Childhood Obesity Intervention
Since the early 1980s childhood obesity has increased three-fold and during the 2005-2006 school year an estimated 16% of merican children were obese (reviewed by Gleason and Dodd, 2009). Childhood obesity and weight problems predispose a child to physical and behavioral problems that can extend into their adult years (Centers for Disease Control and Prevention [CDC], 2010) and for this reason health researchers and educators are attempting to curb this epidemic.

K-12 schools provide between 35% and 47% of a child's daily nutritional requirements (reviewed by Gleason and Dodd, 2009), providing an opportunity to reduce the prevalence of childhood obesity the United States. Towards this goal a coalition of nutrition and educational researchers conducted a 2-year pilot study to test the efficacy of a broad-based intervention strategy targeting obesity in 3,769 children attending grades 1-6 in a public school district in central Florida (Hollar et al., 2010). During this…...

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Another primary outcome measure was academic performance, as measured by the FCAT (Florida Comprehensive Assessment Test). A number of studies have found an association between being overweight or obese and poorer K-12 academic performance (Roberts, Freed, and McCarthy, 2010), which could be related to the psychological problems that accompany this condition (Krukowski et al., 2009). In support of this association, children attending intervention schools experienced a significant improvement in their math scores (p = 0.0005). Reading scores trended towards significance (p = 0.08).

Summary and Critique

A comprehensive program to reduce the prevalence of obesity in school-aged children was shown to be effective in this pilot study. Enhanced BMI reductions were observed and

quasi-experimental quantitative study on the topic of childhood obesity. The topic of the research was a comprehensive approach to nutritional improvement in a pilot study involving four schools in which interventions were implemented and a fifth school used for experimental control. The interventions consisted of a holistic elementary school-based obesity prevention program intended to keep children at a normal, healthy weight, and to improve their overall health status and their academic performance (Hollar, Lombardo, Lopez-Mitnik, et al., 2010). More specifically, the interventions consisted of independent variables in the form of modified dietary choices in school, nutrition/lifestyle educational information to students and parents, physical activity, and general wellness projects. The pendent variables consisted of quantitative measurement of body mass index (BMI), blood pressure, and measures of academic performance (Hollar, Lombardo, Lopez-Mitnik, et al., 2010).
esearch Design and Methodology

The study involved providing students better nutritional choices in school, supplemental education on nutrition…...

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Reference

Danielle Hollar, Michelle Lombardo, Gabriella Lopez-Mitnik, Theodore L. Hollar, Marie

Almon, Arthur S. Agatston, and Sarah E. Messiah. "Elective Multi-level, Multi-sector, School-based Obesity Prevention Programming Improves Weight, Blood

Pressure, and Academic Performance, Especially among Low-Income, Minority

Children." Journal of Health Care for the Poor and Underserved, Vol. 21;

Focus Group esults to Inform Preschool Childhood Obesity Prevention Programming and Developing a Coordinated School Health Approach to Child Obesity Prevention in ural Appalachia: esults of Focus Groups with Teachers, Parents and Students
These research projects, conducted by McGarvey et. al (2006) and Schetzina et. al (2009) respectively, use focus groups to promote healthy weight and improved health status in children. The McGarvey study recruited volunteers from WIC clinics in Northern Virginia, while the Schetzina study used a local elementary school in northeast Tennessee as entry points for their intervention models. The aims of both studies was to enhance the community knowledge base about the negative effects of unhealthy eating habits as well as promote the health effects of physical activity and to mitigate the current epidemic of childhood obesity.

Discussion

The McGarvey et. al (2006) intervention employed Social Cognitive theory and Self-efficacy theory as the theoretical framework for their study. Social…...

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Reference List

McGarvey, EL, Collie, KR, Fraser, G, Shufflebarger, C, Lloyd, B & Oliver, MN 2006, 'Using focus groups to inform preschool child hood obesity prevention programming', Ethnicity and Health, Vol. 11, No. 3 August, pp. 265-285.

Schetzina, KE, Dalton III, WT, Lowe, EF, Azzazy, N, von Werssowetz, KM, Givens, C, & Stern, HP 2009,'Developing a coordinated school health approach to child obesity prevention in rural Appalachia: results of focus groups with teachers, parents and students', Rural and Remote Health, 9: 1157, October, viewed 17 June 2011,

focus-group surveys of teachers, parents, and students on issues related to their perceptions and school policy on the healthcare topics of nutrition, physical activity, and obesity prevention. Data collection relied on focus groups that consisted of all of those community stakeholders. Those data indicated that the subjects surveyed though that childhood obesity is an important concern and that they supported the increased involvement of local schools in efforts to improve the diet and increase the physical activity levels of students. More specifically, the data indicated that the subjects believe that students should have increased access to more nutritious foods and drinks as well as more opportunities for physical exercise. The data also revealed students' concerns that academic pressure, limited opportunities, and lack of family support for beneficial behavioral changes pose barriers to optimal achievement of those beneficial goals (Schetzina, Dalton, Lowe, et al., 2009).
esearch Design and Methodology

Focus groups were…...

