scholarly journals PEDAGOGICAL INTERACTIONS IN PRIMARY SCHOOL REINTEGRATION PROCESSES: A CASE STUDY IN CHILE

2021 ◽  
Author(s):  
José Manuel Medina ◽  
◽  
Tatiana Herreros ◽  
Pamela De Barca ◽  
Carolina Crovetto ◽  
...  
Keyword(s):  
Children And Adolescents ◽  
Scientific Evidence ◽  
Compulsory Education ◽  
Pedagogical Practices ◽  
Metropolitan Region ◽  
Critical Element ◽  
School Reintegration ◽  
Pedagogical Intervention ◽  
Number Of Children ◽  
Teaching Learning

In Chile, despite the great coverage achieved, there are still children and adolescents who leave school without being able to complete 12 years of compulsory education (Casen, 2015); moreover, among the countries that make up the OECD, Chile is in the first places of deschooling (TALIS, 2013). This marginalization from the school system is affecting a significant number of children and hindering areas of integration and social development, which accentuates processes of social exclusion and violation of rights in Chile (Casen, 2015; Mide-UC, 2016; Mineduc, 2017). This is reinforced by pedagogical practices that strengthen these probabilities of failure (Román, 2013). The phenomenon of school reintegration has little evidence in relation to the human and technical component in school reintegration processes, either locally (Mide-UC, 2016; UNESCO-UNICEF-Chilean Association of Municipalities, 2012), or internationally (CEPAL, 2010; Contreras et al, 2014; Sucre, 2016), which implies observing and analyzing pedagogical intervention practices in these contexts, in terms of how these dialogical-reflective relational dynamics between teachers and children and adolescents are developed, from the perspective of pedagogical interactions, an area of growing interest in educational sciences, which looks at more than the action itself, at how and what happens in the interaction. (Colomina et al, 2001) This research from a qualitative, transactional approach, oriented from the perspective of descriptive studies (Hernández,et al, 2010) and enriched with the symbolic interactionism of Blumer (1969), whose contributions indicate that the nature of the teaching-learning processes can only be unraveled through direct examination, seeks to understand pedagogical intervention practices from the perspective of pedagogical interactions which are developed between teachers and their students, within the framework of the specialized protection programs in school reintegration implemented in Chile by the National Service for Minors of the Ministry of Justice and Human Rights, in vulnerable sectors of the communes of Talca, Region of Maule and La Pintana, Metropolitan Region. The analysis through the theoretical and empirical contributions provided by the scientific evidence on pedagogical interactions, in terms of how they are configured, deployed and how these pedagogical intervention practices are perceived by the actors involved, added to the findings obtained, provides an opportunity to innovate by allowing the observation of school reintegration as a scenario of human relations and to deepen around this professional action as a critical element, constituting the improvement of teaching and effectiveness in school reintegration processes.

scholarly journals Potentialities of Thermography in Ecocentric Education of Children: An Experience on Training of Future Primary Teachers

2019 ◽  
Vol 11 (9) ◽  
pp. 2668 ◽  
Author(s):  
Maria Eduarda Ferreira ◽  
Ana Catarina André ◽  
Rui Pitarma
Keyword(s):  
Environmental Sustainability ◽  
Primary Teachers ◽  
Educational Process ◽  
Pedagogical Practices ◽  
Primary Teacher ◽  
Pedagogical Intervention ◽  
Tree Protection ◽  
Biological Similarity ◽  
Teaching Learning ◽  
Educational Potential

Current serious environmental issues, such as deforestation, compel compulsory school education on the need for reflection on pedagogical practices to promote education for environmental sustainability. The educational process about the “tree as living being” requires that content and attitudinal dimensions be deeply integrated. Therefore, meaningful learning of biological similarity—between tree and animal—needs to be prioritised. It will promote the development of tree protection attitudes. Under this approach, an action research was developed to contribute to a future primary teacher education model. A didactic-pedagogical intervention was designed. It was implemented to assess the educational potential of infrared thermography in the development of ecocentric education. A group of students attending the 3rd year of primary education participated in this qualitative case study. The results revealed that ecocentric conceptions were constructed bringing these children closer to scientific knowledge. It resulted in the development of conservation/protection tree attitudinal learning. It is also worth mentioning the contribution of this study to (re)think (re)construction of the formative process of future primary teachers in order to: direct the teaching–learning process to environment real problems; and to promote the necessary debate on the contribution of technology to achieve innovation of pedagogical practices.

Towards an AIDS-free generation by 2030: how are South African children, adolescents, caregivers and health care workers coping with HIV?

