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Berryhill, Joseph; Prinz, Ronald J.

doi:10.1023/a:1022994514767

Cited by 28 publications

(5 citation statements)

References 141 publications

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“…It indicates that simple demographic and socio-economic factors might not be sufficient to fully explain the variations in environmental awareness and suggests a need for further research to explore other variables that could play significant roles. For instance, qualitative factors such as personal values [2,99,100], cultural influences [101], or specific educational interventions [102] might provide deeper insights into the shaping of these a itudes [103,104].…”

Section: Discussionmentioning

confidence: 99%

Exploring Environmental Awareness, Knowledge, and Safety: A Comparative Study among Students in Montenegro and North Macedonia

Cvetković,

Sudar,

Ivanov

et al. 2024

Preprint

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This comparative study aims to investigate environmental awareness, knowledge, and safety among students in Montenegro and North Macedonia, considering the unique socio-cultural and environmental contexts of both countries. A mixed-methods approach involving surveys and interviews was employed to gather data from students in educational institutions across Montenegro and North Macedonia. The study assessed various factors, including students' awareness of environmental issues, their perceived level of knowledge, and their attitudes towards safety measures. A comprehensive series of 400 face-to-face interviews was carried out and these interviews encompassed 200 students from Montenegro and an equal number from North Macedonia, taking place at two esteemed academic institutions: The University of Montenegro in Podgorica and The University of St. Clement of Ohrid, Bitola, Republic of North Macedonia. Our hypothetical conceptual framework proposes that a combination of variables, including gender (H1), age (H2), year of study (H3), and rate of study (H4), significantly influences the attitudes of students from Montenegro and North Macedonia towards environmental awareness, safety, and knowledge. Research findings indicate significant variations in environmental awareness and knowledge perception among students in the two countries. While both Montenegro and North Macedonia face environmental challenges, differences in educational systems and socio-economic factors contribute to distinct attitudes and behaviors towards environmental issues and safety practices. This study sheds light on the importance of understanding regional differences in environmental awareness and knowledge perception among students. By identifying areas of strength and areas needing improvement, policymakers and educators can develop targeted interventions to enhance environmental education and foster a culture of sustainability in both Montenegro and North Macedonia.

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Section: Discussionmentioning

confidence: 99%

Exploring Environmental Awareness, Knowledge, and Safety: A Comparative Study among Students in Montenegro and North Macedonia

Cvetković,

Sudar,

Ivanov

et al. 2024

Preprint

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“…To reach these goals, school-based mental health staff (i.e., BRIDGE consultants) receive training in (a) the CLASS observation system (Pianta et al, 2008), (b) evidence-based strategies targeting emotional support and classroom organization (Berryhill & Prinz, 2003; Embry, 2004), and (c) approaches to effective consultation and coaching (Miller & Rolnick, 2002; Reinke, Lewis-Palmer, & Merrell, 2008). After training, BRIDGE consultants are paired with teachers in their schools, engage in initial interviews, and conduct baseline classroom observations using an adapted CLASS framework (Pianta et al, 2008) and principles of functional behavior assessment (FBA; Watson & Skinner, 2001).…”

Section: Bridge Teacher Consultation and Coaching: Intervention Overviewmentioning

confidence: 99%

“… References : Barrish et al, 1979; Berryhill & Prinz, 2003; Blechman, Taylor, & Shrader, 1981; Brophy & Good, 1986; Durlak et al, 2011; Embry, 2002; 2004; Kazdin, 1982; Kelly, 1990; Kern, Childs, Dunlap, Clarke, & Falk, 1994; Kraemer, Davies, Arndt, & Hunley, 2012; Lyman, 1987; Mooney, Ryan, Uhing, Reid, & Epstein, 2005; Pianta, Mashburn, et al, 2008; Reddy, Newman, De Thomas, & Chun, 2009; Rohrbeck et al, 2003; Skinner et al, 2000; Walberg & Paik, 2000. …”

Section: Figurementioning

confidence: 99%

Implementation of Teacher Consultation and Coaching in Urban Schools: A Mixed Method Study

