involvED: Applying a Scientific Approach to Education Technology Innovation for Promoting Family Engagement in the Schools

Parent involvement is a reverently studied, crucial concept that impacts overall student achievement. An educational technology tool, involvED, was developed by a School Psychologist and Licensed Clinical Social Worker using principles of behavioral change research and grounded in family systems theory. Incorporating a scientific approach for targeted, meaningful intervention in regards to family involvement allows for addressment of equity gaps by educating underprivileged families on vital skills, including academic readiness, social emotional learning and trauma informed practices and responses, all while providing incentives for various levels of engagement. The researchers hypothesized that by educating families in an efficient, convenient and consistent manner, as well as providing user- selected incentives for engagement, it would not only increase parent attendance at school events, but also increase the academic, social and emotional skills of the child. Positive statistically significant effects were found amongst users of the tool on both dependent variables, event attendance and the academic, social and emotional ratings of the targeted students by the classroom teacher via the SAEBRS. By addressing potential parental skill deficits and incentivizing prosocial behaviors, student outcomes are positively affected, influencing a breadth of stakeholders.

Perceptions of participation in school and association with health and wellbeing: comparison among Nigerian and Irish pupils

School participation among pupils is considered a key value of the health promoting school approach. However, few studies have documented the relationship between the school participation of pupils and health and wellbeing outcomes in different geographical contexts, especially looking at developing and developed country contexts. This study investigated the perceptions of Nigerian and Irish pupils on participation in school and reported health and wellbeing. Data was collected using self-completed questionnaires among 333 and 231 primary school pupils in 4th, 5th and 6th classes across 17 schools in Nigeria and Ireland. Logistic regression analysis was used to analyse the data from both countries. There was no statistically significant difference in the mean scores for participation in school activities (NIG mean = 22.8, SD 3.5; IRE mean = 22.3, SD 3.4) and school events (NIG mean = 18.8, SD 3.7; IRE mean = 17.1, SD 3.6). However, participation in school decisions and rules (NIG mean = 17.3, SD 4.7; IRE mean = 15.8, SD 3.6) and health and wellbeing (NIG mean = 16.9, SD 1.7; IRE mean = 15.3, SD 2.4) scores were significantly higher among Nigerian pupils, while positive perception of school participation (NIG mean = 24.2, SD 4.1; IRE mean = 26.2, SD 3.4) was significantly higher among Irish pupils. The findings suggest that Irish and Nigerian pupils have positive perceptions of their schools irrespective of their location and levels of development. However, further research using qualitative approaches might be needed to better clarify dimensions of pupils’ perceptions of school life and school participation among Nigerian pupils in order to substantiate these claims.

Digital frontiers in international psychiatric recruitment: the lessons of the Northwest School of Psychiatry careers event November 2020

AimsA low level of psychiatric recruitment is a global issue[1]. The RCPsych & UK Mental Health Trusts jointly run School Events as part of a recruitment strategy. The North West has been running such events for the past years. After our first virtual event, we compare the quality, effectiveness and experience of a face-to-face (F2F) recruitment programme in 2018 with our first remote recruitment programme in 2020. In a world of fast paced technology, we reflect on what lies in the horizon for international psychiatric recruitment.MethodThe recruitment programme was organised by 4 psychiatric trainees affiliated to each mental health trust. A two-day remote programme on the Zoom platform comprising of 45-minute slots was created. Through their own experiences of inspirational speakers, trainees contacted speakers representing different specialities, teaching styles and philosophical outlooks.Pre and Post Programme questionnaires and certificates of attendance were shared with speakers and attendees. These were compared with Pre and Post Programme questionnaires from the F2F event in 2018.ResultWhen compared to the 2018 F2F programme, the 2020 virtual recruitment programme attracted a higher number and wider variety of applicants, in gender (62% female/38%male), nationality (UK 79%/Non-UK 22%), as well as wider distribution in age, UK deanery and training position. Despite the elimination of cost, the quality of teaching was rated higher than F2F due to the availability of high quality speakers (100% would recommend to a friend; 72% rated excellent). Whilst the programme was effective in changing minds, this did not exceed F2F recruitment rates. F2F recruitment feedback focussed on inclusion of sub-specialities, whereas virtual programme feedback focussed on ways to enhance interaction. Feedback focussed on technological applications such as interactive quizzes, breakout rooms, play-acting, and having the benefit of clinical vignettes or speakers’ personal stories to bring talks to life.ConclusionThe use of remote technology transcended geographical and demographic frontiers. A variety of high-quality speakers, directly appealing to an international cohort were sourced, at no monetary cost. In future, the budget will be used in interactive applications, and time-limited session recordings. As the participants hungered for personal connections, we recommend a blended programme, with links to taster sessions, retaining the advantages of both strategies.

