scholarly journals Refugees children and youth social skills education in football activities

2021 ◽  
Vol 12 (6) ◽  
pp. s584-s609
Author(s):  
Alma Paskevice ◽  
Jurate Pozeriene ◽  
Olena Dyka ◽  
Inna Asauliuk ◽  
Dana Olefir
Keyword(s):  
Physical Activity ◽  
Social Skills ◽  
Forced Migration ◽  
Children And Youth ◽  
Refugee Children ◽  
Skills Development ◽  
The Social ◽  
The Stability ◽  
Development Objectives ◽  
Skills Education

The number of sports programs in the world to promote various integration processes is growing rapidly. Physical activity and sport, and football in particular, are an excellent strategy for dealing with the various resettlement challenges of refugee children and youth (Stura, 2019; Anderson et al., 2019; Robinson et al., 2019; Svensson & Woods, 2017; UN Refugee Agency, 2019). Scientific problem question: how are the social skills of refugee children and youth developed in a group of football activities? Aim: to analyze the concept of social skills development in a group of football activities for refugee children and youth and to identify problems of social skills development. Objectives of the research: To highlight the peculiarities of physical activity of refugee children. To reveal the role of social skills in the development of social skills of refugee children through physical activity in the integration process. To analyze the results of the practical evaluation of the football program “Football3” developed by the international network “STREET FOOTBALL WORD”. The result: Football has always been closely linked to the phenomenon of forced migration worldwide. Football or physical activity has the incredible power to help shape the future and give hope to refugee children and youth living in other countries. The study revealed that the development of a football program and the productivity of practical efficiency were determined by the service provider's experience in volunteering abroad as a football coach using the Football3 method. According to informants, the stability of the structure of the football program emerged after the third season.

scholarly journals LIFE SKILLS EDUCATION IN INCREASING THE INDEPENDENCE OF STUDENTS PURSUING PACKAGE C THROUGH THE SPNF SKB TRENGGALEK

2020 ◽  
Vol 1 (5) ◽  
pp. 985-988
Author(s):  
Suwarnoto Suwarnoto ◽  
Hikmah Eva Trisnantari ◽  
Imam Suwaktus Su’jai
Keyword(s):  
Social Skills ◽  
Population Data ◽  
Work Processes ◽  
Vocational Skills ◽  
Goods And Services ◽  
The Social ◽  
Intellectual Skills ◽  
Personal Skills ◽  
Skills Education ◽  
Formation System

The background of the research in this thesis is based on population data in Trenggalek district, it is found that the population of productive age with low education (not graduating from school) has an unemployment rate that is higher than those who have completed education. The research focuses in this thesis are: (1). How is the personal skills ordering system in increasing the independence of package C students at SPNF SKB Trenggalek (2). How is the social skills booking system in increasing the independence of package C students. (3). What is the system for ordering intellectual skills in increasing the independence of package C students (4). How is the vocational proficiency ordering system in increasing the independence of package C students. The results of the research are (1). The personal skill formation system in increasing the independence of package C students at SPNF SKB Trenggalek is a very important skill, even the first and foremost skill that students must have, where personal skills are behaving in accordance with religious, social, and religious norms. law, have faith in God Almighty, have noble character, are just, honest, commendable, have a work ethic, are responsible and can be trusted. (2).Social skills formation system in increasing the independence of package C students: Social skills for students have characteristics, namely being open, easy to socialize / communicate well with others, superiors, customers / customers and relate to their environment / community the surroundings. (3). The system for building intellectual skills in increasing the independence of package C students: Where this skill implies the ability to analyze simply, think logically, the ability to make decisions, explore good ideas, the ability to dare to try in their field scientifically . (4). Vocational skills formation system in increasing the independence of package C students: Vocational skills (vocational skills), namely the ability to choose jobs, job training, mastering competencies, mastering skills, applying technology, carrying out work processes and producing goods and services that can ultimately improve their standard of living and be able to compete with DU / DI.

scholarly journals The Influence of Physical Activity, Social Economy, and Family Environment toward Student’s Social Skills

2019 ◽  
Author(s):  
Misriandi ◽  
Yufiarti ◽  
Elindrayetti
Keyword(s):  
Physical Activity ◽  
Social Skills ◽  
Family Environment ◽  
Social Economy ◽  
Physical Activities ◽  
School Students ◽  
The Social ◽  
Data Survey ◽  
Independent Variable

Abstract. This paper is aimed at examining the effect of physical activity, socioeconomic, and family environment on the social skills of elementary school students of South Tangerang City. In collecting the data, survey was employed as it used quantitative technique in which it examined how independent variable influenced the dependent one partially or simultaneously. Samples taken to assert this research are 164 students coming from 2nd grade of Labschool FIP UMJ and 2nd grade of Madrasah Pembangunan of UIN Jakarta. This study brings the writers to the facts that; (1) physical activities directly affect social skills; (2) socioeconomic effects directly on social skill; (3) family environment directly affects social skills; (4) physical, socio-economic and family activities all at once influence on students’ social skills. For this reason, it is assumed that the students’ social skills can be well fostered once they have well-developed quality of physical activities, socio-economic and family environment.

