Academic literature on the topic 'Socio-educational intervention'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Socio-educational intervention.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Socio-educational intervention"
1
Estefanía, Miguel Melendro. "Young People with Social Difficulties (NI-NI'S): Socio-educational Intervention." Procedia - Social and Behavioral Sciences 116 (February 2014): 1211–16. http://dx.doi.org/10.1016/j.sbspro.2014.01.370.
Full text
2
Díaz-Esterri, Jorge, Ángel De-Juanas, Rosa Goig-Martínez, and Francisco Javier García-Castilla. "Inclusive Leisure as a Resource for Socio-Educational Intervention during the COVID-19 Pandemic with Care Leavers." Sustainability 13, no. 16 (August 7, 2021): 8851. http://dx.doi.org/10.3390/su13168851.
Full textAbstract:
The COVID-19 pandemic has led to a reduction in leisure activities involving human contact. Social isolation has increased, particularly amongst vulnerable individuals with a fragile support network, as is the case with young people who have left care. The aim of the present research was to identify socio-educational proposals and interventions implemented during the pandemic pertaining to leisure as a form of promoting social inclusion of these young people. To this end, a qualitative study was carried out in which twenty semi-structured interviews were conducted with young people who had left care system, in addition to fifteen interviews with professionals working with this group when delivering socio-educational interventions. Discourse analysis revealed that isolation due to the health crisis had greater repercussions in normalised settings in which leisure activity was reduced with this increasing risk of social inclusion amongst these young people. Proposals and experiences emerging from this setting provide evidence that socio-educational interventions targeting leisure facilitate social inclusion. In this sense, future lines of research are suggested to optimise the outcomes of socio-educational interventions within this group.
3
Luna, Pablo, Javier Cejudo, José A. Piqueras, Débora Rodrigo-Ruiz, Miriam Bajo, and Juan-Carlos Pérez-González. "Impact of the MooN Physical Education Program on the Socio-Emotional Competencies of Preadolescents." International Journal of Environmental Research and Public Health 18, no. 15 (July 26, 2021): 7896. http://dx.doi.org/10.3390/ijerph18157896.
Full textAbstract:
Few studies have analyzed emotional educational experiences through physical education interventions. The objective of this study was to evaluate the effects on socio-emotional competencies of a physical education intervention (i.e., the MooN program) based on the instructional model known as the sports education model (SEM), compared to a physical education intervention based on the traditional model of direct instruction (TM-DI) in preadolescents. The sample consisted of 170 students between 10 and 13 years old (mean age: M = 10.76; standard deviation: SD = 0.73). Participants were randomly assigned to the experimental group (SEM; n = 87) and the active control group (TM-DI; n = 83). In the experimental group, the SEM-based intervention was applied, while in the active control group, an intervention based on the TM-DI was developed. A quasi-experimental design with repeated pre-test and post-test measures and an active control group was used. The self-efficacy inventory for multiple intelligences (IAMI-40) was used to assess the children’s socio-emotional competencies. The child perfectionism inventory was applied to evaluate the self-demand perfectionist efforts. The results confirmed that the MooN program (SEM intervention) promoted significant improvements in socio-emotional competencies. These findings support the potential of this physical education instructional model as an emotional education pathway for the socio-emotional improvement of preadolescent students.
4
Vilks, Andrejs. "Current Socio-pedagogical Approaches in Deviant Behaviour Prevention." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (May 30, 2015): 91. http://dx.doi.org/10.17770/sie2013vol2.550.
Full textAbstract:
The topicality of deviant behaviour prevention is related to the socio-economic crisis and its negative effects, which contribute expression increases of deflected social activities. Increase of poverty level determines the problem of public interest and the risk situation, which makes it necessary to improve the socio-pedagogical approach to deviant behaviorwarning. At the same time, social and pedagogical resources for constructive problem solving and deviant behaviour warning remainslimited. The increase of the efficiency of socio-educational activities is possible on the basis of relevant professional qualifications of employees, of the intervention of socio-educational impact (enhancing of the segment of activities).