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Reference

K.E. Schetzina, W.T. Dalton III, E.F. Lowe, N. Azzazy, K.M. vonWerssowetz, C.

Givens, and H.P. Stern. "Developing a coordinated school health approach to child obesity prevention in rural Appalachia: results of focus groups with teachers, parents, and students." The International Electronic Journal of Rural

and Remote Health research, Education Practice and Policy (24 Oct 2009).

Retrieved from:  http://www.rrh.org.au .

Lifting Up Our Children Through Public Schools
How to Lift Up Future Generations

Renee Moore, a teacher in a very poor Mississippi Delta school, is quoted in Tim alker's article as saying if we truly agree that education is the way out of poverty, " . . . then we need to stop making the schools that serve the poorer children the most impoverished schools" (alker 2013). Moore has a valid point, made even more urgent by the fact that more than half of the students in American public schools " . . . come from low-income families" (Rich 2015). Indeed the majority of students in "21 states are poor," Rich writes in The New York Times.

Hence, this paper proposes working with the federal government, with states, and with private sector corporations to properly fund all public schools, in particular those that serve towns and cities steeped in abject poverty. It's outrageous…...

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Works Cited

Jung, Helen. "11 Things You Need to Know About Betsy DeVos, Secretary of Education."

Cosmopolitan, 7 February 2017, www.cosmopolitan.com. Accessed 17 February, 2017.

Rich, Motoko. "Percentage of Poor Students in Public School Rises." The New York Times,

16 January 2015, www.nytimes.com. Accessed 18 February 2017.

MILITAY DEPLOYED PAENT PECEPTIONS OF INVOLVEMENT IN THE EDUCATION OF THEI CHILDEN: A PHENOMENOLOGICAL STUDYbyEder G. BennettLiberty UniversityA Dissertation Presented in Partial FulfillmentOf the equirements for the DegreeDoctor of EducationLiberty University2021MILITAY DEPLOYED PAENT PECEPTIONS OF INVOLVEMENT IN THE EDUCATION OF THEI CHILDEN: A PHENOMENOLOGICAL STUDYby Eder G. BennettA Dissertation Presented in Partial FulfillmentOf the equirements for the DegreeDoctor of EducationAPPOVED BY:James Eller, Ed.D., Committee ChairMichael-Chadwell Sharon, Ed.D., Committee MemberAbstractThe purpose of this qualitative transcendental phenomenological study was to explore the perceptions and lived experiences of deployed military parents regarding active involvement in their childs education. The research question was: What are the perceptions of deployed military parents regarding active involvement in their childs education? The methodology included using a qualitative phenomenological research design, applying Epstein\\\'s theory regarding the triangle relationship between parents, teachers, and the community to help explore and make sense of the stories and experiences of parents who…...

