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Disadvantaged Backgrounds (disadvantaged + background)
Selected AbstractsImplementing peer support in schools: using a theoretical framework in action researchJOURNAL OF COMMUNITY & APPLIED SOCIAL PSYCHOLOGY, Issue 6 2004Maretha J. Visser Abstract The implementation of a peer support project in 13 schools from a disadvantaged background is discussed using the social ecological, systems and social construction theory as a theoretical guide in action research. The goal was to establish an alternative helping system in schools that was sustainable within the school system. In the implementation of peer support attention was given to the integration of the project into the existing context; encouraging participation on all levels, facilitating change and creating shared meanings, supporting the process of reorganizing and restructuring and providing feedback to facilitate further change. From a process evaluation of the programme implementation challenges in the implementation process were identified and recommendations made that could contribute to the optimal functioning and sustainability of the project to address the needs of learners and enhance well being in the school community. Copyright © 2004 John Wiley & Sons, Ltd. [source] Examining the Impact of Opportunity Bursaries on the Financial Circumstances and Attitudes of Undergraduate Students in EnglandHIGHER EDUCATION QUARTERLY, Issue 2 2009Anne West Notwithstanding the expansion of higher education across the OECD, there continues to be concern about the levels of participation amongst those from disadvantaged backgrounds. In response to this, a new form of financial support for students from low-income families, the ,opportunity bursary', was introduced for a limited period in England from 2001/02. Surveys of two cohorts of opportunity-bursary applicants were carried out and these suggested possible psychological, behavioural and economic impacts. Fewer opportunity-bursary recipients than non-recipients reported that part-time work had interfered with their studies and more reported that the bursary had made them less worried about meeting the costs of going to university. There was some evidence that the scheme led to increased retention in the first year of university study; it also appeared to lead to lower levels of debt, in particular bank overdrafts or credit card debt. [source] False Uniqueness: the Self-Perception of New Entrants to Higher Education in the UK and Its Implications for Access , a Pilot Study1HIGHER EDUCATION QUARTERLY, Issue 1 2007Andy Thorpe A central tenet of contemporary education policy relates to the desire to extend higher education (HE) provision to less advantaged groups (,widening participation'). Our paper contends that a key behavioural obstacle to widening participation lies in the erroneous belief that persists among potential entrants from disadvantaged backgrounds as to their capabilities of succeeding within the HE environment , a perception that serves to deflate application/recruitment rates from such groupings. We test this ,false uniqueness' thesis using a sample of 127 new UK undergraduates, finding that students drawn from lower social class backgrounds consistently underestimated their abilities vis-à-vis the overall cohort. [source] Are There Economic Incentives for Non-Traditional Students to Enter HE?HIGHER EDUCATION QUARTERLY, Issue 1 2007The Labour Market as a Barrier to Widening Participation The expansion of higher education (HE) in the UK has disproportionately benefited young people from relatively rich families: the gap between rich and poor in terms of participation in HE having widened since the 1970s. We explore a neglected possible cause of this class difference: that the labour market fails to provide sufficient incentives for potential entrants from less advantaged backgrounds to enter HE. Most studies of the rewards from participating in HE in the UK suggest that the rates of returns are sufficiently high to provide clear economic incentives to participate. However, until recently, most studies generated estimates of the average rate of return to graduation, which could overestimate returns to marginal entrants, particularly those from disadvantaged backgrounds. In this review we examine the methodological problems faced by more targeted studies of the rates of return to graduation and review their key findings concerning the economic returns to non-traditional entrants. [source] The development and pilot evaluation of a nutrition education intervention programme for pregnant teenage women (food for life)JOURNAL OF HUMAN NUTRITION & DIETETICS, Issue 2 2003W. L. Wrieden Abstract Background A healthy diet in pregnancy is important for both maternal and infant health but this may be difficult to achieve particularly for groups such as teenage pregnant women, many of whom are from disadvantaged backgrounds. To our knowledge this is the first report of a practical nutrition education programme for