Os objetos de investigação desse estudo foram o bullying escolar e as interações familiares. O bullying é um tipo de violência considerado problema de saúde pública e as interações familiares são caracterizadas pelas práticas parentais, comportamentos e sentimentos. Objetivou-se analisar e compreender a relação entre a qualidade das interações familiares de adolescentes e o envolvimento em situações de bullying escolar, a partir da perspectiva dos estudantes. Participaram do estudo 2.354 (meninas = 50, 7%; idade média M = 14,5 anos, DP = 2,0 anos) estudantes do ensino fundamental e médio, de 11 escolas públicas de Uberaba/MG. A abordagem da triangulação metodológica foi adotada e se conjugou na coleta de dados o uso de duas escalas (bullying e interações familiares), além da técnica de entrevistas semiestruturadas. Os procedimentos de análise dos dados incluíram: análise estatística descritiva; análise de variância e regressão logística para avaliar o poder preditivo ou protetivo de variáveis familiares em relação ao bullying escolar. As entrevistas foram analisadas por meio da análise de conteúdo, em sua modalidade temática, no software Atlas.TI. Desse processo emergiram três categorias temáticas: 1) Inter-relações e influências familiares no que ocorre na escola; 2) Família como espaço para o desenvolvimento ético e moral; 3) Sinergias e enfrentamento de base familiar e escolar. O referencial teórico-metodológico adotado foi a Teoria Bioecológica do Desenvolvimento de Urie Bronfenbrenner. O estudo identificou uma prevalência de 10,3% de estudantes agressores, 10,1% de vítimas e 5,4% de vítimas-agressoras na amostra. Na análise combinada dos dados, verificou-se que os estudantes não-envolvidos em situações de bullying possuíam melhores interações familiares, sugerindo um padrão inverso de interações familiares para estudantes identificados como agressores, vítimas e vítimas-agressoras. A análise de variância revelou essa constatação ao identificar diferenças significativas entre os grupos de estudantes (não-envolvidos, agressores, vítimas e vítimas-agressoras) no que se refere à qualidade das interações familiares. Efeitos do monitoramento e o estabelecimento de regras no contexto familiar foi um aspecto protetivo identificado, e se observou que envolvimento, comunicação e clima conjugal positivos e apego às figuras parentais são dimensões a serem exploradas para definir estratégias de proteção e enfrentamento do bullying. Aspectos negativos das interações familiares foram associadas a maior possibilidade de bullying ou vitimização entre os estudantes. Confirmou-se que a qualidade das interações familiares exerce influência no envolvimento dos adolescentes em situações de bullying escolar enquanto agressores, vítimas ou vítimas-agressoras. Os dados encontrados foram congruentes com estudos que revelaram serem as famílias de agressores e vítimas menos funcionais do que as famílias de estudantes sem envolvimento com bullying. A triangulação metodológica foi relevante para captar os sentidos e os significados atribuídos pelos adolescentes às diferentes interações familiares na construção de práticas de bullying e vitimização. As influências temporais e potenciais das experiências familiares incluíram desde situações que protegem àquelas que são potencialmente perigosas para que os estudantes pratiquem ou sofram bullying na escola. Implicações para a área da saúde foram exploradas a partir dos aspectos empíricos explorados no estudo / This study\'s research objects were school bullying and family interactions. Bullying is a type of violence considered to be a public health problem and family interactions are characterized by parental practices, behaviors and feelings. The objective was to analyze and understand the relationship between the quality of adolescents\' family interactions and their involvement in school bullying from their own students\' perspective. A total of 2,354 primary and middle school students (girls = 50.7%; average age = 14.5 years old, SD = 2.0 years) from 11 public schools from Uberaba, MG, Brazil participated in the study. Methodological triangulation was adopted and data were collected using two scales (bullying and family interactions), in addition to semi-structured interviews. Data analysis procedures included: descriptive statistical analysis; ANOVA to check for differences and similarities among the means obtained by the groups involved in bullying in regard to nine dimensions of quality of family interaction; and logistic regression to assess the predictive or protective power of family variables in regard to school bullying. Interviews were analyzed using content thematic analysis through Atlas.TI. From this process emerged three thematic categories: 1) Inter-relationships and the influence of families on what happen at the school; 2) Family as a space for ethical and moral development; 3) Synergies and family and school-based coping. The theoretical- methodological framework adopted was the Bronfenbrenner\'s bio-ecological development theory. The results reveal a prevalence of 10.3% of bullies, 10.1% of victims, and 5.4% of victims-bullies in the sample. The combined data analysis verified that students not involved with bullying enjoyed better family interactions, suggesting there is an inverse pattern of family interactions for those identified as bullies, victims or victim- bullies. Variance analysis confirmed this, as it identified significant differences among groups (students not involved with bullying, bullies, victims, and victim-bullies) in regard to the quality of family interactions. Effects from monitoring and the establishment of rules in the family context constituted a protective factor, while positive involvement, communication and marital climate and attachment to parental figures are dimensions to be explored and verified in regard to issues concerning protective factors and coping. The negative aspects of family interactions were associated with a higher likelihood of bullying or victimization among students. The quality of family interactions plays a role in the involvement of adolescents with school bullying, whether as bullies, victims or victim-bullies. These findings are in agreement with those from studies reporting that the families of bullies and victims are less functional than the families of students not involved with bullying. The triangulation of data was important to capturing the meanings adolescents assign to the different family interactions in the development of bullying and victimization. The temporal and potential influence of family experiences include situations from those of a protective nature to those with the potential to lead students to practice or suffer bullying at school. Implications for the health field were explored based on the empirical aspects explored in this study

