Search Results (39)

Background/Objectives: Sexual health research involving young adolescents remains scarce despite rising rates of early sexual debut, pregnancies, and sexually transmitted infections (STIs) in this population. We explored community stakeholders’ perspectives on engaging young adolescents in sexual health research in Western New York to inform strategies for engaging young adolescents in sexual health research. Methods: This qualitative descriptive study was conducted from April 2022 to June 2023. Seventeen community stakeholders, including health education teachers, youth counselors, and adolescent health providers, participated in semi-structured in-depth interviews. Data were analyzed using conventional content analysis, managed by MAXQDA 2020. The rigor and trustworthiness of the data were ensured through triangulation with observations, peer debriefing, team analysis, and respondent validation. Results: Participants were predominantly female (94.1%), 52.9% Black/African American, 41.2% White, and 5.9% Caucasian–Indian American, and aged 23–59 years. Four themes emerged: perspectives on conducting sexual health research with young adolescents, recruitment strategies, sexual health questions appropriate for young adolescents, and building readiness for participation in sexual health research. Participants reported the need for sexual health research with young adolescents and recommended building a trusting relationship and involving schools, parents, and trusted community organizations in the research process. Suggested research questions included those related to awareness of sex, STIs, available resources, experiences with sexual education, and desired support. The findings also revealed the need to initiate sexual health conversations early when children start asking questions, as a foundation for meaningful participation in sexual health research. Conclusions: The findings suggest that sexual health research with young adolescents is feasible and necessary, with implications for the design of developmentally appropriate sexual health research and interventions grounded in trust and community collaboration. Future research should explore the perspectives of caregivers and young adolescents to inform studies and programs that are attuned to young adolescents’ developmental needs. Full article

This study aims to explore the associations between menstrual health, lifestyle behaviors, biological traits, and coping strategies among female students at a Vietnamese medical university. A cross-sectional survey was conducted among 884 female students across five academic majors. Data on demographics, menstrual patterns, biological characteristics, lifestyle behaviors, and coping mechanisms were collected. Statistical analyses included descriptive statistics, correlation, and logistic regression to identify significant predictors of self-reported menstrual changes post university admission. Of the 884 participants, 49.8% reported menstrual changes after entering university. Among the lifestyle-related factors, increased daily electronic use (mean = 5.83 h) and later bedtimes (mean = 23:58) were associated with menstrual change (p < 0.01). Older age and higher academic year emerged as significant predictors of menstrual changes (p < 0.001). Additionally, students with blood groups A and B exhibited a higher risk compared to those with group O (p < 0.05), and Rh-positive status was also significantly associated with menstrual changes (p = 0.05). In terms of knowledge and coping practices, students who had premenstrual syndrome awareness since school were significantly less likely to report menstrual changes (p = 0.003). Although use of pain relief, particularly painkillers, correlated with higher reported pain severity, it was not directly linked to menstrual change. On the other hand, clinic consultations were positively associated with menstrual changes (p = 0.003), while students who relied on their mothers as counselors exhibited a protective association (p = 0.001). Menstrual health in university-aged women is influenced by a complex interplay of lifestyle behaviors, biological traits, and menstrual knowledge. Early education and structured coping support may serve as protective factors. The findings call for targeted menstrual health programs in university settings. Full article

Legal scholarship and caselaw suggest that exposure to peer racial harassment in school (PRHS) harms student mental health and can derail students’ academic trajectories. Legal precedents call on schools to intervene to reduce student exposure to PRHS when feasible. However, little quantitative social science has explored the impacts of PRHS, explored whether exposure to PRHS varies by racial group, or identified structural factors that may protect against PRHS. We review data from over 350,000 California 6th–12th-grade students in nearly 1000 schools and estimate that exposure to PRHS is related to a twenty-percentage-point-higher depressive symptom rate for students of all racial groups, that Black students are significantly more likely to experience PRHS, that being in a school with a race-matched school counselor or psychologist is related to lower rates of both PRHS and depressive symptoms, but that White students are more likely than students of other backgrounds to be in a school where the mental health workforce reflects their racial background. The results suggest a need to reduce exposure to PRHS, particularly for Black students, and that expanding the diversity of school mental health providers could be a pathway to protecting students against PRHS and its attendant harms. Full article