Cappella

Jackson

Kim

et al. 2015

School Mental Health

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Guided by implementation science scholarship and school mental health research, the current study uses qualitative and quantitative data to illuminate the barriers, opportunities, and processes underlying the implementation of a teacher consultation and coaching model (BRIDGE) in urban elementary schools. Data come from five public elementary schools, 12 school mental health staff (BRIDGE consultants), and 18 teachers participating in a classroom-randomized trial of BRIDGE. Findings from directed content analysis of teacher focus group and interview data suggest that aspects of the BRIDGE intervention model, school organization and classroom contexts, and teachers/consultants and their relationship were relevant as implementation facilitators or barriers. In addition, case study analysis of intervention materials and fidelity tools from classrooms with moderate-to-high dosage and adherence suggest variation in consultation and coaching by initial level of observed classroom need. Results illuminate the need for implementation research to extend beyond simple indicators of fidelity to the multiple systems and variation in processes at play across levels of the implementation context.

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“…This makes the school environment a good setting for identifying and providing targeted early intervention for children with high levels of aggressive behaviors. Several early intervention programs using parent training, social skills training for children and teacher support (singly or in combination) have demonstrated good outcomes [8, 10, 12, 13]. A meta-analysis of school-based interventions for aggressive and disruptive behaviours found that the most successful improvements occurred when the intervention was focused on students with the highest risk of aggressive behaviors [8, 10].…”

Section: Introductionmentioning

confidence: 99%

Effects of problem-solving interventions on aggressive behaviours among primary school pupils in Ibadan, Nigeria

Abdulmalik¹,

Ani²,

Ajuwon³

et al. 2016

Child Adolesc Psychiatry Ment Health

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Background: Aggressive patterns of behavior often start early in childhood, and tend to remain stable into adulthood. The negative consequences include poor academic performance, disciplinary problems and encounters with the juvenile justice system. Early school intervention programs can alter this trajectory for aggressive children. However, there are no studies evaluating the feasibility of such interventions in Africa. This study therefore, assessed the effect of group-based problem-solving interventions on aggressive behaviors among primary school pupils in Ibadan, Nigeria. Methods:This was an intervention study with treatment and wait-list control groups. Two public primary schools in Ibadan Nigeria were randomly allocated to an intervention group and a waiting list control group. Teachers rated male Primary five pupils in the two schools on aggressive behaviors and the top 20 highest scorers in each school were selected. Pupils in the intervention school received 6 twice-weekly sessions of group-based intervention, which included problem-solving skills, calming techniques and attribution retraining. Outcome measures were; teacher rated aggressive behaviour (TRAB), self-rated aggression scale (SRAS), strengths and difficulties questionnaire (SDQ), attitude towards aggression questionnaire (ATAQ), and social cognition and attribution scale (SCAS). Results:The participants were aged 12 years (SD = 1.2, range 9-14 years). Both groups had similar socio-demographic backgrounds and baseline measures of aggressive behaviors. Controlling for baseline scores, the intervention group had significantly lower scores on TRAB and SRAS 1-week post intervention with large Cohen's effect sizes of 1.2 and 0.9 respectively. The other outcome measures were not significantly different between the groups post-intervention. Conclusions:Group-based problem solving intervention for aggressive behaviors among primary school students showed significant reductions in both teachers' and students' rated aggressive behaviours with large effect sizes. However, this was a small exploratory trial whose findings may not be generalizable, but it demonstrates that psychological interventions for children with high levels of aggressive behaviour are feasible and potentially effective in Nigeria.

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Untitled

Cited by 28 publications

References 141 publications

Exploring Environmental Awareness, Knowledge, and Safety: A Comparative Study among Students in Montenegro and North Macedonia

Exploring Environmental Awareness, Knowledge, and Safety: A Comparative Study among Students in Montenegro and North Macedonia

Implementation of Teacher Consultation and Coaching in Urban Schools: A Mixed Method Study

Effects of problem-solving interventions on aggressive behaviours among primary school pupils in Ibadan, Nigeria

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