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 “We aren’t given the same chances”: Autistic young people’s experiences of transitioning to adulthood following the Children and Families Act 2014

2021 ◽  
Author(s):  
Laura Crane ◽  
Jade Davies ◽  
Anne Fritz ◽  
Sarah O'Brien ◽  
Alison Worsley ◽  
...  
Keyword(s):  
Young People ◽  
Transition To Adulthood ◽  
Online Survey ◽  
After School ◽  
Special Educational Needs ◽  
Children And Families ◽  
Self Advocacy ◽  
Parental Advocacy ◽  
The Impact ◽  
Educational Journeys

Changes to special educational needs and disability (SEND) legislation in England were implemented in 2014, aiming to provide a radically different system for young people with SEND. In this research, we evaluated the impact of these changes from the perspective of autistic young people aged 16-25 years. Using an online survey and interviews, we examined young people’s views on three key principles of the SEND reforms: the help and support provided to them; whether they were given a say in the choices and support that they were offered; and their satisfaction with their educational journeys and outcomes. The results painted a mixed picture. Our sample of young people reported varied experiences regarding the help and support they received, and how much of a say they had regarding the choices and support available to them. The types of schooling they accessed played a role here, with young people in mainstream schools highlighting particular challenges in accessing appropriate support. Parental advocacy was crucial in this regard, as was having key ‘champions’ in the form of teachers who really knew the young people well. The need for the development of general life and self-advocacy skills was apparent however, especially in preparing the young people for life after school. Encouragingly, most of our participants were generally happy with their current situation, despite identifying several areas for further improvements. Overall, the results highlight the importance of listening to - and learning from - autistic young people; throughout their educational journeys but especially as they transition to adulthood.

Patriotic Education of Youth: Research of the Effectiveness of Modern Practice

2021 ◽  
pp. 23-33
Author(s):  
Boris Arkad’evich Deich ◽  
◽  
Mihail Vladimirovich Chelcov ◽  
Natalya Vladimirovna Koshman ◽  
◽  
...  
Keyword(s):  
Young People ◽  
Online Survey ◽  
Young Person ◽  
Positive Development ◽  
Personal Quality ◽  
Analysis And Synthesis ◽  
Youth Activities ◽  
Patriotic Education ◽  
The Individual ◽  
The Impact

The article is devoted to the analysis of the organization of patriotic upbringing of young citizens living in the city of Novosibirsk, their attitude to citizenship, patriotism as a result of such upbringing. The connection between the young people’s understanding of the state and processes of citizenship and patriotism and their actions in society is determined. Patriotism is understood by the authors as one of the deep and stable feelings that are brought up in young people and which can be one of the reasons for the successful development of the individual. Citizenship is considered as a fundamental personal quality, with which patriotic feelings are inextricably linked, and on the basis of which the traits of a full-fledged citizen are formed, striving for active positive development. The article analyzes the organization and conduct of events for the education of citizenship and patriotism and the attitude of young people to them. The possibilities of civil-patriotic activities, including those related to official state holidays and events in the formation of civil qualities and patriotic feelings of the personality of a young person, are studied. The purpose of the article is to study what is the impact of event of a civil-patriotic orientation, as a component of patriotic upbringing on the formation of civil-patriotic qualities in young people and the attitude of young people to citizenship and patriotism. Research methodology and methods. The methodological basis of the research is the understanding of citizenship as a fundamental personal quality and patriotism as one of the deepest and most significant feelings that have an indissoluble connection. This unity becomes the most important element of the social behavior of a young person, allowing him, on the one hand, to be included in the life of society, to fulfill his duties, to enjoy rights, to take actions aimed at improving the life of society. One of the leading elements here is the responsibility of the individual, which is a component of citizenship and patriotism and is manifested (should be manifested) in the real actions of a young person. The study used theoretical (analysis and synthesis) and empirical (questionnaire) methods. The survey was carried out in two ways: online survey on the Internet and personal survey of respondents. The results of the study. The authors believe that despite the generally positive perception of youth activities aimed at educating citizenship and patriotism, among young people there are multidirectional trends both in understanding and in relation to the concepts of “citizenship”, “patriotism”, to their components and to their direct manifestations. Often there are misconceptions about the content of the activity, ignoring both the important events themselves and social activities in general. In conclusion, it is concluded that it is necessary to strengthen the work on introducing into the youth environment an understanding of the essential content of the concepts of citizenship and patriotism, as well as aimed at directly involving young people in activities and participation in society. It is necessary to move from the mainly military orientation in the education of patriotism to a broader activity and the formation of civil qualities of the individual in direct connection with the activities in society.

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 Impact of lockdown and school closure on children in special schools: a single-centre survey

2021 ◽  
Vol 5 (1) ◽  
pp. e000981
Author(s):  
Tapomay Banerjee ◽  
Amjad Khan ◽  
Piriyanga Kesavan
Keyword(s):  
Young People ◽  
Significant Role ◽  
Well Being ◽  
School Closure ◽  
Special Educational Needs ◽  
Single Centre ◽  
Special Schools ◽  
Daily Lives ◽  
Children And Young People ◽  
The Impact

Special schools play a significant role in the daily lives of children and young people with special educational needs and disabilities. We explored the impact of the COVID-19-related first lockdown and resulting school closure by surveying parents whose children attended three special schools in Bedford, UK. We asked about anxiety and impact on emotional well-being and education. We received 53 responses from parents: 31 felt their child was more anxious during the lockdown period/school closure compared with beforehand and 42 felt their child’s emotional well-being had been affected. Children and young people attending special schools may have struggled both academically and emotionally during the COVID-19 pandemic.

