provided the mothers with the tools and information that might assist in family interactions, more specifically on the interactions between parents and children. It is believed that the participation of mothers in the intervention program can assist positively in the development of children with disabilities. / Envolver famílias em programas de intervenção é apoiá-las e permitir-lhes que tenham autonomia para contratar serviços, é proporcionar lhes o aprendizado e estratégias para exigirem e buscarem seus direitos, além de auxiliar no desenvolvimento ou aprimoramento de habilidades para estimularem suas crianças. A pesquisa teve o objetivo de implementar um programa de intervenção junto a mães de crianças com deficiência e avaliar a influência do mesmo sobre a identificação de necessidades, estimulação oferecida aos filhos, nível de estresse e nível de empoderamento materno. O programa de intervenção ocorreu em nove encontros semanais, de 120/150 minutos de duração, sendo estruturado em duas partes: (a) práticas parentais e desenvolvimento infantil e (b) temáticas de interesse das mães. Todas as sessões foram gravadas e foram feitos registros em diário de campo. Para responder aos objetivos, as mães foram avaliadas em relação às necessidades, o nível de estresse, a quantidade e qualidade da estimulação oferecida à criança no ambiente familiar e ao empoderamento, por meio do Questionário sobre as necessidades das famílias, Questionário de Recursos e Estresse na forma resumida, Inventário EC - Home e Escala de empoderamento familiar, respectivamente, que foram aplicados na forma de pré-teste e pós-teste. Além disso, as participantes responderam aos questionários de avaliação da estrutura do programa sobre diferentes aspectos da qualidade da intervenção, ao final de cada encontro e ao final do programa. Para comparar as médias das mães, entre o pré e pós-teste utilizou-se o teste de Mann-Whitney. Para comparar a frequência de estimulação que as mães ofereciam as crianças no ambiente familiar, por meio do Inventário ECHome, utilizou-se o teste de Kruskal-Walllis. Para relacionar as variáveis foi utilizado o teste de correlação de Spearman, considerando apenas os dados do pré-teste. Os instrumentos de avaliação dos encontros e da intervenção obtiveram dados quantitativos e qualitativos, em que foram calculadas médias, desvio padrão e realizadas análises de conteúdo. Com relação aos resultados, constatou-se que em cada encontro, as mães puderam demonstrar suas dificuldades e potencialidades em lidar com algumas situações, expressarem seus sentimentos, trocarem informações e esclarecerem suas dúvidas com relação ao filho com deficiência. Considerando as médias obtidas antes e após a participação das mães no programa de intervenção, os resultados apontaram, de modo geral, que houve diminuição estatisticamente significativa em pelo menos um fator das escolas que avaliaram as necessidades e o nível de estresse familiar, assim como um aumento em alguns itens das escalas que avaliaram a estimulação oferecida à criança no ambiente familiar e o empoderamento. Além disso, constatou-se que quanto maior era o nível de estresse, maior era a necessidade das famílias, menor era a estimulação oferecida à criança no ambiente familiar e menor era o nível de empoderamento familiar; quanto maior era a necessidade familiar maior era o nível de estresse, menor era o nível de empoderamento e menor era a estimulação oferecida à criança no ambiente domiciliar. Quanto maior era a idade da criança, maior era a necessidade familiar e; quanto maior era o poder aquisitivo das famílias, maior o nível de empoderamento e menor era o nível de estresse familiar. Com relação à estrutura do programa de intervenção, os aspectos de todos os encontros foram avaliados pelas participantes de forma positiva, com pontuações variando de 4,0 bom a 5,0 muito bom . Os aspectos mais bem avaliados em diferentes encontros foram à capacidade da palestrante de conduzir a sessão de forma organizada e a oportunidade que as participantes tiveram para falar. Como aspectos positivos do programa de intervenção, as mães apontaram que o grupo esclareceu as dúvidas das participantes e ajudou a solucionar dificuldades relacionadas às necessidades dos filhos, respectivamente. Em contrapartida, a adequação do tempo em que o tema foi abordado, avaliado pelas mães como curto, e a participação das mesmas foram avaliados como ponto negativo da intervenção. Conclui-se que o programa de intervenção proporcionado às mães ofereceu ferramentas e informações que puderam auxiliar nas interações familiares, mais especificamente nas interações entre pais e filhos. Acredita-se que a participação das mães no programa de intervenção pôde auxiliar positivamente no desenvolvimento dos filhos com deficiência.