School-based integrated healthcare model: how Our Mia Mia is improving health and education outcomes for children and young people

2021 ◽  
Author(s):  
Antonio Mendoza Diaz ◽  
Andrew Leslie ◽  
Charlotte Burman ◽  
James Best ◽  
Kristie Goldthorp ◽  
...  
Keyword(s):  
Young People ◽  
Integrated Healthcare ◽  
Children And Young People ◽  
Education Outcomes ◽  
School Based ◽  
Healthcare Model ◽  
Outcomes For Children

scholarly journals Interventions and practice models for improving health and psychosocial outcomes of children and young people in out-of-home care: protocol for a systematic review

BMJ Open ◽  
2019 ◽  
Vol 9 (9) ◽  
pp. e031362
Author(s):  
Emma Galvin ◽  
Renée O'donnell ◽  
Helen Skouteris ◽  
Nick Halfpenny ◽  
Aya Mousa
Keyword(s):  
Systematic Review ◽  
Young People ◽  
Home Care ◽  
Psychosocial Outcomes ◽  
Children And Young People ◽  
Out Of Home Care ◽  
Practice Models ◽  
Outcomes For Children ◽  
The Impact ◽  
Improve Health

IntroductionChildren and young people placed in out-of-home care (OoHC) are often affected by a history of trauma and adverse childhood experiences. Trauma in early childhood can impact on children’s health and psychosocial development, whereas early interventions can improve children’s development and placement stability. Although several interventions and practice models have been developed to improve health and psychosocial outcomes for children and young people in OoHC, there remains a lack of rigorous research examining the impact of these interventions in OoHC settings, as there are no systematic reviews examining the impact these interventions and practice models have on the children and young people they serve. We aim to conduct a comprehensive systematic review to examine the effectiveness of interventions and practice models for improving health and psychosocial outcomes in children and young people living in OoHC and to identify relevant knowledge gaps.Methods and analysisMajor electronic databases including Medline, Medline in-process and other non-indexed citations, Embase, Cumulative Index to Nursing and Allied Health Literature, PsycInfo, Sociological Abstracts and all Evidence-Based Medicine Reviews incorporating: Cochrane Database of Systematic Reviews, American College of PhysiciansJournal Club, Database of Abstracts of Reviews of Effects,Cochrane Central Register of Controlled Trials, CochraneMethodology Register, Health Technology Assessment and National Health Service Economic Evaluation Database, will be systematically searched for any studies published between 2008 and 2018 of interventions and practice models developed to improve health and psychosocial outcomes for children and young people in OoHC. Two independent reviewers will assess titles and abstracts for eligibility according to prespecified selection criteria and will perform data extraction and quality appraisal. Meta-analyses and/or metaregression will be conducted where appropriate.Ethics and disseminationThis study will not collect primary data and formal ethical approval is therefore not required. Findings from this systematic review will be disseminated in a peer-reviewed publication and conference presentations.PROSPERO registration numberCRD42019115082.

scholarly journals Some thoughts on curriculum in music education

2019 ◽  
Vol 36 (1) ◽  
pp. 1-4
Author(s):  
MARTIN FAUTLEY ◽  
ALISON DAUBNEY
Keyword(s):  
Young People ◽  
Music Education ◽  
Search Engine ◽  
Music Curriculum ◽  
Educational Settings ◽  
Children And Young People ◽  
Selective Sampling ◽  
School Based ◽  
School Music ◽  
Good Learning

Curriculum is currently a big issue in England. What a school-based music curriculum should entail, what sorts of things should be taught and learned, and what makes for good learning experiences are all under consideration. One of the issues that crops up in England, and possibly in other jurisdictions too, when these sorts of discussions take place, involves considerations of what sorts of music children and young people should be involved with, what should they learn, and what is important for schools to be teaching. This immediately places discussions beyond what might be termed the strictly musical, and into the area of values. What music is valued by education systems, and what music should be foregrounded in educational settings become a significant arena of contention. This is especially the case when politicians become involved, as they will often have fixed or politically-motivated views about what they think should be taught and learned in school music classes. As ever, the pages of the BJME provide some interesting views on this matter, and so it is worth a brief trawl through the archives. The BJME home page search engine on the website produces 168 results for the term “curriculum”, so clearly this will be a highly selective sampling from these rich pickings in this editorial.

Treasuring the Social in Social Pedagogy

2015 ◽  
Vol 40 (4) ◽  
pp. 348-350 ◽  
Author(s):  
Robyn Kemp
Keyword(s):  
Social Work ◽  
Young People ◽  
Social Worker ◽  
Social Care ◽  
Children And Young People ◽  
Social Pedagogy ◽  
The Social ◽  
Vulnerable People ◽  
Management Positions ◽  
Outcomes For Children

Robyn is a UK-qualified social worker who has a deeply held passion for, and some 30 years of experience working with disenfranchised and/or vulnerable people and children and young people in care. She has a strong interest in social pedagogy and residential childcare both operationally and strategically. Since 1995, she has been in a variety of management positions and has developed and delivered training, conferences, workshops and consultancy on children's social work and social care for the statutory, voluntary and independent sectors. Her work has aimed at improving both the experiences and outcomes for children and young people in or on the edge of care and raising the profile of those affected by, and working within, the social work and social care sectors.

scholarly journals Preventing domestic abuse for children and young people: A review of school-based interventions