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Theoretical frameworks, methods, and procedures for conducting phenomenological studies in educational settings. Turkish Online Journal of Qualitative Inquiry, 6(1), 1-20. Retrieved from https://www.researchgate.net/publication/271833455_Theoretical_Frameworks_Methods_and_Procedures_for_Conducting_Phenomenological_Studies_in_Educational_SettingsAppendix A: Irb Approval Letter SEEKING VOLUNTEERS FOR A RESEARCH STUDYThe purpose of study: To explore the experiences of deployed military parents regarding active involvement in their child’s education. Participation Requirements:To participate in the study, you must currently be deployed or previously deployed within the past two years and have pre-K-12 school-aged children that are enrolled in a school outside of the homeParticipation in this study involves:1. Face-to-Face interview or online interview with the researcher (approximately 45-60 minutes). Interviews will be audio-recorded, but pseudonyms will be used to maintain confidentiality.1. Online focus group with several other participants. The session will be recorded for transcription. Pseudonyms will be used to maintain confidentiality1. Artifact for Analysis: Participants will be asked to provide relevant artifacts (if available) for analysis. Pseudonyms will be used to maintain confidentiality.To find out more information about this study, please contact Eder Bennett at:Phone: (860) 213-4464Email: Study Title: Military Deployed Parents’ Perceptions Of Involvement In The Education Of Their Children While Deployed.Principal Investigator: Eder Bennett Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Appendix B: Recruitment FlyerAppendix C: Informed ConsentCONSENT FORMMILITARY DEPLOYED PARENTS’ PERCEPTIONS OF INVOLVEMENT IN THE EDUCATION OF THEIR CHILDREN: A PHENOMENOLOGICAL STUDYEder G. BennettLiberty UniversitySchool of EducationGeneral Overview of Study: You are invited to be in a research study investigating the perceptions of deployed military parents regarding active involvement in their child’s education. You were selected as a possible participant because you are currently deployed or previously deployed and have pre-K-12 school-aged children currently enrolled in school. Please read this form and ask any questions you may have before agreeing to be in the study.Eder G. Bennett, a doctoral candidate in the School of Education at Liberty University, is conducting this study.Background Information: The purpose of this study is to explore the perceptionsand lived experiences of deployed military parents regarding active involvement in their child’s education. This will provide a foundation of understanding that can assist educational stakeholders and the military community in filling the void created by a deployed parent with the goal tohelp the student of the deployed parent.Procedures: If you consent to be a part of this study, you will be asked to do the following:1. Complete a questionnaire that includes preliminary demographic data, such as age, race, military affiliation, and years of service. The questionnaire will also consist of three open-ended questions and should take approximately 30 minutes to complete2. Participate in a face-to-face or online interview with the researcher. Interviews will be conducted in a predesignated location (chosen by you). Each interview will last for approximately 45-60 minutes. Interviews will be audio-recorded, but pseudonyms will be used to maintain confidentiality.3. Participate in an online focus group through which several prepared questions will be answered. Participants will be gathered in an online forum for 45-60 minutes using videoconferencing software such as ZOOM. The online session will be recorded for transcription. Pseudonyms will be used to maintain confidentiality.4. Provide relevant artifacts for analysis: You will be asked to provide (if available) artifacts such as journals, letters, and email correspondence with teachers pertaining to your children. These artifacts will be analyzed to gain further insight into the issues that deployed parents face. Pseudonyms will be used to maintain confidentiality.Risks: The risks involved in this study are minimal and are no more than what participants encounter in everyday life. If you experience discomfort while taking part in this study, you may choose to stop participating at any time.Benefits: The direct benefits participants should expect to receive from taking part in this study will be understanding the perceptions of other deployed military parents regarding active involvement in their child’s education. Though your participation may have potential benefits to education and the military community, you may not receive any direct benefits from your involvement. Compensation: Participants will not be compensated for participating in this study.Confidentiality: The records of this study will be kept private. In any sort of report, I might publish, I will not include any information that will make it possible to identify a subject. Research records will be stored securely, and only the researcher will have access to the artifacts. I may sharedata I collect from you in future research studies or with other researchers; however,in such an event, I will remove any information that could identify you, if applicable.1. Procedures will be taken to protect the privacy of all participants, including the use of assigned pseudonyms and interviews conducted in locations where others will not easily overhear the conversation.2. Data will be stored on a password-protected computer, and all documents will be kept in a locked file cabinet. Data may be used in future presentations.3. The researcher will transcribe interviews. Recordings will be stored on a password-locked computer for three years and then erased. Only the researcher will have access to these recordings.4. I cannot assure participants that other members of the online focus group will not share what was discussed with persons outside of the group.Voluntary Nature of the Study: Participation in this study is voluntary. Your decision to participate will not affect your current or future relations with Liberty University or your positions in the military. If you decide to participate, you are free not to answer any question or withdraw at any time without affecting those relationships.How to Withdraw from the Study: If you choose to withdraw from the study, please contact the researcher at the email address/phone number included in the next paragraph. Should you decide to withdraw, data collected from you, apart from focus group data, will be destroyed immediately and will not be included in this study. Focus group data will not be destroyed, but your contributions to the focus group will not be included in the study if you choose to withdraw.Contacts and Questions: The researcher conducting this study is Eder G. Bennett. You may ask any questions you have now. If you have questions later, you are encouraged to contact him at (860) 213-4464 or [email protected] you would like to address questions or concerns to someone other than the researcher;you are encouragedto contact the researcher’s faculty chair, Dr. James Eller, at (440) 319-1794 or [email protected] of Consent: I have read and understood the above information. I have asked questions and have received answers. I consent to participate in the study. The researcher has my permission to audio-record me as part of my participation in this study.Signature of Participant Date Signature of Investigator DateAppendix D: Recruitment LetterFall 2020Dear Service Member, As a graduate student in the School of Education at Liberty University, I am conducting research as part of the requirements for a doctoral degree in Educational Leadership. I am writing to invite you to participate in my research study about the perceptions of military parents deployed regarding their active involvement in their child’s education. You\\\\\\\\\\\\\\\'re eligible to be in this study because you have been identified as having some experience with this issue. If you decide to participate in this study, you will partake in a face-to-face or online recorded interview, take part in an online focus group, and be asked to provide relevant artifacts (if available) for analysis. You should be able to complete your participation in approximately two to three weeks, with it taking four to five hours to complete all procedures. Your name and/or other identifying information will be requested as part of your participation, but the information will remain confidential.To participate, please respond to my email with your desire to be a possible participant. Following your response to participate, I will then contact you for an interview and provide the consent form for you to sign. The consent document contains additional information about my research.Sincerely,Eder G. BennettDoctoral CandidateLiberty UniversityAppendix E: QuestionnaireThe purpose of this qualitative transcendental phenomenological study is to explore the perceptionsand lived experiences of deployed military parents regarding active involvement in their child’s education. This questionnaire is designed to obtain demographic information andto capture your perceptions and experiences of being a parent while deployed overseas in the military. 