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Journal articles on the topic 'Literacy intervention programmes'
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Bu, Danran, Pak-Kwong Chung, Chun-Qing Zhang, Jingdong Liu, and Xiang Wang. "Mental Health Literacy Intervention on Help-Seeking in Athletes: A Systematic Review." International Journal of Environmental Research and Public Health 17, no. 19 (October 4, 2020): 7263. http://dx.doi.org/10.3390/ijerph17197263.
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Mental health literacy (MHL) is recognised as a major factor in whether athletes seek help when they experience mental health difficulties. Therefore, the current study aimed to provide a systematic review of the effectiveness of MHL training programmes in improving mental health knowledge and help-seeking and reducing stigma among athletes. To identify intervention studies of MHL programmes, five electronic databases were systematically searched for articles published before May 2020. The selection procedure was based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. All kinds of study designs were included. Effect sizes were calculated for mental health knowledge, stigma reduction and help-seeking attitudes, intentions and behaviours. Risk of bias was assessed for each study using the Cochrane tool and the Newcastle–Ottawa quality assessment scale. Five studies (1239 participants in total) were selected for review. Overall, either small or medium effects were found for mental health knowledge, stigma reduction, help-seeking attitudes, and intentions for post- and follow-up interventions, whereas a null effect was found in help-seeking behaviours for both post- and follow-up interventions. Furthermore, three studies had a low risk of bias, and two had a high risk of bias. MHL interventions can enhance help-seeking attitudes and intentions and mental health knowledge and reduce stigma but do not increase help-seeking behaviours for now. Further studies should evaluate interventions to enhance help-seeking behaviours. Furthermore, the methodological quality of studies, including randomized controlled trials and other designs, should be improved in future research.
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O'Carroll, Shelley. "An exploratory study of early letter-sound knowledge in a low socio-economic context in South Africa." Reading & Writing 2, no. 1 (May 25, 2011): 7–26. http://dx.doi.org/10.4102/rw.v2i1.10.
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This paper explores one aspect of early literacy development in a low socio-economic context in South Africa. Assessments conducted with a sample of children from two disadvantaged communities in Cape Town indicated that in this context, almost half of the learners entering Grade One were unable to recognise any letters. A Grade R intervention conducted by volunteers showed that children from this context were able to learn letter-sounds in Grade R through a programme that focused on teaching letter-sounds in the context of building language skills, emergent writing and concepts about print. In order to strengthen the effectiveness of the intervention, the volunteer programme was supplemented by support for the Grade R teacher and teaching assistant. Follow-up assessments of one of the intervention groups at the end of Grade One revealed significant correlations between early Grade One letter knowledge and end of Grade One word reading and spelling skills. The findings of this exploratory study are in line with research that shows the importance of letter-sound knowledge in the earliest stages of learning to read. This raises concerns about the historical lack of emphasis in the Grade R curriculum on this aspect of early literacy development. Although the study has a narrow focus and conclusions cannot be drawn about other aspects of early literacy learning in this context, the results suggest an urgent need for quality Grade R teacher training programmes with a specific focus on emergent literacy.
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Connell, Lauren, Yvonne Finn, Rosie Dunne, and Jane Sixsmith. "Health literacy education programmes developed for qualified health professionals: a scoping review protocol." HRB Open Research 4 (September 2, 2021): 97. http://dx.doi.org/10.12688/hrbopenres.13386.1.
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Introduction: Health professional education for health literacy has been identified as having the potential to improve patient outcomes and has been recognized as such in policy developments. Health literacy is an emerging concept encompassing individuals’ skills and how health information is processed in relation to the demands and complexities of the surrounding environment. Focus has been predominantly on the dimension of functional health literacy (reading, writing and numeracy), although increasing emphasis has been placed on interactive and critical domains. Such dimensions can guide the development of health professional education programmes and bridge the gap in the interaction between health professionals and their patients. Currently little is known about qualified health professional’s education for health literacy, its development, implementation or evaluation. Aim: To identify and map current educational interventions to improve health literacy competencies and communication skills of qualified health professionals. Methods: A scoping review will be conducted drawing on methods and guidance from the Joanna Briggs Institute, and will be reported according to the Preferred Reporting Items for Systematic Review and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) Checklist. This study will retrieve literature on health professional education for health literacy through a comprehensive search strategy in the following databases: CINAHL; Medline (Ovid); the Cochrane Library; EMBASE; ERIC; UpToDate; PsycINFO and Central Register of Controlled Trials (CENTRAL). Grey literature will be searched within the references of identified articles: Lenus; ProQuest E-Thesis Portal; the HSE health research repository and RIAN. A data charting form will be developed with categories agreed by the research team, including: article details, demographics, intervention details, implementation and evaluation methods. Conclusion: Little is known about the extent and nature of the current evidence base therefore in order to identify programmes and consolidate their demographics and characteristics within health literacy competencies and communication skills, a scoping review is warranted.
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van Tuijl, Cathy, Paul P. M. Leseman, and Jan Rispens. "Efficacy of an intensive home-based educational intervention programme for 4- to 6-year-old ethnic minority children in the Netherlands." International Journal of Behavioral Development 25, no. 2 (March 2001): 148–59. http://dx.doi.org/10.1080/01650250042000159.
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This paper reports the results of an intensive home-based educational intervention programme for 4- to 6-year-old children at risk of educational failure. The programme, Opstap Opnieuw (“Step-up Anew”), was developed in the Netherlands as an alternative to the well-known HIPPY-programme, of which a Dutch version was carried out in the early 1990s for ethnic minority groups, without apparent success. Building on the basic intervention strategy of HIPPY (i.e., involving mothers and paraprofessional aides), a new curriculum was developed based on recent theoretical insights in cognitive and language development, and emergent literacy and numeracy. The programme was carried out with Turkish and Moroccan immigrant families. For the Turkish group, the results were partly positive: There were modest effects of the programme on cognitive development and emergent numeracy, small effects on Turkish language development, but no effects on Dutch language development. In contrast, for the Moroccan group the effects were disappointing. The results are evaluated with respect to recent insights into effective strategies and essential ingredients of early educational intervention programmes.
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Willenberg, Ingrid. "Foundations for Literacy: Emergent Literacy Competencies of Grade R Learners on the Cape Flats." South African Journal of Communication Disorders 54, no. 1 (December 31, 2007): 20–28. http://dx.doi.org/10.4102/sajcd.v54i1.751.
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International research has demonstrated that a considerable amount of children’s literacy development occurs prior to formal schooling and that emergent literacy skills at school entry are strong predictors of later literacy and general academic achievement. These findings have prompted vigorous early intervention programmes aimed at promoting emergent literacy development to optimise the development of conventional literacy. While there is considerable research conducted in developed countries, there is limited research on the emergent literacy skills of children in South African contexts. In the light of increasing evidence of poor literacy performance of South African children in the foundation phase of schooling it is imperative that appropriate and timely intervention be undertaken. However it is important that intervention be informed by baseline assessments of the children’s literacy competencies in the full spectrum of socio-cultural contexts in this diverse country. This study documents the emergent literacy competencies of 101 grade R (the year prior to grade 1, equivalent to kindergarten in the United States) learners attending schools in historically disadvantaged coloured communities on the Cape Flats in the Western Cape. An Emergent Literacy and Language Assessment protocol was developed for use with this population. The children’s performance on the assessment tool indicated that in general they possessed a reasonable repertoire of emergent literacy skills. Although they displayed adequate skills to support acquisition of print decoding skills necessary for fluent reading, weaknesses in the decontextualised language skills that have been found to support later reading comprehension, were evident.
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Houssart, Jenny, and Richard Croucher. "Intervention programmes in mathematics and literacy: teaching assistants' perceptions of their training and support." School Leadership & Management 33, no. 5 (November 2013): 427–39. http://dx.doi.org/10.1080/13632434.2013.800475.
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Bønløkke, Mette, Else Kobow, and Anne-Kirstine Østergaard Kristensen. "Information literacy is not a one-man show." Nordic Journal of Information Literacy in Higher Education 7, no. 1 (December 18, 2015): 2–15. http://dx.doi.org/10.15845/noril.v7i1.224.
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This article will discuss the issues at stake when cooperation between library and faculty on information literacy (IL) is initiated and explored by using an action research approach. Research on and experiences from cooperation between faculty libraries and faculties indicate that several teaching programmes have not integrated IL into the curriculum nor have they established a formalised cooperation between library and faculty on IL. Participants in the project were three librarians, six lecturers, one library manager, two directors of programme and two project managers from VIA University College, Denmark. The data for this study originates from focus group interviews, process protocols, records of reflective sessions and support meetings as well as from mail correspondences. Results indicate that formal cooperation between librarians and educators is necessary and provides the needed access to the other’s understanding of IL, the curriculum, pedagogical professionalism and mutual roles. A joint conceptual understanding of IL is important for making this teamwork work. Librarians need access to programme documents and knowledge on students’ level of learning and on course work. Co-teaching supports the librarian in developing pedagogical skills. Educators have diverging experiences with IL which can be a problem when challenging students on IL for their assignments. IL is everyone’s business and local dissemination of an agreed curriculum intervention throughout a programme is important. Leadership and re-sources are also significant if the integration of IL is to be possible.
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Gadušová, Zdenka, Martina Pavlíková, and Romana Havettová. "Intervention in teaching reading in a foreign language:." Journal of Education Culture and Society 12, no. 1 (June 17, 2021): 297–313. http://dx.doi.org/10.15503/jecs2021.1.297.313.
