A young person's family history has a significant influence on the way they behave, function, and relate to people. Family is often thought of as a person's immediate relatives, but can include others who have significant influence, both positive and negative, on shaping who we are and how we see others, the world and ourselves.
Young people may experience any number of significant losses in their lives, for example, parental separation, loss of friends when there is a move or death of a family member. There may also be less tangible but devastating losses, such as the loss of innocence in the case of abuse, and loss of trust and safety in relationships.
Given their age, children and young people may find it difficult to make sense of experiences, including those that are traumatic. Sometimes they develop distorted thinking in relation to past events. It is common for children involved in divorce, for example, to believe that they caused their parents' separation in some way 7.
VICES
the cause why students are engaging to a different vices in following: a. sudden freedom of student were they are ill-equipped in the situation of independent to pursue their study. b. social pressure wilded by peers. c.lack of interest to the subject. d.lack of parents guidance. the effect of vices to the performance of student are in the following; a.back subject. b.failing grade due to the result of low examination.. c.they are not attending the class regularly. (cutting class) d.not participating to the discussion during class hour, physycally present but mentally absent. d. engaging their self into more vices. there are many effects of vices on students in the secondary level some are:
- the students find it that if they have a vice they become cool
- the studies of the students are left out
- the concentration of the students in studying fades away
- the students become lazy in school
- it depends on the vice but if it's something like cigarette.. the health of the student is also affected,, vices may lead to diseases
- the relationship of the student with his parents become distant
- the relationship of the student with the one (peers) that influenced them becomes closer
- the student starts to rebel
- the student changes his perspectives and beliefs
- the student will find the vice addictive and hard to let go
-the future of the student becomes dangerously uncertain
-good relationship with false friends
- the student always gets into trouble and becomes problematic which will even cause him to have more vices
- the student will find the vice as a stress reliever however, there's always a time for a change and the student can still change his life... just seek for God's guidance
Teachers
Their perceptions are congruent with the literature and one of the several conclusions is that teachers, administrators and other stakeholders in education should pay attention to what students have to say about the characteristics of effective teachers. There appears to be a dearth of information regarding high school students’ perceptions of the characteristics of effective teachers. In fact, according to SooHoo (1993). Somehow educators have forgotten the important connection between teachers and students. We listen to outside experts to inform us, and, consequently, we overlook the treasure in our very own backyards: our students. Student perceptions are valuable to our practice because they are authentic sources; they personally experience our classrooms first hand. . . As teachers, we need to find ways to continually seek out these silent voices because they can teach us so much about learning and learners. (p. 389) Providing teachers with feedback about their teaching, whether it be from colleagues, administrators or students, is an important aspect of school improvement. Rudduck, Chaplain and Wallace (1996) noted the potential role that students might play in school improvement: Those bent on improvement in schools might usefully start by inviting pupils to talk about what makes learning difficult for them, about what diminishes their motivation and engagement, and what makes some give up and others settle for a “minimum risk, minimum effort” position – even though they know that doing well matters.