2015 ◽  
Vol 59 ◽  
pp. 120-131 ◽  
Author(s):  
Nicky Stanley ◽  
Jane Ellis ◽  
Nicola Farrelly ◽  
Sandra Hollinghurst ◽  
Soo Downe
Keyword(s):  
Young People ◽  
Domestic Abuse ◽  
Children And Young People ◽  
School Based ◽  
School Based Interventions

scholarly journals Addressing implementation considerations when developing universal interventions for speech, language and communication needs in the ordinary classroom: a protocol for a scoping review

2021 ◽  
Vol 4 ◽  
pp. 41
Author(s):  
Aoife Gallagher ◽  
Carol-Anne Murphy ◽  
Johanna Fitzgerald ◽  
James Law
Keyword(s):  
Young People ◽  
Scoping Review ◽  
Implementation Research ◽  
Research Question ◽  
Health Interventions ◽  
Children And Young People ◽  
Childhood Population ◽  
Language Needs ◽  
Outcomes For Children ◽  
Communication Needs

Background: Understanding the factors that influence the implementation of health interventions in the context of education is essential to improving outcomes for children and young people with speech and language needs (SLCN). Yet implementation considerations have not been adequately addressed when developing interventions for this context. The aim of this paper is to present a protocol for a scoping review of existing implementation frameworks that might guide SLCN intervention research in schools.  Methods: In accordance with scoping review guidelines, the study will be conducted in six phases: (1) identification of the research question, (2) identification of potentially relevant studies of Implementation Science frameworks, (3) study screening and selection, (4) charting and extracting data from identified frameworks, (5) collating, summarising and reporting the results and (6) consultation with stakeholders. Two reviewers will conduct the screening and extraction stages independently. Identified frameworks will be collated, and described, and constructs from the IS frameworks will be categorised using domains from the Consolidated Framework for Implementation Research. A draft IS model will be proposed based on the findings of the scoping review. Conclusions: The findings of this review will provide guidance for researchers in addressing implementation considerations when developing universal interventions for SLCN in the ordinary classroom, and ultimately will contribute towards improving outcomes for this vulnerable childhood population.

scholarly journals Primary care management of group A streptococcal pharyngitis in Northland

2014 ◽  
Vol 6 (3) ◽  
pp. 189 ◽  
Author(s):  
Anil Shetty ◽  
Clair Mills ◽  
Kyle Eggleton
Keyword(s):  
General Practice ◽  
Young People ◽  
Rheumatic Fever ◽  
Sore Throat ◽  
Health Board ◽  
Prescription Data ◽  
National Guidelines ◽  
Children And Young People ◽  
School Based ◽  
Group A

INTRODUCTION: Reducing the rate of acute rheumatic fever nationally by two-thirds by 2017 is a New Zealand Ministry of Health priority. Northland District Health Board (DHB) has high rates of rheumatic fever, disproportionately impacting on Maori children and young people. School-based programmes and general practice both contribute to rheumatic fever prevention in detecting and appropriately treating group A streptococcal (GAS) pharyngitis. AIM: The aim of this study was to assess adherence by general practitioners and school-based sore throat programmes to national guidelines for the management of GAS pharyngitis in Northland. METHODS: Laboratory and pharmaceutical data were obtained for children and young people aged 3–20 years who had GAS positive throat swabs in Northland laboratory services between 1 April and 31 July 2012. Data were analysed separately for general practice and the school programmes for rheumatic fever prevention. RESULTS: One in five of those children presenting to general practice with a positive throat swab and complete prescription data did not receive treatment according to national guidelines, while appropriate treatment was offered to more than 98% of children accessing school-based programmes. A significant proportion of those seen in general practice received antibiotics not recommended by guidelines, an inadequate length of treatment or no prescription. There were no significant differences in the management of Maori and non-Maori children. DISCUSSION: There is room for improvement in general practice management of GAS pharyngitis in Northland. School-based management of sore throat provides high-quality management for children at high risk of rheumatic fever. KEYWORDS: Pharyngitis; prevention and control; primary health care; rheumatic fever; school health services; Streptococcus pyogenes

scholarly journals HELPING CHILDREN WITH HOME EDUCATION: HOW HOME EDUCATION CAN ENABLE GOOD EDUCATIONAL OUTCOMES FOR CHILDREN AND YOUNG PEOPLE IN OUT-OF-HOME CARE

2016 ◽  
Vol 7 (2) ◽  
pp. 240 ◽  
Author(s):  
Karleen Gribble ◽  
Rebecca English
Keyword(s):  
Young People ◽  
Home Care ◽  
Home Education ◽  
Children And Young People ◽  
Number Of Children ◽  
Out Of Home Care ◽  
Educational Challenges ◽  
Learning Success ◽  
History Of ◽  
Outcomes For Children

<p><span style="color: #131413; font-family: Times New Roman; font-size: medium;">Children who experience maltreatment in their families may be placed in out-of-home care. A large, and increasing, number of children are being raised in these settings in Australia. The history of maltreatment that children in out-of-home care have experienced results in a variety of educational challenges. It is generally believed that schools are best placed to serve the educational needs of these children. However, there is extensive evidence that schools are unable to facilitate learning success for many children in out-of-home care. This paper argues that because home education can provide a low- stress environment and individually tailored learning, it can be an effective method of education for children and young people in out-of-home care. A case study of a home-educated child in out-of-home care is presented.</span></p>

Sign in / Sign up

Export Citation Format

Share Document