Academic literature on the topic 'Friends' School, Lisburn, Ireland'

This paper reports on the first substantive attempt to accomplish in Northern Ireland what has been done in a number of other societies: namely, the investigation of the sexual attitudes and lifestyles of young people. Co-managed by the Family Planning Association Northern Ireland and the University of Ulster, the three-year research project focused on young people in Northern Ireland aged 14–25 years. In this paper we present some baseline results from the survey, which took place from May 2000 to March 2002 and achieved a quota sample of 1,013 respondents. They include the following: 53.3% of all respondents reported that they had sexual intercourse. Condom use at first sex was reported by 64% of sexually active respondents, 27.4% said they used no contraception. Peer pressure to engage in sex was more prevalent among males than females. Young people in Northern Ireland regarded friends as their most important source of sex education. School was the second most important source, but most respondents wanted more sex education in school. Beyond these baseline data, the findings of the research allow for an informed discussion of a number of key issues of concern regarding young people's sexual health, including the timing and circumstances of first sexual intercourse, and issues arising from sexual orientation. Finally, we suggest that an essential requirement for improved sexual health of young people would be to follow a more sex-positive approach, which encourages young people to discuss sexual matters openly with their peer and others.

In Northern Ireland, nearly 30% of children are thought to be at risk of going hungry in the summer holidays when they are unable to access free school meals. Community groups, voluntary groups, local authorities, and faith groups have responded to this concern by developing and delivering holiday programmes that enable children from low-income families to take part in activities and access food. The current study used purposive sampling to investigate children’s and young people’s views of holiday provision, from across three holiday clubs, in Northern Ireland. Both primary school children (n = 34; aged 4–11) and secondary school children (n = 31; aged 12–17) showed high levels of awareness of poverty and food insecurity and associated pressures and stresses on households. Importantly, children and young people did not feel stigmatised about attending holiday provision, suggesting a positive and inclusive culture towards holiday club attendance. Children reported that they enjoyed the range of activities provided at holiday clubs and reported that attendance improved their self-confidence, especially for some older children, who acted as peer mentors to younger attendees, helped them to develop new skills, and provided them with opportunities to socialise with peers in a safe environment, out with their normal social groupings in school. Older children showed a high level of shrewdness and knowledge of sectarian divides in communities but spoke positively about how different religious or cultural backgrounds did not matter in terms of meeting and making new friends in holiday club settings. In terms of food provision, the findings of this study suggest that further work needs to be done to support children to access and eat healthy, nutritious food.

Schools have the potential to promote physical activity (PA) in adolescents through physical education (PE) and extra-curricular PA. The aims of this study were to firstly understand the experiences of adolescent females who participated in a school-based walking programme (the Walking In ScHools (WISH) study) and secondly, to assess the potential for schools to further promote PA outside of structured PE. A sample of female participants (n = 45, mean age 13.1 years) who participated in the WISH study were randomly selected to participate in focus group discussions, to explore their experiences of the intervention. In addition, an online survey was distributed to all post-primary schools (n = 208) in Northern Ireland to assess the provision of extra-curricular PA and further evaluate the feasibility of the WISH study. In total, six focus groups were conducted. Walking during the school day was viewed as an acceptable form of PA by adolescent females, providing an opportunity to be active with friends, and helped participants overcome barriers previously associated with being active at school. Responding schools (n = 59) identified adolescent females and non-sporty pupils as sub-groups who would benefit most from participation in a school-based walking programme. This study has highlighted that the delivery of a walking programme within the school setting is acceptable, warranted and practically feasible from the point of view of adolescent females and key stakeholders within the school setting.

