Ungdomstiden är en kritisk period i livet med fysiska och psykiska förändringar. Övervikt och fetma ökar bland unga människor och påverkar deras hälsa. Syftet med denna studie var att beskriva unga människors egna upplevelser av övervikt och detta gjordes i en litteraturöversikt. Tre databaser användes för litteratursökningen, som genomfördes med hjälp av nyckelord som bedömdes relevanta för ämnet. Artiklarna bearbetades och resultatet sammanställdes i fyra olika områden: Kroppsuppfattning och utseende, Upplevd hälsa, Sociala relationer, Skolsituationen. Både uppmätt och upplevd övervikt påverkade självkänslan och vardagen för de unga människorna i varierande grad. Flickor uppfattade sig ofta som överviktiga även om deras BMI var normalt. BMI, Body Mass Index (kroppsmasseindex), är ett mätvärde där kroppsvikt bedöms i förhållande till kroppslängd. Skolsituationen kunde vara svår för unga människor med övervikt eller fetma. Skolsköterskan har en stor del i arbetet med att främja elevers hälsa eftersom lärande och hälsa har ett samband. I detta arbete bekräftades att skolsköterskan behöver kunskap om unga människors egna upplevelser av övervikt.

The relationship between positive emotions and school satisfaction was studied in 19 adolescents aged 13,57 to 15,17 years (M=14,45, SD=0,446), of these 50% were female. The subjects were all Caucasian native Swedish speakers. Schools satisfaction, life satisfaction, positive affect, negative affect and gratitude was measured at the beginning of the study and again fourteen days later. During the fourteen days, the subjects were given a task to carry out each day. The control condition was asked to list up to five things that had affected them during the last day. The experimental condition was asked to list up to five things they were grateful for in the last day. The results did not show any relationship between positive affect and school satisfaction. It is suggested that the results might be caused by either too little time for the intervention to cause a significant effect, by the subjects failing to carry out the given task each day or by too few subjects to rule out random effects.

<p>Ungdomstiden är en kritisk period i livet med fysiska och psykiska förändringar. Övervikt och fetma ökar bland unga människor och påverkar deras hälsa. Syftet med denna studie var att beskriva unga människors egna upplevelser av övervikt och detta gjordes i en litteraturöversikt. Tre databaser användes för litteratursökningen, som genomfördes med hjälp av nyckelord som bedömdes relevanta för ämnet. Artiklarna bearbetades och resultatet sammanställdes i fyra olika områden: Kroppsuppfattning och utseende, Upplevd hälsa, Sociala relationer, Skolsituationen. Både uppmätt och upplevd övervikt påverkade självkänslan och vardagen för de unga människorna i varierande grad. Flickor uppfattade sig ofta som överviktiga även om deras BMI var normalt. BMI, Body Mass Index (kroppsmasseindex), är ett mätvärde där kroppsvikt bedöms i förhållande till kroppslängd. Skolsituationen kunde vara svår för unga människor med övervikt eller fetma. Skolsköterskan har en stor del i arbetet med att främja elevers hälsa eftersom lärande och hälsa har ett samband. I detta arbete bekräftades att skolsköterskan behöver kunskap om unga människors egna upplevelser av övervikt.</p>

