A Study on the Trends of School Maladjustment Factors for Migrant Background Adolescents

AbstractAlthough prior research has indicated that peer norms for aggression enhance the spread of aggression in classrooms, it is unclear to date how these norms relate to students’ classroom climate perceptions and school adjustment. Aggressive descriptive norms reflect the average aggression of all students in classrooms, whereas aggressive popularity norms represent the extent to which aggressive behavior relates to popularity among peers. This study examined the role of aggressive descriptive and popularity norms in the classroom climate perceptions (cooperation, conflict, cohesion, isolation) and school adjustment (feelings of belonging; social, academic, and general self-esteem) of popular, well-liked, and victimized children. Self-reported and peer-nominated data were obtained from 1511 children (Mage = 10.60 years, SD = 0.50; 47.2% girls) from 58 fifth-grade classrooms. The results indicated that aggressive descriptive and popularity norms both matter in elementary school, but in diverging ways. Specifically, aggressive descriptive norms—rather than popularity norms—contributed to negative classroom climate perceptions irrespective of students’ social position. In addition, whereas descriptive norms contributed to between-classroom variations in some aspects of school adjustment, aggressive popularity norms related to increased school maladjustment for popular and victimized children specifically. Thus, aggressive descriptive norms and popularity norms matter in complementary ways for children’s classroom climate perceptions and adjustment in elementary education.

Download Full-text

OP0329-PARE IN SHORT: EASY-TO-UNDERSTAND INFORMATION FOR VULNERABLE GROUPS

Annals of the Rheumatic Diseases ◽

10.1136/annrheumdis-2020-eular.4240 ◽

2020 ◽

Vol 79 (Suppl 1) ◽

pp. 202.1-202

Author(s):

V. Krafft ◽

E. Rösch

Keyword(s):

Musculoskeletal Diseases ◽

Reading Difficulties ◽

Vulnerable Groups ◽

Red Cross ◽

Expert Committee ◽

Migrant Background ◽

Link Type ◽

Access To Health ◽

Foreign Media ◽

National Languages

Background:Some 800,000 people in Switzerland have trouble reading (1). For people with reading or learning difficulties, many texts are too complex or simply too long. People with a migrant background likewise often lack access to health information, in their case due to language barriers.Objectives:One of the top priorities set out in Switzerland’s “National Strategy on Musculoskeletal Diseases (2017–2022) is to develop low-threshold services for vulnerable groups. In keeping with this strategy, the Swiss League against Rheumatism (SLR) wants to reach out to people with a migrant background as well as those with reading difficulties by making available to them helpful and readily understandable information material on rheumatic diseases.Methods:During the planning phase, the SLR collaborated with migesplus, the portal for equal health opportunities operated by the Swiss Red Cross. Their input flowed into the conception of the new publication series “kurz & knapp” (in short).The texts for the new series are written in accordance with the rules for Easy Language, with the help of an expert committee from Pro Infirmis, the Swiss professional organisation for people with disabilities (www.buero-leichte-sprache.ch). After being evaluated, the final texts then receive a seal of approval. Easy Language is a key component of accessibility, because it makes complex content accessible to a wider audience.For the benefit of people with a migrant background, the SLR has the texts translated not only into the three Swiss national languages German, French and Italian but also into Albanian, Bosnian/Croatian/Montenegrin/Serbian, Portuguese, Spanish and Turkish.Brochures on “Gout” and “Arthrosis” have already been published in the “kurz & knapp” series. In 2020, a publication on the subject of “Back Pain” will follow.In order to make the publications known to the intended target groups, the SLR wrote to various multipliers, such as immigration offices and foreign media.The publications are available free of charge in the online shop.Results:The new series “kurz & knapp” has been commended in particular by migration experts. Within the last ten months, the SLR has already distributed over 1,000 copies.Conclusion:To reach people with reading difficulties or a migrant background – groups that make up a large part of the Swiss population – specially designed communication tools are needed. An interdisciplinary network is indispensable for the development and dissemination of such tools.References:[1]Notter, P. & Arnold, C (2006). Lesen und Rechnen im Alltag: Grundkompetenzen von Erwachsenen in der Schweiz. Swiss Federal Statistical Office (BFS). Accessed on 28 January 2020:https://www.lesen-schreiben-schweiz.ch/myUploadData/files/ALL-StudieD.pdfDisclosure of Interests:Valérie Krafft Grant/research support from: Yes, Menarini AG (for gout brochure), Eva Rösch: None declared

Download Full-text

Gender-specific health literacy of individuals with a migrant background: A mixed-method approach

European Journal of Public Health ◽

10.1093/eurpub/ckz185.358 ◽

2019 ◽

Vol 29 (Supplement_4) ◽

Author(s):

A Aldin ◽

D Chakraverty ◽

A Baumeister ◽

I Monsef ◽

T Jakob ◽

...