Living with difference: Refugee education and school segregation processes in Greece

Urban Studies ◽  
2019 ◽  
Vol 56 (15) ◽  
pp. 3162-3177 ◽  
Author(s):  
Pinelopi Vergou
Keyword(s):  
Rural Areas ◽  
Spatial Configuration ◽  
Forced Migration ◽  
Local Communities ◽  
Refugee Children ◽  
School Segregation ◽  
Structured Interviews ◽  
Education Policies ◽  
The Social ◽  
The Way

Global challenges and recent changes in conflict areas in the Middle East, Asia and Africa are reasons for the contemporary forced migration into European countries, which have become places of destination or transit posts for a great number of refugees. Cities have become the focus of the socio-spatial debate, as the main units for receiving refugees, either in state camps or in social housing in city centres. In this article, the focus is on the social-spatial configuration of refugee accommodation in local communities and the way these formations generate urban and school segregation. We argue that the placement of urban refugees in large, camp-like structures with low housing standards, mainly in areas outside cities or in rural areas, provides ground not only for social exclusion and ‘territorial stigmatisation’ but also for de facto school segregation. Furthermore, the attempts to house refugees in small cities, through United Nations and NGO-supplied houses, may also raise concerns about the way dispersal policies are implemented, with the distribution of refugee children in specific schools as a result of territorial social-spatial segregation. In both cases, the school segregation of refugees is connected not only with the implications of immigration and education policies but also with the social practices of local communities and the social-spatial characteristics that determine school education. The empirical material of this study is based on information on the socio-economic profiles of neighbourhoods at the census tract level and on qualitative research, through in-depth semi-structured interviews in two different cities in Greece.

Promoting Culturally Sensitive Strategies to Enhance Physical Education among Immigrant and Refugee Youth

2016 ◽  
pp. 347-365
Author(s):  
Jerono P. Rotich ◽  
Tiffany Fuller
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
United States Of America ◽  
The United States ◽  
Overweight And Obesity ◽  
Children And Youth ◽  
Refugee Children ◽  
Refugee Youth ◽  
Socially Responsive ◽  
Immigrant And Refugee

Given the prevalence of overweight and obesity among immigrant and refugee children and youth in America, there is a growing need for physical education, physical activity and sports professionals to incorporate culturally and socially responsive strategies into their programs and activities According to Ike-Chinaka (2013), obesity has been identified as a chronic disease that emerges among immigrant populations after they settled in the United States of America. This chapter will focus on the challenges of newly arrived immigrants and refugee youth, and determinants of participation in physical activity and sports. Additionally, the chapter offers some culturally and socially sensitive tips and strategies that professionals in physical education, physical activity and sports can incorporate into their programs and activities so as to increase the participation among newly arrived immigrants and refugee youth.

Integrating Refugee Children and Youth: A Scoping Review of English and German Literature

2019 ◽  
Vol 32 (Special_Issue_1) ◽  
pp. i194-i208 ◽  
Author(s):  
Paul Pritchard ◽  
Débora B Maehler ◽  
Steffen Pötzschke ◽  
Howard Ramos
Keyword(s):  
United Nations ◽  
Scoping Review ◽  
German Literature ◽  
Forced Migration ◽  
Developed Countries ◽  
The State ◽  
Children And Youth ◽  
Refugee Children ◽  
Quantitative Studies ◽  
Displaced People

AbstractThe United Nations High Commission for Refugees reports that more than half of the 65 million refugees and displaced people identified worldwide are under the age of 18. For this reason, researchers, practitioners and policymakers need to understand the consequences of forced migration on the integration of refugee children and youth in receiving countries. A first step to do that is to scope out the state of current research on these issues and identify possible gaps. To that end, the article offers a scoping review of peer-reviewed English and German academic articles on refugee children and youth’s integration over a 20-year period. The review finds: little consensus on the definitions of ‘children’ or ‘youth’; most studies focus on girls and boys that are between 12 and 19 years old; there is a focus on refugees landing in developed countries; and there is a lack of longitudinal and quantitative studies.

Peer Social Initiations: Effective Intervention for Social Skills Development of Exceptional Children

1986 ◽  
Vol 52 (6) ◽  
pp. 543-551 ◽  
Author(s):  
Phillip S. Strain ◽  
Samuel L. Odom
Keyword(s):  
Social Skills ◽  
Peer Interactions ◽  
Skills Development ◽  
Naturalistic Study ◽  
Exceptional Students ◽  
Exceptional Children ◽  
Social Initiations ◽  
The Social ◽  
Negative Side Effects ◽  
Social Responding

Deficits in the area of social skills represent one of the more pervasive disabilities exhibited by exceptional children. The social initiation intervention, in which nonhandicapped children are taught to direct social overtures to exceptional students, is one tactic that has been found repeatedly to result in positive social behavior change. This intervention technique derives primarily from the naturalistic study of peer interactions that show the predictable influence of social initiations on the behavior of interacting partners. Extensive evaluations of this technique have revealed no negative side effects on peer trainers and increases in the social responding, social initiations, and length of exchanges for target childen.

