scholarly journals ‘Shaking up’ neoliberal policy in schools: Looking for democratic alternatives in Jacinta’s satchel

2018 ◽  
Vol 8 (4) ◽  
pp. 392-403 ◽  
Author(s):  
Janean Robinson ◽  
Barry Down ◽  
John Smyth
Keyword(s):  
Young People ◽  
Young Person ◽  
Research Project ◽  
Strong Belief ◽  
Life Chances ◽  
Ethnographic Interviews ◽  
The Impact ◽  
Young Lives

Our research is driven by a strong belief that the stories of young people gathered through ethnographic interviews can generate awareness not only of the complexities, uncertainties and possibilities of young people’s lives but also the ways in which their identities and life chances are shaped by broader structural, institutional and historical forces beyond their control. In this article, we introduce Jacinta, a young person who describes the events and conditions which serve to hinder and/or support her journey in school and beyond. We have used Jacinta’s story from a larger research project, to speak back to the impact the broader neoliberalising agenda is having on young lives with a view to reimagining democratic alternatives in education.

To Study & Implementation the Impact of Youth Mentoring

GIS Business ◽  
2019 ◽  
Vol 14 (4) ◽  
pp. 122-129
Author(s):  
Monika Bansal ◽  
Sh. Lbs Arya Mahila
Keyword(s):  
Young People ◽  
Effect Size ◽  
Professional Growth ◽  
Young Person ◽  
Youth Mentoring ◽  
Self Development ◽  
Study Implementation ◽  
Responsible Adult ◽  
The Impact

Youth Mentoring is the process of matching mentors with young people who need or want a caring responsible adult in their lives. It is defined as an on-going relationship between a caring adult and a young person which is required for self-development, professional growth and carrier development of the mentee and mentors both and all this must be placed within a specific institution context. The purpose of this article is to quantitatively review the three major areas of mentoring research (youth, academic, and workplace) to determine the overall effect size associated with mentoring outcomes for students.

scholarly journals The impact of arthritis on the educational and early work experiences of young people: a qualitative secondary analysis

2019 ◽  
Vol 0 (0) ◽  
Author(s):  
Albert Farre ◽  
Sara Ryan ◽  
Abigail McNiven ◽  
Janet E. McDonagh
Keyword(s):  
Young People ◽  
Secondary Analysis ◽  
Young Person ◽  
Full Potential ◽  
Work Experiences ◽  
Health Providers ◽  
Structured Interviews ◽  
Self Advocacy ◽  
School Work ◽  
The Impact

Abstract Introduction Young people’s transition into adulthood is intertwined with the worlds of education and work. Poor health in adolescence has been associated with poorer education and employment outcomes in adulthood. This paper explores the impact of arthritis on the educational and early work experiences of young people with arthritis. Methods We undertook a supplementary secondary analysis of a qualitative dataset comprising narrative and semi-structured interviews of 39 young people who had been diagnosed with arthritis in childhood, adolescence or young adulthood. Results Our findings illustrate how young people living with arthritis are faced with a range of added disruptions and challenges in their educational/vocational lives. There is an important element of resilience associated with the process of making a career choice and acting upon personal aspirations. Appropriate support and flexibility in the workplace/educational setting can enable successful outcomes, but disclosure is not a straightforward process for young people living with arthritis. Conclusions It is paramount that health providers consistently and effectively address self-advocacy skills with the young person, particularly during educational and vocational transitions. Alongside this, there is the need to further strengthen the health-school/work interface to ensure that young people living with chronic illness can meet their full potential in adulthood.

scholarly journals Layers of listening: Qualitative analysis of the impact of early intervention services for first-episode psychosis on carers' experiences

2015 ◽  
Vol 207 (2) ◽  
pp. 135-142 ◽  
Author(s):  
Anna Lavis ◽  
Helen Lester ◽  
Linda Everard ◽  
Nicholas Freemantle ◽  
Tim Amos ◽  
...  
Keyword(s):  
Early Intervention ◽  
Young People ◽  
Help Seeking ◽  
Young Person ◽  
First Episode Psychosis ◽  
First Episode ◽  
Early Intervention Services ◽  
Episode Psychosis ◽  
Intervention Services ◽  
The Impact

BackgroundEarly intervention services (EIS) comprise low-stigma, youth-friendly mental health teams for young people undergoing first-episode psychosis (FEP). Engaging with the family of the young person is central to EIS policy and practice.AimsBy analysing carers' accounts of their daily lives and affective challenges during a relative's FEP against the background of wider research into EIS, this paper explores relationships between carers' experiences and EIS.MethodSemi-structured longitudinal interviews with 80 carers of young people with FEP treated through English EIS.ResultsOur data suggest that EIS successfully aid carers to support their relatives, particularly through the provision of knowledge about psychosis and medications. However, paradoxical ramifications of these user-focused engagements also emerge; they risk leaving carers' emotions unacknowledged and compounding an existing lack of help-seeking.ConclusionsBy focusing on EIS's engagements with carers, this paper draws attention to an urgent broader question: as a continuing emphasis on care outside the clinic space places family members at the heart of the care of those with severe mental illness, we ask: who can, and should, support carers, and in what ways?