1. Name: ____________________________________________________________ 2. Age: _____________ 3. Ethnicity: ______________________ 4. Branch of Service: _____________________________________________ 5. Rank: __________________________________________________ 6. Age of spouse: ____________________________________________ 7. Spouse current profession: _______________________________________8. Highest degree earned ____________________________________________________ 9. How many school age children currently in your household: _______________________ 10. How many times have you been deployed: _____________________________________?11. If currently deployed, what is the duration of your deployment: ______________________12. If not currently deployed: When was your last deployment and how long________________13. Reflect on your experiences of being a parent while deployed in the military. Please provide a brief written response to each question.1. What word best describes your initial thought about deployment as it relates to your ability to be involved in your child’s education. Please explain 1. What support (familial, financial, experience) has aided in maintaining a sense of involvement in your child’s education1. What is the number one challenge (aside from a distance) that hinders your ability to participate in a child’s education? Appendix F: Interview GuideSemi-Structured, Open-Ended Interview QuestionsCentral Research Question: What are the perceptions and lived experiences of deployed military parents regarding active involvement in their child’s education?Opening Questions 1. Please introduce yourself, describe yourself and your family 1. How long have you been serving in the military?1. In the past two years, how many times and for how long where you deployed1. What is the age and gender of your school-age child or children?1. Please explain your experience in the military thus far Questions relating to participants perceptions 1. What is your definition of parental involvement, particularly as it relates to education?1. In what way (if any) does your definition of parental involvement change while deployed1. How would you compare your role in your child’s education when not deployed and while deployed?1. What changes have you experienced in your child’s behavior, focus, and attitude towards learning while deployed?1. What are some ways or methods used to participate in your child’s education while deployed, and how do they differ from the technique used when not deployed?1. How has your deployment impacted your spouse, particularly as it relates to his/her ability to be involved in your child’s education 1. Reflect on the first time you spoke with your child about their education when you were deployed. What was that experience like? 1. Reflect on your child’s education. What is your perception of your child’s sense of how your deployment impacts his or her learning?Questions relating to participants’ perceptions of challenges1. Describe a time (while deployed) when you encountered a barrier or challenge that prevented you from being involved in their education? 1. Describe a time when you felt that you could be more involved in your children’s education while deployed. Were you able to come up with a solution? If so, please describe it. 1. How does being deployed alters your interactions with your child’s teachers and other educators 1. What stage of deployment (pre-deployment, deployment, post-deployment) do you believe creates the most challenges in attempting to stay involved in your child’s education? Please explain 1. What advice would you give a military parent who is deployed or may deploy in the futureAppendix G: Focus Group Question GuideSemi-Structured, Open-Ended Focus Group QuestionsCentral Research Question: What are the perceptions and lived experiences of deployed military parents regarding active involvement in their child’s education?Opening Questions: 1. Willeveryone please state your name, your military branch, and length of serviceQuestions Relating to Challenges Parents experience while Deployed:1. As a parent, how would you describe your overall experience of being separated from your family while deployed1. What would you identify as the most challenging aspect of being a military deployed parent?1. From a parental standpoint, what are some examples of challenges you encountered while deployed, and how have you overcome themQuestions Relating to Participants involvement:1. How has your deployment affected your child’s performance in school?1. How often and in what way do you interact with your child’s teachers or educator, what types of feedback have you received Appendix H: Participant QuestionnaireQuestions Demographic Information 1. Name:1. Age: 1. Ethnicity:1. Branch of Service1. Rank: 1. Age of spouse: 1. Spouse current profession: 1. Highest degree earned:1. How many school-age children currently in your household?1. How many times have you been deployed?1. If currently deployed, what is the duration of your deployment?1. If not currently deployed: When was your last deployment, and how long?Written Refection of experiences 1. Reflect on your experiences of being a parent while deployed in the military. Please provide a brief written response to each question.1. What word best describes your initial thought about deployment as it relates to your ability to be involved in your child’s education. Please explain?1. What support (familial, financial, experience) has aided in maintaining a sense of involvement in your child’s education?1. What is the number one challenge (aside from a distance) that hinders your ability to participate in a child’s education? Appendix I: Standardized Open-Ended Interview QuestionsQuestions Opening Questions 1. Please introduce yourself, describe yourself and your family 2. How long have you been serving in the military?3. In the past two years, how many times and for how long were you deployed?4. What is the age and gender of your school-age child or children?5. Please explain your experience in the military thus far 6. Questions relating to participants perceptions 7. What is your definition of parental involvement, particularly as it relates to education?8. In what way (if any) does your definition of parental involvement change while deployed?9. How would you compare and contrast your role in your child’s education when not deployed and while deployed?10. What changes have you experienced in your child’s behavior, focus, and attitude towards learning while deployed?11. What are some ways or methods used to participate in your child’s education while deployed, and how do they differ from the technique used when not deployed?12. How has your deployment impacted your spouse, particularly as it relates to his/her ability to be involved in your child’s education?13. Reflect on the first time you spoke with your child about their education when you were deployed. What was that experience like? 14. Reflect on your child’s education. What is your perception of your child’s sense of how your deployment impacts his or her learning?15. Questions relating to participants’ perceptions of challenges16. Describe a time (while deployed) when you encountered a barrier or challenge that prevented you from being involved in their education? 17. Describe a time when you felt that you could be more involved in your children’s education while deployed. Were you able to come up with a solution? If so, please describe it. 18. How does being deployed alters your interactions with your child’s teachers and other educators?19. What stage of deployment (pre-deployment, deployment, post-deployment) do you believe creates the most challenges in attempting to stay involved in your child’s education? Please explain 20. What advice would you give a military parent who is deployed or may deploy in the future?Appendix J: Standardized Open-Ended Focus Group QuestionsQuestions Opening Questions: 1. Will everyone please state your name, your military branch, and length of service?2. Questions Relating to Challenges Parents experience while Deployed:3. As a parent, how would you describe your overall experience of being separated from your family while deployed?4. What would you identify as the most challenging aspect of being a military deployed parent?5. From a parental standpoint, what are some examples of challenges you encountered while deployed, and how have you overcome them?Questions Relating to Participants involvement:6. How has your deployment affected your child’s performance in school?7. How often and in what way do you interact with your child’s teachers or educator? What types of feedback have you received?https://www.fhsdschools.org/UserFiles/Servers/Server_995699/File/2015-16/Parents/Epstein%20-%20Six%20Keys.pdf

