Extensive research on the impact of divorce on children has been conducted. Much of this research emphasizes negative findings. Debate over the factors that exacerbate or alleviate these negative findings exists, and prompted investigation in this literature review. Two factors that may determine how children will react to parental divorce are the child's developmental acuity and attachment style at the time of the divorce event. This review explains developmental tasks from a psychosocial and cognitive perspective for developing children from birth to age 18. An understanding of these models can be used to examine how children may be vulnerable to the stresses in a divorcing family, as well as identifying how to help children of all ages become resilient. Research included in this review suggests that a secure attachment and consistent parenting are the best buffers from negative effects. This literature review is intended to be a guide to aid parents, counselors, and other professionals who seek the best outcome for children of divorce. / text

Relatively little is known about the relation between body image satisfaction and self-esteem to academic behaviour in pre-adolescent and adolescent girls and boys. The current study is guided by three research questions. The first question is to examine how does body image satisfaction and self-esteem relate individually and collectively with academic behavior? The second question is to examine how much do the relationships between body image satisfaction, self-esteem and academic behavior differ across grades 7, 8, and 9? The third question is to examine how much do the relationships between body image satisfaction, self-esteem and academic behavior differ across genders? A correlational research design is adopted for this study. The data is analyzed using multiple regressions to examine various relations. This study analyzed secondary data gathered from 161 girls and boys from a junior high school in Winnipeg, Manitoba, Canada as part of the school plan for the 2011 - 2012 academic year. Self-esteem had high positive correlation to academic behavior for both girls and boys across grades 7 - 9. Other highlight was that only for grade 9; body image satisfaction had a low positive correlation to academic behaviour.

Relatively little is known about the relation between body image satisfaction and self-esteem to academic behaviour in pre-adolescent and adolescent girls and boys. The current study is guided by three research questions. The first question is to examine how does body image satisfaction and self-esteem relate individually and collectively with academic behavior? The second question is to examine how much do the relationships between body image satisfaction, self-esteem and academic behavior differ across grades 7, 8, and 9? The third question is to examine how much do the relationships between body image satisfaction, self-esteem and academic behavior differ across genders? A correlational research design is adopted for this study. The data is analyzed using multiple regressions to examine various relations. This study analyzed secondary data gathered from 161 girls and boys from a junior high school in Winnipeg, Manitoba, Canada as part of the school plan for the 2011 - 2012 academic year. Self-esteem had high positive correlation to academic behavior for both girls and boys across grades 7 - 9. Other highlight was that only for grade 9; body image satisfaction had a low positive correlation to academic behaviour.

No description available.

Sexually transmitted diseases (STDs) continue to remain a public health concern in the United States, especially among young people. Levels of knowledge with regard to STDs have been investigated in prior research; however, these investigations have been limited primarily to older adolescents and young adults. Grounded in the social cognitive and subjective culture theories, this quantitative, cross-sectional study assessed STD knowledge (other than HIV/AIDS) among 7th grade students attending a public middle school in the United States. Demographic differences (age, gender, and ethnicity) in STD knowledge were examined to determine if these demographic variables predict STD knowledge scores and if the Sexually Transmitted Disease Knowledge Questionnaire (STD-KQ) is a valid and reliable instrument among this study population. Chi-square analysis demonstrated that STD knowledge scores significantly differed by age only: Twelve-year-olds had higher STD scores than did 13-year-olds, contrary to research in older adolescents, which may be the result of confounding factors that warrant further investigation. Multiple regression analysis showed that age, gender, and ethnicity were not associated with STD knowledge scores. The STD-KQ was found to have face validity as well as high consistency and reliability among all questions related to STDs other than HIV/AIDS using Crohnbach's alpha. Content validity for individual STD-KQ items was shown using Lawshe's content validity ratio and subject matter experts. Results of the study support positive social change and highlight the need for earlier STD education, other than HIV/AIDS, with middle school children and the need to examine other factors that may impact STD knowledge within this age group.

