16 research outputs found
Creating School-Family Partnerships in Adolescence: Challenges and Opportunities
Adolescence is a time of rapid change. These changes present challenges and opportunities for developing youth including physical changes, significant cognitive advancements, emotional maturation, and new peer and romantic relationships. For most adolescents, these changes are also accompanied by changes in their environments including more demanding expectations for independence, more challenging academic tasks, and new expectations for social participation from parents and peers. At the same time, adolescents are becoming more independent from their families while also maintaining a sense of connection to them and to their schools
A systematic review of primary prevention strategies for sexual violence perpetration
AbstractThis systematic review examined 140 outcome evaluations of primary prevention strategies for sexual violence perpetration. The review had two goals: 1) to describe and assess the breadth, quality, and evolution of evaluation research in this area; and 2) to summarize the best available research evidence for sexual violence prevention practitioners by categorizing programs with regard to their evidence of effectiveness on sexual violence behavioral outcomes in a rigorous evaluation. The majority of sexual violence prevention strategies in the evaluation literature are brief, psycho-educational programs focused on increasing knowledge or changing attitudes, none of which have shown evidence of effectiveness on sexually violent behavior using a rigorous evaluation design. Based on evaluation studies included in the current review, only three primary prevention strategies have demonstrated significant effects on sexually violent behavior in a rigorous outcome evaluation: Safe Dates (Foshee et al., 2004); Shifting Boundaries (building-level intervention only, Taylor, Stein, Woods, Mumford, & Forum, 2011); and funding associated with the 1994 U.S. Violence Against Women Act (VAWA; Boba & Lilley, 2009). The dearth of effective prevention strategies available to date may reflect a lack of fit between the design of many of the existing programs and the principles of effective prevention identified by Nation et al. (2003)
Creating School-Family Partnerships in Adolescence: Challenges and Opportunities
Adolescence is a time of rapid change. These changes present challenges and opportunities for developing youth including physical changes, significant cognitive advancements, emotional maturation, and new peer and romantic relationships. For most adolescents, these changes are also accompanied by changes in their environments including more demanding expectations for independence, more challenging academic tasks, and new expectations for social participation from parents and peers. At the same time, adolescents are becoming more independent from their families while also maintaining a sense of connection to them and to their schools.This chapter is from Handbook of School-Family Partnerships, chapter 14 (2009): 312.</p
Engagement Across Developmental Periods
The goal of this chapter is to provide a cohesive developmental framework and foundation for which to understand student engagement across early childhood, middle childhood, and adolescence. Guided by the bioecological theory of human development and the person-environment fit perspective, this chapter extends Finn's participation-identification model of engagement by mapping student engagement within a larger developmental sequence. This chapter discusses student engagement within specific developmental periods that are tied to the developmental tasks, opportunities, and challenges unique to early childhood, middle childhood, and adolescence. Student engagement is found to be a nuanced developmental outcome, and the differences may be a result of the maturation of biological, cognitive, and socioemotional developmental tasks and the changing contextual landscape for the children and adolescents. Recommendations for future research as well as policy implications are also discussed.This chapter is from Handbook of Research on Student Engagement, Chapter 3 (2012): 45, doi:10.10071978-1-4614-2018-7_3.</p