Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

PL EN


Journal

2012 | 4(120) | 23-38

Article title

Pojęcie klimatu szkoły w badaniach zachowań ryzykownych młodzieży

Title variants

EN
School climate construct in the studies of risky youth behaviours

Languages of publication

PL

Abstracts

PL
Przedmiotem artykułu jest pojęcie klimatu szkoły i jego zastosowania w badaniach efektywności szkół i placówek oświatowych. Tak jak poszczególni ludzie mają swoją niepowtarzalną osobowość, tak szkoły i inne placówki oświatowe mają swój klimat. Ani osobowości człowieka, ani klimatu szkoły nie można wyjaśnić za pomocą sumy cech indywidualnych. Wyniki badań wskazują, że pozytywny klimat szkoły wiąże się z mniejszym nasileniem zachowań ryzykownych młodzieży. Szkolne działania profilaktyczne powinny uwzględniać tworzenie klimatu, który sprzyja pozytywnemu rozwojowi młodzieży.
EN
The article explores „the school climate” construct and its implementation in research of school institutions effectiveness. Like individuals have their unique „personality”, the schools have their own „climate”. Neither the personality of individuals nor school climate can be explained by a sum of individual qualities. Results of the researches indicate that a positive school climate is related to lower rates of risky youth behaviours. School-based prevention activities should include a creation of a climate that supports youth positive development within a school institution.

