Why we need to seek the perspectives of young people with SEBD about the effectiveness of educational interventions made with them

2007 ◽  
Author(s):  
Frances Toynbee
Keyword(s):  
Young People ◽  
Educational Interventions

Positive Masculinities and Gender-Based Violence Educational Interventions Among Young People: A Systematic Review

2021 ◽  
pp. 152483802110302
Author(s):  
Vanesa Pérez-Martínez ◽  
Jorge Marcos-Marcos ◽  
Ariadna Cerdán-Torregrosa ◽  
Erica Briones-Vozmediano ◽  
Belen Sanz-Barbero ◽  
...  
Keyword(s):  
Systematic Review ◽  
Young People ◽  
Hegemonic Masculinity ◽  
Data Extraction ◽  
Evaluation Studies ◽  
Educational Interventions ◽  
Main Body ◽  
Gender Based Violence ◽  
Gender Based ◽  
Transformative Approach

Background: Hegemonic masculinity has been recognized as contributing to the perpetration of different forms of gender-based violence (GBV). Abandoning hegemonic masculinities and promoting positive masculinities are both strategies used by interventions that foreground a “gender-transformative approach.” Preventing GBV among young people could be strengthened by engaging young men. In this article, we aim to systematically review the primary characteristics, methodological quality, and results of published evaluation studies of educational interventions that aim to prevent different forms of GBV through addressing hegemonic masculinities among young people. Main body: We conducted a systematic review of available literature (2008–2019) using Medline (PubMed), Scopus, Web of Science, PsycInfo, the CINAHL Complete Database, and ERIC as well as Google scholar. The Template for Intervention Description and Replication was used for data extraction, and the quality of the selected studies was analyzed using the Mixed Method Appraisal Tool. More than half of the studies were conducted in Africa ( n = 10/15) and many were randomized controlled trials ( n = 8/15). Most of the studies with quantitative and qualitative methodologies ( n = 12/15) reported a decrease in physical GBV and/or sexual violence perpetration/victimization ( n = 6/15). Longitudinal studies reported consistent results over time. Conclusions: Our results highlight the importance of using a gender-transformative approach in educational interventions to engage young people in critical thinking about hegemonic masculinity and to prevent GBV.

scholarly journals Inclusive Leisure as a Resource for Socio-Educational Intervention during the COVID-19 Pandemic with Care Leavers

2021 ◽  
Vol 13 (16) ◽  
pp. 8851
Author(s):  
Jorge Díaz-Esterri ◽  
Ángel De-Juanas ◽  
Rosa Goig-Martínez ◽  
Francisco Javier García-Castilla
Keyword(s):  
Young People ◽  
Social Inclusion ◽  
Leisure Activities ◽  
Leisure Activity ◽  
Educational Interventions ◽  
Support Network ◽  
Structured Interviews ◽  
Health Crisis ◽  
Human Contact ◽  
Care Leavers

The COVID-19 pandemic has led to a reduction in leisure activities involving human contact. Social isolation has increased, particularly amongst vulnerable individuals with a fragile support network, as is the case with young people who have left care. The aim of the present research was to identify socio-educational proposals and interventions implemented during the pandemic pertaining to leisure as a form of promoting social inclusion of these young people. To this end, a qualitative study was carried out in which twenty semi-structured interviews were conducted with young people who had left care system, in addition to fifteen interviews with professionals working with this group when delivering socio-educational interventions. Discourse analysis revealed that isolation due to the health crisis had greater repercussions in normalised settings in which leisure activity was reduced with this increasing risk of social inclusion amongst these young people. Proposals and experiences emerging from this setting provide evidence that socio-educational interventions targeting leisure facilitate social inclusion. In this sense, future lines of research are suggested to optimise the outcomes of socio-educational interventions within this group.

scholarly journals Just Adapt: Engaging Disadvantaged Young People in Planning for Climate Adaptation

2021 ◽  
Vol 9 (2) ◽  
pp. 100-111 ◽  
Author(s):  
Anna R. Davies ◽  
Stephan Hügel
Keyword(s):  
Climate Change ◽  
Young People ◽  
Public Participation ◽  
Climate Change Adaptation ◽  
Climate Adaptation ◽  
Sense Of Self ◽  
Educational Interventions ◽  
Adaptation Planning ◽  
Limited Attention ◽  
Climate Action

The visibility of young people in climate change debates has risen significantly since the inception of the Fridays for Future movement, but little is known about the diversity of positions, perspectives and experiences of young people in Ireland, especially with respect to climate change adaptation planning. To close this knowledge gap, this article first interrogates key emergent spaces of public participation within the arena of climate action in Ireland in order to identify the extent of young people’s participation and whether any specific consideration is given to disadvantaged groups. It then tests the impacts of workshops specifically designed to support disadvantaged young people’s engagement with climate change adaptation which were rolled out with a designated Delivering Equality of Opportunity in Schools school in inner-city Dublin, Ireland. We found limited attention to public participation in climate change adaptation planning generally, with even less consideration given to engaging young people from disadvantaged communities. However, positive impacts with respect to enhanced knowledge of climate change science and policy processes emerged following participation in the workshops, providing the bedrock for a greater sense of self-efficacy around future engagement with climate action amongst the young people involved. We conclude that what is needed to help ensure procedural justice around climate action in Ireland are specific, relevant and interactive educational interventions on the issue of climate change adaptation; interventions which are sensitive to matters of place and difference.

