Download or read book The Relationship Between a Sense of School Belonging and Internalizing Externalizing and School Problems in Adolescent Immigrants written by Corinne Diane Rivera and published by . This book was released on 2013 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research suggests that Latino adolescents, both native and foreign born, are at increased risk for the development of school, behavioral, and psychological problems. It also identifies a variety of factors associated with both risk and resilience in this population. There is, however, a scarcity of research that specifically examines risk and resiliency in recent Latino immigrant adolescents who have unique circumstances that may affect their functioning. This study was conducted to address this gap in the research literature by investigating the relationship between a sense of school belonging and internalizing, externalizing, and school problems in adolescent immigrants. Participants included 78 Latino adolescent immigrants between the ages of 11 and 18 who completed a number of instruments to assess their level of connectedness to their schools; internalizing, externalizing, and school problems; and overall psychological adjustment. One teacher for each student also completed a measure of academic effectiveness. Results showed that participants who reported a higher sense of school belonging indicated lower levels of depressive symptoms and higher overall psychological adjustment. Significant relationships between school belonging and anxiety symptoms, school/academic problems, and externalizing behaviors were not found. These findings have implications for school psychologists and other school mental health staff who are in a position to support youngsters in need and to foster a supportive and inclusive school environment for immigrant children.
Download or read book The Relationship Between Internalizing externalizing Symptomatology and Resiliency Within a Newly Immigrated Hispanic Adolescent Population written by Erika Pablo-Velez and published by . This book was released on 2011 with total page 63 pages. Available in PDF, EPUB and Kindle. Book excerpt: Adolescents who experience internalizing and externalizing behaviors face a number of challenges at home, school, and socially. While adolescence is naturally a time of challenging developmental tasks, adolescents who immigrate to other countries face a number of additional challenges. The psychological impact of immigration can range from a disruption of psychological functioning, resulting in temporary internalizing and/or externalizing symptoms to more extreme traumatic symptoms that can have a lasting effect on the individual and their functioning. While some individuals develop adverse stress reactions after a trauma, there are some who appear to be more resilient. It is important to uncover factors which help foster resiliency in this population and help adolescents get through this often traumatic experience unscathed. Past studies have linked resiliency constructs such as sense of mastery, sense of relatedness and emotional reactivity to resiliency. Increased sense of mastery and sense of relatedness have been linked to a decrease of internalizing/externalizing symptomatology (Prince-Embury, 2007; 2008). Additionally, increased emotional reactivity has been linked to an increased vulnerability to stressors, resulting in an increase of internalizing/externalizing symptomatology (Prince-Embury, 2007; 2008). The present study examines the relationship between internalizing and externalizing symptomatology and resiliency within a newly immigrated Hispanic adolescent population. A sample of 113 (71 females, 42 males) recently immigrated Hispanic adolescents were studied to determine if scores on the Resiliency Scales for Children and Adolescents would be negatively associated with internalizing and externalizing symptomatology. The results suggested that that having a higher sense of mastery appears to buffer adolescents from developing somatic problems. Additionally, the adolescents' self report of their emotional reactivity appears to be associated with their report of anxiety and depression, somatic complaints, social problems, thought problems and rule breaking behavior. Sense of relatedness did not appear to be related to internalizing and externalizing symptomatology. With regard to sense of mastery and sense of relatedness, our findings did not support past findings in the literature on resiliency. The authors hypothesize on why the current findings may have differed from past studies.
Download or read book School Belonging in Adolescents written by Kelly-Ann Allen and published by Springer. This book was released on 2017-08-24 with total page 137 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book explores the concept of school belonging in adolescents from a socio-ecological perspective, acknowledging that young people are uniquely connected to a broad network of groups and systems within a school system. Using a socio-ecological framework, it positions belonging as an essential aspect of psychological functioning for which schools offer unique opportunities to improve. It also offers insights into the factors that influence school belonging at the student level during adolescence in educational settings. Taking a socio-ecological perspective and drawing from innovative research methods, the book encourages researchers interested in school leadership to foster students’ sense of belonging by developing their qualities and by changing school systems and processes
Download or read book A Place Called Home written by Jack Leonard and published by IAP. This book was released on 2021-05-01 with total page 307 pages. Available in PDF, EPUB and Kindle. Book excerpt: Describing global trends in forced displacement in 2019, Filippo Grandi, United Nations High Commissioner for Refugees declared that “we are witnessing a changed reality in that forced displacement nowadays is not only vastly more widespread but is simply no longer a short-term and temporary phenomenon”. At the end of 2019, almost 80 million people had been forced to leave the place they called home “as a result of persecution, conflict, violence, human rights violations or events seriously disturbing public order,” according to the United Nations High Commission for Refugees. This volume presents the concerted efforts of chapter contributors to alleviate the alienation of those who have been displaced and help them to feel at home in the country in which they have sought refuge. Chapter contributors highlight their endeavors specifically with Latino, Hmong, and African immigrants in the United States and Canada, as well as with a veritable united nations of immigrant identities in general. Endeavors oriented to making immigrants feel at home inevitably raise the vexed question of what it means to be a good member of a society—regardless of whether one is a citizen.