Journal

Year

Issue

Pages

23-38

Physical description

Dates

issued
2012-12-31

Contributors

  • Instytut Psychiatrii i Neurologii w Warszawie

References

  • Anderson, C. (1982). The search for school climate: a review of the research. Review of Educational Research, 52(3), 368–420.
  • Aspy, C., Vesely S., Oman, R., Tolma, E., Rodine, S., Marshall L., Fluhr J. (2012). School-related assets and youth risk behaviors: alcohol consumption and sexual activity. Journal of School Health, 82(1), 3–10.
  • Bandura, A. (1977). Self-effcacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215.
  • Barboza, G., Schiamberg, L., Oehmke, J., Korzeniewski, S., Post, L. i Heraux, C. (2009). Individual characteristics and the multiple contexts of adolescent bullying: an ecological perspective. Journal of Youth and Adolescence, 38(1), 101–121.
  • Battistich, V. i Hom, A. (1997). The relationship between students’ sense of their school as a community and their involvement in problem behaviors. American Journal of Public Health, 87(12), 1997–2001.
  • Blum, R. (2007). Best practices: building blocks for enhancing school environment. Baltimore, MD: Johns Hopkins Bloomberg School of Public Health.
  • Bosworth, K., Ford, L. i Hernandaz, D. (2011). School climate factors contributing to student and faculty perceptions of safety in select Arizona schools, Journal of School Health, 81(4), 194–201.
  • Brand, S., Felner, R., Shim, M., Seitsinger, A. i Dumas, T. (2003). Middle school improvement and reform: development and validation of a school-level assessment of climate, cultural pluralism, and school safety. Journal of Educational Psychology, 95(3), 570–588.
  • Brand, S., Felner R. D., Seitsinger, A., Burns, A. i Bolton, N. (2008). A large scale study of the assessment of the social environment of middle and secondary schools: the validity and utility of teachers' rating of school climate, cultural pluralism, and safety problems for understanding school effects and school improvement. Journal of School Psychology 46(5), 507–535.
  • Bronfenbrenner, U. (1986). Ecology of the family as a context for human development: research perspectives. Developmental Psychology, 22(6), 723–742.
  • Catalano, R., Haggerty, K., Oesterle, A., Fleming, C. i Hawkins, D. (2004). The importance of bonding to school for healthy development: findings from the social development research group. Journal of School Health 74(7): 252–261.
  • Cohen, J. i Geier V. (2010). School climate research summary – January 2010. New York, NY: Center for Social and Emotional Education. Pobrano z: www.schoolclimate.org/climate/documents/SCBrief_v1n1_Jan2010.pdf
  • Eccels, J. i Roeser, R. (2011). Schools as developmental context during adolescence. Journal of Research on Adolescence, 21(1), 225–241.
  • Erickson C., Mattaini M., McGuire M. (2004). Constructing Nonviolent Cultures in Schools: The State of the Science. Children & Schools, 26(2), 102-116.
  • Felner R., Favazza A., Shim M., Brand S., Gu K., Noonan N. (2001). Whole school improvement and restructuring as prevention and promotion. Journal of School Psychology, 39(2), 177–202.
  • Gaziel, H. (1997). Impact of school culture on effectiveness of secondary schools with disadvantaged students, The Journal of Educational Research, 90(5), 310–318.
  • Hawkins, D. i Weis, J. (1985). The social development model: an integrated approach to delinquency prevention. Journal of Primary Prevention, 6(2), 73–97.
  • Henry, K., Stanley, L., Edwards, R., Harkabus, L., Chapin, L. (2009). Individual and contextual effects of school adjustment on adolescent alcohol use. Prevention Science 10(3), 236–247.
  • Hirschi, T. (1969). Causes of delinquency. Berkeley, CA: University of California Press.
  • Hopson, L., Lee, E. (2011). Mitigating the effect of family poverty on academic and behavioral outcomes: the role of school climate in middle and high school. Children and Youth Service Review, 33(11), 2221–2229.
  • Joyce, W., Slocum, J. (1984). Collective climate: agreement as a basis for defining aggregate climates in organizations. Academy of Management Journal, 27(4), 721–742.
  • Johnson, S. (2009). Improving the school environment to reduce school violence: a review of the literature, Journal of School Health, 79(10), 451–465.
  • Junik, W. (2010a). Realizacja strategii rozwijania reziliencji w szkole w świetle wybranych badań nad klimatem szkoły. W: K. Okulicz-Kozaryn i K. Ostaszewski (red.), Promocja zdrowia psychicznego. Badania i działania w Polsce (część II, s. 23–41). Warszawa: Wydawnictwo Naukowe, Instytut Psychiatrii i Neurologii.
  • Junik, W. (2010b). Pozytywny klimat szkoły szansą dla dzieci z grup ryzyka. W: M. Deptuła (red.), Profilaktyka w grupach ryzyka. Działania. Część II, Wydawnictwo PARPAMEDIA, Warszawa, 55-72.
  • Khoury-Kassabri, M., Benbenishty, R., Avi Astor R. i Zeira, A. (2004). The contributions of community, family, and school variables to student victimization. American Journal of Community Psychology, 34(3/4), 187–204.