scholarly journals A Rights-Based Approach to Youth Sexting: Challenging Risk, Shame, and the Denial of Rights to Bodily and Sexual Expression Within Youth Digital Sexual Culture

2019 ◽  
Vol 1 (4) ◽  
pp. 298-311 ◽  
Author(s):  
Emily Setty
Keyword(s):  
Young People ◽  
New Media ◽  
Sex Education ◽  
Cultural Context ◽  
Educational Interventions ◽  
Theory Approach ◽  
Sociocultural Context ◽  
Roles And Responsibilities ◽  
South East England ◽  
Grounded Theory Approach

Abstract Educational interventions on youth sexting often focus on individual sexters or would-be sexters, and are driven by the aim of encouraging young people to abstain from producing and sharing personal sexual images. This approach has been criticised for failing to engage with the complex sociocultural context to youth sexting. Drawing upon qualitative group and one-to-one interviews with 41 young people aged 14 to 18 living in a county in south-east England, I explore young people’s perceptions and practices surrounding sexting. By taking a grounded theory approach to the research, I reveal how young people’s shaming of digitally mediated sexual self-expression shaped and was shaped by a denial of rights to bodily and sexual autonomy and integrity. This denial of rights underpinned harmful sexting practices, including violations of privacy and consent, victim blaming, and bullying. I conclude that responses to youth sexting should attend to this broader youth cultural context, emphasise the roles and responsibilities of bystanders, and encourage a collectivist digital sexual ethics based upon rights to one’s body and freedom from harm (Albury, New Media and Society 19(5):713–725, 2017; Dobson and Ringrose, Sex Education 16(1):8–21, 2015).

scholarly journals Perception of Cyberbullying in Adolescence: A Brief Evaluation Among Italian Students

2020 ◽  
Vol 11 ◽  
Author(s):  
Valeria Saladino ◽  
Stefano Eleuteri ◽  
Valeria Verrastro ◽  
Filippo Petruccelli
Keyword(s):  
Young People ◽  
Social Phobia ◽  
School Context ◽  
Educational Interventions ◽  
European Countries ◽  
Digital Tools ◽  
The Internet ◽  
Digital Devices ◽  
Anxiety Depression ◽  
Italian Adolescents

Cyberbullying is associated with the expansion of digital devices and the Internet. In Italy and other European and non-European countries, the phenomenon is growing. Young people who suffer from cyberbullying develop psychopathological symptoms of anxiety, depression, and social phobia that can lead to extreme acts, such as suicide. The pressure, the sense of isolation, and helplessness experienced by cyber-victims also affect their family and the school context. Cyberbullying is acted through digital tools, it is often anonymous, and aims to destroy and psychologically humiliate the victim. There are various forms of cyberbullying that involve different reactions and consequences. However, few studies have focused on adolescents’ perception of cyberbullying. Youths often engage in aggressive behaviors, ignoring the feelings and reactions of the victims. Based on these considerations, our article aims to provide a general overview of the spread of the phenomenon and to understand the various types of cyberbullying and its consequences on victims. We will also illustrate a brief evaluation conducted in Italian schools investigating the perception of cyberbullying in a sample of 600 Italian adolescents (11–14 years old). Our work aims to investigate the cognition and the personal perception of youths about cyberbullying and its consequences and to promote educational interventions within and outside the context of school.

scholarly journals Psycho-educational interventions for children and young people with Type 1 Diabetes in the UK: How effective are they? A systematic review and meta-analysis

PLoS ONE ◽  
2017 ◽  
Vol 12 (6) ◽  
pp. e0179685 ◽  
Author(s):  
Dimitrios Charalampopoulos ◽  
Kathryn R. Hesketh ◽  
Rakesh Amin ◽  
Veena Mazarello Paes ◽  
Russell M. Viner ◽  
...  
Keyword(s):  
Systematic Review ◽  
Type 1 Diabetes ◽  
Young People ◽  
Meta Analysis ◽  
Educational Interventions ◽  
Children And Young People ◽  
The Uk

scholarly journals Reducing psychiatric stigma and discrimination: evaluation of educational interventions in UK secondary schools

2003 ◽  
Vol 182 (4) ◽  
pp. 342-346 ◽  
Author(s):  
Vanessa Pinfold ◽  
Hilary Toulmin ◽  
Graham Thornicroft ◽  
Peter Huxley ◽  
Paul Farmer ◽  
...  
Keyword(s):  
Mental Health ◽  
Mental Illness ◽  
Young People ◽  
Mental Health Problems ◽  
Educational Interventions ◽  
Health Problems ◽  
Personal Contact ◽  
School Students ◽  
Negative Stereotypes

BackgroundThe persistent and disabling nature of psychiatric stigma has led to the establishment of global programmes to challenge the negative stereotypes and discriminatory responses that generate social disability but these initiatives are rarely evaluated.AimsTo assess the effectiveness of an intervention with young people aimed at increasing mental health literacy and challenging negative stereotypes associated with severe mental illness.MethodA total of 472 secondary school students attended two mental health awareness workshops and completed pre- and post-questionnaires detailing knowledge, attitudes and behavioural intentions.ResultsYoung people use an extensive vocabulary of 270 different words and phrases to describe people with mental health problems: most were derogatory terms. Mean positive attitude scores rose significantly from 1.2 at baseline to 2.8 at 1-week follow-up and 2.3 at a 6-month follow-up. Changes were most marked for female students and those reporting personal contact with people with mental illness.ConclusionsShort educational workshops can produce positive changes in participants' reported attitudes towards people with mental health problems.

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