Bakgrund: Trygghet och studiero är viktiga faktorer för elevers möjlighet att få en lyckad skolgång, vilket är en skyddsfaktor för god hälsa och ett fungerande vuxenliv. Skolsköterskan ska i samverkan med övrig skolpersonal arbeta förebyggande och hälsofrämjande och kan därmed medverka till ett positivt skolklimat där elever känner sig trygga och delaktiga.Syfte: Att undersöka gymnasieelevers upplevelse av trygghet i skolan.Metod: En retrospektiv longitudinell metod med kvantitativ ansats tillämpades. I studien användes den studerade gymnasieskolans årliga enkätundersökning från år 2017, 2019 samt 2020 och totalt ingick 1115 enkätsvar. Resultat: Studien visar att elevernas upplevelse av trygghet i skolan är god och att den har ökat under de studerade åren. Klassrummet är en av de miljöer som upplevs mest tryggt medan miljöerna i omklädningsrum och i samband med idrottslektion upplevs minst trygga. Ett signifikant samband ses mellan skolans arbete mot kränkningar och att elever bemöter varandra med respekt.Konklusion: För att elever även fortsättningsvis ska kunna uppleva en skolmiljö som präglas av trygghet och goda relationer är det viktigt att skolans likabehandlingsarbete fortskrider samt utvecklas och utvärderas. Skolsköterskan har genom sin kunskap om elevers upplevelse av trygghet och sitt salutogena synsätt möjlighet att främja en hälsosam skolmiljö samt undanröja risker för utsatthet. / Background: Security and peace of mind are important factors in enabling the students´ ability to achieve a successful schooling, which enhances good health and a well functioning adult life. The school nurse shall, in collaboration with other school staff, work preventively and in a health-promoting manner thus contributing to a positive school climate where students feel safe and included.Purpose: To investigate high school students´ sense of security when in school.Method: A retrospective longitudinal method with a quantitative approach was applied. The study analyzed the upper secondary school´s annual survey. The years included in the study were 2017, 2019 and 2020, totally 1115 surveys were included. Results: The study shows that the students´ sense of security in school is good and that it had increased during the years studied. The classroom is one of the environments that is perceived as most secure, while changing rooms and sports are the environments that are perceived as least secure. A strong connection is seen between the school´s work against abusive behavior and students treating each other with greater respect.Conclusion: In order for students to continue experiencing a school environment that is characterized by security and good relationships, it is important that the school´s equal treatment work progresses, is developed and evaluated. Through her knowledge of students´ experience of security and her salutogenic approach, the school nurse has the opportunity to promote a healthy school environment while eliminating risks of vulnerability.

The subject of the dissertation is the issue of school quality, resp. quality management systems used by secondary vocational schools in the Czech Republic. The use of these customer-oriented quality management systems is common abroad, in some countries even mandatory. According to the available information, these systems are not widely used in the Czech Republic, their use in the education sector is not registered. The aim of the work was to evaluate and compare the impact of the most frequently used systems (self- assessment framework CAF, EFQM and ISO standards: 9001) on the student's satisfaction and their attitudes to school. An experimental, exploratory and ex-post-factual study was carried out in 2020 using a standardized questionnaire developed by the Institute for Pedagogy and Adult Education at Leibniz Universität Hannover. The questionnaire has been used since 2011 to assess student's satisfaction and the quality of vocational secondary schools in Lower Saxony. Through factor analysis, the questionnaire was divided into three main and five sub-indices. The questionnaire was piloted on a sample of 741 respondents in a Prague secondary vocational school. The data collection itself was carried out at 21 secondary vocational schools of various sizes and founders, with the exception of one...

Year-Round Schooling (YRS), a calendar or scheduling concept, has become quite common in this country over the past thirty years. Generally schools have adopted YRS scheduling in an effort to: (1) increase efficiency in the operation of the schools and (2) enhance student development and learning. The University School at East Tennessee State University (ETSU), a public K-12 school located on the ETSU campus, implemented a YRS calendar in the Summer of 1996. Over a period of six years data were collected to assess the effectiveness of YRS at University School. Study participants (students, parents and teachers) were surveyed initially in the early spring (Phase 1) and early summer (Phase 2) of 1996 (prior to implementation of YRS) to establish a baseline for data collection. Identical Phase 1 and 2 surveys were conducted in 1997, 1999, 2000, and 2001. A final Phase 3 survey consisted of a series of interviews conducted at the end of the 2000-2001 school year. During the spring a series of standardized surveys developed by the National Association of Secondary School Principals (NASSP) were used to assess the school climate and stakeholder satisfaction. The summer survey, locally developed by the College of Education (COE), focused on the reactions to YRS. The final survey consisted of structured interviews with the stakeholder groups. During each year of the study, over 92% of the students, 80% of the teachers, and 39% of the parents responded. A select group of teachers, parents and students participated in the final interviews. The data analysis conducted for Phases 1 and 2 consisted of a comparison of each pair of yearly results, 96, 97, 99, 2000 and 2001 using an Analysis of Variance (ANOVA). Phase 1 comparisons indicated that satisfaction levels increased after the implementation of YRS and school climate improved. Phase 2 surveys indicated stakeholders were more positive in their beliefs about teaching and learning and opinions of YRS after implementation. The results of the personal interviews reinforced the beliefs and opinions reported in Phases 1 and 2. Additional comparisons of students by grade levels and cohorts indicate a positive acceptance of YRS.