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Aim. The paper presents partial results of research aimed at the development of foreign language reading comprehension using the specially developed intervention programme. Concept. The English Reading Comprehension Intervention Program has been developed within the research project Support for reading literacy in the mother tongue and foreign language. It consists of 10 intervention units and is based on 10 identified predictors, the conscious development of which contributes to students’ success in reading comprehension. Methodology. Assumptions presented in the paper are based on the cognitive theory of learning, identifying which cognitive processes precede the predictors with the greatest share of influence, and which higher cognitive processes follow them. Based on these scientific hypotheses and research results, we have determined the predictors positively influencing reading comprehension and worth intervening in the process of development of reading comprehension.Results and conclusions. In the paper, the English Reading Comprehension Intervention Program for B1 level of language proficiency is introduced, with both the content and methodology of its class application described. The predictors of divergent thinking and ambiguity tolerance are discussed in detail as the presented example of the intervention unit is focused on their development. Originality. While intervention programmes are not a new phenomenon, the recently developed reading comprehension intervention programmes for foreign languages are a valuable contribution to teaching foreign language reading comprehension in primary and secondary schools. They provide foreign language teachers with ready-made materials, which can be immediately used in their classes and will contribute to better learning results of their students.
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Burnett, Cathy. "Acknowledging and interrogating multiplicities: Towards a generous approach in evaluations of early literacy innovation and intervention." Journal of Early Childhood Literacy 17, no. 4 (May 20, 2016): 522–50. http://dx.doi.org/10.1177/1468798416645851.
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At a time of increasing calls from policy makers for the use of ‘hard evidence’ in driving decision-making at national and local levels in educational contexts, this article contributes to debates about evidence-based practice in early literacy research. It proposes that a reliance on studies designed to generate ‘hard’ evidence limits understanding about innovations and interventions, arguing that such reliance is not just problematic because interventions and innovations are interpreted differently in diverse sites, or because programmes need to be locally relevant, but because they are constituted differently through different evaluation studies. The article draws on Law’s notion of ‘method assemblage’ to consider how different studies produce different assemblages that have implications for how innovations are conceived. These ideas are exemplified using studies scrutinised through a systematic literature review of one kind of literacy intervention, early years book-gifting, which aims to promote book-sharing in the home. The discussion focuses specifically on how books as mediating objects are instantiated in various ways through different studies, with different implications for how book-sharing, book-gifting and, ultimately, reading are understood. When considered together, these studies construct book-gifting in multiple ways, problematising and complicating the causal relations assumed in methodologies driving for ‘hard’ evidence. Drawing on the book-gifting example, this article explores what might be gained by embracing ‘multiplicities’, the multiple ways in which things – such as objects, activities, principles and indeed literacy interventions – are constituted through method assemblage. It argues that literacy evaluations can best serve children and their families, and the organisations, agencies and groups working alongside them, by seeking fluid, open and ‘generous’ accounts of innovations and interventions. Such accounts, it is argued, are more likely to acknowledge the complex relationships and practices associated with early literacy and to generate new understandings and productive possibilities for early literacy learning.
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Gray, Jonathan, Carolin Gerlitz, and Liliana Bounegru. "Data infrastructure literacy." Big Data & Society 5, no. 2 (July 2018): 205395171878631. http://dx.doi.org/10.1177/2053951718786316.
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A recent report from the UN makes the case for “global data literacy” in order to realise the opportunities afforded by the “data revolution”. Here and in many other contexts, data literacy is characterised in terms of a combination of numerical, statistical and technical capacities. In this article, we argue for an expansion of the concept to include not just competencies in reading and working with datasets but also the ability to account for, intervene around and participate in the wider socio-technical infrastructures through which data is created, stored and analysed – which we call “data infrastructure literacy”. We illustrate this notion with examples of “inventive data practice” from previous and ongoing research on open data, online platforms, data journalism and data activism. Drawing on these perspectives, we argue that data literacy initiatives might cultivate sensibilities not only for data science but also for data sociology, data politics as well as wider public engagement with digital data infrastructures. The proposed notion of data infrastructure literacy is intended to make space for collective inquiry, experimentation, imagination and intervention around data in educational programmes and beyond, including how data infrastructures can be challenged, contested, reshaped and repurposed to align with interests and publics other than those originally intended.
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Harris, Janet, Jane Springett, Liz Croot, Andrew Booth, Fiona Campbell, Jill Thompson, Elizabeth Goyder, Patrice Van Cleemput, Emma Wilkins, and Yajing Yang. "Can community-based peer support promote health literacy and reduce inequalities? A realist review." Public Health Research 3, no. 3 (February 2015): 1–192. http://dx.doi.org/10.3310/phr03030.
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BackgroundCommunity-based peer support (CBPS) has been proposed as a potentially promising approach to improve health literacy (HL) and reduce health inequalities. Peer support, however, is described as a public health intervention in search of a theory, and as yet there are no systematic reviews exploring why or how peer support works to improve HL.ObjectiveTo undertake a participatory realist synthesis to develop a better understanding of the potential for CBPS to promote better HL and reduce health inequalities.Data sourcesQualitative evidence syntheses, conceptual reviews and primary studies evaluating peer-support programmes; related studies that informed theoretical or contextual elements of the studies of interest were included. We conducted searches covering 1975 to October 2011 across Scopus, Global Health (including MEDLINE), ProQuest Dissertations & Theses database (PQDT) [including the Education Resources Information Center (ERIC) and Social Work Abstracts], The King’s Fund Database and Web of Knowledge, and the Institute of Development Studies supplementary strategies were used for the identification of grey literature. We developed a new approach to searching called ‘cluster searching’, which uses a variety of search techniques to identify papers or other research outputs that relate to a single study.Study eligibility criteriaStudies written in English describing CBPS research/evaluation, and related papers describing theory, were included.Study appraisal and synthesis methodsStudies were selected on the basis of relevance in the first instance. We first analysed within-programme articulation of theory and appraised for coherence. Cross-programme analysis was used to configure relationships among context, mechanisms and outcomes. Patterns were then identified and compared with theories relevant to HL and health inequalities to produce a middle-range theory.ResultsThe synthesis indicated that organisations, researchers and health professionals that adopt an authoritarian design for peer-support programmes risk limiting the ability of peer supporters (PSs) to exercise autonomy and use their experiential knowledge to deliver culturally tailored support. Conversely, when organisations take a negotiated approach to codesigning programmes, PSs are enabled to establish meaningful relationships with people in socially vulnerable groups. CBPS is facilitated when organisations prioritise the importance of assessing community needs; investigate root causes of poor health and well-being; allow adequate time for development of relationships and connections; value experiential cultural knowledge; and share power and control during all stages of design and implementation. The theory now needs to be empirically tested via further primary research.LimitationsAnalysis and synthesis were challenged by a lack of explicit links between peer support for marginalised groups and health inequalities; explicitly stated programme theory; inconsistent reporting of context and mechanism; poor reporting of intermediate process outcomes; and the use of theories aimed at individual-level behaviour change for community-based interventions.ConclusionsPeer-support programmes have the potential to improve HL and reduce health inequalities but potential is dependent upon the surrounding equity context. More explicit empirical research is needed, which establishes clearer links between peer-supported HL and health inequalities.Study registrationThis study is registered as PROSPERO CRD42012002297.FundingThe National Institute for Health Research Public Health Research programme.
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Abubakar, Habib Auwal. "Entrepreneurship development and financial literacy in Africa." World Journal of Entrepreneurship, Management and Sustainable Development 11, no. 4 (October 12, 2015): 281–94. http://dx.doi.org/10.1108/wjemsd-04-2015-0020.
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Purpose – The purpose of this paper is to analyse the level of financial literacy in Africa based on previous studies and evidence from financial literacy surveys, with the aim of establishing how financial literacy impacts entrepreneurship development in Africa. The study specifically looks at how financial literacy affects the household behaviour regarding financial decision making, as well as the gender gap in financial literacy. As financial literacy is gaining momentum both in developed economies with sophisticated financial systems and developing countries with low levels of financial services, this research seeks to establish a formal relationship between financial literacy and access to finance and what impact both have for developing an entrepreneurship society in Africa. It also focuses on the relationship between financial decision making and gender as well as access to finance with the aim of carefully examining the implications on entrepreneurship development. Design/methodology/approach – To attain the above objective, the study employed a mixed methodology research design where both quantitative and qualitative methods were used. A survey method on financial literacy, conducted by: (Finscope, OECD) was thoroughly analysed in addition to previous work on entrepreneurship development, financial literacy, access to finance and poverty reduction in Africa. Findings – The results show that the difficulties in access to finance, access to market, policy support and entrepreneurship culture are the main problems and constraints on entrepreneurship development in Africa which has a very strong implication for financial literacy on the continent particularly on micro, small and medium enterprises. Other important problems include unfavorable investment climate, absence of entrepreneurship training programmes, unfriendly investment business environment, gender gap and lack of value chain in the entrepreneurship ecosystem. Research limitations/implications – The paper is limited to the established survey and mainly concentrates on Africa. Practical implications – African governments and other development partners should re-evaluate their intervention programmes to strengthen financial literacy skills while simultaneously supporting entrepreneurship development by promoting an entrepreneurship culture through the right policy that will actively stimulate the development of entrepreneurs that will contribute to entrepreneurship ecosystems and ultimately enhance Africa’s economic development. Originality/value – This paper aims at enhancing understanding of entrepreneurship development and financial literacy in Africa and will help policy makers and researcher fill the missing gap between financial literacy and entrepreneurship education. The recommendations made could significantly boost entrepreneurship activities as well as enhance financial literacy skills in the region, which can as well help increase access to finance on the continent.
