An Investigation of Social Skills and Antisocial Behaviors of At-Risk Youth: Construct Validation of the Home and Community Social Behavior Scales

The major purpose of this dissertation was to investigate the construct validity of a new parent rating scale, the Home and Community Social Behavior Scales (HCSBS), that was used to measure the social skills and antisocial behaviors of at-risk youth in Northern Utah. The results indicate that the HCSBS possesses strong internal consistency with high alphas. Convergent validity with both teacher ratings and student self-ratings of social competence and antisocial behavior appeared slight. Discriminant validity was indicated by the near zero correlations between the HCSBS and the KTEA. The instrument appeared able to detect group differences as indicated by the large and clinically significant effect size differences between at-risk and non-at-risk sample mean scores, as well as a 92.37 correct classification percentage. Finally, the factor analysis of the HCSBS suggested four social competency factors and three antisocial behavior factors, which were extremely similar to the results obtained for the teacher version of the instrument. Directions for future research, as well as implications and limitations of the current study, are noted

Common Dimensions of Social Skills of Children and Adolescents: A Review and Analysis of the Literature

Previous research in the area of social skills of children and adolescents has resulted in confusion over the number and name of empirically derived dimensions. While much work has been done to derive empirically based taxonomies of child and adolescent problem behaviors, such is not the case for positive social behaviors. The present study conducted an extensive review, analysis, and synthesis of over two decades of factor analytic research on child and adolescent social skills to derive an empirically based taxonomy. Results suggest five dimensions that occurred in over one third of the studies: Peer Relations, Self-Management, Academic, Cooperation, and Assertion. The most common social skills associated with these dimensions are presented. It is advised that clinicians and researchers begin employing this taxonomy to: (a) provide a nomenclature by which to refer to the five positive social skill patterns, (b) identify dimensions on which children or adolescents may have deficits, (c) design interventions to increase the occurrence of these skills, all of which have been empirically related to important social outcomes, (d) measure the effects of interventions, and (e) aid in theory development

Reported Benefits of Yoga in Middle Schools: A Review of the Literature

Middle school is a time of adjustments in youth: physical, intellectual, and social changes often result in stress. Middle school students are vulnerable to academic, behavioral, and mental health problems. Yoga is an Indian discipline practiced for health and relaxation. School-based yoga programs are becoming increasingly common given their potential benefits for students. We conducted a literature review of studies of middle school-based yoga programs, focusing on the reported benefits for students. We identified and retrieved 12 studies from electronic databases including Education Resources Information Center, PsycINFO, and Google Scholar that met inclusion criteria; (a) examined the benefits of yoga as the primary intervention conducted in a middle school setting with students ages 10 to 15 years old, (b) was published by June 2022, (c) was reviewed either by a journal editorial board or by a student’s dissertation or thesis committee, (d) was available in English, and (e) a full text copy was available. Results of studies were synthesized by clustering findings into common domains. Study results suggested that middle school-based yoga interventions showed mental health, executive functioning, physical, social, and academic benefits for students. Yoga also showed benefits for middle school students who were stressed, anxious, or depressed, and those at risk. We provide considerations for those contemplating the implementation of yoga in middle schools

Cancer data quality and harmonization in Europe: the experience of the BENCHISTA Project – international benchmarking of childhood cancer survival by stage

IntroductionVariation in stage at diagnosis of childhood cancers (CC) may explain differences in survival rates observed across geographical regions. The BENCHISTA project aims to understand these differences and to encourage the application of the Toronto Staging Guidelines (TG) by Population-Based Cancer Registries (PBCRs) to the most common solid paediatric cancers.MethodsPBCRs within and outside Europe were invited to participate and identify all cases of Neuroblastoma, Wilms Tumour, Medulloblastoma, Ewing Sarcoma, Rhabdomyosarcoma and Osteosarcoma diagnosed in a consecutive three-year period (2014-2017) and apply TG at diagnosis. Other non-stage prognostic factors, treatment, progression/recurrence, and cause of death information were collected as optional variables. A minimum of three-year follow-up was required. To standardise TG application by PBCRs, on-line workshops led by six tumour-specific clinical experts were held. To understand the role of data availability and quality, a survey focused on data collection/sharing processes and a quality assurance exercise were generated. To support data harmonization and query resolution a dedicated email and a question-and-answers bank were created.Results67 PBCRs from 28 countries participated and provided a maximally de-personalized, patient-level dataset. For 26 PBCRs, data format and ethical approval obtained by the two sponsoring institutions (UCL and INT) was sufficient for data sharing. 41 participating PBCRs required a Data Transfer Agreement (DTA) to comply with data protection regulations. Due to heterogeneity found in legal aspects, 18 months were spent on finalizing the DTA. The data collection survey was answered by 68 respondents from 63 PBCRs; 44% of them confirmed the ability to re-consult a clinician in cases where stage ascertainment was difficult/uncertain. Of the total participating PBCRs, 75% completed the staging quality assurance exercise, with a median correct answer proportion of 92% [range: 70% (rhabdomyosarcoma) to 100% (Wilms tumour)].ConclusionDifferences in interpretation and processes required to harmonize general data protection regulations across countries were encountered causing delays in data transfer. Despite challenges, the BENCHISTA Project has established a large collaboration between PBCRs and clinicians to collect detailed and standardised TG at a population-level enhancing the understanding of the reasons for variation in overall survival rates for CC, stimulate research and improve national/regional child health plans

School-based mentoring: A study of volunteer motivation and benefits

Abstract While research has been conducted concerning the effects of school-based mentoring on atrisk students, limited work has focused on the volunteer mentors. This study examined the motivations of adult volunteers and the benefits of their participation in a six-month, school-based mentoring program. A total of 31 volunteers completed adapted versions of the Volunteer Functions Inventory and a post-survey as part of a program in which they mentored at-risk elementary school students. Volunteers were more satisfied with their mentoring experience when their perceived benefits matched their initial motivations, though this did not seem to impact their intentions to mentor again in the future. Volunteers' motivations tended toward expressing important values or gaining greater understanding, though some younger volunteers were also motivated to gain career-related experience. Implications for school-based mentoring programs are addressed

School-based mentoring: A study of volunteer motivations and benefits

While research has been conducted concerning the effects of school-based mentoring on atrisk students, limited work has focused on the volunteer mentors. This study examined the motivations of adult volunteers and the benefits of their participation in a six-month,school-based mentoring program. A total of 31 volunteers completed adapted versions of the Volunteer Functions Inventory and a post-survey as part of a program in which they mentored at-risk elementary school students. Volunteers were more satisfied with theirmentoring experience when their perceived benefits matched their initial motivations, though this did not seem to impact their intentions to mentor again in the future. Volunteers’ motivations tended toward expressing important values or gaining greaterunderstanding, though some younger volunteers were also motivated to gain career-related experience. Implications for school-based mentoring programs are addressed

The effects of a buddy bench on elementary students’ solitary behavior during recess

Social skill instruction and school-wide positive behavior supporthave been found to be effective in treating students with emotional and behavioral disorders. However, students with internalizing behavior are often overlooked for interventions that could improveacademic outcomes and prevent problems that might have serious implications, including social withdrawal, social isolation, and suicidal ideation. In this study, a multiple baseline across participants design was used across two elementary school recess playgrounds to evaluate a “buddy bench” intervention, whichutilized peers to help socially withdrawn students to decrease social isolation behavior. Students in Grades 1 to 6 were observed during recess. Results revealed that from baseline to intervention phases the number of students engaged in solitary recess behavior decreased between 19% and 24%. Most students reported positive attitudes towards the intervention, while teachers were more neutral