Download or read book My Country tis of Thee written by Kristina Brezicha and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: While political scientists have long described the choice to engage politically as a rational decision, we consistently see evidence of individuals participating because they value the community they live in, and the identity they gain by belonging to a community. The political socialization literature, which studies the knowledge, attitudes, habits and dispositions that motivate young people to become politically active, continues these individualistic assumptions by focusing on individual students' thinking rather than the school and community context where students live, learn and interact. By excluding students' feelings of belonging to the school and symbolically the broader community, political socialization scholars miss a crucial element of students' political socialization. This failure is particularly problematic for immigrant students whose first experiences of in/exclusion in their new countries' governments come from the schools that they attend. I use an exploratory, comparative, embedded case study of two school districts: one in Pennsylvania and the other in Manitoba, Canada to examine the unexplored relationship between immigrant youths' political socialization process and their feelings of belonging to their school community. Using document analysis, observations, interviews, surveys and reflective writing, the study contextualizes a previously largely undifferentiated model of political socialization. Students described feelings of belonging which largely aligned with the literature on belonging. These feelings included feeling comfortable, accepted, known, trusted and cared for. Many students relied on a thin sense of belonging to maintain a feeling of connection even when the students' experiences with school and community did not warrant feelings of belonging. This thin sense of belonging allowed them to justify and claim their right to be somewhere even when the people and policies of that place did not warrant a feeling of belonging. In school, the study shows that teachers' responses to the students shaped the students' experiences of schooling. Such that when students forged caring, responsive relationships with teachers, students' feelings of belonging to the school existed even as those same students recognized the myriad of problems in their school such as bullying or the academic failures of many of their peers. School-level policies also influenced students' feelings about their relationship with adults and others in the schools. These policies communicated school officials' assumptions to the students and this helped or hindered students' feelings of belonging to the school. Lastly, the findings highlight the varying understanding of citizenship that students' hold. One group of students tended to define citizenship in legal terms of the rights and responsibilities entailed in citizenship. The other group of students focused on the relational aspects of citizenship. However, while the students differed in their various emphases on the priority of citizenship, they shared a similar understanding of what the characteristics of good citizenship entailed. The relationship between belonging and citizenship became the most clear when students discussed the characteristics of a good citizen and those that they considered citizen role models. These good citizens shared the characteristics with people who helped creates places of belonging for the students. We see that the students' role models exemplify individuals who both help students feel a sense of belonging to their schools and communities as well as model good citizenship for the students. The findings show that immigrant students' feelings of belonging relate to how they conceptualize the concept of citizenship and whom they find to be good citizens. This dissertation will add an important but absent element to the political socialization model, the role of belonging to the school community. Lastly, it challenges the rationalistic assumptions undergirding much of political socialization research. Given the burgeoning population of immigrant children, the study explores fundamentally important relationships between schools, immigrant children's feelings of belonging and their political socialization.
Download or read book Youth in Superdiverse Societies written by Peter F. Titzmann and published by Routledge. This book was released on 2019-11-12 with total page 276 pages. Available in PDF, EPUB and Kindle. Book excerpt: Youth in Superdiverse Societies brings together theoretical, methodological and international approaches to the study of globalization, diversity, and acculturation in adolescence. It examines vital issues including migration, integration, cultural identities, ethnic minorities, and the interplay of ethnic and cultural diversity with experiences of growing up as an adolescent. This important volume focuses on understanding the experiences and consequences of multicultural societies and offers valuable new insights in the field of intergroup relations and the complexity of growingly heterogeneous societies. The book comprises four sections. The first includes fresh theoretical perspectives for studying youth development in multicultural societies, exploring topics such as superdiversity, globalization, bicultural identity development, polyculturalism, the interplay of acculturation and development, as well as developmental-ecological approaches. The second section highlights innovative methods in studying multicultural societies. It contains innovative dynamic concepts (e.g., experience-based sampling), methods for studying the nested structure of acculturative contexts, and suggestions for cross-comparative research to differentiate universal and context-specific processes. The third section examines social relations and social networks in diverse societies and features developmentally crucial contexts (e.g., family, peers, schools) and contributions on interethnic interactions in real-life contexts. The final section presents applications in natural settings and includes contributions on participatory action research and teachers dealings' with ethnic diversity. Each chapter provides a thorough overview of current research trends and findings, followed by detailed recommendations for future research, suggesting how the approaches can be cited, applied and improved. Youth in Superdiverse Societies is valuable reading for students studying adolescent acculturation and development in psychology, sociology, education, anthropology, linguistics and political science. It will also be of interest to scholars and researchers in social and developmental psychology, and related disciplines, as well as professionals in the field of migration. Chapter 11 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.