Behavioural and developmental factors mean that adolescents who initiate sexual intercourse early may be at an increased risk of adverse sexual health outcomes at the time of first sex and later in life. In an Irish context, there is insufficient knowledge about the specific correlates of early sexual initiation. This research explores relationships between contextual socio-demographic, health and lifestyle factors and the timing of first sexual intercourse among 15–17-year-olds in Ireland. Multiple regression analysis was carried out in conjunction with Multiple Imputation using data collected through the 2014 Health Behaviour in School-Aged Children Ireland study on a sample of 879 sexually active adolescents. The socio-demographic and lifestyle factors measured were a stronger predictor of age of sexual initiation among girls than boys. Risk behaviour initiation was significantly related to age of sexual initiation for adolescents, while alcohol use/drunkenness and unhealthy food consumption was significant among girls only. Family support and number of male friends were significant predictors for boys only. The study highlights the need for holistic approaches to sexual health promotion and provides a foundation for the development of alternative strategies and policies aimed at reducing negative health, well-being, educational and economic outcomes.

Outcome 5 of the Irish Better Outcomes, Brighter Futures national youth policy framework (“Connected, respected, and contributing to their world”) offers a suitable way to study psychosocial determinants of adolescent health. The present study (1) provides nationally representative data on how 15- to 17-year-olds score on these indicators; (2) compares sexual minority (same- and both-gender attracted youth) with their non-minority peers. We analyzed data from 3354 young people (aged 15.78 ± 0.78 years) participating in the Health Behaviour in School-aged Children (HBSC) study in Ireland. Age and social class were associated with the indicators only to a small extent, but girls were more likely than boys to report discrimination based on gender and age. Frequency of positive answers ranged from 67% (feeling comfortable with friends) to 12% (being involved in volunteer work). Sexual minority youth were more likely to feel discriminated based on sexual orientation, age, and gender. Both-gender attracted youth were less likely than the other groups to report positive outcomes. Same-gender attracted youth were twice as likely as non-minority youth to volunteer. The results indicate the importance of a comprehensive approach to psycho-social factors in youth health, and the need for inclusivity of sexual minority (especially bisexual) youth.

ObjectivesThis paper illuminates how national eating disorder (ED) policy translates into day-to-day practice by exploring how ED services are experienced by those who deliver and use them.MethodsA mixed-methods approach was used, which combined qualitative and quantitative techniques. The paper collates data from three studies: (i) an interview study exploring the lived experiences of young people with EDs (n=8), their parents (n=5) and their healthcare professionals (n=3); (ii) a national survey of health professionals’ perspectives on existing ED services (n=171); (iii) a nationwide survey of secondary-school students’ eating concerns and patterns of help-seeking (n=290).ResultsThe qualitative interviews with young people and their parents revealed feelings of isolation and helplessness. Young people expressed interest in patient support groups, while parents desired greater support for the family unit. Parents were highly critical of available services, particularly in relation to access. These criticisms were echoed in the survey of healthcare professionals, who reported many barriers to delivering effective care. Clinicians were almost unanimous in calling for care pathways to be clarified via a standardised treatment protocol. The survey of adolescents indicated widespread reluctance to seek help regarding eating concerns: over one-third expressed concern about their own eating habits, but half of these had not divulged their concerns to anyone. Participants’ preferred pathways of help-seeking revolved around family and friends, and adolescents were unsure about routes of access to professional support.ConclusionsThe research demonstrates that many aspects of national ED policy have not been implemented in practice. The paper highlights specific gaps and suggests ways they can be redressed.