A pervasive and significant academic challenge confronted by students on a global scale is the phenomenon of test anxiety. This phenomenon is exacerbated in China, especially among final-year high school students who face college entrance exams. Perceived social support is widely regarded as the most prevalent protective factor against test anxiety. Academic buoyancy also demonstrates a significant correlation with test anxiety. However, there has been limited research on the potential relationship between perceived social support, academic buoyancy, and test anxiety. The purpose of this study is to examine the effects of specific sources and types of students perceived social support (e.g., emotional support from parents, teachers, and friends) on test anxiety and examine whether academic buoyancy serves as a mediating variable in the relationship between perceived social support and test anxiety. A total of 565 final-year high school students were selected as respondents from Heilongjiang Province in China. The result of SEM analysis indicated that the three sources of student-perceived emotional support could not predict test anxiety directly, but the students perceived three sources emotional support may have an indirect effect on test anxiety through the mediating role of academic buoyancy. In particular, perceived friend emotional support is the most beneficial among these sources of support for students. The anticipated outcomes of this study are expected to provide educators, counselors, and parents with key insights into the factors that alleviate test anxiety in high school students. Full article

Client-initiated workplace violence in educational settings is a global issue affecting both teaching and non-teaching employees, such as instructional assistants, counselors, and administrators, among other school workers. Although studies on violence in educational settings have primarily focused on students, there has been growing interest in examining violence against teachers and, more recently, against teaching assistants and other educational professionals. This systematic review aims to analyze studies from diverse educational settings to examine the characteristics, causes, effects, and coping strategies associated with violence perpetrated by students, parents, or guardians, with the goal of informing and advancing prevention strategies. Following the PRISMA 2020 guidelines, a systematic literature review was conducted, analyzing studies across various educational environments to examine the characteristics, causes, effects, and coping strategies of violence perpetrated by students, parents, or guardians. This review revealed a significant prevalence of physical, psychological, and verbal assaults. However, most studies originated from Anglo-Saxon contexts, limiting their generalizability to diverse cultural and educational settings. The lack of research in other languages and in underrepresented regions highlights critical gaps in understanding this issue globally. The revision conclude that workplace violence in educational settings demands urgent and comprehensive responses involving all stakeholders. Implementing targeted prevention strategies and fostering a culture of respect are essential to ensure safe and healthy learning environments. Full article

Technology-assisted emotion analysis opens new possibilities for the early identification of risk behaviors that may impact the well-being of university students, contributing to the creation of healthier, safer, and more proactive educational environments. This pilot study aimed to design and develop a technological prototype capable of analyzing students’ emotional states and anticipating potential risk situations. A mixed-methods approach was adopted, employing qualitative methods in the ideation, design, and prototyping phases and quantitative methods for laboratory validation to assess the system’s accuracy. Additionally, mapping and meta-analysis techniques were applied and integrated into the chatbot’s responses. As a result, an educational technological innovation was developed, featuring a chatbot structured with a rule-based dialogue tree, complemented by an ontology for knowledge organization and a pre-trained artificial intelligence (AI) model, enhancing the accuracy and contextualization of user interactions. This solution has the potential to benefit the educational community and is also relevant to legislative stakeholders interested in education and student well-being, institutional leaders, academic and well-being coordinators, school counselors, teachers, and students. Full article

The transition from middle school to high school can be difficult for students as they navigate new environments and teacher expectations. This transition can be particularly difficult for twice-exceptional students who often struggle with the necessary executive functioning skills needed to meet these expectations, as well as their own self-awareness, self-efficacy, and the self-advocacy skills they need to help ease this transition. In this article, we discuss a unique pilot seminar program by the teachers and counselors at a school for twice exceptionality that helps students develop skills and a sense of self that will be beneficial to them, not only during their high school years, but also for their future lives and careers. Full article

Background: Experiences of ostracism may be related to attitudes toward substance abuse. However, the protective factors underlying this relationship are still unclear. Therefore, based on the Need-threat and Self-control theory, we aimed to test a model in which self-control and hope mediate the relationship between ostracism and attitudes toward addictive substances. Methods: In this model, we highlighted risk factors (ostracism) and protective factors (self-control and hope). This study was a cross-sectional data analysis of 787 students (52.50% boys, 47.50% girls; M_age = 15.69, SD = 1.12). Results: The results revealed that ostracism was positively associated with attitudes toward addictive substances, and evidence was provided that this relationship was mediated by hope and self-control. Ultimately, the research highlights the link between ostracism and attitudes toward addictive substances, identifying hope and self-control as mediators. Conclusions: This study highlights individual risk and protective factors related to attitudes toward addictive substances and offers new perspectives on ways to prevent and reduce adolescents’ positive attitudes toward substance use. School counselors and educators should help students strengthen skills such as hope and self-control to prevent them from developing positive attitudes toward substance use in the future. Full article