Download or read book The Wiley Blackwell Handbook of Childhood Social Development written by Peter K. Smith and published by John Wiley & Sons. This book was released on 2022-03-16 with total page 866 pages. Available in PDF, EPUB and Kindle. Book excerpt: The most up-to-date edition of a leading resource on the research and theory of the social development of children In the newly revised Third Edition of The Wiley-Blackwell Handbook of Childhood Social Development, a team of eminent researchers delivers a current and comprehensive discussion of the research and theory of childhood social development. With chapters written by an international collection of leaders in their respective fields, this edited volume offers robust coverage of a range of disciplinary perspectives, including psychological, sociological, anthropolgical, evolutionary, religious, cultural, ecological, athletic, and more. The latest edition offers brand-new chapters on helping children with autism, the impact of social networking platforms on childhood social development, the influence of mass media, war and famine, the climate crisis, and the influence of the COVID-19 Pandemic. Containing authoritative explorations of child social development from pre-school to the onset of adolescence, The Wiley-Blackwell Handbook of Childhood Social Development also provides: A thorough introduction to historical perspectives on the social development of children, including the conceptual and empirical precursors of contemporary social development research Comprehensive explorations of various disciplinary perspectives, including behavioral genetics, the brain and social development in childhood, and evolutionary perspectives on social development Practical discussions of the ecological contexts of childhood social development, including the relationship between the physical environment and social development In-depth examinations of culture and immigration, including the social development of immigrant children with a focus on Europe, and on Asian and Latinx children in the US. Perfect for advanced undergraduate and graduate students of courses in child psychology, human development, or educational psychology, The Wiley-Blackwell Handbook of Childhood Social Development will also earn a place in the libraries of researchers seeking a one-stop, comprehensive resource for the social development of children.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2002 with total page 556 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Handbook of Positive School Psychology written by Gökmen Arslan and published by Springer Nature. This book was released on with total page 223 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Palgrave Handbook of Positive Education written by Margaret L. Kern and published by Springer Nature. This book was released on 2021 with total page 788 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The approaches outlined in this volume will help expand the narrow focus on academic success to include psychological well-being for students and educators alike. It is a must-read for anyone interested in how positive outcomes such as life satisfaction, positive emotion, and meaning and purpose can be optimized in the educational settings." -- Judith Moskowitz, PhD MPH, Northwestern University Feinberg School of Medicine, USA, IPPA President 2019-2021 This open access handbook provides a comprehensive overview of the growing field of positive education, featuring a broad range of theoretical, applied, and practice-focused chapters from leading international experts. It demonstrates how positive education offers an approach to understanding learning that blends academic study with life skills such as self-awareness, emotion regulation, healthy mindsets, mindfulness, and positive habits, grounded in the science of wellbeing, to promote character development, optimal functioning, engagement in learning, and resilience. The handbook offers an in-depth understanding and critical consideration of the relevance of positive psychology to education, which encompasses its theoretical foundations, the empirical findings, and the existing educational applications and interventions. The contributors situate wellbeing science within the broader framework of education, considering its implications for teacher training, education and developmental psychology, school administration, policy making, pedagogy, and curriculum studies. This landmark collection will appeal to researchers and practitioners working in positive psychology, educational and school psychology, developmental psychology, education, counselling, social work, and public policy. Margaret (Peggy) L. Kern is Associate Professor at the Centre for Positive Psychology at the University of Melbourne's Graduate School of Education, Australia. Dr Kern is Founding Chair of the Education Division of the International Positive Psychology Association (IPPA). You can find out more about Dr Kern's work at www.peggykern.org. Michael L. Wehmeyer is Ross and Mariana Beach Distinguished Professor of Special Education; Chair of the Department of Special Education; and Director and Senior Scientist, Beach Center on Disability, at the University of Kansas, United States. Dr Wehmeyer is Publications Lead for the Education Division of the International Positive Psychology Association (IPPA). He has published more than 450 peer-reviewed journal articles and book chapters and is an author or editor of 42 texts. .