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van Dijk, Gerda HG, Brenda A. Vivian, and Lianne P. Malan. "Creating epistemic access through a scaffold approach: Academic literacy skills development for South African first-year public administration students." Teaching Public Administration 37, no. 2 (January 7, 2019): 156–74. http://dx.doi.org/10.1177/0144739418822133.
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For higher education institutions to produce graduates capable of contributing to society and the economy in a productive manner, educational emphasis is placed on the development of critical thinking. The above necessitates that higher education institutions are able to engage in responsive curriculum design and delivery for enhanced student success and access. Public Administration programmes focus on equipping students to work within the broader government sector, able and capable of delivering public functions responsive to the needs of society. Literature suggests that there are a number of factors which influence the success ratio of any undergraduate programme in the South African context, including, inter alia, increased enrolments, student–staff ratios and the overall decline of professional and intellectual life in the country. Further complicating matters are classes too big to be participatory and crammed syllabi preventing in-depth discussions. The notion of embedding academic literacy development in curriculum design through a scaffolded approach aims to influence the academic performance of students through engaged and active learning in order to attain a higher level of achievement as well as benefit from the process of scaffolding. The research comprises a mixed method approach using a case study of the first-year students enrolled for a Public Administration degree. Data collected included an analysis of 2015, 2016 and 2017 student cohorts in: determining their academic literacy level upon registration (set as a baseline before any academic literacy intervention); tracking their academic performance through their formative and summative assessments (through a scaffolded approach); and reflecting upon their learning through their completion of a semi-structured survey. The research intends to argue that the use of a scaffolded approach to learning enhances epistemic access, which sees students moving beyond propositional, or foundation knowledge to epistemic or reflexive knowledge.
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Șuteu, Lavinia, Mădălina Cristea, and Liliana Ciascai. "The relationship of gender with reading performance, reading enjoyment, perceived ability and perceived difficulty in a sample of Romanian students." Journal of Educational Sciences & Psychology 11 (73), no. 1 (2021): 79–90. http://dx.doi.org/10.51865/jesp.2021.1.08.
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Difficulties in reading comprehension and gender differences are increasing concerns for the educational systems. The purpose of this study is to investigate gender differences concerning reading enjoyment, perceived competence, perceived reading difficulty and performance in reading. Using a secondary data analysis of the 2018 PISA survey, this research paper assessed the differences between boys and girls in reading literacy on a sample of Romanian students. Difficulties in reading comprehension were found to be an issue for most of the Romanian students while gender differences were present for all the analysed dimensions, girls outperforming boys in the reading performance, reading enjoyment and perceived competencies in reading but scoring lower levels of the perceived difficulty in reading. Further research is needed to develop intervention programmes.
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Garg, Shobhit, Sembagamuthu Sembiah, Swanyaprabha Maharana, Nazrul Mallick, Aritra Bhattacharya, and Bijit Biswas. "Importance of giving health education regarding lifestyle modification and perceived barriers: focus group discussion among community health workers of slum of Kolkata, India." International Journal of Research in Medical Sciences 6, no. 7 (June 25, 2018): 2324. http://dx.doi.org/10.18203/2320-6012.ijrms20182811.
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Background: Considering the poor health literacy and high prevalence of risk factors of NCDs in the slums, health education remains prime intervention. Indeed, successful intervention requires programmes tailored not only to local needs and available resources but also the way it is implemented in the community. The objective was to assess the knowledge of NCDs and NCD care, identify the barriers that impede community level workers from providing services pertained to achieve and maintain healthy living among the community.Methods: It was a qualitative study (FGD) conducted on 30th November 2017 among community level workers of Urban Health Unit and Training Centre (UHU and TC), Chetla, Kolkata. A thematic qualitative analysis was conducted to identify significant themes in the data.Results: It was found that everyone was aware of Non-communicable Diseases. In terms of physical activity, lack of time, whereas in tobacco, it had become a habit from the young age, poor knowledge about healthy diet were the main challenges in adopting the healthy lifestyle. Health education to create awareness is crucial in tackling NCDs.Conclusions: The study revealed that the community workers were aware of the importance of health education and poor awareness regarding healthy lifestyle among people was the main challenge. By delivering holistic interventions that address multiple lifestyle risks and incorporate relapse prevention strategies, health trainers could potentially have a significant impact on control of NCDs.
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Kutin, Jozica Johanna, Mike Reid, and Roslyn Russell. "Special WSMC edition paper." Journal of Social Marketing 9, no. 1 (January 7, 2019): 111–28. http://dx.doi.org/10.1108/jsocm-03-2018-0028.
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Purpose This paper aims to investigate how economic abuse manifests in young adult relationships from the perspective of practice experts to inform the role of social marketing in economic abuse prevention. Practitioners were asked for their views on prevention strategies at the individual, relationship, community and societal levels. Design methodology/approach Twenty-four experts were interviewed using a semi-structured interview schedule. Thematic analysis was undertaken. Findings Experts reported that young adults experienced economic exploitation, adverse economic entanglement and economic control. Young adults’ frame of reference was a challenge for practitioners. Experts believed that more work needed to be done to improve the financial literacy of young adults. Research limitations/implications Practitioner views provide one side of the story. A separate study has been established interviewing young adults to explore these issues further. Practical implications The authors argue that prevention and intervention strategies need to focus on young adults who are in their critical relationship formation stage. The identified attitudinal factors present a challenge to policy, prevention and service providers. Originality/value The authors shift the attention from service engaged women leaving violent relationships to young adults who have not sought assistance from community or domestic violence services. In doing so, they highlight the importance of the relationship formation phase. This paper raises the challenge for social marketers to consider appropriate prevention and intervention programmes for this cohort. Current and future campaigns and programmes need to be designed and evaluated with an economic abuse lens.
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McNamee, Therese, and Sandra Patton. "Teachers’ perspectives on handwriting and collaborative intervention for children with Autistic Spectrum Disorder." Irish Journal of Occupational Therapy 46, no. 1 (April 3, 2018): 46–58. http://dx.doi.org/10.1108/ijot-12-2017-0026.
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Purpose This study aims to investigate teacher perspectives on teaching handwriting to children with autistic spectrum disorder (ASD) and collaboration with occupational therapists. Design/methodology/approach A descriptive design was applied. Purpose-designed surveys were distributed to teachers of children with ASD (aged 4-12 years) in the Republic of Ireland. A response rate of 35 per cent (N = 75) was obtained, with 25 responses analysed using descriptive statistics of closed questions and content analysis of open-ended questions. Findings Of 139 children with ASD, 80 (58 per cent) were reported to have difficulties with handwriting. Teachers reported specific difficulties with pencil grasp, letter formation and task concept among the children with ASD. Fourteen (56 per cent, N = 25) respondents did not give handwriting as homework. Teachers valued occupational therapy advice, individualised programmes and ongoing consultation during implementation. Interest in occupational therapy education regarding handwriting was reported. Practical implications Occupational therapy collaboration to address handwriting difficulties for children with ASD should include involvement in teacher education, coordination of teacher–parent collaboration and the need for involvement in early intervention provision within an emergent literacy framework. Originality/value Handwriting development is challenging for children with ASD. There is limited information on teaching or teacher–occupational therapy collaborative practices to address handwriting difficulties of children with ASD.
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Ewers, Bettina, Tina Vilsbøll, Henrik Ullits Andersen, and Jens Meldgaard Bruun. "The dietary education trial in carbohydrate counting (DIET-CARB Study): study protocol for a randomised, parallel, open-label, intervention study comparing different approaches to dietary self-management in patients with type 1 diabetes." BMJ Open 9, no. 9 (September 2019): e029859. http://dx.doi.org/10.1136/bmjopen-2019-029859.
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IntroductionClinical guidelines recommend that patients with type 1 diabetes (T1D) learn carbohydrate counting or similar methods to improve glycaemic control. Although systematic educating in carbohydrate counting is still not offered as standard-of-care for all patients on multiple daily injections (MDI) insulin therapy in outpatient diabetes clinics in Denmark. This may be due to the lack of evidence as to which educational methods are the most effective for training patients in carbohydrate counting. The objective of this study is to compare the effect of two different educational programmes in carbohydrate counting with the usual dietary care on glycaemic control in patients with T1D.Methods and analysisThe study is designed as a randomised controlled trial with a parallel-group design. The total study duration is 12 months with data collection at baseline, 6 and 12 months. We plan to include 231 Danish adult patients with T1D. Participants will be randomised to one of three dietician-led interventions: (1) a programme in basic carbohydrate counting, (2) a programme in advanced carbohydrate counting including an automated bolus calculator or (3) usual dietary care. The primary outcome is changes in glycated haemoglobin A1c or mean amplitude of glycaemic excursions from baseline to end of the intervention period (week 24) between and within each of the three study groups. Other outcome measures include changes in other parameters of plasma glucose variability (eg, time in range), body weight and composition, lipid profile, blood pressure, mathematical literacy skills, carbohydrate estimation accuracy, dietary intake, diet-related quality of life, perceived competencies in dietary management of diabetes and perceptions of an autonomy supportive dietician-led climate, physical activity and urinary biomarkers.Ethics and disseminationThe protocol has been approved by the Ethics Committee of the Capital Region, Copenhagen, Denmark. Study findings will be disseminated widely through peer-reviewed publications and conference presentations.Trial registration numberClinicalTrials.gov Registry (NCT03623113).