Background/Objectives: To assess the feasibility and acceptability of freelisting for adolescents with chronic musculoskeletal pain (CMP) and use freelisting to identify how adolescents with CMP cope with pain. Methods: This was a mixed-methods cross-sectional single-center study of patients 12–18 years old, diagnosed with CMP. Twenty-seven subjects participated in an interview which included the freelisting exercise, probing questions, Connor-Davidson Resilience Scale 10-item, and semi-structured interview. Feasibility was pre-defined as ≥85% completion. A list of ‘standardized’ freelisting terms was created, and we calculated Smith’s salience index. Freelisting terms were grouped into individual, family, friends, school, and medical domains. Results: In this predominantly female population, resilience levels were low to moderate, and on average, participants had moderate pain intensity and functional disability. The freelisting exercise was feasible and acceptable among females, with low recruitment of males. Salient words to describe adolescents’ pain included frustrating, upsetting, annoying, and painful. Participants identified family, friends, teachers, guidance counselors, and health professionals as key sources of support. Many participants reported difficulties communicating their pain. Helpful coping strategies included rest, distraction, relaxation, endurance, and extracurricular participation. Conclusions: Freelisting was well perceived among female adolescents with CMP. Supportive relationships with community members play an important role for this population. However, perceived stigma may deter female adolescents from talking about their pain. Purposive sampling of male participants and recruitment strategies ensuring diverse patient representation are necessary to ensure generalizability of future results when using the freelisting method for adolescents with CMP. Full article

This study proposes a system for analyzing non-face-to-face counseling data using text-mining techniques to assess psychological states and automatically classify them into predefined categories. The system addresses the challenge of understanding internal issues that may be difficult to express in traditional face-to-face counseling. To solve this problem, a counseling management system based on text mining was developed. In the experiment, we combined TF-IDF and Word Embedding techniques to process and classify client counseling data into five major categories: school, friends, personality, appearance, and family. The classification performance achieved high accuracy and F1-Score, demonstrating the system’s effectiveness in understanding and categorizing clients’ emotions and psychological states. This system offers a structured approach to analyzing counseling data, providing counselors with a foundation for recommending personalized counseling treatments. The findings of this study suggest that in-depth analysis and classification of counseling data can enhance the quality of counseling, even in non-face-to-face environments, offering more efficient and tailored solutions. Full article

Adolescents and young adults are particularly susceptible to substance abuse. They have yet to solidify their sense of self to the degree necessary to effectively resist temptations from negative peer pressure. It is vital for mental health counselors to understand the factors affecting substance abuse in adolescents/young adults and to comprehend the effectiveness of common intervention strategies fully. This paper produces a narrative literature review of 27 international journal publications from 2004 through June 2024 related to causal factors and interventions effective for treating substance abuse in adolescents and young adults. The results indicate that adolescents who idolize antisocial peers and lack a strong sense of self, family attachment, parental monitoring, and role models are more likely to suffer from substance abuse. Successful interventions include those that help strengthen the adolescent’s sense of self, a mental-health-friendly school environment staffed with professional mental health counselors, and interactive programs that engage students in positive behaviors. Positive family and peer role models can also assist in helping adolescents/young adults build a strong self-image and resist substance use. Positive peer influence is another critical factor, but more work must be undertaken to fully assess its effectiveness as an intervention. Full article

This study investigated the effectiveness of a five-session virtual professional development program designed to increase the knowledge of inclusive education practices among school-based professionals from 26 schools on a topic of their choice. Participants, including administrators, general and special education teachers, child study team members (i.e., school psychologists, school counselors, and social workers), and others, demonstrated statistically significant increases in content knowledge on Accommodations and Modifications, Universal Design for Learning (UDL), Co-teaching, and Differentiation, as measured by pre- and post-assessments. Utilizing multilevel modeling and dependent samples t-tests, the results confirm the usefulness of virtual professional development in building knowledge of inclusive education practices. The findings provide empirical support for virtual training and offer insights into best practices for delivering professional development in inclusive education, suggesting future research should investigate the long-term impacts on classroom practices and student outcomes. Full article