Download or read book Understanding Adolescent Immigrants written by Mary Amanda Stewart and published by Lexington Books. This book was released on 2017-02-13 with total page 171 pages. Available in PDF, EPUB and Kindle. Book excerpt: As the immigrant population grows in countries such as the United States, so does the number of newcomer immigrant students in middle and high schools. Many scholars have noted that the education immigrant adolescents receive has a great bearing on the future of the nation. Understanding Adolescent Immigrants: Moving toward an Extraordinary Discourse for Extraordinary Youth highlights the voices of these young people by sharing the stories of seven newcomer youths aged 13 to 20 years in U.S. high schools. By learning their histories, present situations, and dreams for the future, we can understand both these students’ unique contribution to their new country and their schools’ roles in helping them achieve success.
Download or read book The Relationship Between Mental Health Problems Acculturative Stress and Academic Performance in Latino English Language Learner Adolescents written by Loren J. Albeg and published by . This book was released on 2013 with total page 99 pages. Available in PDF, EPUB and Kindle. Book excerpt: Latino adolescents, especially English language learners (ELLs) are considered to be a highly vulnerable group in our schools today. Despite their apparent need for additional social-emotional and academic learning (SEAL) supports, there is very little research to inform the type of cultural modifications (if any) needed to make SEAL interventions more appropriate for this population. Accordingly, this study focused on identifying the effects of acculturative stress (a culturally specific stressor) and general mental health problems on students' academic performance. More specifically, this study aimed to identify which factor (mental health problems or acculturative stress) best explains Latino adolescent ELLs' academic performance. This study defined mental health problems as being comprised of internalizing and externalizing symptoms and acculturative stress as being comprised of perceived discrimination, immigration related stress, parent-child acculturative gap, and school belonging. Hierarchical multiple regression was used to examine the effects of mental health problems and acculturative stress on the academic performance of Latino adolescents. Although both mental health problems and acculturative stress explained significant variance in academic performance, acculturative stress was the stronger contributing variable. Interactions between ELL status and mental health problems and ELL status and acculturative stress were examined to determine whether ELL status influenced the degree to which these two contributing constructs explained academic performance. Non-significant interactions between ELL status and mental health problems and ELL status and acculturative stress suggest that ELL status was not a moderating factor. Although ELL status was not a moderating factor in the relationship between acculturative stress and academic performance, independent sample t-tests suggest that acculturative stress levels were significantly higher for Latino adolescent ELLs than for Latino adolescent non-ELLs. The results of this study suggest that while generic mental health problems are still important to address in SEAL interventions for Latino students, it may be of equal or even more importance to also address acculturative stress. Addressing acculturative stress in SEAL interventions for ELLs has been supported by the results of this study and previous research.
Download or read book Psychological Adjustment and Well being in Recently Arriving Immigrant Adolescents written by Matthew Thibeault and published by . This book was released on 2013 with total page 79 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The purpose of this short-term longitudinal study was to examine relations between trauma exposure, acculturative stress, school belonging, and internalizing symptoms in immigrant and refugee adolescents recently arriving into the United States. Participants were students between 5th and 11th grade (N = 94) who were enrolled in an alternative public school for newly arriving youth. At two different time points, students completed an electronic screening designed to assess exposure to adverse events and factors related to adjustment into a new country. Teachers reported on social skills and problem behaviors. Results indicated that acculturative stress was related to anxiety and depression after accounting for cumulative trauma and other relevant covariates. Acculturative stress remained stable over time, and differences in trauma exposure emerged between groups of students relatively high and low in acculturative stress and school belonging. Information yielded from the screening allowed school administration and staff to identify students at risk for adjustment difficulties and informed topics for group interventions. Implications for policy and practice are discussed."--Abstract from author supplied metadata.
Download or read book Clinical Considerations in Child and Adolescent Mental Health with Diverse Populations An Issue of Child And Adolescent Psychiatric Clinics of North America E Book written by Warren Y.K. Ng and published by Elsevier Health Sciences. This book was released on 2022-10-05 with total page 241 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this issue, guest editors bring their considerable expertise to this important topic. Provides in-depth reviews on the latest updates in the field, providing actionable insights for clinical practice. Presents the latest information on this timely, focused topic under the leadership of experienced editors in the field. Authors synthesize and distill the latest research and practice guidelines to create these timely topic-based reviews.