They predict age and gender variations relate to bullying concerns. Of the 25 cartoons implemented in the study, two depict characters with different shades of skin color where skin color appeared to be an issue. One cartoon relating to sexual orientation was not used in several countries. Smith et al. report Olweus to assert bullying to be characterized by the following three criteria:
1. It is aggressive behavior or intentional "harmdoing"

2. which carried out repeatedly and over time

3. In an interpersonal relationship characterized by an imbalance of power. (Smith et al., 2002, p. 1120)

In their study, Smith et al. (2002), participating researchers in the 14 countries to completed the following

1. Listed and selected bullying terms as well as social exclusion in the applicable language.

2. Used fundamental focus groups with participating children to confirm usage and extensive comprehensive of terms.

3. Using cartoons, sorted tasks to describe ways terms relating to bullying…...

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REFERENCES

Anti-Bullying programs for schools. (2009). NoBully.com. Retrieved March 3, 2010 from  http://www.nobully.com/index.html 

Beaty, L.A., & Alexeyev, E.B. (2008). The Problem of School Bullies: What the Research Tells Us. Adolescence, 43(169), 1+. Retrieved March 3, 2010, from Questia database:  http://www.questia.com/PM.qst?a=o&d=5026476147 

Beran, T.N., Tutty, L. & Steinrath, G. (2004). An evaluation of a bullying prevention program for elementary schools. Canadian Journal of School Psychology. Vol. 19, Iss. 1/2, p. 99

116 . Retrieved March 3, 2010 from  http://proquest.umi.com/pqdweb?did=1188387401&Fmt=4&clientId=9269&RQT=30

Utilization of the data and collection of the data should be one of the main aims of the policy makers. The data can be used by the policymakers in order to develop the policies and implement these in order to make sure that improvement can be ensured (Basch, 2011, p. 9).
3. One of the main roles that can be played by the policy makers includes reviewing the policies that have already been designed for the schools. How these previous policies have played roles in an improvement of academics of the children, their environments and their health are important parts of the review by the policymakers. It is important that funding is collected for the issues that affect health and academics of children.

