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Adolescent Students (adolescent + student)
Selected AbstractsReplacing ineffective early alcohol/drug education in the United States with age-appropriate adolescent programmes and assistance to problematic usersDRUG AND ALCOHOL REVIEW, Issue 6 2007Professor, RODNEY SKAGER PhD Abstract Issues. Despite more than a decade of federal sponsorship of ,evidence-based' alcohol/drug education, there has been no consistent downward trend in overall prevalence among youth over the past 15 years. Reasons underlying this situation are examined. Approach. Published technical critiques of initial research supporting widely used evidence-based programs are reviewed along with replication studies conducted later by independent researchers not associated with initial program development. Social and institutional barriers in the US against changes in AOD policy and practice for young people are also suggested. Key Findings. Emerging use of diverted pharmaceuticals (now second to cannabis in prevalence) may underlie moderate recent decline in use of alcohol. Early federal certification standards for ,evidence based' prevention education have been seriously compromised. Technical critiques of initial evaluations and negative replication studies of these programs are consistent with lack of impact. Finally, fidelity of implementation in regular school settings is commonly flawed. Implications. Failure of these mainly pre-secondary educational programs may underlie recent federal support for forced random AOD testing of secondary school students. A new approach to drug education for adolescent students seems warranted as a positive alternative to personally intrusive surveillance. Conclusion. An interactive approach at the secondary school level that incorporates an age-appropriate educational process is proposed. While advising abstinence, this approach also facilitates identifying and assisting problematic AOD users. [source] ,On MSN with buff boys': Self- and other-identity claims in the context of small stories1JOURNAL OF SOCIOLINGUISTICS, Issue 5 2008Alexandra Georgakopoulou This is a study of self- and other-identity claims such as ascriptions, assessments and categorizations in the classroom interactional data of female adolescent students of a London comprehensive school. The study follows an identities-in-interaction approach and attends to the occurrence of identity claims in stories of recent mediated interactions (e.g. on MSN, by text) between tellers and male suitors, which I collectively call small stories. In a narrative-interactional analysis of such claims in two small stories, I postulate a distinction between taleworld and telling identity claims that allows me to show how the sequential context of the claims has implications for their interactional uptake. I specifically focus on the relational organization of the identity claims in contrastive pairs of positive and negative attributes and on their contribution to the stories' tellership rights and tellability. My main aim is to show how identity claims can be intimately linked with and discursively invoke solidified roles (cf. known, habitual) that hold above and beyond the local context. I argue that the three interactional features of iterativity, narrativity and stylization hold the key to uncovering the links between identity claims with solidified roles. [source] The self-regulation of curiosity and interest during the information search process of adolescent studentsJOURNAL OF THE AMERICAN SOCIETY FOR INFORMATION SCIENCE AND TECHNOLOGY, Issue 7 2010Leanne Bowler In a world of increasing information and communications possibilities, the difficulty for users of information systems and services may not lie in finding information but in filtering and integrating it into a cohesive whole. To do this, information seekers must know when and how to effectively use cognitive strategies to regulate their own thinking, motivation, and actions. Sometimes this is difficult when the topic is interesting and one is driven to explore it in great depth. This article reports on a qualitative study that, in the course of exploring the thinking and emotions of 10 adolescents during the information search process, uncovered patterns of behavior that are related to curiosity and interest. The larger purpose of the study was to investigate the metacognitive knowledge of adolescents, ages 16,18, as they searched for, selected, and used information to complete a school-based information task. The study found that the curiosity experienced by adolescents during the search process was accompanied by feelings of both pleasure and pain and that both feelings needed to be managed in order to navigate a pathway through the search process. The self-regulation of curiosity and interest was a clear and distinct metacognitive strategy fueled by metacognitive knowledge related to understanding one's own curiosity and the emotions attached to it. [source] Characteristics and educational support needs of underrepresented gifted adolescentsPSYCHOLOGY IN THE SCHOOLS, Issue 5 2001Melissa Stormont The purpose of this article is to present the characteristics and needs of adolescent students who are underrepresented in gifted programs. The specific populations of underrepresented gifted youth who will be addressed in this article include young women, students with learning disabilities, and students living in poverty. The academic and social-emotional needs of students from underrepresented populations will be presented, followed by strategies professionals can use to support these students. The importance of developing more sensitive identification and outreach programs for these youth is clearly illuminated by their social-emotional characteristics and academic underachievement. It is important to create support strategies for students at the secondary level, as this may be their last point of entry in the educational system. © 2001 John Wiley & Sons, Inc. [source] | ||||||||||