BackgroundAlcohol use in young people remains a public health concern, with adverse impacts on outcomes such as health, well-being, education and relationships.ObjectivesTo assess the effectiveness and cost-effectiveness of a combined classroom curriculum and parental intervention on self-reported alcohol use [heavy episodic drinking (HED)] and alcohol-related harms (indicators such as getting into fights after drinking, poorer school performance and trouble with friends and family).DesignA two-arm, cluster randomised controlled trial with schools as the unit of randomisation.SettingA total of 105 post-primary schools in Northern Ireland (NI) and Glasgow/Inverclyde Educational Authority areas.ParticipantsA total of 12,738 male and female secondary school students (intervention delivered when students were in school year 9 in NI or S2 in Scotland in the academic year 2012–13 and aged 12–13 years) were randomised. Randomisation and baseline (T0) surveys took place when children were in school year 8 or S1. Schools were randomised (1 : 1) by an independent statistician to the Steps Towards Alcohol Misuse Prevention Programme (STAMPP) or to education as normal (EAN). All schools were stratified by free school meal provision. Schools in NI were also stratified by school type (male/female/coeducational).InterventionsSTAMPP combined a school-based alcohol harm reduction curriculum [an adapted version of the School Health and Alcohol Harm Reduction Project (SHAHRP)] and a brief parental intervention designed to support parents in setting family rules around drinking. The classroom component comprised two phases delivered over 2 years, and the parental component comprised a standardised presentation delivered by a trained facilitator at specially arranged parent evenings on school premises. This was followed up a few weeks later by an information leaflet mailed to all intervention pupils’ parents highlighting the main points of the evening.Main outcome measures(1) Self-reported HED (defined as self-reported consumption of ≥ 6 units in a single episode in the previous 30 days for male students and ≥ 4.5 units for female students) assessed at 33 months from baseline (T3); and (2) the number of self-reported harms (harms caused by own drinking) assessed at T3.Data sourcesSelf-completed pupil questionnaires.ResultsAt final follow-up (T3), data were available for 5160 intervention and 5073 control pupils for the HED outcome, and for 5234 intervention and 5146 control pupils for the self-reported harms outcome. The intervention reduced self-reported HED compared with EAN (p < 0.001), but did not reduce self-reported harms associated with own drinking. The odds ratio for the intervention effect on HED was 0.596 (standard error 0.0596, 95% confidence interval 0.490 to 0.725). The mean cost of delivery per school was £818 and the mean cost per individual was £15. There were no clear cost savings in terms of service utilisation associated with the intervention. The process evaluation showed that the classroom component engaged and was enjoyed by pupils, and was valued by teachers. Schools, students, intervention trainers and delivery staff (teachers) were not blind to study condition. Data collection was undertaken by a team of researchers that included the trial manager and research assistants, some of whom were not blinded to study condition. Data analysis of primary and secondary outcomes was undertaken by the trial statistician, who was blinded to the study condition.LimitationsAlthough the classroom component was largely delivered as intended, there was very low attendance at the parent/carer event; however, all intervention pupils’ parents/carers received an intervention leaflet.ConclusionsThe results of this trial provide some support for the effectiveness and cost-effectiveness of STAMPP in reducing heavy episodic (binge) drinking, but not in reducing self-reported alcohol-related harms, in young people over a 33-month follow-up period. As there was low uptake of the parental component, it is uncertain whether or not the intervention effect was accounted for by the classroom component alone.Trial registrationCurrent Controlled Trials ISRCTN47028486.FundingThis project was funded by the National Institute for Health Research (NIHR) Public Health Research programme and will be published in full inPublic Health Research; Vol. 5, No. 2. See the NIHR Journals Library website for further project information. The Public Health Agency of NI and Education Boards of Glasgow/Inverclyde provided some intervention costs. Diageo provided funds to print some workbooks. The remaining intervention costs were internally funded.

In the current study, we investigated the developmental dynamics between positive youth development, being bullied in adolescence, gender, and sociocultural risk factors. Participants were 3,509 males (49%) and 3,656 females (51%) studied longitudinally across the ages of 9, 13, and 17 years in the Growing Up in Ireland study. Using structural equation modeling, we discovered that being bullied in early adolescence was most strongly predicted by having fewer close friends, higher family poverty, and living in neighborhoods with higher levels of disorder. However, the social disadvantage of a young person’s school did not impact being bullied. More positive reports of connection and caring in early adolescence were negatively predicted by neighborhood disorder and family poverty, and being female had positive association with relationships with teachers. Developing confidence, competence, and character in late adolescence was notably related to having fewer experiences of family trauma and transitions in childhood and to having higher levels of rapport with parents in early adolescence. The results highlight the importance of studying relationships and psychological development in sociocultural context.