4. The policymakers should make sure that the importance of school-based health clinics that can play roles in looking after the needs of the students.

Great levels of differences…...

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References

Basch, C. (2011). Executive Summary: Healthier Students Are Better Learners. Journal of School Health 81, pp. 4-107.

Bruzzese, J., Sheares, B.J., Vincent, E.J., Du, Y., Sadeghi, H., Levison, M.J., Mellins, B.R., and Evans, D. (2011). Effects of a School-based Intervention for Urban Adolescents with Asthma: A Controlled Trial. Am. J. Respir. Crit. Care Med. April 15, 2011 183, pp. 998-1006.

Gall, G., Pagano, M.E., Desmond, S., Perrin, J.M., and Murphy, J.M. (2000). Utility of Psychosocial Screening at a School-based Health Center. Journal of School Health 70, pages 292 -- 298.

Geierstanger, P.S., Amaral, G., Mansour, M., and Walters, R.S. (2004). School-Based Health Centers and Academic Performance: Research, Challenges, and Recommendations. Journal of School Health 74, pages 347 -- 352.

, 1999). In many areas of the country this may be very accurate.
Another problem that comes into the picture where obesity in children is concerned is that many parents must work very long hours today to pay bills and have money for what their family needs (Mokdad, et al., 1999). ecause of this, many children are latchkey kids and are not watched as closely by their parents as they used to be (Mokdad, et al., 1999). Children used to come home from school and go and play with others, but many now live in neighborhoods where this is unsafe or where there are no children their age so they remain inside watching TV or playing video games and snacking on whatever is available (Mokdad, et al., 1999).

If there is healthy food in the house this is often not a problem, but many households are full of potato chips, candy, soda,…...

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Bibliography

Anderson, J.G. (1987). Structural equation models in the social and behavioral sciences: Model building. Child Development, 58, 49-64.

Arlin, M. (1976). Causal priority of social desirability over self-concept: A cross-lagged correlation analysis. Journal of Personality and Social Psychology, 33, 267-272.

Averill, P. (1987). The role of parents in the sport socialization of children. Unpublished senior thesis, University of Houston.

Bandura, a. (1969). A social-learning theory of identificatory processes. In D.A. Goslin (Ed.), Handbook of socialization theory and research (pp. 213-262). Chicago: Rand McNally.

Parental consent will also be sought for an individual to be a participant in the project. It is expected that 110 persons would participate in the project; this will be the final number after the initial screening has taken place and the unsuitable candidates removed from the initial listing.
Data collection

The data will be collected using questionnaires which will be administered at the beginning of the program to establish a baseline position. Then a similar questionnaire will be administered at the end of the project so that values can be compared and variation in responses observed.

Action steps and time frame

I. Clarification of concepts (Two weeks)

II. Development of data collection instruments (Two weeks)

III. Training of personnel (One week)

IV. Identification of schools and contact with schools (One Week)

V. eception and Orientation of participants (One day)

VI. Development of baseline assessment (One day)

VII. Conduct of project (Three months)

VIII. Assessment of the project (One day)

IX.…...

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References

Lu, W., Daleiden, E., & Lu, S. (2007) Threat Perception Bias and Anxiety Among

Chinese School Children and Adolescents. Journal of Clinical Child and Adolescent

Psychology 36(4):568-580.

Mueser, Kim T. et al. (2008). A randomized controlled trial of cognitive-behavioral treatment for posttraumatic stress disorder in severe mental illness. Journal of Consulting and Clinical

School Counseling in a Multicultural Society: An Overview
More and more diversity is becoming the buzzword in society at large and within educational facilities across the nation. As the population in the United States continues to become increasingly diversified and representative of individuals from varying ethnic, socioeconomic and racial backgrounds, educators are realizing an increased need for attention to the specific needs of diverse student populations.

