scholarly journals Manifestations of Problematic Student Behaviour in Norwegian Schools: Individual and Inclusive Education System Perspective

Pedagogika ◽  
2018 ◽  
Vol 129 (1) ◽  
pp. 206-219
Author(s):  
Iselin Lone ◽  
Ieva Kuginytė - Arlauskienė
Keyword(s):  
Emotional Disorders ◽  
Social Isolation ◽  
Inclusive Education ◽  
Education System ◽  
Social Skill Development ◽  
System Perspective ◽  
Problematic Behaviour ◽  
Master's Thesis ◽  
Norwegian Education ◽  
The Relationship

Present research study overviews the manifestations of problematic teenage behaviour in the schools of Norway. In terms of problematic behaviour, a few aspects should be taken into consideration. First of all, it is important to define the problematic behaviour phenomenon. That is not an easy task, because not uncommonly, when analysing manifestations of problematic behaviour, links with emotional disorders are identified as well. In this manner it is almost impossible to separate the two, as well as to foresee the cause and effect relationship. That is why very commonly problematic behaviour ant emotional issues such as social isolation coexists together. Professionals working in Norwegian education system define problematic behaviour as a behaviour related to learning difficulties – that is inappropriate behaviour during classes causing various discipline disorders; provocative/aggressive behaviour, which manifests in physical and verbal attacks towards other individuals; social isolation and severe behavioural problems such as disregard of social norms and rules, stealing, harm-causing physical attacks, constant harassing, missing classes and vicious habits. Data used in this study was collected during Norwegian national project SPEED (2012–2016), which took place in 95 secondary schools in 16 municipalities and one of the authors master’s thesis was produced on the basis of collected data. During the study, 5–10 grade students and teachers were interviewed and main challenges concerning problematic behaviour in today’s education were characterized, as well as their relationship with social skill development. Analysed data created an opportunity to assess current situation focusing on prevention and individual problem solving method application approaches in individual and inclusive education system perspective, emphasising the relationship between those two. Furthermore, obtained data was compared with the results of prior research studies conducted in Norway, where the relationship between various forms of problematic behaviour and different social skills was previously shown.

scholarly journals Reconstructing The Nature Of Inclusive School System In Primary School To Strengthening Inclusive Society

2020 ◽  
Vol 11 (2) ◽  
pp. 308-329
Author(s):  
Zidniyati Zidniyati
Keyword(s):  
Developing Countries ◽  
Elementary Schools ◽  
Inclusive Education ◽  
Education System ◽  
School System ◽  
School Level ◽  
Community Environment ◽  
Inclusive School ◽  
Inclusive Society ◽  
The Relationship

This paper contains theoretical discussions about the nature of inclusive education and the implications needed in the practice of inclusive school systems, especially at the elementary school level. The formulation of the problem raised in this study is: What is the nature of the implementation of the inclusive education system in elementary schools? What are some examples of inclusive education practices so far? What is the relationship between inclusive education and value education in schools? How can inclusive education strengthen inclusive communities? What are the implications of implementing the inclusive education system in elementary schools? The five questions will be answered by a discussion approach on various theories that have been raised by many experts and by looking at the practices of inclusive education in several developing countries and developing countries. This research used literature review methods. The findings in this study are that inclusive education will be realized in an inclusive community environment that holds fast to the values of mutual acceptance, mutual respect, and mutual love for one another. In other words, inclusive education means preparing all members of the inclusive community in schools for inclusive communities.

The Need to Belong and the Relationship Between Loneliness and Health

2014 ◽  
Vol 22 (4) ◽  
pp. 194-201 ◽  
Author(s):  
Freda-Marie Hartung ◽  
Britta Renner
Keyword(s):  
Individual Differences ◽  
Social Isolation ◽  
Social Situation ◽  
First Year ◽  
Health State ◽  
Need To Belong ◽  
First Year University ◽  
Perceived Social Isolation ◽  
The Impact ◽  
The Relationship

Humans are social animals; consequently, a lack of social ties affects individuals’ health negatively. However, the desire to belong differs between individuals, raising the question of whether individual differences in the need to belong moderate the impact of perceived social isolation on health. In the present study, 77 first-year university students rated their loneliness and health every 6 weeks for 18 weeks. Individual differences in the need to belong were found to moderate the relationship between loneliness and current health state. Specifically, lonely students with a high need to belong reported more days of illness than those with a low need to belong. In contrast, the strength of the need to belong had no effect on students who did not feel lonely. Thus, people who have a strong need to belong appear to suffer from loneliness and become ill more often, whereas people with a weak need to belong appear to stand loneliness better and are comparatively healthy. The study implies that social isolation does not impact all individuals identically; instead, the fit between the social situation and an individual’s need appears to be crucial for an individual’s functioning.

