Exposure to Domestic and Community Violence and Subjective Well-Being in Adolescents

Abstract There is major exposure to domestic and community violence during adolescence, which has been negatively related to well-being. This work aimed to identify relationships between domestic and community violence and the levels of subjective well-being perceived by adolescents, considering sex and age. The participants were 426 adolescents from public schools in the south of Brazil; 62% were girls, with a mean age of 14.91 years old ( SD = 1.65), who answered one instrument about exposure to violence and another about well-being. Results indicated greater domestic violence exposure among girls and greater community exposure among boys. The age range from 16 to 18 years old was the most exposed to domestic violence. Boys reported greater well-being and less negative affect. Differences in violence exposure may be related to roles of gender in our society. Well-being promotion is highlighted as a resource for confronting violence among adolescents

School interventions for the social inclusion of school-age learners on the autism spectrum: Review of the evidence and future areas of inquiry

Despite the internationally rising number of students with autism spectrum conditions (ASC) in inclusive settings, their difficulties in building and maintaining social relationships in schools remain a persisting challenge, contributing to detrimental educational outcomes, which in turn may lead to their transfer in more segregated environments. In response to this reality and with the aim to enhance the social and academic benefits of inclusion for students with ASC, this book chapter will discuss and evaluate existing empirical research based on interventions occurring in classrooms across preschool, primary school, and secondary school. Specifically, this review will present a synthesis of the research literature on educational approaches and strategies which have been implemented successfully in general education classrooms with the participation of teachers and peers to improve the social understanding and social interaction skills of students with ASC. Furthermore, this chapter will endeavor to identify the barriers for the application of classroom interventions for the social success of children with ASC in inclusive settings as well as the limitations and future needs in this field of applied research