Online experiences of socially disadvantaged children and young people in Portugal

It was hypothesized in this study that there would be significant differences between perceptions of socially disadvantaged and other student and teacher groups on each subtest of the SRA Junior Inventory. Although the hypothesis was rejected, it was found that teachers have a better understanding of the needs and problems of disadvantaged youth than might be expected. Teachers, however, differed markedly with students by suggesting that the home rather than the school was the source of student frustration. Other discrepancies are noted, and implications are discussed.

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Barriers in Education of Children from Socially Disadvantaged Environment

Clinical Social Work and Health Intervention ◽

10.22359/cswhi_12_4_08 ◽

2021 ◽

Vol 12 (4) ◽

pp. 69-73

Author(s):

D. Bachyncova Giertliova

Keyword(s):

Social Development ◽

Social Exclusion ◽

Negative Impact ◽

Educational Process ◽

Children And Youth ◽

Early Care ◽

Disadvantaged Children ◽

Socially Disadvantaged ◽

Socially Disadvantaged Children ◽

Families With Children

The paper discusses and summarizes the knowledge in the field of education of socially disadvantaged children with an em- phasis on the Roma ethnic group in Slovakia. It focuses on the issue of pre-primary education of these children and points to the specifics that have a negative impact on the adaptation to the school educational process. The paper addresses the risk aspects of poverty, social exclusion, child development and the need for early intervention for families with children. Further- more, in the article we focus on the support of children at the community level and on possible forms of aid that can help to achieve a more favorable development of the overall Roma family within specific projects. We also deal with early care, which is very important for the bio-psycho-social development of children and youth.

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The STOP project

European Journal of Public Health ◽

10.1093/eurpub/ckaa165.1226 ◽

2020 ◽

Vol 30 (Supplement_5) ◽

Author(s):

F Sassi

Keyword(s):

Childhood Obesity ◽

Epidemiological Data ◽

Evidence Base ◽

Disadvantaged Children ◽

Socially Disadvantaged ◽

Health Related ◽

Socially Disadvantaged Children ◽

Primary Focus ◽

Core Idea

Abstract The STOP project aims at expanding and consolidating the multi-disciplinary evidence base upon which effective and sustainable policies can be built to prevent and manage childhood obesity. STOP also aims at creating the conditions for evidence to translate into policy and for policy to translate into impacts on the ground. The primary focus of STOP is on the cumulative impacts of multiple and synergistic exposures in vulnerable and socially disadvantaged children and their families, which must be a priority target for the fight against childhood obesity in Europe to reach a tipping point and succeed. STOP will identify critical stages in childhood at which interventions can be most effective and efficient. STOP is covering the whole umbrella of different research disciplines, to be able to understand and produce useful policy recommendations for complex issues such as childhood obesity. It is providing basic clinic research insights, comprehensive epidemiological data, study and overview of different public health-oriented measurements, understanding of stakeholders networking and effective communication. It builds on the observation that many interventions deployed by governments have failed to improve health-related behaviours in a sustained way over the life cycle. Little has been done to combine and triangulate different sources of biological, socio-economic and behavioural data to look at the overall, long-term consequences of an intervention on nutrition and metabolic health. Therefore, among other things, STOP focuses on the core idea that obesity has multiple and diverse characterisations, and therefore that one-size-fits-all policy approaches to childhood obesity are bound to fail, and the scientific component of the project is designed to recognise diversity and support the development of tailored solutions.

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The Life Skills Assessment Scale: Norms for young people aged 17–19 and 20–22 years

Social Behavior and Personality An International Journal ◽

10.2224/sbp.8938 ◽

2020 ◽

Vol 48 (4) ◽

pp. 1-15

Author(s):

David Pearson ◽

Fiona Kennedy ◽

Vishal Talreja ◽

Suchetha Bhat ◽

Katherine Newman-Taylor

Keyword(s):

Young People ◽

Life Skills ◽

Assessment Tool ◽

Age Groups ◽

Assessment Scale ◽

Skills Assessment ◽

Negative Effects ◽

Children And Young People ◽

Age Norms ◽

Disadvantaged Children

Severe poverty, adversity, and malnutrition have irrefutable negative effects on the development and mental health of children and young people. The Life Skills Assessment Scale (LSAS), is a 5-item impact assessment scale developed in India, that provides a simple, yet valid and reliable, instrument to assess life skills of disadvantaged children and young people, with age norms of 8–16 years. In the present study, in Bengaluru, India, we used observational data obtained from 656 disadvantaged young people to extend the LSAS age norms to 17–19 and 20–22 years age groups, resulting in a simple, valid, and reliable assessment tool for children and young people aged from 8 to 22 years.

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