Foley, Jessie Ann. The Carnival at Bray. Ashford, CT: Elephant Rock Books, 2014. Print.Amidst the grunge scene of 1993 Chicago, 16 year-old Maggie Lynch moves with her family to Ireland to live with her mother’s newest romantic partner. This transition from the relative anonymity of big-city life to a small town on the Irish Sea presents some adjustment issues for Maggie. The weather, scenery and accents all differ from back home, but most of all she misses her beloved Uncle Kevin, with his rock star ambitions and habit of quoting famous literature. Eventually, Maggie finds a small circle of friends in Bray - bookish and disciplined classmate Aíne, sweetly charming Eoin and pious nonagenarian Dan Sean - who help her to weather the storms of drama circling her volatile family life.When she stumbles upon a message from the past, Maggie is jolted from her everyday teenage anxieties to a more pressing adventure, taking her on a whirlwind trip to the continent. Along the way, she finds the love and happiness that have eluded her since her move to Ireland. Maggie’s experiences culminate in a newfound confidence that permits her to live with the intention and purpose she has sought.Jessie Ann Foley received a 2015 Printz Honor for this classic coming-of-age story, with intensely evocative storytelling that brings to life both the time - early 90s grunge music culture - and place - small town Ireland. The Carnival at Bray sets itself apart from other Irish settings in that the reader experiences the countryside from the fresh perspective of a young, untraveled American teen who is enamoured with the light, sea and bucolic landscapes that surround her. Foley tackles popular YA themes - teenage sex, parent-child relationships and drug addiction - with a candid yet tactful style that respects her audience’s maturity. If anything, the strength of her writing might leave the reader craving a more thorough exploration of Maggie’s relationships, which at points are incompletely examined. Foley’s story will appeal to grunge music enthusiasts and fans of coming-of-age novels, especially those who have enjoyed works by Jandy Nelson or Rainbow Rowell.Recommended: 3 out of 4 starsReviewer: Kyle MarshallKyle Marshall is the School-Aged Services Intern Librarian for Edmonton Public Library. He graduated with his MLIS from the University of Alberta in June 2015, and is passionate about diversity in children's and youth literature.

Aim: The article describes and evaluates the implementation and impact of an inclusive grouping programme in the secondary school context, and how best practices can be established in different contextual and cultural conditions in Ireland, Germany, Lithuania, and Spain. The article is part of the Express Yourself! project and the European Union’s Erasmus+ Programme.
 Methodology: The theoretical framework of this study is based on the self-determination theory. Following the PDCA Cycle, the project team developed a programme scheme (fitting for the broader European context) based on an experienced Finnish model as well as a research perspective. The participating school types ranged from secondary public schools in cities to vocational schools in inclusive settings and gymnasiums with students (approx. 12-20 years) from mainly rural areas. The Express Yourself! sessions include five meetings of 60 to 120 minutes over several weeks. Each session focuses on a different topic, but building up on each other. The training was held in the facilities of the schools and mainly carried out by external pedagogical staff. A 3X10D questionnaire, mainly gathering data on the well-being of the participants (N=677), and a trainer questionnaire, focusing on the content on perception of the session content, were used for the analysis.
 Results: The article provides evidence that the Express Yourself! programme is a practical way of stimulating social inclusion in schools in different cultures and contexts. The research indicates a positive impact on students’ experienced overall well-being, especially in life-as-a-whole, managing daily activities, friends, and self-esteem. Deeper analysis of the results indicates that there were differences between the success of the project in cooperation countries. The main influencing factors were gender and age. 
 Conclusion: The Express Yourself! programme was experienced as a low threshold and effective way to positively influence students’ well-being and inclusion. Promising results were promoted by the motivation and cooperation between the trainers and teachers, which was indirectly reflected in the atmosphere in the class. Based on cooperation, sessions were tailored to the needs of each class.