Bullying in a networked era: a literature review

This research update presents an aggregation and summary of recent academic literature on youth bullying. The purpose of this document is to “translate” scholarly research for a concerned public audience, which may include but is not limited to parents, caregivers, educators, and practitioners. This translation highlights recent findings and developments in the literature and makes them accessible to the informed but non-expert reader. The document’s two guiding questions are “What is bullying?” (Section I) and “What can be done about bullying?” (Section II). Section I begins with a brief overview of key definitions and related research conversations and then addresses bullying’s prevalence, the types of individuals involved in bullying, the characteristics of individuals involved and the consequences of their involvement, and community-level dynamics related to bullying. Section II covers four areas where action has been taken to address problems associated with bullying – school policy, curricula, school climate, and parents – and ends on a note about approaches that mix or cut across these areas. The purpose is to render lessons learned from research and assessment accessible to those interested in deepening or expanding their knowledge of bullying-related issues

Fostering college and career readiness: how career development activities in schools impact on graduation rates and students' life success

This paper sets out the recent evidence around career development. This evidence is examined within the context of the college and career readiness agenda. The argument is made that in order for young people to be genuinely “ready” for both college and career they need to have attended to their academic achievement, their aspirations and plans for the future, their ability to make transitions and their ability to direct their own careers. It is argued that career development offers schools a body of practice that has been shown to have a positive impact on young people’s readiness for college and career. The report acknowledges that the provision of career development has been in decline in many North American schools despite evidence of its effectiveness. Given the current instability of the labor market, the increasing complexity of the education system and the need to grow the skills base of the workforce in a competitive global market, failing to attend to young people’s careers seems shortsighted. As this paper shows, there is a strong body of evidence which demonstrates that career development activity in schools can help young people to experience academic achievement, successfully transition to the labor market and live happier and more productive lives. It is hoped that setting out the evidence in this area of research will provide policy makers and school leaders with the resources required to make informed decisions and to support the development of the future generations of talent. The paper explores the impacts of career development in relation to four main questions: • Does career development engage young people in their schooling and help keep them attending school? • Does career development positively impact on young people’s academic achievement? • Does career development assist young people in making successful transitions to college or the labor market? • Does career development have a positive effect on people’s career and life success?Career Cruisin

Exploring the factors affecting the motivation for learning from the perspective of public health students: A qualitative study

Objective. Despite the significant role of motivation in achieving success among public health students, students often do not demonstrate adequate motivation for learning and education. This study was performed to determine factors affecting the motivation for learning from the perspective of public health students via content analysis approach. Methods. This qualitative study was conducted at Kurdistan University of Medical Sciences in Sanandaj, Iran in 2017. 15 students were included in the study by using purposive sampling. Data were collected through personal interviews, group discussions, and field notes, and they were analyzed through conventional content analysis. Several parameters were taken into account to support the accuracy and the strength of the data: acceptability, confirmability, and transferability. Results. Five categories were derived from the data analysis, including “University Policy”, “Health Status”, “Teacher’s Role”, “Student-Related Factors” and “University Facilities”. Attention to the health status and its priority in the opinion of people, authorities, and educational system were the most important factors involved in the students’ motivation for learning. Conclusions. To increase motivation for learning, students have diverse needs that should be met. Attention to the components of motivation for learning not only enhances academic achievement but also promotes the formation of health behaviors in the society