this group in the UK. Method An intervention was designed incorporating seven informal food preparation sessions, which allowed opportunities for discussion of nutritional, and other topics (e.g. food safety and well-being in pregnancy). Midwives in a community centre setting led the sessions. The acceptability of the package to participants and midwives was recorded and pre- and post-intervention data collected on sociodemographic details, dietary intake (using an eating-habits questionnaire and a 24-h dietary recall) and cooking skills. Results The midwives found the package easy to follow and use. The 16 (of the 120 invited) women who attended found the courses helpful but objective evaluation of dietary intake was not possible because of poor compliance. Conclusions The nutrition education programme was favourably received by midwives and the women who participated. However recruitment was problematic and alternative methods of delivering and evaluating such a package should be investigated. [source] Identifying Children with Dental Care Needs: Evaluation of a Targeted School-based Dental Screening ProgramJOURNAL OF PUBLIC HEALTH DENTISTRY, Issue 2 2004David Locker BDS Abstract Objectives: It has been suggested that changes in the distribution of dental caries mean that targeting high-risk groups can maximize the cost effectiveness of dental health programs. This study aimed to assess the effectiveness of a targeted school-based dental screening program in terms of the proportion of children with dental care needs it identified. Methods: The target population was all children in junior and senior kindergarten and grades 2, 4, 6, and 8 who attended schools in four Ontario communities. The study was conducted in a random sample of 38 schools stratified according to caries risk. Universal screening was implemented in these schools. The parents of all children identified as having dental care needs were sent a short questionnaire to document the sociodemographic and family characteristics of these children. Children with needs were divided into two groups: those who would and who would not have been identified had the targeted program been implemented. The characteristics of the two groups were compared. Results: Overall, 21.0 percent of the target population were identified as needing dental care, with 7.4 percent needing urgent care. The targeted program would have identified 43.5 percent of those with dental care needs and 58.0 percent of those with urgent needs. There were substantial differences across the four communities in the proportions identified by the targeted program. Identification rates were lowest when the difference in prevalence of need between the high- and low-risk groups was small and where the low-risk group was large in relation to the high-risk group. The targeted program was more effective at identifying children from disadvantaged backgrounds. Of those with needs who lived in households receiving government income support, 59.0 percent of those with needs and 80.1 percent of those with urgent needs would be identified. Conclusions: The targeted program was most effective at identifying children with dental care needs from disadvantaged backgrounds. However, any improvements in cost effectiveness achieved by targeting must be balanced against inequities in access to public health care resources. [source] Use of the Kidcope to identify socio-economically diverse Spanish school-age children's stressors and coping strategiesCHILD: CARE, HEALTH AND DEVELOPMENT, Issue 6 2009N. Pereda Abstract Background The process by which children cope with stressful events is a very relevant topic. However, few systematic efforts have been made to design age-specific measures. Methods This study examined problems commonly experienced by children, ages between 7 and 12 years, from two different sources: a primary school mainly enrolling families of medium socio-economic status, and an after-school social care centre from a socially and economically deprived neighbourhood. Data were obtained using the younger version of the Kidcope. Results Almost 55% of the sample reported a problem related to others with no differences observed in age, gender or school group. The strategies that children considered the most effective were ,social support' (35%), ,emotional regulation' (33%) and ,wishful thinking' (32%). The children from disadvantaged backgrounds reported different problems mainly related with ,victimization and violence', ,moving house' and conflicts with ,norms and rules' and tended to use avoidant strategies to face them, which could be related to the perception of uncontrollability of these stressors. Conclusions This study reported the first descriptive results in the type of problems and coping strategies of two different social groups of Spanish children using the Kidcope. The Kidcope can be useful to screen children for coping abilities at an early age living under stressful conditions in underprivileged sectors of society. [source] | ||||||||||