2021 ◽  
pp. 008124632199217
Author(s):  
Yogan Pillay
Keyword(s):  
Health Care ◽  
Children And Adolescents ◽  
South African ◽  
Health Care Workers ◽  
Policy Makers ◽  
Number Of Children ◽  
Key Stakeholders ◽  
Care Workers ◽  
Free Generation ◽  
Living With Hiv

We are committed to an AIDS free generation by 2030 – nine short years away. This article reflects on the global and South African data on new infections, total number of children and adolescents living with HIV as well as data on vertical transmission. The article includes the voices of key stakeholders in the quest to end HIV in children so that lessons from their experiences can be used by policy makers in strengthening services.

scholarly journals Learning in the informal spaces and re-signification of the existence of undergraduate students of nursing

2014 ◽  
Vol 22 (5) ◽  
pp. 731-738 ◽  
Author(s):  
Isabel Silva de Jesus ◽  
Edite Lago da Silva Sena ◽  
Luana Machado Andrade
Keyword(s):  
Nursing Students ◽  
Undergraduate Students ◽  
Professional Training ◽  
Public University ◽  
Metropolitan Region ◽  
Undergraduate Nursing Students ◽  
Construction Of Knowledge ◽  
Undergraduate Nursing ◽  
Teaching Learning ◽  
The University

OBJECTIVE: to describe the perception of lecturers and undergraduate nursing students regarding the dialogic experience in the informal spaces and its relationship with training in health.METHOD: experiential descriptions were collected in the context of a public university in the non-metropolitan region of the state of Bahia, Brazil, using open interviews. These descriptions were analyzed according to the principles of the phenomenology of Maurice Merleau-Ponty.RESULTS: it was revealed that the informal spaces contribute significantly to the construction of knowledge and professional training strengthening teaching and promoting the re-signification of the subjects' experience.CONCLUSION: it is evidenced that the dialogic experience has relevancy for rethinking the teaching-learning process in the university, such that the informal spaces should be included and valued as producers of meanings for the personal and academic life of lecturers and students, with the ability to re-signify existence.

Approaches to Delivering Child and Adolescent Mental Health Services: The South Australian Experience

1995 ◽  
Vol 29 (2) ◽  
pp. 230-237 ◽  
Author(s):  
Michael Gifford Sawyer ◽  
Robert John Kosky
Keyword(s):  
Mental Health ◽  
Mental Health Services ◽  
Health Services ◽  
Children And Adolescents ◽  
Mental Health Problems ◽  
South Australia ◽  
Adolescent Mental Health ◽  
Child And Adolescent ◽  
The South ◽  
Number Of Children

Approximately 10% of children and adolescents experience mental health problems, however only a small proportion receive specialised help. Identifying approaches which can provide a balanced and effective service for the large number of children and adolescents with problems is currently a major challenge for child and adolescent mental health services in Australia. In South Australia, following a review in 1983, child and adolescent services were reorganised into two separate but closely related services. This paper draws on experience in South Australia over the last decade to identify approaches which can be employed in six key areas that significantly influence the effectiveness of child and adolescent mental health services. The paper also describes the specific features which were included in the South Australian child and adolescent mental health service to address these issues.

scholarly journals The Experience of Lithuanian University of Educational Sciences Students on Pedagogical Practices: Pupil Behaviour Observation

Pedagogika ◽  
2015 ◽  
Vol 118 (2) ◽  
pp. 44-57
Author(s):  
Kęstutis Trakšelys
Keyword(s):  
Inclusive Education ◽  
Social Groups ◽  
Pedagogical Practices ◽  
Abnormal Behavior ◽  
Emotional Security ◽  
Teachers And Students ◽  
Positive Learning Environment ◽  
Psychological Knowledge ◽  
Teaching Learning ◽  
Observation Results