The effectiveness of self-recording and self-reinforcement procedures implemented in the classroom setting with six pre-adolescent children classified as Educable Mentally Retarded was determined relative to changes in on-task behavior. A multiple baseline design was used and each subject was exposed to both a self-recording procedure and a self-reinforcement procedure. After an initial baseline period, three subjects were exposed to self-recording first, and three subjects went through self-reinforcement first. Contingent reinforcement was not provided for accuracy in either self-recording or self-reinforcement patterns. Observations were conducted to investigate generalization effects of each procedure, and two weeks of follow-up observations were conducted to determine durability effects. The findings indicated that for five of the subjects the self-recording procedure and the self-reinforcement procedure were effective in fostering significant positive increases in on-task behavior. Regarding accuracy, without contingent reinforcement, three of the subjects demonstrated at least 70% agreement with observer recordings during self-recording phases, and four subjects demonstrated at least 70% agreement with observer recordings in their self-reinforcement pattern. Generalization effects were found with two of the subjects, and maintenance effects were evident with one subject. A combined treatment approach, presenting both procedures simultaneously, was implemented with three of the subjects after the study was completed. These results indicated that the combined approach was not more effective than the singular presentation approach taken in the main study. Suggestions were made for future refinements in self-control procedures to increase applicability with special population.

This study presents qualitative research examining the relationship youth have with television. Information for this study was collected through media journals, personal essays, in-depth interviews, and focus groups held with eighteen sixth-graders who attended a charter elementary school in Lindon, Utah. The question posed to the students multiple times during the data collection was: “Would you give up television for $1 million?” Through the students’ answers and ensuing dialogue, the researcher examined the social value the pre-adolescents attributed to watching television. The findings identify three main categories the students said were reasons they were attached to television, which also corresponded adolescent-needs that have been identified by scholars. The categories are 1) youth need friendship and television offers potential to develop parasocial relationships 2) youth need intimacy and television is an activity they can do with and talk about with friends and 3) youth need to learn about the new group they’re being socialized into and television offers portrayals of future situations. The study also includes ideas about why television is so valuable to the youth; it concludes with suggestions for future research, including expanding this research to other demographics, and recommendations for parents and school teachers, including media literacy and parental mediation.

No description available.

The study involved 87 school-age participants in the Zhang Sah afterschool program located in Philadelphia, PA during the 2015-2016 school years. The study sought to identify if relationships exist between the participants’ results for physical competency as measured by Fitnessgram™, socio-emotional competency as measured by SAYO™, and cognitive competency as measured by school report card grades and literacy levels. The study’s findings revealed participants’ achieving levels of competency in fitness, socio-emotional learning and academic achievement. The most significant variables related to the participants’ results were adiposity, Body Mass Index, and low socio-economic status. The older school-age participants’ results revealed few significant associations between fitness and socio-emotional learning except for associations between core body strength and leadership, and resilience and science grades. The young school-age participants’ results revealed significant associations between flexibility and science grades, as well as socio-emotional learning and grades and reading level. / Educational Leadership

Text in Afrikaans / The death of a parent is one of the most meaningful experiences in life. When the child in mourning is not given a proper chance to grieve, there could be complications later in life. In this study scrapbooking, as a tool in Gestalt group work, was utilised to assist three pre-adolescents after the death of a parent. The goal of this research was to determine whether scrapbooking could be successfully used with in the grieving stages after the death of a parent. The social caracter of scrapbooking makes this relevant to the pre-adolescent stage as the need to socialize is of great importance. From the results of this study, scrapbooking can be recommended to therapists to be used as a tool in assisting children during the grieving process. / Die dood van cn ouer blyk een van die mees betekenisvolle gebeure in die mens se lewe te wees. Wanneer die kind in ruil nie die geleentheid gegun word om op haar eie tyd en manier te rou nie, kan latere komplikasies na vore tree. In hierdie studie is scrapbooking as hulpmiddel in Gestalt-groepwerk met drie vroee adolessente benut om van hulp te wees na die afsterwe van 'n ouer. Die doel van die navorsing was om te bepaal of scrapbooking wel suksesvol op die wyse in die rou-proses gebruik kan word. Die sosiale komponent van scrapbooking behels die saamwees en saamwerk aan 'n scrapboek met 'n gemeenskaplike tema. Aangesien vroee adolessensie 'n ontwikkelingstadium is waar die sosiale komponent belangrik is, is die navorser van mening dat scrapbooking juis om die rede sal kan werk om verligting te bied na die afsterwe van 'n ouer. Scrapbooking word aanbeveel om tot hulp te wees om die rouproses te vergemaklik. / Social Work / MDIAC (Play Therapy)