The need for multicultural competencies development among school counseling professionals has recently been acknowledged by the American Psychological Association (1992) and the American Counseling Association (1995) whose ethnical standards dictate that school counselors should achieve a certain level of multicultural competence prior to embarking on a professional career in student counseling.

Despite the acknowledgment of a need for increased awareness and training to ensure a positive student/counselor relationship, there is little evidence that much is being done in the way of establishing a core set of standardized…...

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References:

American Counseling Association. (1995). Code of ethics and standards of practice [Brochure]. Alexandria, VA: Author.

American Psychological Association. (1992). Ethical principles of psychologist and code of conduct. American Psychologist, 47, 1597-1611

Arredondo, P., Cheatham, H., Mio, J.S., Sue, D. & Trimble, J.E. (1999). Key words in multicultural interventions: A dictionary. Westport: Greenwood Press.

Atkinson, D.R., Morten, G., & Sue, D.W. (1998). Counseling American minorities: A

60) creating what is being called a "School-to-Prison Pipeline." Even before the hurricane, New Orleans schools were the worst in the country. The school system had a history of financial mismanagement, failing test scores, crumbling buildings and facilities, and accompanying school violence and racial segregation. The schools have a prison-like atmosphere that is hardly conducive to learning. eal damage is being done to Louisiana's children by "turning simple acts of childishness into crimes punishable by incarceration" (p. 61). Although the schools alone cannot end the cycle of poverty, it stands to reason that children who lack education cannot break out of it. They are more likely to drop out, commit crimes, and end up in prison. "The single largest predictor of later arrest among adolescents is having been suspended, expelled, or held back..." (cited in Tuzzolo & Hewitt, 2006, p. 63).
Most people would say they love their children and…...

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References

Cuomo, M. (1994). The New York idea: An experiment in democracy. New York: Crown.

Burger, W.R. And Youkeles, M. (2004). Human services in contemporary America (2004). Belmont CA: Wadesworth Publishing.

Katrina exposes our schools' shameful inequality (2006). The Education Digest, 71 (7) 27-31.

Linowes, D. (1995). The rational for privatization. Vital Speeches of the Day, 86-88.

Psychology Developmental
Children's Use of Play

Children use play as a way of role-playing and expression. Anxiety expression, mastering of conflict as well as many other developmental benefits are derived from play by children. This paper intends to explore the play of children in relation to the developmental benefits that play provides.

Though play children grow in the understanding of not only themselves but of others and the world around them as well in their capacity to communicate with their friend and the adults in their lives Children's play is vital to the developmental growth in a child.

Progression of Play in Development:

Paiget, 1962 described what he termed "sensorimotor practice play" which refers to the experimentation of bodily sensation and motor movements on the part of infants and toddlers and as well as in connection with objects and people. y the time a baby is six months old the child will have developed consistent,…...

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Bibliography

Bergen, Doris (2001) "Pretend Play and Young Children's Development" ERIC Clearinghouse on Elementary and Early Childhood Education Champaign IL.

Online] located at http://www.ericfacility.net/ericdigests/ed307967.html

DeHart, G.B., Sroufe, L.A., & Cooper, R.G. (2004). Child development: Its nature and course (5th ed.). Toronto: McGraw-Hill.

Bear, G.G., & Rys, G.S. (1994). Moral reasoning, classroom behavior, and sociometric status among elementary school children. Developmental Psychology, 30, 633-638.

children in the U.S. has a learning disability and nearly 3 million have ADHD. Most of them are between the ages of 5 and 21, males whose mothers have less than 12 years of education, of poor health and socio-economically disadvantaged. One in every 25 or 30 school children in one classroom will have a learning disability. Learning disabilities also persist for a lifetime. At present, these affected children and adults can only be helped to make the best use of their skills and themselves through stimulants and psychotherapy as well as the combined support of their families, school, community and public services.
Learning disabilities in children and adults have yet to be thoroughly understood and adequately contained.

A learning disability generally refers to one of specific kinds of learning problems, such as the difficulty in learning and using certain skills (NICHCY 2002). These trouble areas are often reading, writing, listening,…...

