Efficacy of an intensive home-based educational intervention programme for 4- to 6-year-old ethnic minority children in the Netherlands

2001 ◽  
Vol 25 (2) ◽  
pp. 148-159 ◽  
Author(s):  
Cathy van Tuijl ◽  
Paul P.M. Leseman ◽  
Jan Rispens
Keyword(s):  
The Netherlands ◽  
Language Development ◽  
Ethnic Minority ◽  
Emergent Literacy ◽  
Educational Intervention ◽  
Minority Groups ◽  
Intervention Strategy ◽  
Intervention Programme ◽  
Dutch Version ◽  
Home Based

This paper reports the results of an intensive home-based educational intervention programme for 4- to 6-year-old children at risk of educational failure. The programme, Opstap Opnieuw (“Step-up Anew”), was developed in the Netherlands as an alternative to the well-known HIPPY-programme, of which a Dutch version was carried out in the early 1990s for ethnic minority groups, without apparent success. Building on the basic intervention strategy of HIPPY (i.e., involving mothers and paraprofessional aides), a new curriculum was developed based on recent theoretical insights in cognitive and language development, and emergent literacy and numeracy. The programme was carried out with Turkish and Moroccan immigrant families. For the Turkish group, the results were partly positive: There were modest effects of the programme on cognitive development and emergent numeracy, small effects on Turkish language development, but no effects on Dutch language development. In contrast, for the Moroccan group the effects were disappointing. The results are evaluated with respect to recent insights into effective strategies and essential ingredients of early educational intervention programmes.

Ouders, Taal en Interactie in Opstap Opnieuw

2001 ◽  
Vol 66 ◽  
pp. 9-22
Author(s):  
Rian Aarts ◽  
Jeanne Kurvers
Keyword(s):  
Language Development ◽  
Emergent Literacy ◽  
Ethnic Minorities ◽  
Intervention Program ◽  
Intervention Programs ◽  
High Quality ◽  
Child Interaction ◽  
Home Based ◽  
Home Based Intervention ◽  
Low Educated

Home-based intervention programs should not only offer all those qualities that are required for every intervention program for youngsters, but also have to take care that they can be used by low-educated, sometimes illiterate parents. A fact that must also be taken into account is that parent-child interaction in many families of ethnic minorities take place in other languages than the dominant language of education at school. For these reasons, the Dutch home-based program Opstap Opnieuw (Step-up Anew) has tried to combine rich contents with simple procedures and has been developed in four different languages, Dutch, Turkish, Arabic, and Papiamentu. The focus in this article is on the criteria behind the combined requirements of high-quality interaction, suitability for low-educated parents, and versions in four different languages, especially for language development and emergent literacy. In addition, some outcomes of the first evaluations are presented.

scholarly journals A Comparison of Excessive Drinking, Binge Drinking and Alcohol Dependence in Ethnic Minority Groups in the Netherlands: The HELIUS Study

2019 ◽  
Vol 26 (2) ◽  
pp. 66-76
Author(s):  
Jan G.C. van Amsterdam ◽  
Annemieke Benschop ◽  
Simone van Binnendijk ◽  
Marieke B. Snijder ◽  
Anja Lok ◽  
...  
Keyword(s):  
The Netherlands ◽  
Alcohol Dependence ◽  
Binge Drinking ◽  
Ethnic Minority ◽  
Minority Groups ◽  
Ethnic Minority Groups ◽  
Excessive Drinking ◽  
Helius Study

Suicidal Ideation in Ethnic Minority and Majority Adolescents in Utrecht, The Netherlands

Crisis ◽  
2008 ◽  
Vol 29 (4) ◽  
pp. 202-208 ◽  
Author(s):  
D.D. van Bergen ◽  
J.H. Smit ◽  
A.J.L.M. van Balkom ◽  
E. van Ameijden ◽  
S. Saharso
Keyword(s):  
At Risk ◽  
Suicidal Ideation ◽  
The Netherlands ◽  
Ethnic Minority ◽  
Low Socioeconomic Status ◽  
Family Environment ◽  
Minority Groups ◽  
Family Background ◽  
Minority Adolescents ◽  
The Individual