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Pinfold, Vanessa, Hilary Toulmin, Graham Thornicroft, Peter Huxley, Paul Farmer, and Tanya Graham. "Reducing psychiatric stigma and discrimination: evaluation of educational interventions in UK secondary schools." British Journal of Psychiatry 182, no. 4 (April 2003): 342–46. http://dx.doi.org/10.1192/bjp.182.4.342.
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BackgroundThe persistent and disabling nature of psychiatric stigma has led to the establishment of global programmes to challenge the negative stereotypes and discriminatory responses that generate social disability but these initiatives are rarely evaluated.AimsTo assess the effectiveness of an intervention with young people aimed at increasing mental health literacy and challenging negative stereotypes associated with severe mental illness.MethodA total of 472 secondary school students attended two mental health awareness workshops and completed pre- and post-questionnaires detailing knowledge, attitudes and behavioural intentions.ResultsYoung people use an extensive vocabulary of 270 different words and phrases to describe people with mental health problems: most were derogatory terms. Mean positive attitude scores rose significantly from 1.2 at baseline to 2.8 at 1-week follow-up and 2.3 at a 6-month follow-up. Changes were most marked for female students and those reporting personal contact with people with mental illness.ConclusionsShort educational workshops can produce positive changes in participants' reported attitudes towards people with mental health problems.
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Higgins, Steven, and Maria Katsipataki. "Evidence from meta-analysis about parental involvement in education which supports their children’s learning." Journal of Children's Services 10, no. 3 (September 21, 2015): 280–90. http://dx.doi.org/10.1108/jcs-02-2015-0009.
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Purpose – The purpose of this paper is to contribute to understanding of different ways that parents and schools develop and maintain working partnerships to improve outcomes for children by focusing on quantitative evidence about parental involvement (PI). The key questions for this synthesis are: what is the evidence about the extent of impact of PI on cognitive or academic outcomes for children, and how consistent and reliable is this evidence? Design/methodology/approach – This is an “umbrella” review comparing and contrasting findings from 13 meta-analyses across three areas of PI and home/school partnerships: first, general approaches; second, home and family literacy programmes; and finally, targeted interventions focused on individual or specific family need. Findings – There is consistent evidence about the extent of impact from general approaches (three to six months average additional gain for children’s educational outcomes) and for targeted intervention (four to six months), but with a wider range of estimates for family literacy (two to eight months average gain). Variation in approaches and evaluation quality make specific recommendations for practice challenging, though some consistent patterns of findings indicate strategies that are likely to be “good bets” to explore and evaluate. Research limitations/implications – The quality of the underlying studies makes drawing secure implications for practice difficult. The nature of the review means that it does not capture the most recent studies. Originality/value – The paper provides a synthesis of quantitative evidence from 13 meta-analyses to identify where there is consistency in estimates of impact and what is associated with systematic variation in this impact.
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Williamson, Rachel, and Rebecca Jesson. "Log on and blog." English Teaching: Practice & Critique 16, no. 2 (September 4, 2017): 222–37. http://dx.doi.org/10.1108/etpc-03-2017-0036.
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Purpose This paper aims to investigate the viability of blogging over the summer holidays as an intervention to ameliorate the Summer Learning Effect (SLE) in writing. The SLE is the impact on achievement of taking a break from school over summer, and has been documented to affect differentially those students who come from low socioeconomic status (SES) communities compared with their more affluent peers. However, previous studies within similar communities suggest that the effect is not inevitable, and is amenable to intervention. Design/methodology/approach The present study is set in a group of low SES schools where students already have individual learning blogs. The Summer Learning Journey was designed by the research team in consultation with students and teachers from the schools and trialled in January 2015. The design of the programme drew on previous research that suggested that students would be motivated by interest, rather than achievement, and that literacy activity over summer should be leisure-based. Findings Initial evidence suggests that students who participated made measurable improvements compared with their own progress over the previous summer and also compared with a matched control group of students, and that the observed difference continued over the 2016 school year. Research limitations/implications The study provides initial evidence of quite substantial differences in achievement for those students who were active bloggers. Originality/value The study provides an alternative direction from current summer learning programmes and indicates the potential for designing digital opportunities for learning at times when the school is not in session.
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Bansilal, Sarah, and Thelma Rosenberg. "REFLECTIONS OF SOUTH AFRICAN TEACHERS TEACHING UNDER ADVERSARIAL CONDITIONS." Problems of Education in the 21st Century 70, no. 1 (April 25, 2016): 34–44. http://dx.doi.org/10.33225/pec/16.70.34.
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Teachers often teach under difficult conditions of which they do not have oversight. In order for teacher development programmes to be responsive to teachers’ needs, it is necessary to understand the teaching contexts of their participant teachers. Accordingly the purpose of the research was to identify the problems of practice reported by 41 Mathematical Literacy teachers who teach under impoverished conditions in South Africa. The participants identified their problems of practice and focused on one problem which they tried to address during a two-week teaching intervention. They were required to generate a reflective research report based on their teaching intervention, which formed the primary data source. The findings indicate that of the 305 citations of problems, 174 were attributed to socio-economic factors, 111 to pedagogic factors and 51 to school management factors. With most of these problems being out of their locus of control, these teachers are forced to spend time dealing with the consequences of these problems, instead of focusing their energy to find ways to improve their pedagogic practice. Teacher development agencies need to consider how such teachers could be more appropriately supported. Key words: classroom practice, non-prototype classes, problems of practice, teacher learning.
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Mdluli, Manono. "The use of workbooks in South African grade 3 mathematics classrooms." South African Journal of Childhood Education 4, no. 1 (July 1, 2014): 15. http://dx.doi.org/10.4102/sajce.v4i1.118.
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The poor performance of South African learners on national and international benchmark tests in mathematics and literacy has prompted the South African Department of Basic Education (DBE) to devise intervention strategies, one of which is the provision of workbooks for learners. This paper is based on a case study of six Grade 3 teachers’ use of DBE workbooks. Data from classroom observations and interviews are reported and analyzed in relation to literature on mathematical and pedagogical resources. The key finding is that teachers use the workbooks in disparate ways as a resource and that the majority of the teachers in the case study use the workbooks in ways that do not resonate with the DBE’s intentions. We argue that the provision of resources alone may not lead to improved teaching and learning in primary school mathematics classrooms and that pre-service and in-service teacher education programmes need to include a focus on how resources such as workbooks can be utilized optimally
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Hayes, Daniel, Anna Moore, Emily Stapley, Neil Humphrey, Rosie Mansfield, Joao Santos, Emma Ashworth, et al. "School-based intervention study examining approaches for well-being and mental health literacy of pupils in Year 9 in England: study protocol for a multischool, parallel group cluster randomised controlled trial (AWARE)." BMJ Open 9, no. 8 (August 2019): e029044. http://dx.doi.org/10.1136/bmjopen-2019-029044.
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IntroductionThe prevalence of emotional difficulties in young people is increasing. This upward trend is largely accounted for by escalating symptoms of anxiety and depression. As part of a public health response, there is increasing emphasis on universal prevention programmes delivered in school settings. This protocol describes a three-arm, parallel group cluster randomised controlled trial, investigating the effectiveness and cost-effectiveness of two interventions, alongside a process and implementation evaluation, to improve mental health and well-being of Year 9 pupils in English secondary schools.MethodA three-arm, parallel group cluster randomised controlled trial comparing two different interventions, the Youth Aware of Mental Health (YAM) or the Mental Health and High School Curriculum Guide (The Guide), to Usual Provision. Overall, 144 secondary schools in England will be recruited, involving 8600 Year 9 pupils. The primary outcome for YAM is depressive symptoms, and for The Guide it is intended help-seeking. These will be measured at baseline, 3–6 months and 9–12 months after the intervention commenced. Secondary outcomes measured concurrently include changes to: positive well-being, behavioural difficulties, support from school staff, stigma-related knowledge, attitudes and behaviours, and mental health first aid. An economic evaluation will assess the cost-effectiveness of the interventions, and a process and implementation evaluation (including a qualitative research component) will explore several aspects of implementation (fidelity, quality, dosage, reach, participant responsiveness, adaptations), social validity (acceptability, feasibility, utility), and their moderating effects on the outcomes of interest, and perceived impact.Ethics and disseminationThis trial has been approved by the University College London Research Ethics Committee. Findings will be published in a report to the Department for Education, in peer-reviewed journals and at conferences.Trial registration numberISRCTN17631228.ProtocolV1 3 January 2019. Substantial changes to the protocol will be communicated to the trials manager to relevant parties (eg, ISRCTN).
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Kashyap, Geeta, and Harikrishnan Bhaskaran. "Teaching Data Journalism: Insights for Indian Journalism Education." Asia Pacific Media Educator 30, no. 1 (June 2020): 44–58. http://dx.doi.org/10.1177/1326365x20923200.
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With emergent subspecialties like data journalism bringing new skillsets and job roles, professionals and journalism educators find it difficult to imbibe the fast-changing industry demands. Such challenges in some countries and media industries put journalism educators in an advantageous position, offering them an agency to actively shape the contours of industry practice than getting shaped by it. From this perspective, the present study tries to understand data journalism practices in India and suggests certain insights to integrate data journalism training in programmes offered by Indian journalism education. By probing insights from the literature on data journalism education and by examining existing data journalism practices in India, the study calls for intervention with a pedagogic strategy to impart better data-sourcing practices, coding skills and critical data literacy among the students as an antidote to the prevalent DIY culture and overdependence on data aggregates. The pedagogic strategy should convey the importance of audience centrality and ethics in data journalism practice. It argues that such an approach can, in effect, improve industry practices as well as the quality of journalism education in India.