Os objetos de investigação desse estudo foram o bullying escolar e as interações familiares. O bullying é um tipo de violência considerado problema de saúde pública e as interações familiares são caracterizadas pelas práticas parentais, comportamentos e sentimentos. Objetivou-se analisar e compreender a relação entre a qualidade das interações familiares de adolescentes e o envolvimento em situações de bullying escolar, a partir da perspectiva dos estudantes. Participaram do estudo 2.354 (meninas = 50, 7%; idade média M = 14,5 anos, DP = 2,0 anos) estudantes do ensino fundamental e médio, de 11 escolas públicas de Uberaba/MG. A abordagem da triangulação metodológica foi adotada e se conjugou na coleta de dados o uso de duas escalas (bullying e interações familiares), além da técnica de entrevistas semiestruturadas. Os procedimentos de análise dos dados incluíram: análise estatística descritiva; análise de variância e regressão logística para avaliar o poder preditivo ou protetivo de variáveis familiares em relação ao bullying escolar. As entrevistas foram analisadas por meio da análise de conteúdo, em sua modalidade temática, no software Atlas.TI. Desse processo emergiram três categorias temáticas: 1) Inter-relações e influências familiares no que ocorre na escola; 2) Família como espaço para o desenvolvimento ético e moral; 3) Sinergias e enfrentamento de base familiar e escolar. O referencial teórico-metodológico adotado foi a Teoria Bioecológica do Desenvolvimento de Urie Bronfenbrenner. O estudo identificou uma prevalência de 10,3% de estudantes agressores, 10,1% de vítimas e 5,4% de vítimas-agressoras na amostra. Na análise combinada dos dados, verificou-se que os estudantes não-envolvidos em situações de bullying possuíam melhores interações familiares, sugerindo um padrão inverso de interações familiares para estudantes identificados como agressores, vítimas e vítimas-agressoras. A análise de variância revelou essa constatação ao identificar diferenças significativas entre os grupos de estudantes (não-envolvidos, agressores, vítimas e vítimas-agressoras) no que se refere à qualidade das interações familiares. Efeitos do monitoramento e o estabelecimento de regras no contexto familiar foi um aspecto protetivo identificado, e se observou que envolvimento, comunicação e clima conjugal positivos e apego às figuras parentais são dimensões a serem exploradas para definir estratégias de proteção e enfrentamento do bullying. Aspectos negativos das interações familiares foram associadas a maior possibilidade de bullying ou vitimização entre os estudantes. Confirmou-se que a qualidade das interações familiares exerce influência no envolvimento dos adolescentes em situações de bullying escolar enquanto agressores, vítimas ou vítimas-agressoras. Os dados encontrados foram congruentes com estudos que revelaram serem as famílias de agressores e vítimas menos funcionais do que as famílias de estudantes sem envolvimento com bullying. A triangulação metodológica foi relevante para captar os sentidos e os significados atribuídos pelos adolescentes às diferentes interações familiares na construção de práticas de bullying e vitimização. As influências temporais e potenciais das experiências familiares incluíram desde situações que protegem àquelas que são potencialmente perigosas para que os estudantes pratiquem ou sofram bullying na escola. Implicações para a área da saúde foram exploradas a partir dos aspectos empíricos explorados no estudo / This study\'s research objects were school bullying and family interactions. Bullying is a type of violence considered to be a public health problem and family interactions are characterized by parental practices, behaviors and feelings. The objective was to analyze and understand the relationship between the quality of adolescents\' family interactions and their involvement in school bullying from their own students\' perspective. A total of 2,354 primary and middle school students (girls = 50.7%; average age = 14.5 years old, SD = 2.0 years) from 11 public schools from Uberaba, MG, Brazil participated in the study. Methodological triangulation was adopted and data were collected using two scales (bullying and family interactions), in addition to semi-structured interviews. Data analysis procedures included: descriptive statistical analysis; ANOVA to check for differences and similarities among the means obtained by the groups involved in bullying in regard to nine dimensions of quality of family interaction; and logistic regression to assess the predictive or protective power of family variables in regard to school bullying. Interviews were analyzed using content thematic analysis through Atlas.TI. From this process emerged three thematic categories: 1) Inter-relationships and the influence of families on what happen at the school; 2) Family as a space for ethical and moral development; 3) Synergies and family and school-based coping. The theoretical- methodological framework adopted was the Bronfenbrenner\'s bio-ecological development theory. The results reveal a prevalence of 10.3% of bullies, 10.1% of victims, and 5.4% of victims-bullies in the sample. The combined data analysis verified that students not involved with bullying enjoyed better family interactions, suggesting there is an inverse pattern of family interactions for those identified as bullies, victims or victim- bullies. Variance analysis confirmed this, as it identified significant differences among groups (students not involved with bullying, bullies, victims, and victim-bullies) in regard to the quality of family interactions. Effects from monitoring and the establishment of rules in the family context constituted a protective factor, while positive involvement, communication and marital climate and attachment to parental figures are dimensions to be explored and verified in regard to issues concerning protective factors and coping. The negative aspects of family interactions were associated with a higher likelihood of bullying or victimization among students. The quality of family interactions plays a role in the involvement of adolescents with school bullying, whether as bullies, victims or victim-bullies. These findings are in agreement with those from studies reporting that the families of bullies and victims are less functional than the families of students not involved with bullying. The triangulation of data was important to capturing the meanings adolescents assign to the different family interactions in the development of bullying and victimization. The temporal and potential influence of family experiences include situations from those of a protective nature to those with the potential to lead students to practice or suffer bullying at school. Implications for the health field were explored based on the empirical aspects explored in this study