Behaviour is usually named as a main and the essential educational stimulus in the lesson. Due to the pupils’ inappropriate behaviour is common to blame their unwillingness to learn, laziness or period of adolescence. Teachers are usually looking for various types of abnormal behavior and other disorders in their pupils. Students who had teacher‘s assistant practice at schools were observing pupils and their teachers interaction in lessons. The observed lessons’ data show that lots of impact for pupil’s behaviour has teacher’s personality, the ability to communicate, respect and interact with them. The appropriate teaching organization, the competence to explain the aims and goals of the task, ability to select suitable teaching / learning methods, didactic attitude, the ability to control emotional intelligence and ect. According to reports of students, who had pedagogical teacher’s assistant practice at these schools, teachers not always give well suited teaching material. It doesn’t correspond to the pupils in his / her needs, interests, and expectations. Thy don‘t want and can‘t concentrate attention for 45 minutes. Sometimes happen when the teacher has wrong planned lessons, then pupils waste their time because simply they don‘t have what to do. The results show that very low percent of pupils work effectively, have high quality knowledge and learning results. In many cases teachers do not create positive learning environment, fail to ensure emotional security by threatening to write negative marks, to send away from classroom or end the lesson. Teachers usually don’t pay enough attention for their pupils for many reasons. They prefer treating these who are more motivated to study or are going to take the exam of the curriculum. Behaving in this way teachers make all conditions for unwillingness to study and provoke inappropriate activity of their students during lessons. In such conditions the educators don’t involve pupils of all social groups. It means that integration doesn’t work for children with the special needs. Also doesn’t work so called the inclusive education. Thy do not ensure pleasant microclimate in the classroom and suitable educational environment. The observation results state that some educators of these schools acted inadequate by writing negative marks for the students who tried to show inappropriate behaviour. Also we should emphasize that some teachers and students, who had teacher’s assistant practice, lack abilities to adapt their pedagogical and psychological knowledge in their work with pupils. They lack of abilities to control the audience, to interact with the pupils. Also they lack skills of working in a stratified society.

scholarly journals Estimates of number of children and adolescents without access to surgical care

2019 ◽  
Vol 97 (4) ◽  
pp. 254-258 ◽  
Author(s):  
Bhargava Mullapudi ◽  
David Grabski ◽  
Emmanuel Ameh ◽  
Doruk Ozgediz ◽  
Hariharan Thangarajah ◽  
...  
Keyword(s):  
Children And Adolescents ◽  
Surgical Care ◽  
Number Of Children

scholarly journals Dyscalculia and pedagogical intervention

2019 ◽  
Vol 6 (5) ◽  
pp. 95-100
Author(s):  
Mariela Alexandra Calderón Delgado ◽  
Ronald Iván Zamora Delgado ◽  
Raphael Palma Palma ◽  
María Elena Moya
Keyword(s):  
Teaching And Learning ◽  
Mathematical Reasoning ◽  
Collaborative Work ◽  
Relevant Information ◽  
Intervention Strategies ◽  
Long Term Results ◽  
Learning Disorder ◽  
Pedagogical Intervention ◽  
Teaching Learning

The acquisition of knowledge in the area of mathematics, generally requires a series of numerical competencies that are strengthening as school-age progress, this process is sometimes affected by a learning disorder called dyscalculia that it causes severe difficulties in understanding or internalizing arithmetic contents that lead to mathematical reasoning. The objective of this article is to provide relevant information on the causes of dyscalculia, repercussions on learning and the importance of early pedagogical intervention, through a descriptive study, a bibliographic review of the topic and analysis of various sources have carried out, which allowed formulating conclusions regarding the teaching and learning of mathematics. These data provided the necessary information to determine that dyscalculia is a condition that requires treatment that includes collaborative work between specialists, parents, and teachers. Early diagnosis and the use of appropriate pedagogical intervention strategies and the incorporation of innovative methodologies in the teaching-learning process will allow effective long-term results.

scholarly journals Dynamics of paediatric urogenital schistosome infection, morbidity and treatment: a longitudinal study among preschool children in Zimbabwe

2018 ◽  
Vol 3 (2) ◽  
pp. e000661 ◽  
Author(s):  
Derick Nii Mensah Osakunor ◽  
Takafira Mduluza ◽  
Nicholas Midzi ◽  
Margo Chase-Topping ◽  
Masceline Jenipher Mutsaka-Makuvaza ◽  
...  
Keyword(s):  
Scientific Evidence ◽  
Age Group ◽  
Risk Of Infection ◽  
Schistosome Infection ◽  
Anthropometric Indices ◽  
Number Of Children ◽  
Praziquantel Treatment ◽  
Control Programmes ◽  
Urinary Morbidity ◽  
First Time