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Guenther, John, and Samuel Osborne. "Did DI do it? The impact of a programme designed to improve literacy for Aboriginal and Torres Strait Islander students in remote schools." Australian Journal of Indigenous Education 49, no. 2 (January 15, 2020): 163–70. http://dx.doi.org/10.1017/jie.2019.28.
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AbstractOver the 10 years of ‘Closing the Gap’, several interventions designed to improve outcomes for Aboriginal and Torres Strait Islander students have been trialled. In 2014 the Australian Government announced the ‘Flexible Literacy for Remote Primary Schools Programme’ (FLFRPSP) which was designed primarily to improve the literacy outcomes of students in remote schools with mostly Aboriginal and Torres Strait Islander students. The programme, using Direct Instruction (DI) or Explicit Direct Instruction, was extended to 2019 with more than $30 million invested. By 2017, 34 remote schools were participating in the Northern Territory, Queensland and Western Australia. This paper analyses My School data for 25 ‘very remote’ FLFRPSP schools with more than 80% Aboriginal or Torres Strait Islander students. It considers Year 3 and 5 NAPLAN reading results and attendance rates for participating and non-participating primary schools in the 3 years before the programme's implementation and compares them with results since. Findings show that, compared to very remote schools without FLFRPSP, the programme has not improved students' literacy abilities and results. Attendance rates for intervention schools have declined faster than for non-intervention schools. The paper questions the ethics of policy implementation and the role of evidence as a tool for accountability.
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Silva, Carlos Franclim, Paula Rocha, and Paulo Santos. "Consumption of licit and illicit substances in Portuguese young people: a population-based cross-sectional study." Journal of International Medical Research 46, no. 8 (July 12, 2018): 3042–52. http://dx.doi.org/10.1177/0300060518767588.
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Background The consumption of addictive substances is common in adolescence and raises concerns about future addiction. We investigated addictive substance consumption among young people to inform the design of drug intervention programmes. Methods Participants were a population-based sample of 14- to 24-year-olds from Paredes, northern Portugal. A self-report questionnaire measured social and health variables, including tobacco, alcohol and illicit drug consumption. Results Data were analysed for 731 valid responses. Participants who had drunk alcohol did so first at 14.7 years (mean); 15.3% (95% confidence intervals [CI]: 12.9–18.1) drank alcohol regularly (more than 1/week, adjusted for age and sex) (95% CI: 12.9–18.1). Participants who had smoked tobacco did so first at 14.8 years (mean); 16.6% (95% CI: 14.0–19.5) were regular smokers. Illicit drug consumption was reported by 16.7% of participants (95% CI: 14.2–19.6) and 10.4% consumed drugs regularly. Conclusion We found a high prevalence of addictive substance consumption, particularly alcohol. As cultural attitudes likely influence alcohol consumption, a multigenerational approach is needed to address adolescent consumption. Participants’ main sources of drug information were family members. Strategies are needed to promote drug literacy in parents and other relatives to change adolescents’ culturally acquired habits of addictive substance consumption.
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Crone, Diane M., Mustafa Sarkar, Thomas Curran, Colin M. Baker, Denise Hill, Elizabeth A. Loughren, Tabitha Dickson, and Andrew Parker. "Mental health first aid for the UK Armed Forces." Health Promotion International 35, no. 1 (January 31, 2019): 132–39. http://dx.doi.org/10.1093/heapro/day112.
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Abstract Education programmes in mental health literacy can address stigma and misunderstanding of mental health. This study investigated self-rated differences in knowledge, attitudes and confidence around mental health issues following participation in a bespoke Mental Health First Aid (MHFA) training course for the Armed Forces. The mixed methods approach comprised quantitative surveys and qualitative interviews. A survey, administered immediately post-training (n = 602) and again at 10-months post-attendance (n = 120), asked participants to rate their knowledge, attitudes and confidence around mental health issues pre- and post-training. Quantitative findings revealed a significant increase in knowledge, positive attitudes and confidence from the post-training survey which was sustained at 10-months follow-up.Semi-structured telephone interviews (n = 13) were conducted at follow-up, 6-months post-attendance. Qualitative findings revealed that participation facilitated an ‘ambassador’ type role for participants. This study is the first to have investigated the effect of MHFA in an Armed Forces community. Findings show participants perceived the training to increase knowledge regarding mental health and to enhance confidence and aptitude for identifying and supporting people with mental health problems. Results suggest that such an intervention can provide support for personnel, veterans and their families, regarding mental health in Armed Forces communities.
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Hulett, Judie L., Robert E. Weiss, Nimrod O. Bwibo, Osman M. Galal, Natalie Drorbaugh, and Charlotte G. Neumann. "Animal source foods have a positive impact on the primary school test scores of Kenyan schoolchildren in a cluster-randomised, controlled feeding intervention trial." British Journal of Nutrition 111, no. 5 (October 30, 2013): 875–86. http://dx.doi.org/10.1017/s0007114513003310.
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Micronutrient deficiencies and suboptimal energy intake are widespread in rural Kenya, with detrimental effects on child growth and development. Sporadic school feeding programmes rarely include animal source foods (ASF). In the present study, a cluster-randomised feeding trial was undertaken to determine the impact of snacks containing ASF on district-wide, end-term standardised school test scores and nutrient intake. A total of twelve primary schools were randomly assigned to one of three isoenergetic feeding groups (a local plant-based stew (githeri) with meat, githeri plus whole milk or githeri with added oil) or a control group receiving no intervention feeding. After the initial term that served as baseline, children were fed at school for five consecutive terms over two school years from 1999 to 2001. Longitudinal analysis was used controlling for average energy intake, school attendance, and baseline socio-economic status, age, sex and maternal literacy. Children in the Meat group showed significantly greater improvements in test scores than those in all the other groups, and the Milk group showed significantly greater improvements in test scores than the Plain Githeri (githeri+oil) and Control groups. Compared with the Control group, the Meat group showed significant improvements in test scores in Arithmetic, English, Kiembu, Kiswahili and Geography. The Milk group showed significant improvements compared with the Control group in test scores in English, Kiswahili, Geography and Science. Folate, Fe, available Fe, energy per body weight, vitamin B12, Zn and riboflavin intake were significant contributors to the change in test scores. The greater improvements in test scores of children receiving ASF indicate improved academic performance, which can result in greater academic achievement.
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McLean, Siân A., Eleanor H. Wertheim, Mathew D. Marques, and Susan J. Paxton. "Dismantling prevention: Comparison of outcomes following media literacy and appearance comparison modules in a randomised controlled trial." Journal of Health Psychology 24, no. 6 (November 21, 2016): 761–76. http://dx.doi.org/10.1177/1359105316678668.
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A dismantling study of body dissatisfaction prevention was conducted. Adolescent girls ( N = 260) were randomly allocated to a media literacy (Happy Being Me – Media Literacy) or appearance comparison (Happy Being Me – Appearance Comparison) intervention or healthy eating behaviour control (Happy Being Me – Healthy Eating Behaviour) condition. In the Happy Being Me – Appearance Comparison condition, improvements from baseline to post-programme and follow-up for upward appearance comparison and fear of negative appearance evaluation were observed. In the Happy Being Me – Media Literacy condition, improvements were observed from baseline to post-programme for upward appearance comparison and realism scepticism. Findings were similar in a high-risk subsample and overall are moderately supportive of appearance comparison-based interventions, but less supportive of a stand-alone media literacy intervention.
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Kataike, Joanita, Durga Prasad Venkata Modekurti, Eric Butali, David Magumba, Andrew Ronnie Mugenyi, Adalbert Aine-Omucunguzi, and Xavier Gellynck. "A parametric test evaluating smallholder farmers’ training needs in Uganda." Journal of Agribusiness in Developing and Emerging Economies 8, no. 3 (September 3, 2018): 537–53. http://dx.doi.org/10.1108/jadee-08-2016-0053.
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PurposeEffective rural agribusiness development requires dedicated training programmes therefore, this paper is an attempt to investigate smallholder farmers’ TNs in the dairy agribusiness sector. The purpose of this paper is to study a bigger research project of the dairy value chain in agribusiness framework in the Rwenzori region.Design/methodology/approachA sample size of 100 dairy farmers were randomly selected from two Districts in the Rwenzori region. The descriptive statistics (mean and standard deviation) provided a basis for discussion. Furthermore, parametric Pearson coefficient test was conducted to examine the smallholder farmers’ TNs and assess its association with selected socio-demographic characteristics of the dairy farmers.FindingsThe analysis indicated that dairy farmers expressed the need for a training program. Most frequently requested topics include: fodder cultivation, quality and safe milk handling, milk marketing, calf feeding and rearing, animal nutrition and financial literacy out of 12 topics. The least desired TNs was record keeping.Research limitations/implicationsThe findings contribute to the understanding of dairy farmers’ TNs.Practical implicationsThe identified 12 key training intervention areas for the dairy farmers inform policymakers Dairy Development Authority and other development bodies in the Rwenzori region to address the challenges and improve smallholder dairy farming practices.Originality/valueThe study applies a synthesis review to identify theoretically acceptable variables that measure smallholder farmers’ TNs in the dairy agribusiness. The paper also shares the empirical evidence of a pioneering attempt to identify smallholder dairy farmers’ TNs in Uganda.
