Dietary habits of secondary school young people and the influence of the family on this behavior

2015 ◽  
pp. 50-55
Author(s):  
Aneta Grochowska ◽  
◽  
Iwona Bodys-Cupak ◽  
Małgorzata Kołpa ◽  
Kazimiera Moździerz ◽  
...  
Keyword(s):  
Young People ◽  
Secondary School ◽  
Dietary Habits ◽  
The Family

Wilfulness in School-Phobic Adolescents

1974 ◽  
Vol 125 (588) ◽  
pp. 468-469 ◽  
Author(s):  
Ian Berg ◽  
Tony Collins
Keyword(s):  
Young People ◽  
General Population ◽  
Secondary School ◽  
Early Adolescence ◽  
School Refusal ◽  
School Phobia ◽  
Family Situation ◽  
The Family ◽  
Emotional Upset

School-phobic youngsters have sometimes been described as wilful and stubborn in the family situation (Hersov, 1960), and this tendency has been invoked to explain the particular occurrence of school phobia in early adolescence (Leventhal and Sills, 1964). The emotional upset shown by these young people when faced with the prospect of going to school (Berg, Nichols and Pritchard, 1969), may occasionally appear to be more in the nature of anger, defiance and temper than either fearfulness or misery (Smith, 1970). The fact that in the general population dislike of school is reflected in actual absence only during the secondary school years (Mitchell and Shepherd, 1967) supports the view that assertiveness, which presumably becomes more effective as the child reaches the teens, plays some part in school refusal.

Birth Order and Family Size of School-Phobic Adolescents

1972 ◽  
Vol 121 (564) ◽  
pp. 509-514 ◽  
Author(s):  
Ian Berg ◽  
Alan Butler ◽  
Ralph McGuire
Keyword(s):  
Young People ◽  
Secondary School ◽  
School Children ◽  
Conduct Disorders ◽  
Point Of View ◽  
School Age ◽  
Hospital Unit ◽  
School Phobia ◽  
Younger Child ◽  
The Family

It has been found that young people suffering from school phobia, particularly those of secondary school age in Britain, tend to be the youngest in their family (Hersov, 1960; Smith, 1970). This paper reports an investigation carried out in an attempt to confirm and extend this observation. A hundred school-phobic youngsters admitted to Highlands, a psychiatric in-patient unit for adolescents, were looked at from the point of view of order in the sibship; in this respect they were compared with 91 non-school-phobic children suffering from neurotic or conduct disorders admitted to the same hospital unit and with 127 randomly selected normal secondary school children stratified for age, sex and social class. The state of excessive dependency which appears to exist between mothers and their children in school phobia, even in early adolescence (Berg and McGuire, 1971) may be partly due to the circumstance of the affected individual being a younger child in the family.

scholarly journals “If He/She Had Been Like the Rest of Us”. How Do Young People Describe Their Schoolmates Who Are Different from Others in the Group?

2018 ◽  
Vol 7 (6) ◽  
pp. 1
Author(s):  
Minna Saarinen ◽  
Satu Mattila
Keyword(s):  
Young People ◽  
Secondary School ◽  
Peer Interactions ◽  
Leisure Activities ◽  
Technical Institute ◽  
School Year ◽  
The Social ◽  
Upper Secondary ◽  
The Family ◽  
Upper Secondary Schools

The article examines issues related to peer interactions and group joining in upper secondary schools in Finland. The study elaborates on how young people describe students who are left out/excluded or who remain outside the social networks. The study also elucidates on how a student can join the group. The research is motivated by the current educational ethos, which emphasizes inclusion and tolerance. The data were collected from an upper secondary school and vocational and technical institute. The students were asked to recall the prior high school year and write an essay on the topic. A total of 49 students wrote about their memories. The data were analyzed using inductive content analysis, and the study found that students are either excluded or included due to the social skills they possess. Those who do not exhibit the same approach to being in a group will stay on the sidelines. The essays also described factors that connect students, such as hobbies and leisure activities. Similarity in many external factors (e.g., the family’s economic situation) unites students. Contrary to expectations, young people described themselves, and not just others, as outsiders.

Youth Development in Europe

2009 ◽  
Vol 14 (4) ◽  
pp. 372-375 ◽  
Author(s):  
Katariina Salmela-Aro ◽  
Ingrid Schoon
Keyword(s):  
Young People ◽  
Relationship Quality ◽  
Youth Development ◽  
Social Relationships ◽  
Transition To Adulthood ◽  
Cultural Context ◽  
Integrative Framework ◽  
Reciprocal Interactions ◽  
The Family ◽  
Key Players

A series of six papers on “Youth Development in Europe: Transitions and Identities” has now been published in the European Psychologist throughout 2008 and 2009. The papers aim to make a conceptual contribution to the increasingly important area of productive youth development by focusing on variations and changes in the transition to adulthood and emerging identities. The papers address different aspects of an integrative framework for the study of reciprocal multiple person-environment interactions shaping the pathways to adulthood in the contexts of the family, the school, and social relationships with peers and significant others. Interactions between these key players are shaped by their embeddedness in varied neighborhoods and communities, institutional regulations, and social policies, which in turn are influenced by the wider sociohistorical and cultural context. Young people are active agents, and their development is shaped through reciprocal interactions with these contexts; thus, the developing individual both influences and is influenced by those contexts. Relationship quality and engagement in interactions appears to be a fruitful avenue for a better understanding of how young people adjust to and tackle development to productive adulthood.