Psychoeducational interventions in adolescent depression: A systematic review

Background: Adolescent depression is common and leads to distress and impairment for individuals/families. Treatment/prevention guidelines stress the need for good information and evidence-based psychosocial interventions. There has been growing interest in psychoeducational interventions (PIs), which broadly deliver accurate information about health issues and self-management. Objective, methods: Systematic search of targeted PIs as part of prevention/management approaches for adolescent depression. Searches were undertaken independently in PubMed, PsycINFO, EMBASE, guidelines, reviews (including Cochrane), and reference lists. Key authors were contacted. No restrictions regarding publishing dates. Results: Fifteen studies were included: seven targeted adolescents with depression/depressive symptoms, eight targeted adolescents ‘at risk' e.g. with a family history of depression. Most involved family/group programmes; others included individual, school-based and online approaches. PIs may affect understanding of depression, identification of symptoms, communication, engagement, and mental health outcomes. Conclusion, practice implications: PIs can have a role in preventing/managing adolescent depression, as a first-line or adjunctive approach. The limited number of studies, heterogeneity in formats and evaluation, and inconsistent approach to defining PI, make it difficult to compare programmes and measure overall effectiveness. Further work needs to establish an agreed definition of PI, develop/evaluate PIs in line with frameworks for complex interventions, and analyse their active components

Academic procrastination in non-traditional college students

Introducción. La procrastinación es la acción de retrasar la realización de tareas necesarias, hasta el extremo de generar malestar y perjuicios a los individuos que la protagonizan. La presencia de alumnado no tradicional en las universidades se ha incrementado notablemente en las últimas décadas. Este tipo de estudiantes encuentra dificultades en sus estudios, las cua- les podrían propiciar una mayor incidencia de las conductas procrastinadoras. Para compro- barlo, comparamos los niveles de procrastinación y motivos para procrastinar entre estudian- tes tradicionales y no tradicionales. Método. Utilizamos una muestra de 479 estudiantes colombianos. Los niveles de procrasti- nación y motivos para procrastinar fueron medidos a partir de la Procrastination Assessment Scale – Students (PASS). En el análisis de datos se utilizaron estadísticos descriptivos, análisis factorial exploratorio, prueba t para muestras independientes y d de Cohen. Resultados. Los estudiantes no tradicionales han presentado niveles de procrastinación supe- riores (t=4,412; p<0,001; d=0,459), aunque los motivos para procrastinar no difieren de los aportados por estudiantes tradicionales. El carácter de estudiante no tradicional ha resultado ser una variable relevante en la explicación de la procrastinación académica. Discusión y conclusiones. A partir de estos resultados, se deriva la conveniencia de ofrecer una orientación académica al alumnado no tradicional, con el fin de tratar la procrastinación y reducir así posibles riesgos de bajo rendimiento o abandono en este colectivo estudiantil.Introduction. Procrastination is the act of delaying necessary tasks until the extreme of ex- periencing discomfort and negative consequences to the individuals. The presence of nontra- ditional students at universities is a phenomenon which has increased remarkably over the last decades. This type of university students finds some difficulties during their grade. This could result in a higher prevalence of procrastination behaviors among nontraditional students at university. To test this, our work compares procrastination levels and reasons to procrastinate among traditional and nontraditional students Method. A sample of 479 Colombian college students was used. Procrastination and the rea- sons to procrastinate are measured by the Procrastination Assessment Scale - Students (PASS). The data analysis is based on descriptive statistics, exploratory factorial analysis, t test for independent samples and Coohen’s d. Results. Nontraditional students show higher procrastination levels (t=4,412; p<0,001; d=0,459), although their reasons to procrastinate are similar to those of traditional students. The nontraditional student condition is a demographic variable relevant for explaining aca- demic procrastination. Discussion and Conclusion. These results suggest the convenience of offering academic counselling and guidance to nontraditional students, in order to attend procrastination and reducing that way low achievement or dropout risks

Financial Coaching: A New Approach for Asset Building?

Through a literature review and interviews with nonprofit financial coaches, examines the concepts, training, and capacity building involved in financial coaching for low-income families, as well as critiques of existing models and their implications