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Debenham, Jennifer, Louise Birrell, Katrina Champion, Mina Askovic, and Nicola Newton. "A pilot study of a neuroscience-based, harm minimisation programme in schools and youth centres in Australia." BMJ Open 10, no. 2 (February 2020): e033337. http://dx.doi.org/10.1136/bmjopen-2019-033337.
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ObjectivesThe primary aim is to evaluate the feasibility of a newly developed, neuroscience-based, alcohol and other drug (AOD) use prevention programme, ‘The Illicit Project’, in Australian older adolescents. The secondary aim is to investigate the impact of the programme on students’ drug literacy levels (a combination of knowledge, attitudes and skills).DesignA pilot study examining the feasibility of The Illicit Project in Australian schools was conducted.ParticipantsStudents aged 15–19 years from two secondary schools and a youth centre and 11 teachers and health professionals from various organisations in Sydney were recruited.InterventionThe intervention consisted of three 90 min workshops delivered by trained facilitators within a month.Primary and secondary measuresStudents completed a drug literacy questionnaire before and after intervention. All participants (students, teachers and health professionals) completed an evaluation questionnaire postprogramme delivery. A paired-sample t-test and descriptive analytics were performed.ResultsStudents (n=169) demonstrated a significant increase in drug literacy levels from preintervention to postintervention (t(169) = −13.22, p<0.0001). Of students evaluating the programme (n=252), over threequarters agreed that The Illicit Project was good or very good (76%), that the neuroscience content was interesting (76%) and relevant (81%), and that they plan to apply the concepts learnt to their own lives (80%). In addition, all teachers and health professionals (n=11) agreed that the programme was feasible and valid for schools and perceived the programme to be effective in reducing the harms and use of AOD.ConclusionsThere is evidence to suggest that The Illicit Project is credible and feasible in the school environment and there are preliminary data to suggest it may help to improve drug literacy levels in young people. A large-scale evaluation trial of the intervention will be conducted to determine the programme’s effectiveness in minimising the harms of AOD in older adolescents.
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Wang, Jing, Jon Quach, Valerie Sung, Peter Carew, Ben Edwards, Anneke Grobler, Lisa Gold, and Melissa Wake. "Academic, behavioural and quality of life outcomes of slight to mild hearing loss in late childhood: a population-based study." Archives of Disease in Childhood 104, no. 11 (May 11, 2019): 1056–63. http://dx.doi.org/10.1136/archdischild-2019-316917.
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ObjectiveTo investigate the associations of hearing thresholds and slight to mild hearing loss with academic, behavioural and quality of life outcomes in children at a population level.MethodsDesign and participants:children aged 11–12 years in the population-based cross-sectional Child Health CheckPoint study within the Longitudinal Study of Australian Children. Audiometry:mean hearing threshold across 1, 2 and 4 kHz (better and worse ear); slight/mild hearing loss (threshold of 16–40 decibels hearing loss (dB HL)). Outcomes: National Assessment Program – Literacy and Numeracy, language, teacher-reported learning, parent and teacher reported behaviour and self-reported quality of life. Analysis:linear regression quantified associations of hearing threshold/loss with outcomes.ResultsOf 1483 children (mean age 11.5 years), 9.2% and 13.1% had slight/mild bilateral and unilateral hearing loss, respectively. Per SD increment in better ear threshold (5.7 dB HL), scores were worse on several academic outcomes (eg, reading 0.11 SD, 95% CI 0.05 to 0.16), parent-reported behaviour (0.06 SD, 95% CI 0.01 to 0.11) and physical (0.09 SD, 95% CI 0.04 to 0.14) and psychosocial (0.06 SD, 95% CI 0.01 to 0.11) Pediatric Quality of Life Inventory (PedsQL). Compared with normally hearing children, children with bilateral slight/mild losses scored 0.2–0.3 SDs lower in sentence repetition, teacher-reported learning and physical PedsQL but not other outcomes. Similar but attenuated patterns were seen in unilateral slight/mild losses.ConclusionsHearing thresholds and slight/mild hearing loss showed small but important associations with some child outcomes at 11–12 years. Justifying hearing screening or intervention at this age would require better understanding of its longitudinal and indirect effects, alongside effective management and appropriate early identification programmes.
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McWilliams, Robyn, and Quentin Allan. "Embedding Academic Literacy Skills: Towards a Best Practice Model." Journal of University Teaching and Learning Practice 11, no. 3 (July 1, 2014): 94–114. http://dx.doi.org/10.53761/1.11.3.8.
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Learning advisors provide academic literacy development support in a variety of configurations, ranging from one-on-one consultations through to large-scale lectures. Such lectures can be generic, stand-alone modules or embedded within a discipline-specific course. Pragmatic and institutional considerations suggest that a generic model of delivery often has an effective role to play; however, there are strong pedagogical arguments for adopting an embedded approach wherever possible. The practice of embedding literacy interventions within subject papers is time-consuming and often logistically challenging; therefore, in order to help learning advisors, their managers and academic staff in faculties to consider the issues, options and constraints in a systematic manner, this paper proposes a best-practice model drawing from over two decades of literature and the authors’ practical experience over the same period in New Zealand and overseas. In order to elucidate the model, the paper critiques an embedded academic literacy skills programme facilitated by an interdisciplinary studies unit at Auckland University of Technology (AUT), New Zealand. The programme is embedded in a core paper entitled Knowledge, Enquiry and Communication (KEC) which is a prerequisite for entry into all of the Health Science programmes. As well as describing key features which have contributed to the success of the programme, the authors identify several key factors which need to be taken into account when considering embedded academic literacy initiatives
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Law, Rebecca-Jane, Joseph Langley, Beth Hall, Christopher Burton, Julia Hiscock, Lynne Williams, Val Morrison, et al. "‘Function First’: how to promote physical activity and physical function in people with long-term conditions managed in primary care? A study combining realist and co-design methods." BMJ Open 11, no. 7 (July 2021): e046751. http://dx.doi.org/10.1136/bmjopen-2020-046751.
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ObjectivesTo develop a taxonomy of interventions and a programme theory explaining how interventions improve physical activity and function in people with long-term conditions managed in primary care. To co-design a prototype intervention informed by the programme theory.DesignRealist synthesis combining evidence from a wide range of rich and relevant literature with stakeholder views. Resulting context, mechanism and outcome statements informed co-design and knowledge mobilisation workshops with stakeholders to develop a primary care service innovation.ResultsA taxonomy was produced, including 13 categories of physical activity interventions for people with long-term conditions.Abridged realist programme theoryRoutinely addressing physical activity within consultations is dependent on a reinforcing practice culture, and targeted resources, with better coordination, will generate more opportunities to address low physical activity. The adaptation of physical activity promotion to individual needs and preferences of people with long-term conditions helps affect positive patient behaviour change. Training can improve knowledge, confidence and capability of practice staff to better promote physical activity. Engagement in any physical activity promotion programme will depend on the degree to which it makes sense to patients and professions, and is seen as trustworthy.Co-designThe programme theory informed the co-design of a prototype intervention to: improve physical literacy among practice staff; describe/develop the role of a physical activity advisor who can encourage the use of local opportunities to be more active; and provide materials to support behaviour change.ConclusionsPrevious physical activity interventions in primary care have had limited effect. This may be because they have only partially addressed factors emerging in our programme theory. The co-designed prototype intervention aims to address all elements of this emergent theory, but needs further development and consideration alongside current schemes and contexts (including implications relevant to COVID-19), and testing in a future study. The integration of realist and co-design methods strengthened this study.
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Nobre, Joana, Ana Paula Oliveira, Francisco Monteiro, Carlos Sequeira, and Carme Ferré-Grau. "Promotion of Mental Health Literacy in Adolescents: A Scoping Review." International Journal of Environmental Research and Public Health 18, no. 18 (September 9, 2021): 9500. http://dx.doi.org/10.3390/ijerph18189500.
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In recent years, there has been an important commitment to the development of programs to promote mental health literacy (MHL) among adolescents, due to the prevalence of mental health problems and the low level of MHL that affects this group. The aim of this study was to map the structure and context of programmes/interventions for promoting MHL among adolescents in school settings. A scoping review was conducted following the guidelines of The Joanna Briggs Institute. We searched for studies on programmes/interventions promoting at least one of the components of MHL of adolescents, written in Portuguese, English or Spanish, published from 2013 to 2020, in MEDLINE, CINAHL Plus with Full Text, SciELO, SCOPUS, OpenGrey, RCAAP and in the article reference lists. This review included 29 articles. The majority of programmes/interventions addressed one or more of the four components of MHL, with the knowledge of mental disorders and stigma reduction components being the most covered; were taught by adolescent’s regular teachers; used face to face interventions; had a height variable duration; used non-validated instruments; were implemented in a classroom environment; and showed statistically significant improvements in adolescent’s MHL levels. More research is needed to implement/construct programmes/interventions promoting adolescents’ MHL concerning knowledge on how to obtain and maintain good mental health.
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Muffoletto, Robert. "Reflective Teaching And Visual Literacy: Teacher Intervention and Programmed Instruction." Journal of Visual Verbal Languaging 8, no. 2 (January 1988): 53–66. http://dx.doi.org/10.1080/23796529.1988.11674435.