Measuring Behavior and Risk Perception to Inform Children’s Exposure Assessments and Communication Strategies

Background: Waste management challenges, including transboundary sanitary sewage overflows (SSOs), have continuously been of concern along the US-Mexico border region. Sewage contamination contains high concentrations of pathogens excreted in human and animal feces increasing health-related risks and hindering quality of life. Limited literature exists on environmentally related risk perception studies in rural border town thus we aim to better understand risk perception in a rural border town school community after experiencing adjacent sewage effluent. Methods: This paper aims to characterize students’ spatial behavior and hand/object-to-mouth patterns to inform a risk assessment. Risk assessments often use published human behavior parameter values that may not be culturally or geographically representative. Parents and school staff were surveyed during several school events and provided with a link to an online survey. Results: Reported student behavior show a lower hand/object-to-mouth frequency for children ages 4-11, and a wider range of hand-to-mouth frequency for students ages 12-16, when compared to other values in the literature. Offensive odors, negative feelings, and general concerns mainly using informal language were frequently cited. Conclusions: Findings suggest a lack of information and understanding around SSOs, as well as a lack of communication, could contribute to a perceived low-risk or uncertainty around these events. Risk perception is a critical factor of vulnerability, thus effectively disseminating culturally appropriate risk information is an important part in decreasing exposure.

The Content of the Technology of Junior Pupils’ Information and Digital Competence Formation in the Process of Social and Pedagogical Communication

The article considers the problem of constructing the content of pedagogical technology, which enables the implementation of the process of junior pupils’ information and digital competence formation. It is proved that socio-pedagogical communication, which is carried out within the school environment, has a special impact on the child of primary school age, as activities related to learning are leading and gaining importance in the context of the social role of the schoolchildren. The author's definition of pedagogical technology of junior pupils’ information and digital competence formation in the process of social and pedagogical communication is presented. The main forms of work with parents within the framework of pedagogical technology are distinguished: training sessions «Child in the digital world», «How to protect a child from crimes on the Internet»; parent meeting (acquaintance with the basic requirements for information and digital competence of schoolchildren, with the rules of using gadgets at school, discussion of children's achievements, expectations of parents, etc.); conversations (discussion of digital barriers, advantages and disadvantages of global digitalization, the impact of modern digital technologies on the socialization of children, including in the context of social interaction with adults and peers, etc.); consultations. The main forms of realization of pedagogical technology for junior schoolchildren are allocated: class hours in the form of conversation which can include elements of quizzes, competitions, games, etc.; extended day groups, group work (sections, clubs, creative associations); master classes, for example, on creating your own images in the form of drawings and creative processing of finished images (in Paint, Freshpoint); mass school events (thematic evenings, days and weeks), creative group projects; extracurricular activities (visits to cinemas, museums, excursions, etc.).

Kindergarten Writing

The author examined how the utilization of technology could impact students' narrative writing. A common issue that arises in the teaching of writing is students' ability to conceptualize a topic to write about. Often, students' writing is focused on school events and activities rather than reflecting their cultural wealth that take place outside of school. Drawing inspiration from Moll, Amanti, Neff, and Gonzalez's seminal study on how home visits can incorporate students' funds of knowledge into the curriculum, the author suggests student and family-provided photographs into the writing workshop could create a more reciprocal relationship with students' families.