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-04-01T12:39:25Z No. of bitstreams: 1 carmelitadossantosrodrigues.pdf: 807262 bytes, checksum: 72867847c8bc26ec578b3af6153218af (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-04-24T03:14:52Z (GMT) No. of bitstreams: 1 carmelitadossantosrodrigues.pdf: 807262 bytes, checksum: 72867847c8bc26ec578b3af6153218af (MD5) / Made available in DSpace on 2016-04-24T03:14:52Z (GMT). No. of bitstreams: 1 carmelitadossantosrodrigues.pdf: 807262 bytes, checksum: 72867847c8bc26ec578b3af6153218af (MD5) Previous issue date: 2013-08-16 / Esta pesquisa objetiva avaliar a atuação dos inspetores escolares no Programa de Intervenção Pedagógica – Alfabetização no tempo certo, apontando conformidades ou contradições no desenvolvimento de suas ações de acompanhamento junto às escolas. Para isso delimitamos o campo de pesquisa como sendo a Superintendência Regional de Ensino de Governador Valadares, verificando se os 28 inspetores escolares têm seu trabalho voltado pra o foco pedagógico. Pesquisei como acontece essa atuação a partir da efetivação das ações propostas no PIP, visto que estas delineiam uma nova prática do inspetor ao instituir que o foco pedagógico deve ser o principal eixo de toda ação desenvolvida junto às escolas. A metodologia utilizada foi a pesquisa quantitativa com aplicação de questionário. Utilizamos ainda uma entrevista semiestruturadae análise de documentos. Esta estratégia metodológica de análise documental permitiu confirmar os dados obtidos através de aplicação de questionário com os relatórios elaborados pelos inspetores. A pesquisa apontou que os inspetores escolares da regional de Governador Valadares não dedicam maior tempo à gestão pedagógica, conforme demanda a política atual, por excesso de demandas administrativas. Demonstrou ainda que as atribuições dos inspetores, em cada dimensão de sua atuação, estão dispostas em documentos diferentes dificultando o planejamento articulado das ações. Apresentamos ao final a proposta de acompanhamento do inspetor às escolas nas diferentes dimensões de forma articulada, com vistas a propiciar que as ações relacionadas à gestão pedagógica sejam garantidas. Propomos ainda uma formação continuada para os inspetores escolares da regional com o objetivo de desenvolver competências pedagógicas capazes de promover a mudança de posturas e práticas necessárias para a melhoria do assessoramento às escolas por esse profissional. / This research aims to evaluate the role of school inspectors in Pedagogical Intervention Program - Literacy in correct time, pointing conformities or contradictions in the development of its follow-up actions in the schools. For that, we have delimited the search field as the Governador Valadares’sRegional Superintendent of Education, checking out if the 28 school inspectors have their work focusedin the pedagogical approach. We have researched how this action happens since the accomplishment of the actions proposed in PIP, as these outline a new practice for the inspector, establishing the pedagogical focus should be the main focal point of the actions developed in schools. The methodology used was a quantitative survey using a questionnaire. It was also utilized a semi structured interview and documental analysis. This methodological strategy document analysis allowed us to confirm the data obtained through a questionnaire with the reports made by the inspectors. The research showed that the school inspectors of the Regional Governor Valadares do not devote more time to the educational management as demand the current policy, for excessive administrative demands. It has also demonstrated that the duties of inspectors, in every dimension of their work, are arranged in different documents hindering the planning of articulated actions. We present the final proposal to accompany the inspector to schools in different dimensions in a coordinated manner in order to provide that actions related to educational management are guaranteed. We also suggest an ongoing education to the regional school inspectors for the purpose of developing teaching skills that promote attitudes and practices changing necessary to improve the advice to schools by that professional.