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Abstrak :
[In the classic movie, The Breakfast Club this dialog among three adolescents is reflective of how teenagers often regard school and academics. In this example, Brian, clearly in the minority because he enjoys the physics club, is referred to as “a dork.” His schoolmate further goes on to characterize such clubs as, “demented and sad, but social …” Though a fictitious satire, the film reflects the unfortunate reality of how teenagers often regard school and students who are enthusiastic members of learning. This scorn and ridicule directed at Brian illustrates how students who value school are often subject to criticism and low social status; a claim which has been supported in the literature.

Evaluating and promoting positive school attitude in adolescents goes beyond these traditional measurements and explores less psychologically focused indicators, including ecological factors and observable behaviors. This study provides school psychologists with a new, comprehensive, and ecologically based approach with which to evaluate the school attitude of high school students.​, In the classic movie, The Breakfast Club this dialog among three adolescents is reflective of how teenagers often regard school and academics. In this example, Brian, clearly in the minority because he enjoys the physics club, is referred to as “a dork.” His schoolmate further goes on to characterize such clubs as, “demented and sad, but social …” Though a fictitious satire, the film reflects the unfortunate reality of how teenagers often regard school and students who are enthusiastic members of learning. This scorn and ridicule directed at Brian illustrates how students who value school are often subject to criticism and low social status; a claim which has been supported in the literature.

Evaluating and promoting positive school attitude in adolescents goes beyond these traditional measurements and explores less psychologically focused indicators, including ecological factors and observable behaviors. This study provides school psychologists with a new, comprehensive, and ecologically based approach with which to evaluate the school attitude of high school students.​]

Abstrak :
This handbook addresses the educational uses of mindfulness in schools. It summarizes the state of the science and describes current and emerging applications and challenges throughout the field. It explores mindfulness concepts in scientific, theoretical, and practical terms and examines training opportunities both as an aspect of teachers{u2019} professional development and a means to enhance students{u2019} social-emotional and academic skills. Chapters discuss mindfulness and contemplative pedagogy programs that have produced positive student outcomes, including stress relief, self-care, and improved classroom and institutional engagement.� Featured topics include:� A comprehensive view of mindfulness in the modern era. Contemplative education and the roots of resilience.� Mindfulness practice and its effect on students{u2019} social-emotional learning. A cognitive neuroscience perspective on mindfulness in education that addresses students{u2019} academic and social skills development.� Mindfulness training for teachers and administrators. Two universal mindfulness education programs for elementary and middle school students. The Handbook of Mindfulness in Education is a must-have resource for researchers, graduate students, clinicians, and practitioners in psychology, psychiatry, education, and medicine, as well as counseling, social work, and rehabilitation therapy.

Abstrak :
The many faces of youth crime is based on analysis of the merged data set and has a number of unique features. The analyses are based on an unusually large number of respondents (about 67,000 7th, 8th and 9th graders) collected by researchers from 31 countries. It includes reports on the characteristics, experiences and behaviour of first and second generation migrant youth from a variety of cultures. It is one of the first large-scale international studies asking 12-16 year olds about their victimization experiences (bullying, assault, robbery, theft). It describes both intriguing differences between young people from different countries and country clusters in the nature and extent of delinquency, victimization and substance use, as well as remarkable cross-national uniformities in delinquency, victimization, and substance use patterns. A careful comparative analysis of the social responses to offending and victimization adds to our limited knowledge on this important issue. Detailed chapters on the family, school, neighbourhood, lifestyle and peers provide a rich comparative description of these institutions and their impact on delinquency. It tests a number of theoretical perspectives (social control, self-control, social disorganization, routine activities/opportunity theory) on a large international sample from a variety of national contexts. It combines a theoretical focus with a thoughtful consideration of the policy implications of the findings. An extensive discussion of the ISRD methodology of 'flexible standardization' details the challenges of comparative research.