  • Kulesza, M. (2007). Klimat szkoły a zachowania przemocowe uczniów w świetle wybranych badań empirycznych. Seminare, 24, 261–277.
  • Kuperminc, G, Leadbeater, B., Emmons, C., Blatt, S. (1997). Perceived school climate and difficulties in the social adjustment of middle school students. Applied Developmental Science, 1(2), 76–88.
  • Libbey, H. (2004). Measuring student relationship to school: attachment, bonding, connectedness, and engagement. Journal of School Health 74(7), 274–283.
  • Loukas, A., Suzuki, R. i Horton, K. (2006). Examining school connectedness as a mediator of school climate effects. Journal of Research on Adolescence, 16(3), 491–502.
  • Masten A.S., Powell J.L.(2003). A Resilience Framework for Research Policy and Practice. W: S.S. Luthar (red.) Resilience and Vulnerability (s.1-28). Cambridge University Press.
  • Mayberry, M., Espelage, D. i Koenig B. (2009). Multilevel Modeling of Direct Effects and interactions of peers, parents, school, and community influences on adolescent substance use. Journal of Youth and Adolescence, 38(8), 1038–1049.
  • Mazur J., Kołoło H. (2007). Zamieszkanie i klimat szkoły a częste upijanie się 15-latków. Remedium, 12(178), 4-5.
  • Mazur J. Tabak I., Małkowska-Szkutnik A., Ostaszewski K., Kołoło H., Dzielska A., Kowalewska A. (2008). Czynniki chroniące młodzież 15-letnią przed podejmowaniem zachowań ryzykownych. Instytut Matki i Dziecka. Zakład Ochrony i Promocji Zdrowia Dzieci i Młodzieży, Warszawa.
  • McNeely, C. i Falci, C. (2004). School connectedness and the transition into and out of health-risk behavior among adolescents: a comparison of social belonging and teacher support. Journal of School Health 74(7), 284–292.
  • Ostaszewski K., Rustecka-Krawczyk A., Wójcik M. (2011). Czynniki chroniące i czynniki ryzyka związane z zachowaniami problemowymi warszawskich gimnazjalistów: klasy I –III, Wydawnictwo Instytutu Psychiatrii i Neurologii, Warszawa.
  • Resnick, M. D., Bearman, P. S., Blum, R. W., Bauman, K. E., Harris, K. M., Jones, J., Tabor, J., Beuhring, T., Sieving, R. E., Shew, M., Ireland, M., Bearinger, L.H., i Udry, J. R. (1997). Protecting adolescents from harm. Findings from the National Longitudinal Study on Adolescent Health. Journal of the American Medical Association, 278(10), 823–832.
  • Rogala-Obłękowska, J. (1999). Młodzież i narkotyki. Rodzinne czynniki ryzyka nałogu. Uniwersytet Warszawski. Instytut Stosowanych Nauk Społecznych. Warszawa.
  • Rutter, M. i Maughan, B. (2002). School effectiveness findings 1979–2002. Journal of School Psychology, 40(6), 451–475.
  • Schoen, L. i Teddlie, Ch. (2008). A new model of school culture: a response to a call for conceptual clarity. School Effectiveness and School Improvement, 19(2), 129–153.
  • Shears, J., Edwards, R. i Stanley, L. (2006). School bonding and substance use in rural communities. Social Work Research, 30(1), 6–18.
  • Simons-Morton B.G., Crump A.D., Haynie D.L., Saylor K.E. (1999). Student-school bonding and adolescent problem behavior. Health Education Research 14(1), 99-107.
  • Tableman, B. (2004). School climate and learning. Best Practice Briefs, 31, December, 1–10.
  • Tagiuri, R. (1968). The concept of organizational climate. W: R. Tagiuri i G. Litwin (red.) Organizational climate: exploration of a concept (s. 11–32). Boston, MA: Harward University Press.
  • Wilson, D. (2004). The interface of school climate and school connectedness and relationship with aggression and victimization. Journal of School Health 74(7), 293–299.
  • Willoughby, T., Chalmers, H., Busseri, M., Bosacki, S., Dupont, D., Marini, Z., Rose-Krasnor, L., Sadava, S., Ward, A. i Woloshyn V. (2007). Adolescent non-involvement in multiple risk behaviors: and indicator of successful development? Applied Development Science, 11(2), 89–103.
  • Wingspread Declaration on School Connections (2004). Journal of School Health, 74(7), 233–234.
  • Woynarowska-Sołdan, M. (2007a). Klimat społeczny szkoły - koncepcje i czynniki warunkujące. Remedium 4 (170), 22-23.
  • Woynarowska-Sołdan, M. (2007b). Klimat społeczny szkoły a zachowania uczniów. Remedium 10 (176), 10-11.
  • Van Houtte, M. (2005). Climate or culture? A plea for conceptual clarity in school effectiveness research. School Effectiveness and School Improvement, 16(1), 71–89.
  • Voisin, D., Salazar, L., Crosby, R., Diclemente, R., Yarber, W. i Staples-Horne, M. (2005). Teacher connectedness and health-related outcomes among detained adolescents. Journal of Adolescent Health, 37(4).

Notes

http://www.edukacja.ibe.edu.pl/images/numery/2012/4-2-ostaszewski-pojecie-klimatu-szkoly.pdf

Document Type

Publication order reference

Identifiers

ISSN
0239-6858

YADDA identifier

bwmeta1.element.desklight-d485829d-827a-42bf-8f8c-a8465e6a2118
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.