Dal bambino libero all'uomo autonomo: educare alla scelta attraverso il metodo Montessori

2020 ◽  
pp. 329-341
Author(s):  
Grazia Romanazzi
Keyword(s):  
Young People ◽  
Secondary School ◽  
Modern Society ◽  
Educational Needs ◽  
Educational Process ◽  
School Grades ◽  
The Social ◽  
Montessori Method

Freedom, autonomy and responsibility are the ends of every educational process, especially in the modern society: globalized, rapid, in transformation; society in which each one of us is called to make numerous choices. Therefore, it is urgent to educate to choose and educate to the choice, so that young people can emancipate themselves from possible conditionings. To this end, the Montessori method represents a privileged way: child is free to choose his own activity and learns "to do by himself" soon; the teacher prepares the environment and the materials that allow the student to satisfy the educational needs of each period of inner development. Then, Montessori gives importance to adolescence because it is during this period that grows the social man. Consequently, it is important to reform the secondary school in order to acquire the autonomy that each student will apply to the subsequent school grades and to all areas of life

Avaliação do Perfil Nutricional dos Funcionários das Equipes Estratégia Saúde da Família e Núcleo de Apoio a Saúde da Família do Município de Pedralva – MG/ Evaluation of the Nutritional Profile of Workers from the Family Health Strategy Team and the Supp

1970 ◽  
Vol 4 (3) ◽  
pp. 12-21
Author(s):  
Ana Isabel da Silva Ferreira ◽  
Edna Slob
Keyword(s):  
High Risk ◽  
Nutritional Status ◽  
Dietary Habits ◽  
Family Health ◽  
Abdominal Circumference ◽  
Nutritional Profile ◽  
Health Strategy ◽  
The Family ◽  
Family Health Strategy ◽  
The City

Objetivo: Avaliar o perfil nutricional das equipes da Estratégia Saúde da Família e do Núcleo de Apoio a Saúde da Família do município de Pedralva. Materiais e métodos: Estudo descritivo, analítico, transversal, realizado com 42 profissionais que compõem as equipes Estratégias Saúde da Família (ESF) e Núcleo de Apoio a Saúde da Família (NASF) no município de Pedralva/MG. Foram coletados dados antropométricos, como peso, altura e circunferências corporais e aplicado um formulário de frequência do consumo alimentar, para avaliar os hábitos alimentares desses profissionais Resultados: Quanto ao estado nutricional, 40,5% dos funcionários se encontravam eutróficos, 40,5% com sobrepeso e 19% com obesidade. Em relação ao risco de doenças cardiovascular, analisando a circunferência abdominal, 9% não apresentou risco, 24% dos funcionários tinham risco elevado e 67%, risco muito elevado; ao se utilizar a relação cintura quadril, encontrou-se 76% dos funcionários sem risco e 24% com risco. De acordo com o inquérito alimentar, observou frequente consumo de arroz, feijão, salada, salgados e carne, pouco consumo de frutas, legumes e peixes. Conclusão: medidas preventivas devem ser tomadas, a fim de evitar que o quadro atual do perfil antropométrico dessa população se torne ainda mais comprometedor, além de garantir melhoria da qualidade de vida dos mesmos.  Palavras-chave: Avaliação nutricional. Estado nutricional. Inquérito alimentar.  ABSTRACT Objective: To evaluate the nutritional profile of the teams of the Family Health Strategy and Support Center for Family Health in the city of Pedralva. Materials and methods: descriptive, analytical, transversal study performed with 42 professionals that make up the teams of the Family Health Strategy (FHS) and the Support Center for Family Health (NASF) in the city of Pedralva/MG. Anthropometric data such as weight, height and body circumferences were collected and a questionare about the frequency of food consumption was applied to assess the dietary habits of these Professional Results: Regarding nutritional status, 40.5% of employees were normal weight, 40.5% overweight and 19% obese. Regarding the risk of cardiovascular diseases, analyzing abdominal circumference, 9% showed no risk, 24% of employees had high risk and 67%, very high risk; when using the waist-hip ratio, we found 76% of employees with no risk and 24% at risk. According to food survey observed frequent consumption of rice, beans, salad, savory meat and little consumption of fruits, vegetables and fish. Conclusion: Preventive measures should be taken to prevent the current situation of anthropometric profile of this population from becoming even more engaging and also ensure improved quality of life for them.  Keywords: Nutritional evaluation. Nutritional status. Dietary survey. 