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References

1. Blair, Clancy. (2002). Proportion of Learning Difficulty Placements Associated with Low Socio-economic Status: Evidence for a Gradient? Journal of Special Education, Pro-Ed.  http://www.findarticles.com/p/articles/mi_mOHDF/is_1_36/ai_85916838 

2. Farmer, Jeanette. (2004). Retrain the Brain Your Family Health Site. http://www.retainthebrain.com/?OVRAW=learning%20disabilities&OVKEY=learning%20disability&OVMT

3. Kidsource Online. (2003). General Information About Learning Disabilities. Kidsource Online, Inc. http://www.kidsource.com/NICHCY/learning_disabilities.html

4. National Institute of Mental Health. (2003). Attention Deficit Hyperactivity Disorder. Firstgov.com  http://www.nimh.nih.gov/healthinformation/adhdmenu.cfm

This is discussed at length by Fusick and ordeau (2004) "...school-based counselors need to be aware of the disturbing inequities that exist in predominantly Afro-American urban school districts, where nearly 40% of Afro-American students attend school in the United States" (Fusick and ordeau, 2004) This again places emphasis on the need for mental health programs in these areas of concern. This is also related to findings from a study by McDavis et al. (1995) Counseling African-Americans, which refers to research that stresses the "...widening achievement gap between Afro-American and Euro-American students." (McDavis, et al. 1995)
An important study Laura a. Nabors, Evaluation of Outcomes for Adolescents Receiving School-ased Mental Health Services (2002) refers to the particular issue and problems experience at inner-city schools. The author states that, "School mental health (SMH) programs are an important setting for providing mental health services to adolescents, especially urban youth who typically face in-…...

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Smith, P.B., Buzi, R.S., & Weinman, M.L. (2001). Mental Health Problems and Symptoms among Male Adolescents Attending a Teen Health Clinic. Adolescence, 36(142), 323. Retrieved December 9, 2008, from Questia database:   www.questia.com/PM.qst?a=o&d=5001243622http://www.questia.com/PM.qst?a=o&d=5001042308 

Stern, S.B., Smith, C.A., & Jang, S.J. (1999). Urban Families and Adolescent Mental Health. Social Work Research, 23(1), 15. Retrieved December 9, 2008, from Questia database:   www.questia.com/PM.qst?a=o&d=77001228http://www.questia.com/PM.qst?a=o&d=5001243622 

Sternberg, R.J., & Dennis, M.J. (1997). Elaborating Cognitive Psychology through Linkages to Psychology as a Helping Profession. Teaching of Psychology, 24(3), 246-249. Retrieved December 9, 2008, from Questia database:   www.questia.com/PM.qst?a=o&d=5000581383http://www.questia.com/PM.qst?a=o&d=77001228 

Stock, M.R., Morse, E.V., Simon, P.M., Zeanah, P.D., Pratt, J.M., & Sterne, S. (1997). Barriers to School-Based Health Care Programs. Health and Social Work, 22(4), 274+. Retrieved December 9, 2008, from Questia database:  http://www.questia.com/PM.qst?a=o&d=5000581383

Harriet Tubman has always been a great choice for an essay topic because her life story is dynamic, interesting, and incredibly inspiring.  Born into slavery, Tubman not only escaped, but also risked her own freedom returning to the South in order to help others escape from slavery using the Underground Railroad.  She deserves respect as one of the country’s leading freedom fighters, but it took decades for her story to be fully told.  A full-length movie describing her life was only released in 2020 and while most people recognize her as a....

How Play-Based Learning Enhances Literacy Skills in Young Children
Play is an essential component of early childhood development, providing young children with opportunities to explore, learn, and grow. Research has shown that play-based learning can be an effective way to enhance literacy skills in young children.
Benefits of Play-Based Learning for Literacy Development
Play-based learning offers numerous benefits for the development of literacy skills in young children, including:
Enhances Vocabulary Development: Play involves rich language interactions, where children engage in conversations, storytelling, and pretend play. This exposure to language helps children expand their vocabulary and learn new words.
Promotes Phonological Awareness: Play....

1. Water-borne parasites have a significant impact on school childrens health, leading to various illnesses such as diarrhea, stomach cramps, and dehydration.

2. Poor sanitation and lack of access to clean water contribute to the prevalence of water-borne parasites among school children, exacerbating health inequalities and impacting overall well-being.

3. Parasitic infections caused by contaminated water sources can result in malnutrition and stunted growth in school children, hindering their physical and cognitive development.

4. The presence of water-borne parasites in school environments can lead to frequent absenteeism and reduced academic performance, affecting the overall educational outcomes of children.

5. Infestations....

1. Studies show that water-borne parasites, such as Giardia and Cryptosporidium, can cause a range of health problems in school children, including diarrhea, vomiting, and abdominal pain.

2. Infection with water-borne parasites can lead to malnutrition and stunted growth in school children, as the parasites can interfere with the absorption of nutrients from food.

3. School children who are infected with water-borne parasites are more likely to miss school days, which can lead to academic difficulties.

4. The presence of water-borne parasites in school water sources can create a cycle of infection, as children who drink contaminated water are more likely to....