5
Männistö, Inka I., and Raija A. Pirttimaa. "A review of interventions to support the educational attainments of children and adolescents in foster care." Adoption & Fostering 42, no. 3 (September 3, 2018): 266–81. http://dx.doi.org/10.1177/0308575918791627.
Full textAbstract:
This rapid review seeks to harvest and draw out common findings from intervention studies aimed at supporting the educational and socio-emotional attainments of school-age children and adolescents in foster care. Using carefully executed inclusion and exclusion criteria, data were collected systematically from six electronic databases. The 19 articles included were appraised critically for quality and analysed using qualitative content analysis. The survey of studies revealed an initial need to improve the quality and quantity of research designed to evaluate interventions of this kind. Nevertheless, an analysis of the findings produced sufficient robust evidence to inform policy and practice with regard to 10 aspects of children’s educational and socio-emotional development. The implementation of collaboration models involving all significant parties was especially effective in enhancing adults’ knowledge of and participation in children’s lives, thereby achieving a consistent circle of support. The children also benefited from individualised school-based support, across both academic and socio-emotional dimensions.
6
Goodman, Samantha Erin, and Judy Sheeshka. "Preferences of Young Adults Regarding Dissemination of Online Vitamin D Information." Canadian Journal of Dietetic Practice and Research 77, no. 4 (December 2016): 183–88. http://dx.doi.org/10.3148/cjdpr-2016-011.
Full textAbstract:
Purpose: To explore strategies for disseminating online information about vitamin D to young adults. Methods: Participants were 50 males and females aged 18–25 years, living in Ontario, Canada. Eight focus groups (4 male; 4 female) were conducted; participants also completed a socio-demographic questionnaire. Audio files were transcribed verbatim; thematic analysis was used to identify key themes. Results: Thematic analysis revealed that an effective educational intervention geared towards this population should be simple, brief, interesting, personally relevant, credible, and include incentives. Conclusions: Feedback regarding intervention methodology could be used to inform interventions aiming to increase intake of vitamin D or other nutrients among young adults.
7
Abo Shereda, Hanaa Mohamed, Safaa Ibrahim Shattla, Hemat Mostafa Amer, and Zeinab Abdel Aziz Kasemy. "The effectiveness of a psycho-educational nursing intervention on illness perception, knowledge and expressed emotion of caregivers of patients with first episode psychosis." Journal of Nursing Education and Practice 9, no. 7 (April 18, 2019): 118. http://dx.doi.org/10.5430/jnep.v9n7p118.
Full textAbstract:
Background: Psycho educational nursing intervention to families of patients with first-episode psychosis is highly recommended to assist families to overcome feelings of stress, guilt, stigma, loss of control and to promote recovery of patients. The aim of the study was to evaluate the effect of psych educational nursing intervention on illness perception, level of knowledge and level of expressed emotion of caregivers of patients with first episode psychosis.Methods: Research design: a quasi-experimental research design (one group pre-posttest) was used to achieve the aim of the study. The study was conducted at three psychiatric and mental health governmental outpatient clinics. A convenience sample of 50 caregivers was used. Data was collected using socio demographic data questionnaire, family questionnaire, knowledge questionnaire, and illness perception questionnaire.Results: There were clinically significant improvement among the caregivers' level of knowledge and illness perception at post test of psycho educational nursing intervention than before intervention, while level of expressed emotion was improved post the psycho educational nursing intervention but without obvious significant difference.Conclusions & Recommendation: Psycho educational nursing intervention was effective in improving caregivers' level of knowledge, illness perception and expressed emotion. The study recommended to urgently utilize psycho educational nursing intervention to all caregivers of patient with first episode psychosis in all psychiatric hospitals.
