There is a settled stereotype for women and men which give them different possibilities in our society. The schools, which are one of the most important sources of knowledge, have a great possibility to influence. This is the reason why we are interested in how the schools are working with a project, which we will call X henceforth. What was the purpose with the project and what does it contain? What is missing in the former education, since the project was started? Are there any obstacles or prerequisite in the design of the project or in the school teaching on the basis of X? We have done interviews in the gathering of empirical material to find out all the answers to our questions. To support this, we have chosen a few theories which we find suitable for the material. The teacher´s and the principal find the project X very important in the development of a more open-minded pupil. They also think that the project is helping them a lot by being supported with material and knowledges how to work with the subject.

The term social skills has been specifically defined as learned behaviors that allow an individual to engage in socially acceptable interactions with other individuals such that the interactions lead to positive responses from others and aid in the avoidance of negative responses (Elliott & Gresham, 1993). The current study investigated the ability of six adolescent females between the ages of 13 and 16 years to acquire a set of social skills through training. Participants' acquisition of the skills before and after training was assessed through role-play assessments and was experimentally demonstrated using a multiple-baseline across skills design. Secondary survey information (Child Behavior Checklist and adapted Ansell Casey Life Skills Assessment) was collected from participants and their parents to attempt to index effects of training on other behaviors of the youth. All of the participants acquired the skills taught and demonstrated them with increased or variable levels of accuracy post-training. Minimal changes in scores were documented on both secondary survey measures.

Social and emotional learning (SEL) programs have become increasingly popular during last 20 years, and have shown to reduce risky behaviors (i.e., substance use), improve communication skills, academic performance, and relationships among students of all ages when implemented in schools (Weissberg, Durlak, Domitrovich, & Gullotta, 2015; Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011). Although the benefits of SEL programs are significant, the issue of implementation fidelity often arises. The purpose of this study was to assess the impact of implementation fidelity in the Life Skills Training program (LST) implemented with middle school students of a large South Florida school district. A not-for-profit-organization (NFPO) facilitated the training of teachers who implemented LST within the school district and provided the materials necessary to carry out the program’s lessons. Fidelity was assessed by eight observers from the NFPO by utilizing the Botvin Life Skills Training Fidelity Checklist-Middle School Level 1. Three core elements of implementation fidelity, adherence, quality of delivery, and participant responsiveness, were assessed. The school district was tasked with modifying and conducting the LST Pretest/Posttest Measure to assess student behavior gains. Multilevel modeling was used to assess the effect of individual-level (gender, race/ethnicity, and socioeconomic status [SES]) and classroom-level characteristics (adherence, participant responsiveness, and quality of delivery) on student behavior outcomes measured at posttest. Results from this study indicated that on the individual level, students’ race/ethnicity and SES were significantly associated with predicting student behavior gains at posttest. On the classroom level, participant responsiveness was significantly associated with predicting student behavior gains at posttest. The findings from this study make a unique contribution to the literature as it examined frequently overlooked core elements of fidelity such as participant responsiveness and quality of delivery.

Abstract This study evaluated the effectiveness of a classroom based training in teaching social skills to four adolescent females between the ages of 13–17 years old and residing in foster care. The training took place over a three week period, one night a week, for three hours at a time and utilized a Behavioral Skills Training format. The assessments were conducted via role play scenarios; pre- and posttraining. The results show each participant demonstrated an overall increase in skills from pretraining to posttraining indicating that youth in foster care were capable of learning the skills taught.

Hatchery supplementation of declining fish populations is used for increasing year-class strength, particularly when fish are released with knowledge of local predators. The ability of young-of-the-year lake sturgeon (Acipenser fulvescens) to avoid predation, as well as their vulnerability to predation, remains undocumented. The objective of my thesis was to determine: 1) whether hatchery-reared, predator-naive juvenile sturgeon would respond to alarm cues from injured conspecific cues, a reliable indicator of predation risk in other fishes; and 2) if sturgeon would learn to identify unknown predators through a Pavlovian-like conditioning with conspecific alarm cues. Releaser-induced recognition learning is a variant of Pavlovian learning in which recognition of a previously neutral stimulus is acquired through the experience of pairing a behaviourally active releasing stimulus and a novel stimulus. Sturgeon were initially conditioned using a behaviourally active stimulus of sturgeon alarm cue, paired with a behaviourally neutral stimulus of novel northern pike (Esox lucius) odour, or were pseudo-conditioned with distilled water paired with pike odour. Following conditioning, sturgeon were tested for recognition of the predator odour 24 hours later. The first population of fish (Rainy River) showed a dramatic antipredator response to alarm cues from the skin of conspecifics, but failed to exhibit learning of a novel predator through conditioning with alarm cues obtained from the skin of conspecifics. However, when Rainy River fish were conditioned with alarm cues from the whole body of conspecifics, they showed strong learning of the predator. Conditioning Wolf River fish to recognize predators with whole body extract had no effect on response to predator odours. However, when the fish were conditioned multiple times there was evidence of predator learning. These results highlight potential opportunities and limitation to life-skill training of artificially reared sturgeon for future conservation initiatives.

No description available.