Keyword(s):

Health Care ◽

Gender Differences ◽

Health Literacy ◽

Quantitative Review ◽

Migrant Background ◽

Qualitative Evidence ◽

Gender And Migration ◽

And Migration ◽

Gender Specific ◽

Specific Health

Abstract Background The project “Gender-specific health literacy in individuals with a migrant background (GLIM)” (German Federal Ministry of Education and Research; 01GL1723) aims to provide a comprehensive overview of international research and evidence on aspects of gender and migration related to health literacy. It encompasses primary and secondary research using a mixed-methods approach. Methods In a first step, we systematically review the available quantitative and qualitative evidence: in the first quantitative review, we meta-analyse the evidence on gender differences in health literacy of migrants. The second quantitative review assesses the effectiveness of interventions for improving health literacy in female and male migrants. The third review summarises qualitative evidence to assess factors associated with gender and migration that may play a role in the design, delivery, and effectiveness of such interventions. In a second step, we conduct primary research by performing focus group discussions (FGDs) with health care providers who regularly work with different migrant groups in order to explore their perspectives on the challenges and needs of migrants in the German health care system. Results To date, we identified 163 relevant references after screening of 17,932 references, for all reviews combined. Various health literacy interventions and measurement tools exist and require critical evaluation. The FGDs yielded hints to factors that a) influence gender differences in the health literacy of migrants (e.g. masculinity norms preventing Mediterranean men from consulting psychotherapists) or b) limit systemic health literacy (e.g. lack of translators). Conclusions Results from the FGDs can provide insights into the processes underlying the results of the reviews. However, despite increasing research, summarising the available evidence is highly challenging, as there are no universal definitions of the key concepts health literacy and migrant background. Key messages This is an interdisciplinary project, combining quantitative and qualitative evidence to provide maximum value to health policy and decision-making for the health care and health literacy of migrants. Research on gender-, and migration-specific aspects of health literacy is of great importance for the development and delivery of effective interventions for improving migrants’ health literacy.

Download Full-text

PILOT STUDY CONCERNING SCHOOL MALADJUSTMENT IN SECONDARY

SERIES VII - SOCIAL SCIENCES AND LAW ◽

10.31926/but.ssl.2019.12.61.2.3 ◽

2019 ◽

Vol 61(12) (2) ◽

pp. 209-216

Author(s):

A.I. CLINCIU ◽

Keyword(s):

Pilot Study ◽

School Maladjustment

Download Full-text

Kva styrer og kva styrker samspelet mellom barnehagepersonalet og foreldra?

Nordic Journal of Comparative and International Education (NJCIE) ◽

10.7577/njcie.3334 ◽

2019 ◽

Vol 3 (4) ◽

pp. 49-64

Author(s):

Gunnhild Bergset

Keyword(s):

Focus Group ◽

Parental Involvement ◽

Focus Group Interviews ◽

Parent Group ◽

Migrant Background ◽

Daily Contact ◽

Resource Perspective ◽

Group Interviews ◽

Depth Interviews ◽

Insight Into

The purpose of this article is to present and discuss some of the challenges in communication and interaction between a kindergarten staff and a parent group of migrant background. Based on an interview study conducted in a kindergarten, the article works to provides insight into and understanding of the kindergarten staff’s experiences and reflections from their efforts to improve communication and interaction practices in daily contact with parents of migrant background. The staff completed a kindergarten-based project of the initiative of the principal, in which all employees implemented specific communication and interaction measures. Then, in-depth interviews were conducted with all staff, as well as two focus group interviews with the same group of informants. The study is based on a dynamic concept of culture and highlights the challenges of asymmetric communication and the possibilities of communicating and interacting based on a resource perspective. The findings show that a movement has taken place towards dialogue-based reciprocity in the staff`s attitudes towards communication and interaction with these parents. The article argues that connection between a trying-out of concrete, professionally grounded practice and pedagogical reflection constitutes the necessary basis for a shift from a problem orientation to a resource orientation in communication and interaction. One outcome of this resource perspective was that the kindergarten staff recognized the parent`s experiences and perceptions as valuable for achieving the parental involvement required by kindergarten`s social mandate.

Download Full-text