The purpose of this study was to examine parents’ motivational beliefs for involvement in a Comprehensive School Health approach (locally called Healthy Active Schools, or HAS) at their child’s school. Literature suggests that parents’ role construction and parents’ self-efficacy are the most salient influences on parents’ decision to become involved at their child’s school. Twelve parents involved at two urban public elementary schools were interviewed. Questions were based on Hoover-Dempsey and Sandler’s model of parental involvement (1995, 1997, 2005c). Qualitative multiple case study analysis additionally utilized Penner’s (2002) model of sustained volunteerism and Bandura’s collective efficacy theory (1997, 2000; Goddard, Hoy, & Woolfolk-Hoy, 2004) to clarify findings. Results suggest most parents’ strong active role construction and negative valence grounded their parent-focused role orientation. School case study analysis revealed that the principal’s leadership, the structure of the HAS committee and the school’s climate uniquely influenced parents’ beliefs. Individual parent case analysis revealed four distinct patterns of parents’ motivational beliefs for HAS involvement. Future research is warranted to further examine the decisive impact of parents’ health and prosocial values on their decision to become involved specific to a CSH approach type of involvement. Additional case studies in local schools, school districts and provinces are recommended to illuminate unique contextual influences and the potential for the emergence of collective efficacy; including consideration for parents’ belief construct general invitations from the school would contribute to gaining a deeper understanding within this domain. Finally, the link between parents’ motivational beliefs of empowerment and their sustained motivation for involvement needs to be explored further.