scholarly journals PAM12 GENDER DIFFERENCES IN THE DIETARY HABITS OF SECONDARY SCHOOL STUDENTS

2019 ◽  
Vol 22 ◽  
pp. S416-S417
Author(s):  
I. Karácsony ◽  
R. Sziffer ◽  
A. Pakai ◽  
T. Csákvári ◽  
L. Tóth ◽  
...  
Keyword(s):  
Gender Differences ◽  
Secondary School ◽  
Secondary School Students ◽  
Dietary Habits ◽  
School Students

scholarly journals How Education Can Be Used to Improve Sustainability Knowledge and Thinking Among Teenagers

2014 ◽  
Vol 30 (2) ◽  
pp. 280-282
Author(s):  
Randolph James Brazier
Keyword(s):  
Sustainable Development ◽  
United Kingdom ◽  
Young People ◽  
Secondary School ◽  
Secondary Schools ◽  
Role Play ◽  
Curriculum Review ◽  
The United Kingdom ◽  
Short Course ◽  
Survey Results

AbstractSignificant progress has been made with respect to Education for Sustainable Development (ESD) in tertiary education institutions, particularly universities. There are also examples of ways in which sustainability has been incorporated into secondary schools and curricula, but with varying levels of success. ESD that has been incorporated in secondary schools has been shown to engage students and give more context to the curriculum, as well as enable students to develop the critical thinking required to tackle the big issues that face the planet now and into the future.In the United Kingdom, while some aspects of sustainability have been introduced into the secondary school curriculum, they are often merged into other subjects and do not attract as much attention as traditional subjects. Furthermore, sustainability emphasis varies between schools, exam boards and teachers, leading to differing levels of understanding among teenagers. As a result, it could be argued that some young people fail to engage with global issues, which could be contributing towards the lower rates of young people voting in the United Kingdom. Promoting sustainable development, and how engineering can contribute towards it, could also potentially help reverse the decline in engineering student entries at universities, by attracting more interest to the engineering field. Thus, the question is raised as to how sustainability knowledge can be improved among teenagers.The research investigated the scale and quality of ESD at secondary schools in the United Kingdom and recommended a range of solutions to improve sustainability teaching and thinking among teenagers. A range of research tools were used, including a literature and curriculum review, interviews and surveys with teachers and students, and a role-play case study.The research involved a survey being conducted with 475 UK secondary school students aged 12–18 years. The survey was conducted to determine the current level of sustainability understanding of the students, where they learned about it, their preferences relating to issues facing the Earth, and how they think sustainability teaching could be improved. Surveys were purposely open ended, and teachers were instructed not to give prompts prior to the survey, to enable an accurate reflection of students’ knowledge. Results of the surveys varied across age group, school, overall attainment levels of students and exam boards. In general, results showed that while students are interested and knowledgeable about current issues, their level of understanding of sustainability is poor to moderate, and they want it to be taught in more subjects.A gap analysis was then conducted with a curriculum review, survey results and interviews with teachers as inputs. The aim of the analysis was to determine the difference between a desirable level of knowledge and teaching of sustainability, and current practice. Among other things, the analysis indicated that interactive learning would be beneficial, and thus a role play, set in Cambridge and covering environmental, social and economic aspects, was designed and run at two schools in Cambridge. An element of competition was included, as well as a relatively open set of rules, to invoke creative solutions. Observation during the game indicated engaged students. Feedback from students indicated that the game was a fun and useful learning tool. Feedback from teachers was also positive, indicating that interactive teaching tools, like role plays, class debates and field experiments, can be very valuable towards teaching students about the complexities of sustainability.After the role plays, the students were surveyed with identical questions to the initial survey. Results were compared, and sustainability knowledge and the ability to identify environmental issues was seen to increase significantly, far more so than originally expected. This increase in knowledge was highlighted by the students themselves in subsequent feedback sessions.Finally, steps were proposed to improve sustainability education that could be implemented by schools and teachers or at the UK National Curriculum level: •a ‘Sustainability Week’ or sustainability short course to be run at early secondary school, with the aim to give students a holistic overview of sustainability;•aspects of sustainability, including real-world examples, to be included in all subjects and lead on from the short course;•interactive learning tools to be strongly encouraged and made available to all teachers;•training and support to be provided to teachers to improve understanding and ability to teach sustainability;•extra-curricular sustainability activities to be offered at all schools. These steps, along with continual lines of communication and feedback between politicians, the public, industry, students and educators, will ensure that students understand sustainability and develop critical ways of thinking, leading to a more engaged generation.

Social capital, homeless young people and the family

2012 ◽  
Vol 15 (6) ◽  
pp. 730-743 ◽  
Author(s):  
Justin David Barker
Keyword(s):  
Social Capital ◽  
Young People ◽  
The Family
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