The View of Russian Students on Whether Psychology is a Science

The Psychology as Science Scale (Friedrich, 1996) was administered to 525 psychology students from nine Russian universities to assess their beliefs about the nature of the discipline. About half of students (49.6%) generally agreed that psychology may be called a scientific discipline. Specifically, 71. 5% of the students agreed that psychology is a natural science, similar to biology, chemistry, and physics, 39. 9% of students agreed that psychological research is important and training in psychological methodology is necessary, and 43.1% of students agreed that human behavior is highly predictable. Students who took three methodology courses shared significantly stronger beliefs in the need for psychological research and the importance of training in methodology compared to students who did not take any methodology courses. Furthermore, students with a specialist degree had significantly stronger beliefs that psychology is a science compared to students who have just finished school. In terms of the effect of students’ career aspirations, students who wanted to be academic psychologists and clinicians had significantly stronger beliefs that psychology is a science compared to students who did not have clarity about their future careers. Regardless of the study limitations, these findings have potential implications for Russian psychology instructors

Development of Family-Based Dietary Self-Management Support Program on Dietary Behaviors in Patients with Type 2 Diabetes Mellitus in Indonesia: a Literature Review

Background: WHO statistics show that Indonesia has the fourth highest number of diabetes sufferers. The International Diabetes Federation‟s 5th estimated that in 2011 there were 71.4 million people in South East Asia region were suffering with DM Purpose: To develop a family-based dietary self-management support program to improve dietary behaviors in patients with T2DM. Method: A literature review was conducted by reviewing articles related evidence-based practices. Only articles in the English and Indonesian languages were reviewed. The search found eleven published experimental studies related to the topic. Result: Even though dietary self-management has benefits for patients with diabetes, many studies have found that these patients often have difficulty in establishing or maintaining an effective program to self-manage their dietary behaviors. Lack of family support is one factor that often seems to be related to such failures. Family participation in a diabetes education program also had positive psychosocial impacts. Otherwise, another study found that family might not always have a positive impact on self-management. Therefore, this review recommends that development of a family-based support program could be a positive factor in helping to improve dietary self-management behaviors in patients with T2DM. Self-management theory by Funnell and Anderson‟s work (2004) can guide the development of a program with the goal of empowering individuals and families in improving the patient‟s dietary behaviors. The program consists of: (1) reflecting on current and/or past self-management experiences by listening to the patient about their dietary behaviors, (2) discussing the emotions and feelings of the patients, (3) engaging the patient in improving their situation by active listening and helping the patient reflect on their problems and identifying effective strategies, (4) providing information about dietary management and problem-solving strategies, and (5) goal-setting and action planning by assisting the patient to write the goals and action plan on a specially prepared form. All of these sessions would involve the patient‟s family. Follow-up visits may be needed to evaluate the dietary behaviors of patients. Conclusion: The collaboration of patients, family and health care professionals can have a positive impact on the dietary self-management behaviors of patients with T2DM. Further study is needed, as there is a growing awareness of the important role in diabetes management of integrating family support into routine diabetes management

Involvement in the educational system among Hmong parents

Includes bibliographical references

ANCOVA Study of Psychotherapy Treatment of Internet Pornography Addiction in Heterosexual Men

Internet pornography has grown to become a problem that exists within the United States and across the globe. For those who suffer from this problematic behavior experience individual and familial problems as well as cause damage to the psyche, professionally and sexually. Those who suffer from addiction do not possess the ability to be able to stop the behavior on their own. Treatment is needed to help internet pornography users and addicts to recover while minimizing relapse from its consumption. This research proposal is a randomized, controlled, clinical ANCOVA study that will determine the effectiveness of Cognitive Behavioral Therapy and Acceptance Commitment Therapy for reducing Internet pornography viewing and behaviors among male heterosexual Internet pornography addicts. Treatment will take place for eight week period and consist of 75 male participants who are randomly assigned to either the CBT, ACT or wait-list control groups. Participants will be assessed at pretest (week 1), posttest (week 9) and three month follow-up (week 13) on the SIS/SES SAST-R, CPUI and AAQ-II measures. The study will define Internet pornography addictive behaviors, negative consequences and explain internal, external, construct and statistical construct validity with regard to the study’s design. Success of the study would provide effective treatment protocol and lessen the destruction of Internet pornography addiction on addicts who seek treatment as well as provide a format for therapists to follow as this is a new type of addiction, which has yet to be universally defined