The next generation: Experiences of higher educated Turkish-Dutch on The Hague labour market

2014 ◽  
Vol 11 (2) ◽  
pp. 206-217
Author(s):  
Karijn G. Nijhoff
Keyword(s):  
Higher Education ◽  
Qualitative Study ◽  
Labour Market ◽  
Education System ◽  
Minority Groups ◽  
Personal Characteristics ◽  
Market Positioning ◽  
The Hague ◽  
The Relationship ◽  
Dutch City

This paper explores the relationship between education and labour market positioning in The Hague, a Dutch city with a unique labour market. One of the main minority groups, Turkish-Dutch, is the focus in this qualitative study on higher educated minorities and their labour market success. Interviews reveal that the obstacles the respondents face are linked to discrimination and network limitation. The respondents perceive “personal characteristics” as the most important tool to overcoming the obstacles. Education does not only increase their professional skills, but also widens their networks. The Dutch education system facilitates the chances of minorities in higher education through the “layering” of degrees. 

Teachers' Attitudinal Orientation Towards the Socially Disadvantaged Students and their Education

2017 ◽  
Vol 7 (2) ◽  
pp. 47-72
Author(s):  
Anna Petr Šafránková ◽  
Tereza Humenská
Keyword(s):  
Inclusive Education ◽  
Family Environment ◽  
Self Efficacy ◽  
Pearson Correlation ◽  
Teaching Experience ◽  
Research Survey ◽  
Socially Disadvantaged ◽  
Individual Variables ◽  
Questionnaire Method ◽  
The Relationship

In the context of education of socially disadvantaged pupils and the perspective of inclusive education, the teacher occupies a significant position. The presented study focuses on the issue of education of socially disadvantaged pupils, respectively its aim is to present results of the research survey focused on the attitudinal orientation of teachers in Pardubice, Liberec and Ústí nad Labem regions (n = 122) towards the socially disadvantaged pupils. Further, its goal is to find out whether there exists a relation between the teacher's attitudinal orientation and the region, his/her age, the length of the teaching experience, his/her experience with socially disadvantaged pupils education and their self-efficacy. In order to achieve research goals the Likert-type questionnaire method was used and as a research tool Teacher self-efficacy. The obtained data were subjected to factor analysis, in order to verify the relation between individual variables ANOVA was used, further Kruskal-Wallis test, Mann-Whitney test and Pearson correlation coefficient were used. It was found out that teachers evaluate the group of socially disadvantaged pupils rather negatively, on the other hand, they evaluate the possibility to reduce or overcome their disadvantage originating from the family environment they come from rather positively and also they perceive the relationship between the school and the socially disadvantaged pupils rather positively. The teachers' attitudinal orientation is not related to the previous experience with the education of socially disadvantaged pupils, the length of their teaching experience and region where the teachers work. On the contrary, the relation between teachers' attitudinal orientation and age and self-efficacy was proved.

Career Development and Human Capital Theory: Preaching the “Education Gospel”

2020 ◽  
Author(s):  
Tristram Hooley
Keyword(s):  
Human Capital ◽  
Career Development ◽  
Education System ◽  
Historical Development ◽  
Human Capital Theory ◽  
Development Education ◽  
Capital Theory ◽  
Development Interventions ◽  
The Relationship ◽  
Alternative Relationships

This chapter analyses the relationship between career development, education, and human capital theory. It argues that education lies at the heart of our understanding of how individuals develop their careers and how purposeful career development interventions can support them in this endeavour. Career development services are most evident and accessible in the education system. This relationship is not accidental but is rooted in both the historical development of the field and in the importance of human capital theory to the ideology of both education and career development. The chapter finishes by critiquing the dependence of policymakers and advocates for the field on human capital theory and by considering alternative relationships that could be built between education and career development.

The Personal Sociability and Connections Scale (PeSCS): Development and initial assessment at a primary care facility

2021 ◽  
pp. 002076402199351
Author(s):  
Emmanouil K Symvoulakis ◽  
Manolis Linardakis ◽  
Apostolos Kamekis ◽  
Myfanwy Morgan ◽  
Spyridon Klinis
Keyword(s):  
Primary Care ◽  
Social Isolation ◽  
Convergent Validity ◽  
Interpersonal Relations ◽  
Linear Regression Analysis ◽  
Care Facility ◽  
Initial Assessment ◽  
Multivariate Linear Regression Analysis ◽  
Northern Greece ◽  
The Relationship