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-04-29T14:58:38Z No. of bitstreams: 1 lidiarodriguesferreira.pdf: 1068096 bytes, checksum: 2794572fd891e1a5de8007064cf9c65c (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-05-02T01:22:35Z (GMT) No. of bitstreams: 1 lidiarodriguesferreira.pdf: 1068096 bytes, checksum: 2794572fd891e1a5de8007064cf9c65c (MD5) / Made available in DSpace on 2016-05-02T01:22:35Z (GMT). No. of bitstreams: 1 lidiarodriguesferreira.pdf: 1068096 bytes, checksum: 2794572fd891e1a5de8007064cf9c65c (MD5) Previous issue date: 2014-12-19 / Esse trabalho tem como objetivo analisar a participação do Inspetor Escolar no Programa de Intervenção Pedagógica para entender melhor as dificuldades encontradas e buscar alternativas de ação que contribuam para o trabalho desenvolvido nas escolas. O campo de pesquisa é a Superintendência Regional de Uberaba, onde buscamos conhecer as diferentes perspectivas dos atores envolvidos no programa. Para isso foram feitas entrevistas com os Coordenadores da S.R.E. responsáveis pelo programa e aplicados questionários à equipe que atua nas escolas (Inspetores/Analistas/Professores) e aos profissionais de três escolas (Diretores, Supervisores e Professores). A pesquisa apontou que as dificuldades encontradas para a participação do Inspetor Escolar no programa surgem da diversidade de suas atribuições, da falta de articulação com os Analistas/Professores e da falta de conhecimento e experiência prática em sala de aula de alguns Inspetores. Essas dificuldades têm causas mais profundas sendo reflexo das contradições de um Estado que adota um modelo gerencial, com políticas educacionais que buscam metas e resultados sem abandonar o modelo burocrático, preocupado com o cumprimento das normas e do funcionamento do sistema. Foram também utilizados na pesquisa os documentos oficiais e os sites do governo nos quais estão disponibilizados os dados sobre o assunto. A pesquisa pontua ainda as dificuldades existentes na fase de implementação das políticas públicas e que aparecem no Programa de Intervenção Pedagógica. Apresentamos ao final uma proposta de formação continuada, que envolve Inspetores Escolares e Analistas Educacionais com o objetivo de estudarem juntos, melhorando a integração entre ambos e discutindo formas de ações conjuntas que possam ser desenvolvidas nas escolas, dentro das especifidades de cada função. / This work aims to analyze the participation of the School Inspector in Pedagogical Intervention Program to better understand the difficulties and seek alternative actions that contribute to the work done in schools. The research field is the Regional Superintendent of Uberaba, where we seek to know the different perspectives of the actors involved in the program. For that interviews were conducted with the Coordinators of SRE responsible for the program and questionnaires to teams working in schools (Inspectors / Analysts / Teachers) and professionals from three schools (Directors , Supervisors and Teachers) . The survey showed that the difficulties encountered in the participation of the School Inspector in the program come from the diversity of its functions, the lack of coordination with reviewest / Teachers and lack of knowledge and practical experience in the classroom of some inspectors. These difficulties have deeper causes being a reflection of the contradictions of a state that adopts a management model with educational policies that seek goals and results without abandoning the bureaucratic model, concerned about compliance with the rules and system operation. Were also used in the study official documents and government sites that are available data on the subject. The survey also points out the difficulties existing in the implementation phase of public policy and appearing in the Educational Intervention Program. We present a proposal at the end of continuing education, which involves School Inspectors and Educational Analysts in order to study together, improving integration between them and discussing ways of joint actions that can be developed in schools, within the specificities of each function.