Download or read book Immigrant Student Achievement and Education Policy written by Louis Volante and published by Springer. This book was released on 2018-03-21 with total page 219 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines immigrant student achievement and education policy across a range of Western nations. It is divided into 3 sections: Part 1 introduces the topic of immigrant student achievement and the performance disadvantage that is consistently reported across a range of international jurisdictions. Part 2 then presents national profiles from scholars in ten countries (England, Germany, Italy, Sweden, Finland, Netherlands, Republic of Ireland, Canada, Australia, and New Zealand). These educational jurisdictions were selected because they represent a range of Western nations engaged in large-scale reform efforts geared towards enhancing their immigrant students’ achievement. Each of the national profiles provides a brief overview of the evolution of the cultural composition of their respective school-aged student population; explains the trajectory of achievement results in non-immigrant and immigrant student groups in relation to both national and international large-scale assessment measures; and discusses the effectiveness of policy responses that have been adopted to close the achievement gap between non-immigrant and immigrant student populations. It also examines the relationships between education policies and immigrant student achievement and discusses how education policies have evolved across various cultural contexts. In conclusion, Part 3 analyzes cross-cultural approaches designed to address the performance disadvantage of immigrant students and proposes future areas of inquiry stemming from the national profiles. The book offers insights into a diverse cross-section of nations and policy approaches to addressing the performance disadvantage.
Download or read book Immigrant Stories written by Cynthia Garcia Coll and published by OUP USA. This book was released on 2009-04-03 with total page 299 pages. Available in PDF, EPUB and Kindle. Book excerpt: Immigrant Stories portrays the contexts and academic trajectories of development of three unique immigrant groups: Cambodian, Dominican and Portuguese. The children of immigrant families - or second generation youth - are the fastest growing population of school children in the US. However, very little is known about these children's academic and psychological development during middle childhood. We examine the previously under-explored intricacies of children's emerging cultural attitudes and identities, academic engagement, and academic achievement. These processes are studied alongside a myriad of factors in the family and school environment that combine to shape children's academic psychological functioning during this important period. Through a three-year longitudinal study, including interviews with teachers, parents and children, this book presents a fascinating look at the community, school, and family contexts of child development among second-generation children. Both pre-immigration and post-immigration characteristics are explored as critical factors for understanding children of immigrants' development. In the current climate of US immigration policy debate, we offer research findings that may inform educators and administrators about the sources of community strengths and challenges facing our newest immigrant generations.
Download or read book Exploring Belonging in School Among Adolescent Iraqi Refugees written by Silvia Maria Rizkallah (Psy.D. candidate at the University of Hartford) and published by . This book was released on 2020 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Iraqi refugees have arrived in the United States over several waves and are unique from other refugee groups for several reasons, including the role of the United States in the Iraqi war and anti-Iraqi sentiments in the United States of America. Iraqi refugees face several adversities that contribute to mental health disorders such as posttraumatic stress disorder, depression, and anxiety. Iraqi adolescent refugees in particular face unique challenges (e.g., developmental challenges) that impact their mental health. So far, literature from immigrant and refugee groups highlights a strong relationship between school belonging, academic success, and mental health outcomes. This relationship is also impacted by racial and religious discrimination. However, there is minimal research pertaining specifically to Iraqi refugees’ experiences of belonging in school. The researcher utilized constructivist grounded theory to guide data collection and analysis. A total of seven adolescent Iraqi refugees between the ages of 13 and 15 participated in the study. Participants completed in an in-person interview located in Connecticut or Massachusetts. Upon completion of data-analysis, the researcher invited all participants to partake in member checking to increase the saturation of categories and gather feedback on participants’ views of the analysis. Six of the seven participants engaged in member checking. Information from member checking was integrated into the data analysis. The results of this study revealed five categories: (a) Experiencing othering; (b) Changing views of self and others; (c) Assuming the burden of belonging; (d) Belonging as a collective responsibility; and (e) Having a high stake in belonging. Categories were further specified by subcategories and specific processes. Differences and nuances in the participants’ experiences were highlighted within these categories. In describing belonging, participants placed greater emphasis on the role of peers in experiencing belonging in school. Nonetheless, some participants also viewed teachers and family members to be influential in belonging in school. Another notable result of the study consisted of the dynamic nature of belonging. Finally, the researcher reviewed the limitations of the study and provided recommendations for future research, clinical work, and school professionals.