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.

scholarly journals COVID-19 and young Italians: results of a cross-sectional study

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
L Lia ◽  
B Dorelli ◽  
M Marte ◽  
M Chiappetta ◽  
A Faticoni ◽  
...  
Keyword(s):  
At Risk ◽  
High School Students ◽  
Young People ◽  
Online Survey ◽  
Ad Hoc ◽  
School Students ◽  
Cross Sectional ◽  
Infected People ◽  
Knowledge And Attitudes ◽  
The Impact

Abstract Background At the end of 2019, a novel pneumonia-causing Coronavirus called Sars-CoV-2 was first identified in Wuhan, Hubei Province, China. It subsequently spread throughout China and elsewhere, becoming a global health emergency. In February 2020, WHO designated the disease COVID-19, which stands for Coronavirus disease 2019. The aim of this study was to evaluate the impact of the COVID-19 epidemic on the perception of young Italians and to assess their knowledge and attitudes about the disease. Methods An online survey was conducted on 3rd-4th-5th February 2020 with the collaboration of “Skuola.net”, an important Italian Website for students. Young people had the opportunity to participate in the survey by answering an ad hoc questionnaire created to investigate knowledge and attitudes about the new Coronavirus, using a link published on the homepage. Results 5234 responses were received of which 3262 were females and 1972 were males, aged from 11 to 30. 82,4% were students (50,4% high school students) while 17,6% did not attend school or university. Regarding knowledge, 80% of the participants knew that the infection occurs through droplets from infected people; 63% knew that symptoms can appear up to 14 days after exposure; 80% knew that a vaccine has not yet been discovered. Regarding attitudes, 36% admitted that their attitude towards Chinese tourists has significantly worsened; 26% did not buy from Chinese run stores and 24% avoided Chinese restaurants. Conclusions Although most of the participants seem correctly informed about COVID-19, young Italians are at risk of assuming irrational behavior due to psychosis. Key messages The global emergency of COVID-19 needs adequate information to avoid the spread of dangerous psychoses. Young people, usual users of social networks as a means of information, are more at risk of being influenced by fake news and adopting wrong behaviors.

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?

Policies Into Practice: Intermediate Treatment and Community Service Compared

1981 ◽  
Vol 10 (2) ◽  
pp. 145-160
Author(s):  
Adrian L. James
Keyword(s):  
Criminal Justice ◽  
Social Policy ◽  
Juvenile Offenders ◽  
Young People ◽  
Community Service ◽  
Marked Change ◽  
Criminal Process ◽  
Children And Young People ◽  
England And Wales ◽  
The Impact

ABSTRACTThe philosophy and the policies for dealing with both juvenile and adult offenders in England and Wales have undergone a marked change in the last decade with the introduction of both the Children and Young Persons Act, 1969, and the Criminal Justice Act, 1972. The spirit behind the policies embodied in the first of these was intended to move juvenile offenders even further towards the provisions for children and young people in general and away from identification with adult offenders and the criminal process. In spite of this, many similarities remain between the two major innovations which emerged from these two pieces of legislation, which were intermediate treatment and community service. In terms of implementing these policies, however, wide differences have emerged in the speed, ease, and uniformity with which the different provisions have been introduced. Intermediate treatment, after a long struggle, is only just beginning to establish itself as a practical provision for juveniles whilst community service, introduced some years later, has now been fully implemented. This difference raises fundamental issues related to the implementation of certain areas of social policy. Although the failure of the 1969 Act to achieve the impact envisaged by its proponents has been attributed to its being only partially implemented and to lack of finance, amongst other things, comparison with the relatively successful introduction of community service suggests that there may also be important administrative factors underlying this failure which have been hitherto ignored.

scholarly journals Vulnerable and Forgotten: The Impact of the COVID-19 Pandemic on Autism Special Schools in England

2021 ◽  
Vol 6 ◽  
Author(s):  
Laura Crane ◽  
Freddie Adu ◽  
Francesca Arocas ◽  
Rachel Carli ◽  
Simon Eccles ◽  
...  
Keyword(s):  
Young People ◽  
English Education ◽  
Good Practice ◽  
Essential Elements ◽  
Special Educational Needs ◽  
Special Schools ◽  
Children And Young People ◽  
Educational Rights ◽  
The Government ◽  
The Impact

The COVID-19 pandemic has caused, and continues to cause, unprecedented disruption in England. The impact of the pandemic on the English education system has been significant, especially for children and young people with special educational needs and disabilities (SEND). While it was encouraging that the educational rights of children and young people with SEND were highlighted during the COVID-19 pandemic, Government decision-making appeared to be centered around the needs of pupils in mainstream schools. In this article, co-authored by an academic researcher and senior leaders from the Pan London Autism Schools Network (PLASN; a collective of special schools in London and the South East of England, catering for pupils on the autistic spectrum), we reflect on the impact of the COVID-19 pandemic on special schools in England. We document and discuss a range of challenges experienced by PLASN schools, including the educational inequalities that were exposed and perpetuated by the COVID-19 pandemic, as well as the manner in which the needs and realities of special schools were overlooked by the Government. We also detail the creative and innovative solutions implemented by PLASN schools to overcome barriers that they encountered. These solutions centered on facilitating holistic approaches to support, ensuring clear and regular communication with families, providing effective support for home learning, and promoting collaborative ways of working; all of which align with good practice principles in autism education more generally, and are essential elements of practice to maintain post-pandemic. We additionally reflect on how the COVID-19 pandemic could be a catalyst for much-needed change to the SEND system: leading to better educational provision, and therefore better outcomes, for pupils with SEND.

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