Bibliographic identification PRESL, Aleš: Explosive power in fitness training of soccers in teengers. Diploma thesis. Charles Univerzity. Faculty of Physical Education and Sport. Department of Athletic. Supervisor: PhDr. Radim Jebavý, PhD. Prague: FTVS UK, 2019. Abstract Title: Explosive power in fitness of soccers in teengers Objectives: The main of the thesis is to determine the influence of the interventional fitness program on the development of explosive strength of the lower extremities by means of plyometric exercises in the youth category in football and its subsequent comparison in three measurements between the experimental and control group. Methods: Testing was performed using four motor tests and an intervention program with two-group plyometric exercises. 16 footballers aged 17.6 ± 0.9 took part in 3 measurements with an interval of 4 weeks. The data were processed using basic statistical methods. Results: The interventional fitness program had a positive effect on increasing the level of explosive strength in the experimental group. Due to the introductory part of TJ and 3 measurements, the control group also improved significantly. Keywords: youth category, strength abilities, lower limbs, intervention program, comparison

Bibliographic identification PRESL, Aleš: Explosive power in fitness training of soccers in teengers. Diploma thesis. Charles Univerzity. Faculty of Physical Education and Sport. Department of Athletic. Supervisor: PhDr. Radim Jebavý, PhD. Prague: FTVS UK, 2019. Abstract Title: Explosive power in fitness of soccers in teengers Objectives: The main of the thesis is to determine the influence of the interventional fitness program on the development of explosive strength of the lower extremities by means of plyometric exercises in the youth category in football and its subsequent comparison in three measurements between the experimental and control group. Methods: Testing was performed using four motor tests and an intervention program with two-group plyometric exercises. 16 footballers aged 17.6 ± 0.9 took part in 3 measurements with an interval of 4 weeks. The data were processed using basic statistical methods. Results: The interventional fitness program had a positive effect on increasing the level of explosive strength in the experimental group. Due to the introductory part of TJ and 3 measurements, the control group also improved significantly. Keywords: youth category, strength abilities, lower limbs, intervention program, comparison

Title: Comparison of balance of abilities of artistic gymnasts and TeamGym gymnasts Objectives: The aim of this work is to describe the relationship between selected factors and performance in selected balance tests of groups of artistic gymnasts and TeamGym gymnasts and at the same time to verify the effect of the balance beam exercise on the balance ability of TeamGym gymnasts. Methods: Field tests were chosen for data acquisition: stand on dominant and non- dominant limb with closed and open eyes, walking back on balance beam and bench, jumps to balance position (track). Furthermore, a questionnaire survey was used. The obtained data were evaluated by means of Wilcoxon tests for two dependent and independent samples, correlation analysis, materiality investigation for non-parametric data and means of descriptive statistics. The data were also examined in terms of the percentages of the achieved maxima. The intervention method was chosen to verify the influence of the exercises on the balance beams. Results: The relationship of the direct proportion between age and performance in walking back on bench and track test was confirmed, and between height and performance in stand-up tests and track run were confirmed. In addition, a better level of balance skills in artistic gymnasts was demonstrated...

The purpose of this study was to investigate the intervention program Graduate on Time as related to the number of high school dropouts in a rural northeast Tennessee high school. Graduation rates and dropout rates were gathered from Report Card information from the Tennessee Department of Education website. Archival data for the students in this study were obtained from the STAR student management data system. Former students in the Graduate on Time program were surveyed for their perceptions about the program. The population for this study consisted of 96 students who were enrolled in the Graduate on Time program from the 2007-2008 school year through the 2010-2011 school year at Johnson County High School in Mountain City, TN. Participants in the program were made up of 56 males and 40 females. The ethnic breakdown of the participants in the program consisted of 97% White, 2% Hispanic, and 1% African American. Over 85%, or approximately 82 students, qualified for free- and reduced-price meals and were considered low socioeconomic students in this study. This quantitative study was guided by 5 quantitative research questions, with 1 qualitative research question consisting of a participant survey on perceptions of the Graduate on Time program. In Chapter 3 each quantitative research question had 1 null hypothesis. Two research questions were analyzed by using the Chi-Square test for independence and 3 research questions were analyzed by using a single sample t-test. The qualitative part of this study examined student's perceptions of the Graduate on Time program. The results of the Chi-Square test showed there was no significant difference in the graduation rate or the dropout rate of those students who participated in the Johnson County High School Graduate on Time program and the graduation rate or the dropout rate of nonparticipants. However, there was a statistically significant difference between the retention rate ofGraduate on Time participants and the retention rate of nonparticipants. From the results of this study, it was revealed that the students' perceptions did affect their success rate in the Johnson County High School Graduate on Time program.