BackgroundRecent research has shown that in schistosome-endemic areas preschool-aged children (PSAC), that is, ≤5 years, are at risk of infection. However, there exists a knowledge gap on the dynamics of infection and morbidity in this age group. In this study, we determined the incidence and dynamics of the first urogenital schistosome infections, morbidity and treatment in PSAC.MethodsChildren (6 months to 5 years) were recruited and followed up for 12 months. Baseline demographics, anthropometric and parasitology data were collected from 1502 children. Urinary morbidity was assessed by haematuria and growth-related morbidity was assessed using standard WHO anthropometric indices. Children negative for Schistosoma haematobium infection were followed up quarterly to determine infection and morbidity incidence.ResultsAt baseline, the prevalence of S haematobium infection and microhaematuria was 8.5% and 8.6%, respectively. Based on different anthropometric indices, 2.2%–8.2% of children were malnourished, 10.1% underweight and 18.0% stunted. The fraction of morbidity attributable to schistosome infection was 92% for microhaematuria, 38% for stunting and malnutrition at 9%–34%, depending on indices used. S haematobium-positive children were at greater odds of presenting with microhaematuria (adjusted OR (AOR)=25.6; 95% CI 14.5 to 45.1) and stunting (AOR=1.7; 95% CI 1.1 to 2.7). Annual incidence of S haematobium infection and microhaematuria was 17.4% and 20.4%, respectively. Microhaematuria occurred within 3 months of first infection and resolved in a significant number of children, 12 weeks post-praziquantel treatment, from 42.3% to 10.3%; P<0.001.ConclusionWe demonstrated for the first time the incidence of schistosome infection in PSAC, along with microhaematuria, which appears within 3 months of first infection and resolves after praziquantel treatment. A proportion of stunting and malnutrition is attributable to S haematobium infection. The study adds scientific evidence to the calls for inclusion of PSAC in schistosome control programmes.

Efficacy and safety of lurasidone in children and adolescents: Recommendations for clinical management and future research

2021 ◽  
Vol 27 ◽  
Author(s):  
Andrea Amerio ◽  
Costanza Giacomini ◽  
Laura Fusar-Poli ◽  
Andrea Aguglia ◽  
Alessandra Costanza ◽  
...  
Keyword(s):  
Children And Adolescents ◽  
Clinical Management ◽  
Partial Agonist ◽  
Scientific Evidence ◽  
Antipsychotic Agent ◽  
Term Treatment ◽  
Good Choice ◽  
Future Research ◽  
Long Term Treatment ◽  
M1 Receptors

: Lurasidone is a novel azapirone derivative, and atypical antipsychotic agent with a high binding affinity for dopaminergic (D2), serotoninergic (5-HT2A), and 5-HT7 receptors (antagonist), a moderate affinity for 5-HT1A receptors (partial agonist), and no appreciable affinity for histaminergic (H1) and muscarinic (M1) receptors. It was recently included by the European Medication Agency among the in-label pharmacological treatments for children and adolescents affected by early onset schizophrenia. As a dopamine and serotonin antagonist, lurasidone acts on a variety of receptors and showed its efficacy both as an antipsychotic and an activating compound. Administered with food or within 30 minutes from a meal, it presents sufficient bioavailability and does not interact ith most of the other drugs during metabolism. With little effects on hormones and weight gain, potential procognitive profile due to its 5-HT7 antagonism, and reduced extrapyramidal side effects, lurasidone could be a good choice in terms of both effectiveness and tolerability, particularly for patients headed towards a long-term treatment. This article aims to summarize the available scientific evidence from the literature on the use of lurasidone in children and adolescents and to provide recommendations for clinical management and future research.

Psychotic disorders

2017 ◽  
Author(s):  
Johann Brink ◽  
Todd Tomita
Keyword(s):  
Best Practice ◽  
Psychotic Disorders ◽  
Behavioral Therapy ◽  
Scientific Evidence ◽  
Empirical Support ◽  
Functional Improvement ◽  
Critical Element ◽  
Schizophrenia Spectrum Disorders ◽  
Unclear Etiology ◽  
The Many

The presentation of psychotic disorders in jails and prisons can be quite complex and diverse. In addition to the schizophrenia spectrum disorders, there are the many disorders of unclear etiology or secondary to the neurotoxic effects of substance abuse. In parallel, the provision of empirically informed care for incarcerated offenders with psychotic disorders presents significant clinical, security, and administrative challenges. However, strong scientific evidence exists that a configuration of interventions offers substantial benefit in the treatment of incarcerated individuals with psychotic disorders. Such a configuration incorporates both psychotherapy and psychopharmacology. Specifically, cognitive behavioral therapy, designed and presented within a risk-needs-recovery (R-N-R) framework, when combined with appropriate pharmacological interventions, has strong empirical support as best practice in the treatment of severe mental illness in the correctional population. Further, specific issues related to care coordination, treatment engagement and adherence, implementation of best practice, and treatment fidelity each contribute to resulting symptom reduction and functional improvement. Careful attention to reducing the risks of inappropriate polypharmacy through clinician feedback and practice monitoring is another critical element. This chapter discusses the evidence basis for appropriate treatment of the psychotic disorders and the range of opportunities for both psychotherapy and psychopharmacology in correctional settings.

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