Combining Sport and Study in High School: An Insight Into a Dual Career Environment in Estonia

Although dual career research has received growing attention, there is a lack of research specifically focusing on whole dual career development environments (DCDEs). The overall aim of this study was to provide a thorough insight into a DCDE with two main objectives, as follows: (a) provide a holistic description of a DCDE and connections within the environment and (b) examine factors influencing the environment’s success in supporting student-athletes’ development. The data analysis and collection were guided by recently developed DCDE and dual career environment’s success factors (DC-ESF) models. The data were gathered from multiple perspectives via interviews, informal discussions, and observations to analyze a real-life setting and its everyday processes. The authors found that the school’s dual career philosophy was aimed toward supporting holistic growth development via communication, feedback, and flexibility. The main success factors contributing to the environment’s success were placing importance on effort and task-related focus in everyday activities, being flexible, reinforcing openness, and developing responsibility in student-athletes. Furthermore, providing a systematic daily schedule, establishing systematic information sharing, and organizing a variety of school events contributed to the development of planning, and time management, resilience, effort, and communication skills in student-athletes represented factors of success. These findings are presented in two empirical models (DCDE and DC-ESF) of the Audentes Sports Gymnasium.

PELESTARIAN TARI AMBEK-AMBEK OLEH SANGGAR TIMBULUN KOTO BASAGA DI NAGARI KOTO ANAU KECAMATAN LEMBANG JAYA KABUPATEN SOLOK

This study aims to determine the preservation of Ambek-ambek dance by SanggarTimbulun Koto Basaga in Koto Anau village, Lembang Jaya District, Solok Regency.This research belongs to a qualitative research using a descriptive method. The object of this research wasAmbek-ambek dance by Sanggar Timbulun Koto Basaga in Koto Anau village, Lembang Jaya District, Solok Regency. The main research instrument in this study was the researcher itself. The tools used in the research were writing instruments, photo cameras, and flash drives. The data were collected through literature studies, observation, interview, and documentation. Ambek-ambek dance tells about a woman who was sewing. Then a man arrived to draw her attention so they joke together.The results show that Ambek-ambek dance is preserved through protection, development, and utilization. Protection is carried out by holding dance training every two times a week, development is carried out by developing the costume section but it still sticks to traditional values, and utilization is carried out by performing dance at school events, alek nagari, competition events, and wedding parties. Thus, Ambek-ambek dance is known by all groups both local and outside the city.Keywords: Preservation, Ambek-ambek Dance, Koto Basaga Timbulun

Psychosocial issues and quality of life associated with food allergy

The day-to-day challenges involved in caring for a child with food allergies can be a significant stress within a family. As the child with a food allergy grows up, developmental changes as well as external influences such as bullying and peer pressure can further influence these stressors. When the child with a food allergy is young, the family may be limited on where they can vacation or go out to restaurants, which can cause tension and frustration within the family. Hypervigilance and fear of accidental exposure to the allergen takes an emotional and physical toll on the child with a food allergy and the child’s family. Socially, children with a food allergy may have to limit participation in school events, parties, or camps. These limitations can cause feelings of isolation for the child and feelings of guilt for the parents. As the child becomes an adolescent and young adult (AYA), increased autonomy of dining options and a desire to fit in with peers can trigger higher risk-taking behavior, which can be a source of anxiety for the AYA as well as the caregivers. The aim of this review was to describe potential negative psychosocial impacts of having a food allergy for the family. Data were reviewed from a literature search of medical literature data bases between 2010 and 2020 by using the search terms “food allergy,” “psychosocial,” “anxiety,” and” quality of life.” As we better recognize the psychosocial issues associated with food allergies, we will have a better ability to develop effective interventions to improve the quality of life for these families.