scholarly journals “I can't say that anything has changed”: Parents of autistic young people (16-25 years) discuss the impact of the Children and Families Act in England and Wales

2021 ◽  
Author(s):  
Laura Crane ◽  
Jade Davies ◽  
Anne Fritz ◽  
Kerrie Portman ◽  
Sarah O'Brien ◽  
...  
Keyword(s):  
Young People ◽  
Online Survey ◽  
Family Background ◽  
Young Person ◽  
Special Educational Needs ◽  
Autistic Children ◽  
England And Wales ◽  
Parental Advocacy ◽  
The Impact ◽  
To Receive

Background. In 2014, changes to special educational needs and disability (SEND) legislation were introduced in England and Wales. These reforms aimed for young people and their families to receive the help and support they need, have a say regarding their support needs, and achieve better outcomes. We evaluated the impact of these reforms, five years on, from the perspective of parents of autistic young people (16-25 years). Specifically, we used these reforms as a framework to identify the support parents desired for their autistic children as they transitioned to adulthood.Method. We collected parents’ views and experiences about the impact of the SEND reforms on them and their autistic children. In total, 115 parents of autistic young people in England and Wales participated, via an online survey and/or interview. Results. Despite supporting the principles of the reforms, parents reported that their experiences, and those of their children, had not improved since they were introduced. Parents added that the reforms (which introduced the potential of support for young people up until the age of 25) were simply delaying the inevitable, and there was still limited support for them and their children as they transitioned to adulthood. Parental advocacy, rather than the needs of the autistic young person, was felt to be linked to outcomes.Conclusions. We discuss lessons that can be learned – in England and Wales, but also internationally – to ensure that every autistic young person, irrespective of family background, can access high quality support and achieve their goals.

scholarly journals Assessing the potential impact of coronavirus disease 2019 (COVID-19) on the Sustainable Development Goals (SDG) outcomes: evidence from telephone surveys in the four Young Lives countries

2021 ◽  
Vol 3 ◽  
pp. 15
Author(s):  
Revathi Ellanki ◽  
Marta Favara ◽  
Duc Le Thuc ◽  
Andy McKay ◽  
Catherine Porter ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Young People ◽  
Sustainable Development Goals ◽  
Research Programme ◽  
The Sustainable Development ◽  
Telephone Surveys ◽  
Development Goals ◽  
The Individual ◽  
The Impact ◽  
Young Lives

This paper draws on the results of telephone surveys conducted to assess the impact of the coronavirus disease 2019 (COVID-19) pandemic on the young people of two longitudinal cohorts (aged 19 and 26 years old at the time) of the four countries that participate in the Young Lives research programme: Ethiopia, India, Peru and Vietnam. We first review the pandemic experiences of these four countries, which differed significantly, and report on the responses of the individual young people to the pandemic and the measures taken by governments.  Our main focus is on how the pandemic and policy responses impacted on the education, work and food security experiences of the young people.  Unsurprisingly the results show significant adverse effects in each of these areas, though again with differences by country.  The effects are mostly more severe for poorer individuals.  We stress the challenges that COVID-19 is creating for meeting the United Nations’ Sustainable Development Goals, in particular in making it more difficult to ensure that no one is left behind.

The Digital Divide in Education in the Knowledge Society

2010 ◽  
pp. 430-435 ◽  
Author(s):  
Almudena Moreno Mínguez ◽  
Enrique Crespo Ballesteros
Keyword(s):  
Young People ◽  
Knowledge Society ◽  
Adult Life ◽  
Modern Society ◽  
Young Person ◽  
Communications Technologies ◽  
Information And Communication ◽  
Adult Lives ◽  
New Forms Of Learning ◽  
The Impact

Information and communication technology (ICT) is playing a central role in the development of modern economies and societies. Every young person will need to use ICT in many different ways in their adult lives, in order to participate fully in a modern society. This has profound implications for education, both because ICT can facilitate new forms of learning and because it has become important for young people to master ICT in preparation for adult life. But is ICT living up to its potential in schools and in the lives of young people? To start to answer this question, the extent to which young people are exposed to and making use of such technology and whether those who do so are achieving desirable learning outcomes must be determined. In this article we analyse the impact that the information communications technologies are having on the training of the youths. Also it will be analysed the unequal access to ICT depending on factors such as gender and family origin. To carry out the analysis, the source has been the PISA Report 2005, from the OECD.

scholarly journals Świadomość konsumencka młodzieży

1970 ◽  
pp. 413-423
Author(s):  
Agnieszka M. Barwicka
Keyword(s):  
Young People ◽  
Everyday Life ◽  
Young Person ◽  
Modern Times ◽  
The Everyday ◽  
Media And Technology ◽  
The Impact

