1. Okulicz-Kozaryn K1,2, Bobrowski K1, Borucka A1, Ostaszewski K1, Pisarska A1, Raduj J1
1Institute of Psychiatry and Neurology, 2State Agency for Prevention of Alcohol-Related Problems
Risk and protective factors in school environment related to youth problem behaviours
Background: Primary Socialization Theory posits that school is one of the most important socialization factor in adolescence (Oettting & Donnemeyer, 1998);
School culture (defined as shared values, norms and assumptions), and school climate (defined as “psychological reality”) affect adolescents attitudes and behaviours.
Method: The case study approach was applied. Four Warsaw middle schools participated in the project. Qualitative and quantitative methods allowed in-depth assessment of their culture, climate and students’ problem behaviours. Data were collected from external observers, teachers (N=140) and 8th grade students (N=282) during one school year (2010/2011).
Objective: to explore within-school risk and protective factors for adolescents’ problem behaviors.
Most significant risk factors associated with students’ problem behaviours :
teachers’ orientation on students achievements (instead of their orientation on students’ development)
teachers’ “romantic” ideology
positive relationships among students.
Summary of quantitative and qualitative data
School 1 2 3
School 4
Background
Size (number of students)
medium
big
small
Students who receive finacial support
many
few
School academic achievements
low
high
Students who failed to pass to the next grade
Culture
Teachers’ orientation (development vs. educational achievements)
mixed
progress
achiev.
Teachers’ ideology (Bureaucratism, Liberalism, Romanticism)
Bureaucrat
Liberalism
Liberalism anti-bureau
Romant
Climate
Relationships among teachers
good
bad
Relationships among students
Student-teacher relationships
bad/ good
Perceived prevalence of problem behaviours
high/ low
Students school bonding
weak
strong
Students’ problem behaviours – prevalence (high-low)
Substance use
Low/ med
Violence
High
Low
Medium
Most significant protective factors:
Positive student-teacher relationships
School bonding
Students’ high load with school tasks
Conclusions:
This study results suggest that strengthening teachers skills and involvement will be especially beneficial for school-based prevention
Study supported by the Institute of Psychiatry and Neurology statutory project