Mental health literacy (MHL) programs, which aim to improve knowledge, reduce stigma and promote help-seeking behavior, are a promising approach to meeting the growing mental and behavioral health needs of youth. This study aimed to understand the relational impacts of a MHL curriculum on students and teachers. A MHL curriculum was delivered in middle school classrooms across 11 schools in two diverse school districts in the Mid-Atlantic and Southeast regions. Fifteen teachers and counselors who delivered the MHL curriculum participated in focus groups to describe their experiences using the curriculum and perceptions of its impact. Qualitative focus group data were analyzed via team-based inductive thematic analysis following a grounded theory approach. Findings indicate that educators perceived the universal school MHL program to have a positive impact on relationships amongst students and between students and teachers. Participants reported that the MHL curriculum helped to open conversations about mental health and related topics by developing common language and providing an opportunity to model vulnerability. Having these conversations improved classroom rapport and helped teachers develop deeper connections with students. As a result, teachers and students achieved greater empathy and students advocated more for themselves and their peers. Implications for integrating MHL programs into multi-tiered frameworks in schools to expand access to mental health supports are discussed. Full article

Background: We aimed to (1) understand the level of knowledge about sex trafficking of minors among school personnel and the determinants of such knowledge and (2) test the efficacy of short educational videos in increasing knowledge (awareness level) about sex trafficking of minors among school personnel. Methods: We employed an online survey to gather responses from 741 school personnel living in the US. The McNemar test was used to test for differences in knowledge before and after exposure to the videos. Logistic regression was used to identify predictors of knowledge based on the respondents’ characteristics. Results: Predictors of knowledge about sex trafficking were years of experience in working with youth, level of education, and being a female. Exposure to the educational videos improved school personnel’s basic knowledge about this crime and interest in seeking additional educational material. Conclusion: School personnel have a high level of awareness of risk factors for sex trafficking but less awareness of the definition of sex trafficking in children. Exposure to short educational videos can increase awareness in the short term. There is a need to develop more comprehensive training initiatives for school personnel on sex trafficking. However, training alone is not sufficient, and there is also a need for developing school protocols and programs to provide adequate support to victims of this crime. Full article

This paper addresses three research questions: (1) According to the pertinent literature, what are the main causes of the current gender gap in the construction industry, particularly for management and leadership roles? (2) Is there a significant difference between male and female high-school-age students regarding their level of knowledge of the construction industry? (3) Is there a significant difference between male and female high-school-age students in their perception of the construction industry and factors impacting their career choice? These research questions are addressed by a review of the literature followed by a discussion of precamp survey results from two consecutive years of a two-week high school summer camp, which is focused on construction science and management. The literature review reveals that the issues are deep-routed and complex but can in general be categorized into two groups: the recruitment and retention of women in construction management and related careers. While the literature review summary in this paper addresses both categories, the focus of the paper remains recruitment, particularly through a study of high school students’ level of knowledge and perceptions of construction management. The pre-camp surveys assessed the participants’ baseline knowledge and perceptions of construction management as a career. The results showed that the knowledge of construction management as a career is very low, with no statistically significant difference between genders. It must be noted here that the participants are biased positively toward the construction management and related careers, as they chose to attend the camp for a variety of reasons, from wanting an experience on the campus of this university to parents’ encouragement. Despite this baseline interest, however, the data show that the participants lacked clarity on what this career really entails. It is suggested, therefore that the general knowledge of this career path across larger and more randomized samples across U.S. will be even lower. The perceptions of the construction industry differed slightly between genders, with females perceiving it as more physically challenging and prioritizing family friendliness when considering career options. In conclusion, both the literature review and the survey data analysis show that the lack of knowledge of this career path, exacerbated by the negative perceptions of the construction industry, contribute to the problem of women not choosing to study construction management. The construction industry continues to make significant improvements in their diversity and inclusion efforts, and there are a variety of paths within the industry for graduates of construction science and management degrees. As such, significant work remains for both the industry and academia to overcome the lack of knowledge and negative perceptions of the industry through increased outreach to better inform high school students, parents, and counselors. Full article