We investigated the prevalence and explored the vulnerability to suicidal ideation across several ethnic minority versus ethnic majority adolescents in the city of Utrecht in The Netherlands. Exploratory analyses were conducted on a dataset obtained from the Municipal Health Services in Utrecht. We examined whether ethnic minority adolescents are at risk for suicidal ideation because of a family background of migration, social-economic position and certain family factors, which influence psychological constellations. We found that levels of suicidal ideation among adolescents of Turkish background were significantly higher than in both majority and other minority adolescents. The Turkish adolescents at risk for suicidal ideation reported that they do not enjoy being at home with their families. Psychological factors, in particular lack of self-pride and the idea of not becoming successful in life, appeared to be important, as well as feelings of loneliness. Suicidal ideation was not found equally across all ethnic minority groups. A history of migration, ethnic minority status, or low socioeconomic status were not sufficient to explain the variation across ethnicities. Our results suggest that specific social-cultural factors, contextualized in the individual and located in the family environment, are relevant in explaining the disproportionate rates for Turkish adolescents in Utrecht.

The unemployment of ethnic minority groups in the Netherlands

1994 ◽  
Vol 61 (1) ◽  
pp. 173-196 ◽  
Author(s):  
Willem Niesing ◽  
Bernard M.S van Praag ◽  
Justus Veenman
Keyword(s):  
The Netherlands ◽  
Ethnic Minority ◽  
Minority Groups ◽  
Ethnic Minority Groups

scholarly journals Cost-effectiveness of a home-based group educational programme on renal replacement therapies: a study protocol

BMJ Open ◽  
2019 ◽  
Vol 9 (3) ◽  
pp. e025684 ◽  
Author(s):  
Steef Redeker ◽  
Mark Oppe ◽  
Martijn Visser ◽  
Jan J V Busschbach ◽  
Willem Weimar ◽  
...  
Keyword(s):  
Cost Effectiveness ◽  
The Netherlands ◽  
Educational Intervention ◽  
Educational Programme ◽  
Kidney Donor ◽  
Living Kidney Donor ◽  
Effectiveness Analysis ◽  
Home Based ◽  
The Cost

IntroductionLiving donor kidney transplantation (LDKT) is the optimal treatment for most patients with end-stage renal disease (ESRD). However, there are numerous patients who cannot find a living kidney donor. Randomised controlled trials have shown that home-based education for patients with ESRD and their family/friends leads to four times more LDKTs. This educational intervention is currently being implemented in eight hospitals in the Netherlands. Supervision and quality assessment are being employed to maintain the quality of the intervention. In this study, we aim to: (1) conduct a cost-effectiveness analysis of the educational programme and its quality assurance system; (2) investigate the relationship between the quality of the implementation of the intervention and the outcomes knowledge, communication and LDKT activities; and (3) investigate policy implications.Methods and designPatients with ESRD who do not have a living kidney donor are eligible to receive the home-based educational intervention. This is carried out by allied health transplantation professionals and psychologists across eight hospitals in the Netherlands. The cost-effectiveness analysis will be conducted with a Markov model. Cost data will be obtained from the literature. We will obtain the quality of life data from the patients who participate in the educational programme. Questionnaires on knowledge and communication will be used to measure the outcomes of the programme. Data on LDKT activities will be obtained from medical records up to 24 months after the education. A protocol adherence measure will be assessed by a third party by means of a telephone interview with the patients and the invitees.Ethics and disseminationEthical approval was obtained through all participating hospitals. Results will be disseminated through peer-reviewed publications and scientific presentations. Results of the cost-effectiveness of the educational programme will also be disseminated to the Dutch National Health Care Institute.Trial registration numberNL6529

scholarly journals Migration and Multilingualism in Western Europe: A Case Study of the Netherlands

1997 ◽  
Vol 17 ◽  
pp. 151-169 ◽  
Author(s):  
Guus Extra ◽  
Ton Vallen
Keyword(s):  
The Netherlands ◽  
Ethnic Minority ◽  
Western Europe ◽  
Minority Groups ◽  
Demographic Data ◽  
European Union Country ◽  
Minority Languages ◽  
L1 And L2 ◽  
Research And Policy

In this survey, the demographic and linguistic consequences of recent processes of migration and minorization in Western Europe are reviewed, and a case study of the Netherlands is presented to illustrate and detail the effects of these processes on an individual European Union country. After a discussion of demographic data and criteria in a European context, linguistic issues are addressed in terms of L1 and L2 studies on immigrant and ethnic minority groups. Major demographic trends in Dutch society and education derived from these cross-national perspectives is then outlined. Specific attention is given to research and policy in the domains of Dutch as a second language and ethnic minority languages within the context of primary education.

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