Osteoporosis is a disease of the bone and skeletal system which weakens bone structure and results in fractures. The disease has caused a heavy economic burden in the U.S., especially among Americans over the age of 50. According to The Surgeon General's report on bone health in 2004 (U.S. Department of Health and Human Service (USDHHS), 2004), an estimated 10 million Americans over age 50 have osteoporosis, and another 34 million have osteopenia and are at risk of osteoporosis. The projected cost directly associated with osteoporosis is $34.0 billion in 2005 and will rise to more than $41.4 billion in 2025 (Vanness & Tosteson, 2005). Osteoporosis also results in serious and often devastating health problems for affected individuals (Riggs & Melton, 1995) because of the fractures it causes. Riggs and Melton (1995) estimated that each year 1.5 million people suffer an osteoporosis-related fracture. Unlike genetic risk factors that can be nearly impossible to modify, living on a calcium-rich diet is a lifestyle choice. Effective intervention programs can be useful tools to educate people to adopt a calcium-rich diet. Studies have shown that a calcium-rich diet can increase bone mineral density and intervention programs can facilitate the process of the lifestyle change (Wong, Lau, E.M., Lau, W.W., & Lynn, 2004; Lv & Brown, 2011). However, effective intervention programs against osteoporosis are limited for minorities, and specifically, for elderly Chinese women. The prevalence of osteoporosis in Chinese women is high but the knowledge level is low (Babbar et al., 2006; Lau, Woo, Leung, Swaminathan, & Leung, 1992), which provides an opportunity for intervention. A community-based intervention program was designed based on the modified health belief model (HBM). Its content was specifically tailored to the cultural background and the characteristics of the Chinese women living in the Greater Philadelphia area, based on the findings from previous studies. The intervention program was implemented and its effectiveness was evaluated in a 2-group quasi-experimental study. The study recruited eight (8) Chinese community organizations and assigned them to receive either the intervention program or the control program according to the timing of their agreement to participate and the balance of total participants recruited for each study group at the time. A total of 102 Chinese women were enrolled from the three (3) organizations that were assigned to the Intervention Group and 90 from the five (5) organizations that were assigned to the Control Group. Participants in the Intervention Group received a 30-mintue education session delivered in Chinese (Mandarin). The education focused on the Health Belief Model constructs in the context of osteoporosis intervention. It provided information about osteoporosis, including the functions of the bones, prevalence and risk factors. It highlighted participants' susceptibility to osteoporosis, the consequences and severity of the disease, and targeted messages to increase self-efficacy and decrease barriers. The contents were tailored to the study population. The osteoporosis education was delivered in plain language to suit the population's low educational level and used examples relevant to their cultural background. Participants in the Control Group watched a 30-minute video about liver functions and hepatitis B transmission and prevention. The study tested three (3) primary hypotheses that, compared with the Control Group, the Intervention Group at post-intervention would have 1) a higher knowledge level of osteoporosis, 2) a higher self-efficacy for adopting a calcium-rich diet, and 3) a higher intention level to consume more calcium-rich food items. The data were collected at three time points: baseline, post-intervention, and three months after the intervention. The scores of knowledge level and self-efficacy were analyzed by mixed linear regression models with adjustment of the baseline variables and accounted for the correlations among the participants from the same site. The intention stage was analyzed by a multinomial logistic regression model with adjustment of baseline intention stage and the baseline variables. The results for the study were consistent with all three primary hypotheses. The intervention program increased the knowledge level of osteoporosis and perceived self-efficacy in the Intervention Group. At post-intervention, the differences between the two study groups was 0.17 (95% CI: 0.02, 0.32; p-value<0.037) for the knowledge scores, and 0.34 (95% CI: 0.12, 0.56; p-value<0.001) for the self-efficacy scores. The results also suggested that the intervention program moved the participants in the Intervention Group to higher intention stages. The odds ratio (Intervention/Control Group) of being at a higher intention stage was 3.29 (95% CI: 1.23, 8.82; p-value=0.016). The study showed that the community-based and culturally tailored intervention program designed for the elderly Chinese women was effective. It increased the osteoporosis knowledge level and self-efficacy for adopting a calcium-rich diet and moved participants to a higher intention stage of consuming more calcium-rich food items. Additionally, the study showed that more than 50% of the participants had low bone mass. In conclusion, this intervention program reached a hard-to-reach population of elderly Chinese women and provided public health professionals a useful tool to work with. The high provalance of low bone mass in this population provided the public health agencies useful information to aid their decisions on resource allocation. / Public Health

Récemment, un nombre grandissant de jeunes ayant des troubles du comportement ont été intégrés dans les classes régulières. Afin de soutenir cette intégration, plusieurs programmes d’intervention ont émergé et été implantés dans les écoles québécoises. Parmi ces programmes, on retrouve le programme l’Allié, qui se distingue des autres, notamment, par l’utilisation de pairs aidants. Ce cadre d’intervention prometteur soulève cependant certains questionnements sur la possibilité d’influence négative entre les jeunes. L’objectif de l’étude est de décrire, dans une approche comportementale, le processus d'influence entre pairs. Une méthodologie d’observation systématique des interactions sociales est privilégiée. Les résultats indiquent qu’il n’y a pas eu d’influence négative dans les groupes l’Allié. Les comportements perturbateurs ont eu plus de chances de cesser lorsque les participants les ont ignorés, que lorsque les pairs ont réagi à ces comportements. L’ignorance intentionnelle d’un comportement semble donc constituer un processus d’influence important dans les groupes de jeunes. / In recent years, a growing number of students with behavioral disorders have been integrated into regular classrooms. Various intervention programs have emerged to support this integration, with many being implemented in Quebec’s schools. One of these programs, the Ally intervention program, distinguishes itself from others, notably, through its use of peer helpers. Though very promising, this intervention framework raises some questions about the possibility of negative influence among the children. The goal of this study is to describe, in a behavioral approach, the influence process in social interactions between peers. Systematic observation is the method selected to conduct this study. Results indicate that there was no negative influence in Ally groups. Furthermore, a disruptive behavior was more likely to stop when participants ignored it, than when peers responded to it. Selective ignoring of behavior thus seems to be an important influential process in groups made up of children.