The present study sought to examine Asian American college stress and school satisfaction for Claremont Colleges students. Participants completed a survey which will include four measures: Attitudes Toward Professional Help-Seeking (Halgin, Weaver, Edell & Spencer, 1987), modified Social Support Scale (Duran, Oetzel, Lucero, Jiang, Novins, Manson, & Beals, 2005), College Student Stress Scale (Feldt, 2008), the School Satisfaction Scale (Butler, 2007), and questions about the participant’s involvement in race-based, and non-race-based organizations and mentoring programs. Asian Americans are unsupported because of their academic performance and thus receive less institutional support (Kiang & Lee, 1993). The stigma of mental health problems is significantly and negatively related to attitudes toward professional help seeking in the Asian American community (Masuda & Boone, 2011). Race-based organizations and mentoring programs facilitate adjustment to college through providing a community and ways to explore one’s identity (Kim, Goto, Bai, Kim, & Wong, 2001; Museus, 2008). It was expected that attitudes toward help seeking and support would be significantly different between Asian Americans and Whites. It was expected that involvement in ethnic-/race-based organizations and mentor programs would mediate the relationship between demographics and satisfaction, support and stress. Results revealed significantly different attitudes toward help seeking between Asian Americans and Whites. Involvement in race-based organization and mentoring program predicted school satisfaction. Involvement in a race-based mentoring program predicted stress. Implications of this study are discussed in relation to literature, clinicians, and on-campus support services.

本研究指在探討學校型態實驗教育學校之家長選擇權與學校滿意度，採用「學校型態實驗教育家長選擇權與學校滿意度之調查問卷」，以臺灣地區學校型態實驗教育學校之家長為研究對象，有效問卷共564份。資料回收以描述性統計、因素分析、項目分析、交叉分析、皮爾森積差相關、獨立樣本t考驗、單因子變異數分析、迴歸分析等統計方法進行分析，其研究結果如下： 一、 學校型態實驗教育學校之家長的入學資訊來源重要性依序為親身觀察學校、依孩子學習狀況與取向共同討論、學校辦理實驗教育情形、參與該校活動等為主要參考訊息。 二、 家長選擇權首重為學習與適應，接著為教育專業及行政與環境。 三、 家長對學校滿意高低依序為教師教學與學生表現、行政服務與家長參與。 四、 不同教育程度、家庭收入、職業、學區、是否為轉學生的學校型態實驗教育家長，在家長選擇權的知覺上有差異。 五、 不同教育程度、家庭收入、職業、學區的學校型態實驗教育家長，在對學校滿意度的態度上有差異。 六、 學校型態實驗教育的家長在家長選擇權與對學校滿意度具有高度正相關。 七、 學校型態實驗教育學校的家長在家長選擇權對學校滿意度具有預測力。 根據研究結果，對學校型態實驗教育之實務、規劃、未來研究提出相關建議。 / The purpose of this research was to understand a study of school choice and satisfaction survey of school-based experimental education. “Questionnaire of school choice and satisfaction survey of school-based experimental education” was delivered to the parents, whose children were studied in of school-based experimental education in Taiwan. There were 564 valied questionnaires. Statistical techniques used to analyze the collected data are descriptive statistics, t-test, one-way ANOVA, Pearson’s product-moment correlation and multiple regression analysis methods. The results were as follows: 1. As to admission information, parents put an emphasis on four factors, the degree in order is: personal observation, according to the child learning situation and orientation to discuss, view on school-based experimental, participate in school activities. 2. As to school choice, the degree in order is: student learning and adaptation, school education concept and teacher 's teaching, school administration and parental communication and environmental equipment. 3. As to satisfaction survey of school-based experimental education, in descending order is: teachers' teaching and student learning, school administration and parent-teacher communication. 4. Parents with different background showed significant differences on decision making for choosing school. 5. Parents with different background showed significant differences on school satisfaction. 6. There was significant canonical correlation between decision making for choosing school and school satisfaction. 7. The choosing school variables can significantly predict the parent’s satisfaction of school. The research findings and suggestions can serve as reference for educational authorities, elementary school principals and subsequent related studies.