Purpose: An individual’s lack of social connections and social isolation is often associated with feelings of loneliness which is regarded as having a negative effect on health. This paper describes the development and assessment of a 10 item ‘Personal Sociability and Connections Scale’ (PeSCS) to measure individual’s disposition and accompanying skills to seek out companionship and engage in interpersonal relations. Methods: The study was conducted at a rural primary care unit in Northern Greece. A total of 199 attenders were recruited over a 6-week period in 2020 and questionnaires completed. This informed the 10-items PeSCS that comprises Social, Behavioral, and Emotional components focusing on the expression of social comfort, willingness to share experiences, stories and concepts, and feelings of similarity at first contact. Reliability of the PeSC scale was assessed and the relationship with scale scores examined as an indicator of convergent validity. A multivariate linear regression analysis was performed to examine the relationship of PeSC scale score with the characteristics of participants. Results: Assessment of reliability of PeSC scale produced a Cronbach’s alpha of 0.809. The relationship between components and the total PeSCS scores identified significant correlations ( p < .001). At a multivariate level, male gender was the sample characteristic with a significant association with scale levels ( p < .05) and higher annual income with Social component ( p < .05). Otherwise the distribution of sociability dispositions was similar across population groups. Conclusion: The 10-item PeSC scale forms a simple and quick to complete measure whose overall reliability was rated as ‘meritorious’. The PeSC instrument may be a useful tool for assessing the causes and appropriate responses to the negative health effects of loneliness and social isolation.

From self-evident norms to contingent couplings: A systems-theoretical analysis of changes in the relationship between schools and the function systems in Denmark

2021 ◽  
pp. 147490412110097
Author(s):  
Niels Åkerstrøm Andersen ◽  
Justine Grønbæk Pors
Keyword(s):  
Theoretical Analysis ◽  
Education System ◽  
Teaching Profession ◽  
School Governance ◽  
World Society ◽  
Historical Account ◽  
And Function ◽  
The Relationship ◽  
Point Of Departure

Taking a point of departure in the paradoxical fact that the increase in educational knowledge leads to an increase in uncertainty for educational organisations, this article explores how uncertainty and contingency have increasingly become an integral part of school governance. The article draws on Niklas Luhmann’s theory of ‘World Society’ as a functional differentiated society providing a range of different symbolic media for educational organisations. To trace the increase in the complexity of governing, we provide a historical account of the shifting couplings between schools and function systems. We show how the school becomes linked to an increasing number of symbolic media so that education becomes only one out of many other concerns. The article studies the consequences these shifting couplings have for how schools are governed and how they are expected to self-manage their relationship to different function systems. The article adds to existing studies of how education has become more and more differentiated with the argument that this has also led to new forms of couplings between schools and the education system with a number of important implications for the teaching profession.

P2263Prognostic impact of perceived social isolation in patients with heart failure

2019 ◽  
Vol 40 (Supplement_1) ◽  
Author(s):  
T Ikeda ◽  
K Iwatsu ◽  
K Matsumura ◽  
H Ashikawa ◽  
K Takabayashi ◽  
...  
Keyword(s):  
Heart Failure ◽  
Social Isolation ◽  
Roc Curve ◽  
Negative Impact ◽  
Roc Curve Analysis ◽  
Rehospitalization Rate ◽  
Kaplan Meier ◽  
Patients With Heart Failure ◽  
Perceived Social Isolation ◽  
The Relationship

Abstract Background Perceived social isolation (SI), the subjective sense of feelings of loneliness or isolation, has a negative impact on health outcomes, particularly in older adults. Although SI may also contribute to poor prognosis in patients with HF, evidence on the relationship between SI and outcomes in patients with HF is limited. Purpose The aim of this study was to investigate the relationship between SI and hospital readmission in patients with HF. Methods This study was a single center prospective cohort study. We consecutively enrolled 203 patients (mean age 72.9±11.7) who admitted for acute HF or exacerbation of chronic HF. At hospital discharge, we assessed perceived SI by using Lubben Social Network Scale - 6 (LSNS-6). Lower scores in LSNS-6 represents greater SI. Study outcome was rehospitalization for worsening HF within 180 days after discharge. We selected the optimal cutoff point of LSNS-6 that predict a worse outcome by the receiver operating characteristic (ROC) curve analysis. We investigate the association between SI and 180-days HF rehospitalization by using Cox proportional-hazard models, controlling for potential confounding factors. Results During follow up, A total of 40events (19.7%) were observed. The optimal cut-off point of LSNS-6 score was 17 points (the area under the ROC curve: 0.62, p<0.05, sensitivity: 82.5%, specificity 42.4%). Kaplan-Meier survival curves showed that those patients with greater SI (LSNS-6≤17) presented significantly higher HF rehospitalization rate (Figure). After adjusting for several pre-existing prognostic factors, LSNS-6≤17 was independently associated with HF rehospitalization (hazard ratio2.15,95% confidence interval 1.00–4.89). Conclusion The present study shows that SI is a independent predictor of HF rehospitalization in patients with HF. Assessing SI in the clinical practice with a brief screening tool may help identify patients with heart failure at greater risk of rehospitalization.

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