Ziel der vorliegenden Erkundungsstudie war es, auf Persönlichkeits- und prozessanalytischer Ebene abbruchbegünstigende Faktoren anhand einer aggressiv-auffälligen Schülerstichprobe (N=63) zu identifizieren, die am sozialpädagogischen Training ‚Denkzeit für Schüler‘ teilgenommen und dieses abgebrochen haben (N=23). Ausgangspunkt war die Frage, ob die subjektive Wahrnehmung und Bewertung der Sitzungen durch die Trainer und die Schüler mit einem Abbruch in Zusammenhang gebracht werden können. Weiterhin wurde geprüft, ob bestimmte Persönlichkeitsmerkmale und soziodemografische Variablen der Schüler einen Trainingsabbruch beeinflussen. Um diese Fragestellung zu beantworten, wurden die Sitzungsbewertungen mit einem eigens entwickelten Kurzfragebogen erfasst. Zusätzlich fand bei den Schülern eine umfangreiche Fragebogenbatterie Anwendung. Es konnte nachgewiesen werden, dass die Abbrecher im Vergleich zu den Beendern signifikant jünger sind. Darüber hinaus zeigten sich keine weiteren systematischen Unterschiede im Bereich der soziodemografischen Variablen und Persönlichkeitseigenschaften. Differenzielle Effekte lassen sich anhand der Sitzungsbewertungen schlussfolgern. Die Bewertungen der Schüler zeigten sowohl zu Trainingsbeginn als auch während des Verlaufes systematische Unterschiede. Die (potenziellen) Abbrecher kommen schon mit einer größeren Skepsis in das Training und bewerten die Sitzungen von Beginn an negativer. Die Abbrecher scheinen über sich und die Sitzungsinhalte weniger intensiv nachzudenken. Dieser Umstand kann von den Trainern nicht wahrgenommen werden. Die Ergebnisse bieten einen ersten Überblick über einen noch unzureichend erforschten Bereich, wobei aufgrund der geringen Stichprobengröße die eingeschränkte Generalisierbarkeit der Ergebnisse berücksichtigt werden muss. / In pedagogical settings aiming to prevent aggressive behavior problems quantitative analysis of dropout has been a widely neglected topic. The goal of this dissertation was to identify factors which lead to the drop out of conductive disordered pupils who were taking part in a social prevention program. In this exploration study, a total of 63 pupils took part in the denkzeit-training of which 23 dropped out. Written reports about each training session - both from the trainer and the pupils - were analyzed with regard to critical factors allowing for the prediction of the success (or failure) of the training. Additionally personality traits and sociodemographic factors were taken into account. In the present sample the dropout rate of younger pupils was significantly higher than the rate of completers. Besides this, there were no significant other predictors in sociodemographic variables and personality traits. The session evaluation of participants showed systematic differences both at the start of the training, and during the course. From the outset of the training the drop-out’s assessment of each training session was less positive (or more negative) than the reports of the completers. At the beginning of the training the educators seemed to respond to all participants with a similar favorable approach. During the course of the denkzeit-training, the educators were able to recognize a less favorable trainingprocess. The dropout-group reflected less intensively on the session’s contents than the completers, a fact that was apparently not recognized by the trainers. The results serve as a first clarification and differentiation of problem areas and provide an overview of an insufficiently researched area. Limitation of the study is the small sample size. Due to the small number of drop outs taken into consideration in the present sample, the limited generalizability of the results has to be taken into account.