Background Research: The COVID-19 pandemic has likely impacted the resilience of Indigenous and non-Indigenous post-secondary students in Canada. Resilience may be negatively impacted by psychological experiences such as emotional loneliness, social loneliness, and a lack of life meaning. These three psychological experiences are exacerbated by lock down measures, quarantining, and cancelled events such as weddings and funerals. Young adults in post-secondary education must already manage challenging developmental milestones, often with unstable social and familial networks. Furthermore, Indigenous students must manage potentially discriminatory post-secondary environments, as well as school curriculums that challenge Indigenous values. Understanding this, school environments require decolonizing improvements that meet the psychological needs of their students in a changing social, economic, and political climate. Improvements to loneliness and life meaning may subsequently improve resilience, in addition to academic success, inclusion, and stress recovery. Objectives: This thesis aims to provide solution-focused data using Indigenous research methodologies. This thesis specifically explores the statistical relations between emotional loneliness, social loneliness, life meaning, and resilience. Barriers to social support options (i.e., counselling, group therapy, clubs, family, friends, etc.) and university-endorsed activities (i.e., jobs, volunteering, leadership roles, etc.) are also explored for their respective impact on experiences of loneliness and life meaning. Students’ response rates and Indigenous written responses are then analysed (1) to better understand students’ lived experiences, and (2) to uncover decolonizing approaches to improving both on campus social support options and university-endorsed activities. Hypotheses: (H1) Students will report higher scores on measures of emotional loneliness than social loneliness. (H2) Lower scores on measures of emotional loneliness, as well as higher scores on measures of life meaning, will predict higher scores on measures of resilience. (H3) Lower scores on measures of perceived barriers when accessing social support options will predict lower scores on measures of loneliness. (H4) Lower scores on measures of perceived barriers when accessing university-endorsed activities will predict higher scores on measures of life meaning. Method: This thesis incorporates a decolonizing methodology outlined by Hayward et al. (2021). This study utilizes 676 participant responses (3.30% of which identified as Indigenous) from students attending the University of Victoria in a full- or part-time program (Ages: 16-56 years, M = 20.13, SD = 3.84). Data collection occurred between September to December 2021, allowing for responses over the course of one semester. During this period, students were in the process of returning to campus, with daily national COVID-19 cases around roughly 3,000-4000 individuals (Worldometer, n.d.). Online recruitment methods were completed through the Department of Psychology SONA Research Participation System, and through a listserv utilized by the IACE at the University of Victoria. Demographic Questions included employment, financial stability, living situation, social circumstances, school status, workload, and the impact of the COVID-19 pandemic on wellbeing. Standardized Questionnaires included the de Jong Gierveld Loneliness Scale, the Life Engagement Test, and the Brief Resiliency Questionnaire. Additional Questionnaires were created to assess student experiences when accessing both social support options (i.e., the source for support, the method and frequency of contact, and barriers when accessing) and university-endorsed activities (i.e., valued activities, valued aspects of activities, and barriers when accessing). Analysis: At the broadest level, t-tests and hierarchical regression analyses are used to demonstrate a theoretical relation between various predictors and predicted variables. To provide more detail, student response rates for various questionnaires are used to contextualize student experiences when seeking social support options and meaningful activities. For an in-depth account of student experiences, four separate thematic analyses are conducted on Indigenous written responses. Results: All four hypotheses were supported. Scores of emotional loneliness were higher than scores of social loneliness (H1). Scores of resilience were significantly predicted by scores of emotional loneliness and life meaning (H2). These findings justified an exploratory analysis, which demonstrated that only scores of life meaning, and not resilience, emotional loneliness, or social loneliness, predicted scores of school satisfaction. More frequent experiences of barriers to social support options or university-endorsed activities respectively predicted higher scores of loneliness (H3) and lower scores of life meaning (H4). These results are complemented and expanded upon by notable response rates and themes identified from Indigenous student written responses. Discussion: These results suggest the importance of resolving emotional loneliness and a lack of life meaning among post-secondary students, which may be feasible with the use of social support services and university endorsed activities. This may subsequently improve experiences of resilience and school satisfaction. Social Support Options: The Indigenous and general sample both preferred informal, offline, and known sources of support; they also preferred face-to-face, texting, video calling, and phone calling as methods of communication. Common barriers to social support options included issues of cost, the perceived severity of their needs, availability, and a perceived lack of closeness with supports. Across all domains, Indigenous participants were more likely to experience barriers when seeking support. Indigenous written responses specifically identified a need for (1) more considerate services, (2) more culturally and racially specialized services, (3) increased time and availability for each student, and (4) lowered costs. University-Endorsed Activities: The Indigenous and general sample were both more likely to value paid jobs, volunteering, research assistant positions, and off-campus employment, when compared to teaching assistant positions, on-campus employment, or other unpaid positions. They were also most likely to value meeting people with similar interests and gaining knowledge. Students were most likely to face barriers related to a lack of relevant or remote university-endorsed activities. Indigenous written responses suggest an increased need for meaningful, accessible, culturally relevant, and financially rewarding activities. Twenty-one recommendations are offered to decolonize and improve post-secondary settings. / Graduate