The purpose of this study was to examine parents’ motivational beliefs for involvement in a Comprehensive School Health approach (locally called Healthy Active Schools, or HAS) at their child’s school. Literature suggests that parents’ role construction and parents’ self-efficacy are the most salient influences on parents’ decision to become involved at their child’s school. Twelve parents involved at two urban public elementary schools were interviewed. Questions were based on Hoover-Dempsey and Sandler’s model of parental involvement (1995, 1997, 2005c). Qualitative multiple case study analysis additionally utilized Penner’s (2002) model of sustained volunteerism and Bandura’s collective efficacy theory (1997, 2000; Goddard, Hoy, & Woolfolk-Hoy, 2004) to clarify findings. Results suggest most parents’ strong active role construction and negative valence grounded their parent-focused role orientation. School case study analysis revealed that the principal’s leadership, the structure of the HAS committee and the school’s climate uniquely influenced parents’ beliefs. Individual parent case analysis revealed four distinct patterns of parents’ motivational beliefs for HAS involvement. Future research is warranted to further examine the decisive impact of parents’ health and prosocial values on their decision to become involved specific to a CSH approach type of involvement. Additional case studies in local schools, school districts and provinces are recommended to illuminate unique contextual influences and the potential for the emergence of collective efficacy; including consideration for parents’ belief construct general invitations from the school would contribute to gaining a deeper understanding within this domain. Finally, the link between parents’ motivational beliefs of empowerment and their sustained motivation for involvement needs to be explored further.

Background: HIV is increasingly prevalent among youth in the US. Objective: To assess the impact of HIV/AIDS education on health-risk behaviors associated with HIV infection in the state of Georgia. Methods: Descriptive analyses of the 2005 Georgia Student Health Survey were conducted by cross-tabulating the presence of HIV/AIDS education and each of the health-risk behaviors of interest. In addition, a survey with a sample of metro Atlanta health educators that assessed ASK US was conducted and analyzed. Results: The percentage of Georgia high school students that had ever been taught about AIDS or HIV infection in school was 91.8% (n = 1,547).The only self-reported risk factor that appeared to have a relationship with HIV/AIDS education was binge drinking (p = 0.0060). Results of the health educator survey demonstrated that ASK US is a good HIV/AIDS education tool. Conclusions: Although HIV/AIDS education is widespread, the prevalence of various health-risk behaviors remain high and, therefore, different models of HIV/AIDS education may be called for.

<p> The purpose of this project was to create a 6-week nutrition education and culinary skill curriculum for use by educators of middle-school adolescents in conjunction with use of an existing school-based educational garden and kitchen facility. Specifically, this project provides guidelines for delivering education regarding an overall healthy lifestyle during the adolescent years, optimal nutrition, food safety, meal plans, and kitchen skills, two times per season for each of the major seasons (fall, winter, spring) coinciding with the typical Pacific Northwest school calendar.</p><p> The curriculum was designed to provide educators with age appropriate lessons based on scientifically-founded information. The curriculum was reviewed by an expert panel and modifications were made based on their recommendations. The final curriculum was not pilot tested.</p>