scholarly journals Identification of the Parent Activity in helping the development of social skills – Emotional children ages 5-6 Years in Kindergarten Independent Islamic, Percut Sei Tuan, Medan Deli Serdang Regency. TA. 2018-2019

2020 ◽  
Vol 3 (2) ◽  
pp. 1094-1098
Author(s):  
Nur Dwi Febrianti ◽  
Anita Yus ◽  
Yusnadi Yusnadi
Keyword(s):  
Social Skills ◽  
Skills Development ◽  
Social Emotional ◽  
Emotional Skills ◽  
Good Communication ◽  
The Social ◽  
The Family ◽  
Data Source ◽  
The Right ◽  
And Behavior

This event will be based on research to find out the parent activity in helping develop social-emotional ketermpilan ages of 5-6 years in the accompanying children,  establish good communication with the child, give a chance in children, keep an eye on children in order to remain controlled, encouragement or motivation of the child, redirect the child to have and develop the basics of self discipline. This research aims to know the social-emotional skills development of children ages 5-6 years in Islamic kindergarten independent sub-district of percut sei tuan deli serdang district ta.  2018 – 2019 and to know activities performed parents in cleaner development of social skills-emotional children aged 5-6 years in Islamic kindergarten independent sub-district of percut sei tuan deli serdang district ta. 2018-2019. The methods used are qualitative research methods. The data source that is taken is the father who served as head of the household and the mother who served as housewives in a kindergarten independent Islamic as much as 5 (five) head of the family that serves as the source of the informant. The results showed that there is a difference between the children who accompanied the same parents with children who are not accompanied by her parents in helping the development of the social-emotional skills of children aged 5-6 years in kindergarten independent Islamic with children who are not accompanied by her parents in helping the development of the social-emotional skills of children aged 5-6 years in kindergarten independent Islamic in associating with other people by way of doing activities together with teachers and classmates, follow instructions with how to accomplish the task as instructed, to identify and manage those emotions and behavior in a manner express themselves in accordance with the emotional conditions indicated, thinking of the right solution to conflict with how to determine the right way if you're having difficulty, hang on to the task by means of the task given to the penyele saian, and engage in social conversations and cooperative play by taking the initiative to invite friends to talk.

Building Healthy Relationships: A Conversation With Dr. Ellen McGinnis-Smith

2019 ◽  
Vol 55 (3) ◽  
pp. 197-200
Author(s):  
Robert H. Zabel ◽  
James Teagarden ◽  
Marilyn Kaff
Keyword(s):  
Mental Health ◽  
Social Skills ◽  
High Functioning Autism ◽  
Children And Youth ◽  
University Of Iowa ◽  
Healthy Relationships ◽  
High Functioning ◽  
The Social ◽  
Public Instruction ◽  
The University

Dr. McGinnis-Smith earned a PhD in special education with emphasis in EBD at the University of Iowa and an administrator certification from Drake University. She is coauthor of the social skills teaching series Skillstreaming. She also coauthored with Richard Simpson Skillstreaming Children and Youth with High Functioning Autism and Social Skills Success for Students with Asperger Syndrome and High-Functioning Autism. Dr. McGinnis-Smith recently retired as the Mental Health and Dispute Resolution Consultant for the Iowa Department of Public Instruction. Throughout her career, Dr. McGinnis-Smith says her passion has been helping educators meet the needs of children and youth with mental health and behavioral concerns.

Effortful Persistence and Body Mass as Predictors of Running Achievement in Children and Youth: A Longitudinal Study

2011 ◽  
Vol 8 (2) ◽  
pp. 234-243 ◽  
Author(s):  
Jeffrey Liew ◽  
Ping Xiang ◽  
Audrea Y. Johnson ◽  
Oi-Man Kwok
Keyword(s):  
Physical Activity ◽  
Body Mass Index ◽  
Body Mass ◽  
Rank Order ◽  
Children And Youth ◽  
Demographic Information ◽  
Health Curriculum ◽  
Time Prediction ◽  
Education And Health ◽  
The Stability

Background:Schools often include running in their physical education and health curriculum to increase physical activity and reduce childhood overweight. But having students run around may not be enough to sustain physical activity habits if motivational factors are not well understood. This study examined effortful persistence as a predictor of running.Methods:Participants were 246 5th graders, and data on their demographic information, body mass index (BMI), effortful persistence, and time to complete a 1-mile run were collected across 4 years.Results:Between 5th to 8th grades, effortful persistence predicted time to complete a 1-mile run even when BMI was taken into account at every grade except for 7th grade. Rank-order stability was found in major variables across-time, but no across-time prediction was found for effortful persistence on a 1-mile run.Conclusions:Lack of longitudinal predictions bodes well for interventions aimed at increasing physical activity, because children or youth with high BMIs or low effortful persistence are not destined for future underachievement on physically challenging activities. Given the stability of variables, interventions that target fostering self-regulatory efficacy or effortful persistence may be particularly important for getting children on trajectories toward healthy and sustained levels of physical activity.

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