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Barratt-Pugh, Caroline, and Nola Allen. "Making a difference: Findings fromBetter Beginningsa family literacy intervention programme." Australian Library Journal 60, no. 3 (August 2011): 195–204. http://dx.doi.org/10.1080/00049670.2011.10722616.
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McElvany, Nele, and Roel van Steensel. "Potentials and Challenges of Family Literacy Interventions: The Question of Implementation Quality." European Educational Research Journal 8, no. 3 (January 1, 2009): 418–33. http://dx.doi.org/10.2304/eerj.2009.8.3.418.
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Literacy interventions in the family context have great potential to promote reading development in children. However, the results of meta-analyses indicate that family-based approaches tend not to be as effective as expected. Although the effectiveness of family literacy interventions can be assumed to hinge largely on the quality of their implementation in families, this aspect has attracted surprisingly little research attention to date. This article identifies, analyses, and discusses aspects of implementation quality that may enhance or diminish the effectiveness of family literacy interventions. Data from two evaluation studies of programmes for kindergarten- and school-age children were used to examine three types of implementation variables (intensity and quality of parent-child activities; support and training provided for parents; participation). The results indicate possibilities for how implementation quality in all three areas can be improved. Implications for future family literacy programmes as well as for evaluation and implementation studies are discussed.
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Santhakumaran, Perumalpillai, Srinivasan Govindaraj, and Sivaraman Thirumalaikumarasamy. "Assessment and comparison of nutritional status in children aged 0-5 years based on WHO and IAP growth charts." International Journal of Contemporary Pediatrics 4, no. 6 (October 24, 2017): 1955. http://dx.doi.org/10.18203/2349-3291.ijcp20174153.
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Background: The problems of malnutrition among under five children can be used to conclude the necessity for nutritional care, surveillance, or appropriate intervention of nutritional programmes in a community. The objective of the present study was to assess the nutritional status in under 5 children and to compare the nutritional status with WHO and IAP Growth curves and to evaluate the relationship of same with variables like literacy, income of parents, order of birth, sex of the child, birth weight and breast feeding.Methods: This was a cross-sectional study was carried out in 1052 children aged under 0-5 years hailing from middle and low socio-economic class of an urban population attended to out-patient department and ward in Government Royapettah Hospital and Anaganwadi centres in and around Royapettah during the period of November 2006 to October 2007. Anthropometric measurements such as weight, height/length, middle arm circumference (MAC) were taken for all the children and all the measurements were plotted in the IAP growth chart, WHO growth chart (Z score - 2006), BMI - WHO standards and compared.Results: Out of 1052 children, majority of the subjects were male children 535 (50.9%). As per IAP guidelines, majority of the children 513 (48.8%) were under normal weight, 5 (0.5%) of them were with very severe malnutrition. According to WHO standards most of the children 623 (59.2%) were under weight and 135 (12.8%) were under severe malnutrition. Positive correlation was observed between the nutritional status of the children with educational and employment status of parents, increasing birth weight and family income. Increasing birth order has a negative influence on nutritional status of the child. Optimally breast fed babies (Exclusively breast fed for 6 months with appropriate complementary feeds thereafter) have better nutritional status.Conclusion: The study concludes that utmost care and attention must be focused on child’s nutrition by giving priority to education for poor community especially for women, creating awareness regarding benefits of early initiation of breastfeeding and limiting family size.
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Van Heerden, Cherié, and Alta Kritzinger. "Parental Perceptions and Practices of Emergent Literacy Development in Young Children with Down Syndrome: The Development of Intervention Guidelines." South African Journal of Communication Disorders 55, no. 1 (December 31, 2008): 37–48. http://dx.doi.org/10.4102/sajcd.v55i1.768.
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Key findings of emergent literacy research conclude that emergent literacy experiences correlate with later reading success and that emergent literacy intervention for children with special needs is essential. As a group with special needs, children with Down syndrome require emergent literacy intervention. They may attain functional literacy skills and their language development determines their reading ability. Speech-language therapists have an important role to play in emergent literacy programme development in South Africa. As a first step towards programme development and emergent literacy intervention goal selection, the aim of this study was to determine the applicability of a self-administered questionnaire to describe parental perceptions and practices regarding the emergent literacy development of their young children with Down syndrome. A quantitative research approach was used within a cross-sectional descriptive survey. Fifteen literate parents, with preschool children with Down syndrome aged between two and five years were selected as participants. Data were collected via email and/or facsimile. The results showed that all participants valued emergent literacy development. They appeared to have knowledge about book-reading but not about the broad spectrum of emergent literacy experiences to which they might expose their children. Participants were actively promoting emergent literacy development of their children, but they had certain needs that could potentially be addressed by speech-language therapists working in early communication intervention. The questionnaire proved to be applicable, but changes are required for application with illiterate parents and those with low literacy skills. Based on the results a framework with guidelines for emergent literacy goal selection is provided.
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Nevo, Einat, and Vered Vaknin-Nusbaum. "Enhancing language and print-concept skills by using interactive storybook reading in kindergarten." Journal of Early Childhood Literacy 18, no. 4 (February 28, 2017): 545–69. http://dx.doi.org/10.1177/1468798417694482.
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The effectiveness of a short interactive storybook-reading intervention programme delivered by a kindergarten teacher to develop language and print-concept skills was examined in 30 Hebrew-speaking kindergarten children exhibiting different levels of emergent literacy skills. Post-intervention, the intervention group showed a clear advantage over a control group on most measures, including vocabulary, morphology, phonological awareness and print concepts. Pre-test motivation to read was predictive of post-test performance in these same language and print-concept skills. The study suggests that a short intervention programme, using stories and embedded activities, can enhance language and print concepts in kindergarten children; and that motivation to read is equally important in the development of their language and literacy abilities.
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Koenig, Virginia E., and Ingrid M. Provident. "Workshop series for occupational therapists using the US Agency for Healthcare Research and Quality’s Health Literacy Universal Precautions Toolkit and other supported tools." Health Education Journal 78, no. 4 (December 23, 2018): 451–63. http://dx.doi.org/10.1177/0017896918820067.
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Objective: Health literacy is the ability to access, understand, evaluate and communicate information in a manner that promotes, maintains and improves health care in a variety of settings across the life span. Health professionals, including occupational therapists (OTs), need to consider health literacy in order to optimise client-centred interventions that promote self-management of chronic conditions, health and wellness. The goal of this small-scale cohort study was to determine if a health literacy workshop series for OTs could improve their working knowledge of health literacy, and increase their self-perceived ability to identify, assess and implement client-centred interventions to at-risk patients. Design: Over a 6-week period, six OT professionals participated in a customised workshop series, incorporating elements of the US Agency for Healthcare Research and Quality’s (AHRQ) Health Literacy Universal Precautions Toolkit (the Toolkit) and other AHRQ-supported health literacy resources. Method: A one-group, pre–posttest mixed methods design was used to measure outcomes. Results: Results of this study suggests that participation in a health literacy education programme featuring the Toolkit and other AHRQ-supported tools can improve OTs’ self-perceived ability to identify, assess and provide client-centred services to their patients. Responses to open-ended questions both pre-and post-intervention align with the literature in that health care professionals, like OTs, can benefit from customised health literacy training to improve client-centred care by implementing specific health literacy strategies into their clinical practice.
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Serbim, Andreivna, Lisiane Paskulin, and Don Nutbeam. "Improving health literacy among older people through primary health care units in Brazil: feasibility study." Health Promotion International 35, no. 6 (December 10, 2019): 1256–66. http://dx.doi.org/10.1093/heapro/daz121.
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Abstract There are only a small number of reported intervention studies to improve health literacy among older populations. This paper reports on a study designed to investigate the feasibility and potential impact on health literacy and health practices of embedding an intervention programme to improve health literacy with older people through established primary health care units (PHCUs) in a disadvantaged urban community in Brazil. This investigation utilized a quasi-experimental design, with 42 participants recruited for the intervention group and comparison group. The Alfa-Health Program was offered by a nurse in a PHCU as part of the public universal health system over a period of 5 months, and was compared for its impact on a range of health literacy and self-reported health outcomes with routine health care available for older people. The intervention achieved relatively high levels of participation, and positive feedback from participants. Some improvements in vaccination rates, health literacy and reported health behaviours related to food choices and physical activity were observed. The intervention made good use of existing facilities; the content and methods were well received by the participants. However, there were some difficulties in recruitment and in retention of participants. The study has demonstrated the practical feasibility of delivering a comprehensive health education programme designed to improve health literacy in a PHCU in Brazil.
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Williams, Dave, Leann Collingwood, James Coles, and Stefanie Schmeer. "Evaluating a rugby sport intervention programme for young offenders." Journal of Criminal Psychology 5, no. 1 (February 2, 2015): 51–64. http://dx.doi.org/10.1108/jcp-05-2014-0008.