Socio-cultural activity theory (SCAT) was used to examine the nature of collaborative working in a case study of school-based occupational therapy (SBOT) in Ontario. Collaborative consultation has been widely adopted in SBOT practice. However, we know little about the impact of collaboration for students and lack understanding about how the organization of SBOT service contributes to collaborative working among educators and occupational therapists. Grounded in theoretical understanding about the distributed nature of group learning, SCAT was used as a conceptual and analytical tool in this study to describe SBOT collaborative consultation from multiple stakeholder perspectives. The research took place in two phases. Phase One involved case study research to describe SBOT for three students with disabilities from multiple stakeholder perspectives. Data were gathered using a combination of observation, document analysis, and interviews involving participants directly involved in the delivery of SBOT with each focal participant. SCAT provided a framework for describing the nature of joint effort. Dilemmas emerging from incongruence between elements in the activity system were identified and described. Common characteristics in two cases enabled cross-case analysis to also identify features of collaborative working that facilitated educational programming and outcomes for students with developmental disability. In Phase Two, program administrators participated alongside service recipients and service providers in a series of focused discussion workshops to reflect on case study findings and prioritize areas for program improvement. Developmental Work Research (Engeström, 2000) and Appreciative Inquiry (Cooperrider, Whitney, & Stavros, 2003) methods were used within a participatory action research approach to facilitate organizational learning among stakeholders. Engagement of stakeholders supported program administrators in critically examining decision-making for the delivery of SBOT service in the region studied. Combining practice-driven dilemmas with conceptual tools of analysis enabled a multiple-perspective understanding about the social, cultural, and historical work practices that have influenced collaborative interactions in SBOT practice and led to the development of principles for improving how work is shared. Program administrators used their shared understanding to propose a new model for delivering SBOT services. / Thesis (Ph.D, Education) -- Queen's University, 2011-09-28 21:31:58.308

No description available.

The purpose of this study was to examine parents’ motivational beliefs for involvement in a Comprehensive School Health approach (locally called Healthy Active Schools, or HAS) at their child’s school. Literature suggests that parents’ role construction and parents’ self-efficacy are the most salient influences on parents’ decision to become involved at their child’s school. Twelve parents involved at two urban public elementary schools were interviewed. Questions were based on Hoover-Dempsey and Sandler’s model of parental involvement (1995, 1997, 2005c). Qualitative multiple case study analysis additionally utilized Penner’s (2002) model of sustained volunteerism and Bandura’s collective efficacy theory (1997, 2000; Goddard, Hoy, & Woolfolk-Hoy, 2004) to clarify findings. Results suggest most parents’ strong active role construction and negative valence grounded their parent-focused role orientation. School case study analysis revealed that the principal’s leadership, the structure of the HAS committee and the school’s climate uniquely influenced parents’ beliefs. Individual parent case analysis revealed four distinct patterns of parents’ motivational beliefs for HAS involvement. Future research is warranted to further examine the decisive impact of parents’ health and prosocial values on their decision to become involved specific to a CSH approach type of involvement. Additional case studies in local schools, school districts and provinces are recommended to illuminate unique contextual influences and the potential for the emergence of collective efficacy; including consideration for parents’ belief construct general invitations from the school would contribute to gaining a deeper understanding within this domain. Finally, the link between parents’ motivational beliefs of empowerment and their sustained motivation for involvement needs to be explored further.

The purpose of the study was to examine a particular division-level implementation of the Health-Promoting Schools (HPS) Approach, the Battle River Project (BRP). Schools have become an important setting to positively affect health behaviors of children and youth. Although evidence exists for the efficacy of the HPS approach, there are recognized gaps in the areas of implementation and policy development. The BRP was initiated by Ever Active Schools (Alberta) and focused on social and organizational levels, with the end goal of positively affecting student health outcomes and policy. The participating schools and the division were supported by all partners involved in the research and worked to facilitate the development of healthy, active school communities. The study is presented as a series of four papers bracketed by introduction and conclusion chapters. The introduction chapter details the theoretical framework, literature review, context, and methodology of the study. The first paper introduces the BRP, provides provincial background, and details the structure and framework of the project. The second paper examines the use of evidence to effect change in schools and the division. The takeaway points from the project included the value of stakeholder involvement throughout the process, the need to share gathered evidence with those in a position to implement effective practice and capable of effecting change, and the importance of encouraging an embedding of health in school and division culture. The third paper shares the findings from the case study of the BRP under three dominant themes: participation, coordination, and integration. Evidence gathered in the study strongly support the efficacy of school divisionbased HPS implementation. The fourth paper examines the development and early implementation of healthy school policy in the Battle River School Division. Several themes were gleaned from the case study data, including perceptions and misconceptions, the importance of a bottom-up/top-down process, flexible rigidity with regard to implementation, and the need to make healthy schools the way we do business. The concluding chapter provides a summary of the work, highlights results, provides recommendations, and next steps.