Young people face many choices in modern times. The flood of information means that a young person must make many decisions in line with their knowledge and hierarchy of values. Since the development of media and technology has become very important in the everyday life of average teenagers, brands presenting their products reach them through all possible avenues. Regardless of whether teenagers want it or not, they have to face the impact of advertising and select content they find useful. The article presents the results and interpretation of the results of own research conducted on youth.

scholarly journals Music Therapy with Young People in Schools: After the Black Saturday Fires

2011 ◽  
Vol 11 (1) ◽  
Author(s):  
Katrina McFerran ◽  
Kate Teggelove
Keyword(s):  
Young People ◽  
Secondary School ◽  
Music Therapy ◽  
Natural Disaster ◽  
Young Person ◽  
Community Music ◽  
Loss Of Life ◽  
Group Members ◽  
Song Writing ◽  
The Impact

The Black Saturday bushfires of 2009 resulted in the largest loss of life as the consequence of a natural disaster recorded in Australian history.  The community music therapy project described in this paper took place in a secondary school affected by the fires six months later.  Three groups of young men and women participated in ten weeks of music therapy groups where they were empowered to choose the content and focus of sessions.  Each young person had been impacted in some way by the fires and this was expressed either through improvisations, song writing or song sharing, resulting in a sense of relief.  Although it was important that other group members understood the impact of the bushfires, the young people were more inclined to focus on positive opportunities for growth within the groups and appreciated the fun and freedom of sessions.  They described how "musicing" opened a door for new experiences, both musically and personally, where they were able to more confidently express themselves once group cohesion had been established.  The relevance of community music therapy theory is considered in light of the emphasis on coping by the young people and compared to the implications of adopting a trauma orientation in the context of a natural disaster.

“Understanding my story”: young person involvement in formulation

2020 ◽  
Vol 6 (4) ◽  
pp. 297-306
Author(s):  
Annette McKeown ◽  
Aisling Martin ◽  
Patrick J. Kennedy ◽  
Amy Wilson
Keyword(s):  
Young People ◽  
Treatment Plan ◽  
Young Person ◽  
Service Development ◽  
Children And Young People ◽  
Content Type ◽  
North East ◽  
The North ◽  
Paired Samples ◽  
The Impact

Purpose The SECURE STAIRS framework has promoted young person involvement as a key feature of innovative service provision. In the North East of England, Secure Children’s Homes (SCHs) have pioneered young person involvement in team formulation. Young people have also led on the development of formulation materials through a young person involvement project. Young people’s attendance at team formulation meetings has become embedded. These service developments have also begun to expand across broader SCHs, Secure Training Centres (STCs) and Young Offender Institutions (YOIs) and reflect the national impact of such pioneering developments. There is a notable lack of research examining the impact of young person involvement in formulation. The purpose of this study is to elucidate this area. Design/methodology/approach Between April and August 2019, there were 86 staff attendances at formulation meetings where young people were present across two SCHs in the North East of England. Findings Paired samples t-tests indicated staff-reported significant post-formulation improvements across all domains measured including knowledge [t(85) = 11.38, p < 0.001]; confidence working with the young person [t(85) = 5.87, p < 0.001]; motivation [t(85) = 3.58, p < 0.001]; understanding [t(85) = 9.03, p < 0.001]; and satisfaction with the treatment plan [t(85) = 8.63, p < 0.001]. Research limitations/implications Implications of findings are discussed and further developments outlined. Practical implications Young people attending team formulation is a new and evolving area, and to the best of the authors’ knowledge, there is no existing research evaluating this area. The current findings suggest that staff knowledge, motivation, confidence and satisfaction with the treatment plan is improved following attendance at team formulation where the young person is present and actively participating. Young people’s participation and involvement is central to planning, developing and progressing meaningful provision within children and young people secure provision. Social implications Involving children and young people in decision-making, service development and evaluation are also key components of ensuring the voice of young people is central in our minds. It also supports empowering the young people we work with. Young people and their journey should always be at the heart of what we do. Originality/value Young people attending team formulation is a new and evolving area, and to the best of the authors’ knowledge, there is no existing research evaluating this area. This is the first study of its type evaluating formulation directions within the SECURE STAIRS framework.

scholarly journals Drinking Coffee with My “Victims”: The Risks Incurred When a Historian Makes a Public Intervention in the Present

Histories ◽  
2021 ◽  
Vol 1 (1) ◽  
pp. 42-51
Author(s):  
Urs Hafner
Keyword(s):  
Young People ◽  
Case Scenario ◽  
Research Project ◽  
Public Intervention ◽  
The People ◽  
The Media ◽  
Welfare Measures ◽  
The Impact ◽  
Common Understanding ◽  
Swiss Government

In 2016, the Swiss government tasked a commission of experts to investigate its former coercive welfare measures. Before 1981, innumerable children, young people and adults alike were affected by them. From the very start, this commission drew those affected into their research—with ambiguous consequences, both for the people themselves and for the research project. Criticism of this undertaking in the media resulted in a vehement reaction. A discussion over a cup of coffee did not bring the parties involved any closer to a common understanding, but at least it enabled the historian to assess the impact of his intervention. In a best-case scenario, the result of such discussions can enable de-escalation.

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