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Purpose – Interventions intended to aid offender re-entry, rehabilitation and desistence based around specific sports and championed by sporting institutions have been introduced in custodial settings. Though research evaluating these is positive (Meek, 2012), conclusions are often hampered by the absence of control groups in such work. The purpose of this paper is to evaluate the Saracens “Get Onside” rugby-based intervention at HMP YOI Feltham, while employing a non-randomised control group. Design/methodology/approach – In total, 24 young offenders took part. Those in the treatment condition experienced a ten-week course which included a range of activities leading to accredited awards, exercises in functional skills in literacy/numeracy and 72 hours of rugby sessions. Those in the control condition were matched on key static factors, crime attitudes and aggression. Self-reported measures of pro-crime attitudes, aggression, self-esteem, and impulsivity were taken once before the start, once during, and at the end of the course for both groups. Findings – As predicted, self-reported scores measuring attitudes towards aggression and crime did differ significantly across groups, with those experiencing the intervention showing more positive values by the end of treatment compared with others. However, measures of impulsiveness and self-esteem showed no change. Research limitations/implications – Revisions are suggested in respect of both the self-esteem and impulsivity measures, and future work needs better control over the match between treatment and comparison groups. Originality/value – Concerns over the potentially iatrogenic effects of contact sport interventions with offender groups may be misplaced, and the benefits of sporting interventions are replicated in a between groups design.
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Bailey, Christopher J., Murray J. Drummond, and Paul R. Ward. "Food literacy programmes in secondary schools: a systematic literature review and narrative synthesis of quantitative and qualitative evidence." Public Health Nutrition 22, no. 15 (July 10, 2019): 2891–913. http://dx.doi.org/10.1017/s1368980019001666.
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AbstractObjective:The current review aimed to synthesise the literature on food literacy interventions among adolescents in secondary schools, the attitudes and perceptions of food literacy interventions in secondary schools, and their effects on dietary outcomes.Design:The systematic review searched five electronic databases from the earliest record to present.Setting:The studies selected for the review were from sixteen countries: Australia (n 10), Canada (n 1), China (n 1), France (n 1), Greece (n 2), Iran (n 1), South Africa (n 1), South India (n 1), Kenya (n 1), Norway (n 2), Portugal (n 1), Denmark (n 1), Northern Ireland (n 1), USA (n 17), UK (n 1) and Sweden (n 2).Participants:Adolescents aged 10–19 years.Results:Forty-four studies were eligible for inclusion. Adolescents with greater nutritional knowledge and food skills showed healthier dietary practices. Studies found a mixed association between food literacy and long-term healthy dietary behaviour. Two studies showed an improvement in adolescents’ cooking skills and food safety knowledge; six studies showed an improvement in overall food safety knowledge; six studies showed an improvement in overall food and nutritional knowledge; and two studies showed an improvement in short-term healthy dietary behaviour.Conclusions:Food literacy interventions conducted in a secondary-school setting have demonstrated a positive impact on healthy food and nutritional knowledge. However, there appears to be limited evidence supporting food literacy interventions and long-term dietary behaviours in adolescents. More evidence-based research is required to adequately measure all domains of food literacy and more age-specific food literacy interventions.
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Lygidakis, Charilaos, Jean Paul Uwizihiwe, Per Kallestrup, Michela Bia, Jeanine Condo, and Claus Vögele. "Community- and mHealth-based integrated management of diabetes in primary healthcare in Rwanda (D²Rwanda): the protocol of a mixed-methods study including a cluster randomised controlled trial." BMJ Open 9, no. 7 (July 2019): e028427. http://dx.doi.org/10.1136/bmjopen-2018-028427.
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IntroductionIn Rwanda, diabetes mellitus prevalence is estimated between 3.1% and 4.3%. To address non-communicable diseases and the shortage of health workforce, the Rwandan Ministry of Health has introduced the home-based care practitioners (HBCPs) programme: laypeople provide longitudinal care to chronic patients after receiving a six-month training. Leveraging technological mobile solutions may also help improve health and healthcare. The D²Rwanda study aims at: (a) determining the efficacy of an integrated programme for the management of diabetes in Rwanda, which will provide monthly patient assessments by HBCPs, and an educational and self-management mHealth patient tool, and; (b) exploring qualitatively the ways the interventions will have been enacted, their challenges and effects, and changes in the patients’ health behaviours and HBCPs’ work satisfaction.Methods and analysisThis is a mixed-methods sequential explanatory study. First, there will be a one-year cluster randomised controlled trial including two interventions ((1) HBCPs’ programme; (2) HBCPs’ programme + mobile health application) and usual care (control). Currently, nine hospitals run the HBCPs’ programme. Under each hospital, administrative areas implementing the HBCPs’ programme will be randomised to receive intervention 1 or 2. Eligible patients from each area will receive the same intervention. Areas without the HBCPs’ programme will be assigned to the control group. The primary outcome will be changes in glycated haemoglobin. Secondary outcomes include medication adherence, mortality, complications, health-related quality of life, diabetes-related distress and health literacy. Second, at the end of the trial, focus group discussions will be conducted with patients and HBCPs. Financial support was received from the Karen Elise Jensens Fond, and the Universities of Aarhus and Luxembourg.Ethics and disseminationEthics approval was obtained from the Rwanda National Ethics Committee and the Ethics Review Panel of the University of Luxembourg. Findings will be disseminated via peer-reviewed publications and conference presentations.Trial registration numberNCT03376607; Pre-results.
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Diego-Mantecón, José-Manuel, Teresa-F. Blanco, Zaira Ortiz-Laso, and Zsolt Lavicza. "STEAM projects with KIKS format for developing key competences." Comunicar 29, no. 66 (January 1, 2021): 33–43. http://dx.doi.org/10.3916/c66-2021-03.
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Secondary education curricula highlight competence-based learning; however, meaningful school-intervention habits have not yet been observed. The initiatives implemented have focused primarily on promoting the combined development of no more than three key competences. This article presents an international study, under the Erasmus+ and H2020 programmes, for analysing the impact of the STEAM project-based learning approach with KIKS format (Kids Inspire Kids for STEAM) on the interwoven development of key competences. The sample included 267 high school students divided into 53 teams from 29 educational centres in Finland, England, Hungary, and Spain. Each team carried out several projects, for no less than two academic years, by means of the following two approaches: STEAM project-based learning and KIKS format. Data from this qualitative study were collected from observations and interviews with students, teachers, and KIKS trainers. Analyses revealed that the combination of these two approaches facilitated the development of all eight key competences. The project-based learning focus essentially fostered the enhancement of the mathematical competence and competence in science, technology, and engineering, while KIKS format promoted literacy and multilingual competences. The remaining competences were encouraged by the combination of both approaches. It is noteworthy that prolonged participation in the programme, as it was implemented, was crucial to achieving the obtained outcomes. Los currículos de educación secundaria resaltan el aprendizaje por competencias, sin embargo, actualmente no se observan cambios sustanciales en los hábitos de intervención en el aula. Las iniciativas implementadas se han centrado principalmente en impulsar el desarrollo conjunto de tres competencias clave como máximo. Este artículo presenta un estudio internacional, bajo los programas Erasmus+ y H2020, con el objetivo de establecer relaciones entre el aprendizaje basado en proyectos STEAM con formato KIKS (Kids Inspire Kids for STEAM) y el desarrollo global de las competencias clave. La muestra incluye 267 estudiantes de secundaria distribuidos en 53 equipos, pertenecientes a 29 centros de Finlandia, Inglaterra, Hungría y España. Cada equipo elaboró varios proyectos, durante al menos dos años académicos, mediante los siguientes enfoques de implementación: aprendizaje basado en proyectos STEAM y formato KIKS. Los datos de este estudio cualitativo se recabaron por medio de observaciones y entrevistas a estudiantes, profesores y formadores KIKS. Los análisis revelaron que la combinación de ambos enfoques facilitó el desarrollo de las ocho competencias clave. El aprendizaje por proyectos favoreció esencialmente el desarrollo de la competencia matemática y competencia en ciencia, tecnología e ingeniería, mientras que el formato KIKS potenció las competencias en lectoescritura y multilingüe. El resto de competencias se vieron estimuladas por la combinación de ambos enfoques. Cabe destacar que la participación prolongada en el programa de implementación fue determinante en los resultados obtenidos.
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SHAW, MONICA, and MO DAVIDSON. "Using the Phono-Graphix reading programme as a literacy support intervention strategy." Support for Learning 24, no. 1 (February 2009): 42–48. http://dx.doi.org/10.1111/j.1467-9604.2009.01396.x.
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Zare, Somayeh, Mohammad Hossein Kaveh, Ahmad Ghanizadeh, Abdolrahim Asadollahi, and Mahin Nazari. "Promoting mental health literacy in female students: A school-based educational intervention." Health Education Journal 80, no. 6 (May 7, 2021): 734–45. http://dx.doi.org/10.1177/00178969211013571.
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Background and objective: Considering the worldwide increase in mental health problems among adolescents and the hypothetical positive impact of mental health literacy (MHL) on mental health promotive behaviours, this study examined the effect of a MHL intervention in a sample of Iranian high school students. Design: Educational intervention with a pretest–posttest and control group design conducted among Iranian high school students in 2019. Setting: Four public schools in Shiraz, Iran. Methods: In this study, 220 students (110 in each intervention and control group) were selected using the cluster multi-stage sampling and participated in the study. Participants completed the adolescent MHL questionnaire at two stages (pretest and posttest). A training programme which comprised six 60- to 90-minutes sessions using collaborative learning techniques and printed materials was conducted with the experimental group. Data were subjected to covariance analysis. Results: No significant differences were found between study groups regarding demographic and MHL scores before the intervention. After completing the training programme, the intervention group showed a significant improvement in MHL and subscale scores ( p < .01). Covariance analysis confirmed an improvement of MHL in the intervention group after controlling for pretest scores but not in the control group. Conclusion: Study findings demonstrated the efficacy of the training intervention to improve adolescents’ MHL. Further research is recommended to examine the effects of the same intervention among boys and longer-term outcomes.