Child Delinquency, ACEs, and the Juvenile Justice System: Does Exposure to ACEs Affect Justice System Experiences for Children?

Thousands of children ages 12 and under are referred to juvenile justice systems each year, and little is known about how their experiences may differ from those of older youth. The purpose of this study was to compare risk factors associated with juvenile justice referral between children and adolescents and examine differences in adjudication and disposition of referred children and adolescents. The moderating role of adverse childhood experiences (ACEs) was also examined. Using data from the Florida Department of Juvenile Justice, results suggest children referred to the juvenile justice system are more likely to have experienced greater numbers of ACEs, have family and school problems, and be referred by schools. Results also indicate children and adolescents differ in their experiences within the juvenile justice system, and that experiences vary according to exposure to ACEs. Results suggest juvenile justice system officials should consider the unique needs of children referred to the system and be cognizant of the influence of non-legal factors in decision-making for this population.

PROMOSI JAJANAN SEHAT PADA SDN SAMATA

Primary school age children are children aged 6 to 12 years. These children have a variety of activities so they often forget to eat breakfast and lunch so that instead they consume food that comes from school. Problems with unhealthy snacks for students must be dealt with to avoid various diseases. The Food and Drug Supervisory Agency (BPOM) conducted a survey involving schools in Indonesia and proved that 35% of school children 'snacks were unhealthy and did not meet the requirements. To reduce the consequences arising from unhealthy snacks, it is necessary to do socialization in schools, especially elementary school children. The purpose of the study was to provide education related to momentary snacks, how to choose healthy snacks and the impact of unhealthy snacks on SDN Samata students. The target of this activity is grade 5 students, with 25 participants. The method of socialization used is through the games method. Based on the results of the activities carried out that SDN Samata students have been able to distinguish between healthy foods and unhealthy foods. This is evidenced that the knowledge of participants about healthy snacks before the training is held there are students with good knowledge categories as much as 48% and 32% less categories. After the socialization, participants' knowledge increased to 68% in the good category, 24% in the sufficient category. Whereas knowledge of healthy snacks in the category of less decreased to 24%.

Does COVID-19 infection have an impact on children’s psychological problems?

Background Coronavirus disease 2019 (COVID-19) has a significant impact on children, adolescents, and their families. So, the purpose of this study is to investigate the prevalence of children’s psychological problems during the COVID-19 pandemic and their association of COVID-19 infection in children and their risk factors. A cross-sectional study was conducted on 148 children aged 6–12 years old categorized into 2 groups based on COVID-19 infection history. Participants were assessed by the Socioeconomic Scale and the Checklist for Children’s Behavior (CBCL). Results Children who had COVID-19 had a high percentage of problems regarding family, school, social, financial, and parent problems due to the COVID-19 pandemic. Regarding CBCL, children who had COVID-19 infection had a higher percentage of clinical rating than the other group regarding withdrawal (11.1% vs. 8.9%), anxious/depressed (33.3% vs. 25%), somatic (11.1% vs. 10.7%), internalizing (61.1% vs. 48.2%), externalizing (38.9% vs. 35.7%), and total problems (50% vs. 44.6%). Family history of psychiatric disorder and the presence of three or more offspring were at high risk for internalizing problems, while those with school problems during pandemic were more vulnerable for internalizing and total problems. Conclusion Children with COVID-19 infection had a higher risk of developing psychological problems, such as withdrawal, anxiety/depression, somatic, internalizing, externalizing, and total problems.

A post hoc analysis of the effect of viloxazine extended-release capsules on learning and school problems in children and adolescents with attention-deficit/hyperactivity disorder

Improvement in attention-deficit/hyperactivity disorder (ADHD) symptoms vs. placebo was reported in a series of pediatric clinical trials of viloxazine extended-release capsules (viloxazine ER; Qelbree™). This post hoc analysis of those studies evaluated the effect of viloxazine ER on learning and school problems (LSPs). We used data from four Phase 3 placebo-controlled trials of 100–600 mg/day viloxazine ER (N = 1354; 6–17 years of age). LSPs were evaluated using the School domain of the Weiss Functional Impairment Rating Scale-Parent Report (WFIRS-P-S) and the Learning Problems content scale of the Conners 3rd Edition-Parent Short Form (C3PS-LP) at baseline and end of study (≥ Week 6). ADHD symptoms were assessed weekly using the ADHD Rating Scale 5th Edition. The analyses were performed using the general linear mixed model with participant as a random effect. The responder analyses were performed using the Chi-square test. Viloxazine ER demonstrated significantly greater improvements in WFIRS-P-S (p < 0.0001) and C3PS-LP (p = 0.0113) scores vs. placebo. The response rate for the WFIRS-P-S was significantly greater for viloxazine ER vs. placebo (p = 0.001), and the number needed to treat (NNT) was 10.3 (effect size 0.7). Conversely, response rates for C3PS-LP did not differ between groups (p = 0.9069). In addition to ADHD symptoms improvement demonstrated in previous studies, viloxazine ER significantly reduced LSPs in pediatric subjects with ADHD. The responder analyses and NNT estimates indicate that a substantial number of children and adolescents with ADHD treated with viloxazine ER improved in clinically assessed LSPs.

Improvement of principals’ supervision competence through accompaniment in principal working groups

A principal’s supervision competency affects the improvement in the teaching and learning process; therefore, it needs to be improved. This study aimed to describe the principal working group (PWG) activities and the principal’s supervision competencies after being assisted by school supervisor in the PWG at Sangkuang Island, East Kutai Regency. This research used a qualitative method and was conducted at state elementary schools. Data collection used interview, observation and documentation techniques. The data were analysed using Miles and Huberman’s model. The results showed that the PWG activities were effective and the principals could exchange ideas and solutions to solve school problems. The school supervisor’s assistance in the PWG activities increased the principal’s supervision competencies. The principals were able to plan supervision programmes properly, conduct standard supervision and implement follow-up supervision according to the needs. This study implies that a school supervisor’s assistance is important to improve the principal’s supervision competence and this can be adopted at other area. Keywords: Elementary school, principal, supervision competence.

Volunteering of students at school – problems of the present, reflecting on the future

The article presents the role in the education system of student social activities based on volunteering, taking place both at school and outside in non-governmental organizations. Further, problems and dilemmas concerning student volunteering and related to the system recognition of these activities during recruitment to secondary schools are also discussed.

Plimpton 322: A Study of Rectangles

Plimpton 322 is one of the most sophisticated and interesting mathematical objects from antiquity. It is often regarded as teacher’s list of school problems, however new analysis suggests that it relates to a particular geometric problem in contemporary surveying.

A helpless or dyspractic child? A case study

Sensory integration disorders, including dyspraxia and related motor planning disorders, are often observed in the pedagogical practice. Teachers and parents are usually unable to pinpoint the reasons for the children's behavior. The children are clumsy and chaotic and they are giving the impression of being lost in a task situation. They also have school problems, such as: difficulty with handwriting and drawing, difficulty using tools such as scissors, rulers, difficulty learning new motor skills, concentration and attention problems. It should be emphasized that these children are in the intellectual norm. Objective: The effects of ASI treatment on functioning the children with sensory processing disorders was examined. Method: The researcher used a qualitative approach based on the case study method, participant observation and interview with parents. Results: Improvement in motor planning was found. The subject's self-esteem increased as well. The results show an improvement in social functioning. Conclusion: Changes in the child's functioning and progress in development indicate the effectiveness of the ASI (Ayers Sensory Integration) therapy.