8
Yuan, Bocong, Jiannan Li, and Zhaoguo Wang. "The Development of Global Women’s Rights and Improvements in Reproductive Health Intervention Access of Females with Different Socio-Economic Status." International Journal of Environmental Research and Public Health 16, no. 23 (November 28, 2019): 4783. http://dx.doi.org/10.3390/ijerph16234783.
Full textAbstract:
Female’s access to reproductive health intervention has experienced dramatic change with the development of women’s rights across the world. However, the influence of the development of global women’s rights on reproductive health intervention access differs by place of residence and by the socio-economic characteristics of educational attainment and income levels. As a response to it, this study investigates the influence of the development of global women’s rights on contraceptive intervention access of females from different places of residence (rural/urban areas), with different educational attainment and income levels. Using multi-source data from World Health Organization (WHO), Inter-Parliament Union (IPU), International Labor Organization (ILO), and United Nations Educational, Scientific and Cultural Organization (UNESCO), empirical results show that the development of women’s rights generally improves female’s contraceptive intervention access around the world, and especially benefits females in rural areas, with a lower educational level, and in the medium or low-income stratum. The development of global women’s rights thus contributes to the social equity of healthcare access for females.
9
Carrillo de Albornoz Calahorro, C. M., J. A. Rodrigo Manzano, and B. Girela Serrano. "Socio-demographic Analysis of An Early Psychosis intervention Programme." European Psychiatry 33, S1 (March 2016): S447. http://dx.doi.org/10.1016/j.eurpsy.2016.01.1625.
Full textAbstract:
IntroductionDuring the first 5 years of the onset of schizophrenia, the majority of the clinical and psychosocial deterioration takes place.This period of time is critical in terms of diagnosing the illness and providing effective psychosocial and pharmacological treatment.Objectives/aimsKnowing the demographic profile of users of an Early Psychosis intervention Programmeto adapt the intervention to their specific needs.MethodsA descriptive statistical analysis of the records of every patient on admission program during year 2014 was carried out. There have been various socio-demographic variables collected such as: sex, age, initial diagnosis, drug consumption, educational level, labor situation, referral source and origin.ResultsWe found an average age of 26, near the normal curve between 15 and 35 years distribution.Eighty percent of our simple were men.Eighty percent were non-affective psychosis as their initial diagnosis.Abuse toxic in 70%, in all cases cannabis or derivatives.Education level: 56% primary studies. Thirty percent reached secondary studies. Fourteen percent higher educational level.in terms of job-training situation: 30% were working, 40% unemployed and 30% studying.Sixty-five percent were referred from primary care centers, 20% from drug abuse centers and 15% from hospitalization units.Main nationalities were Spanish 65%, 30% were Moroccan, and 5% other came from other nationalities.ConclusionIt stresses the importance of intervening on dual diagnosis, the need for greater coordination with primary care to improve the detection of cases and the development of the training-labor area in the recovery process.It is also necessary to evaluate the different characteristics of immigrants included in the program.Disclosure of interestThe authors have not supplied their declaration of competing interest.
10
Joshi, Ashish, Chioma Amadi, Jane Meza, Trina Aguirre, and Sue Wilhelm. "Comparison of Socio-Demographic Characteristics of a Computer Based Breastfeeding Educational Intervention Among Rural Hispanic Women." Journal of Community Health 40, no. 5 (April 14, 2015): 993–1001. http://dx.doi.org/10.1007/s10900-015-0023-3.
Full textDissertations / Theses on the topic "Socio-educational intervention"
1
Norder, Åsa. "Låt inte språket bli ett hinder : En intervjustudie om tidig upptäckt av språkliga svårigheter och om språkstimulerande arbetssätt." Thesis, Umeå universitet, Pedagogiska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-156484.
Full textAbstract:
Denna studie fokuserar på språkliga svårigheter i förskolan samt vikten av tidig upptäckt och adekvata stödinsatser i barns tidiga år. Studiens syfte var att beskriva och analysera förskollärares och specialpedagogers uppfattningar om förutsättningar för upptäckt av språkliga svårigheter i förskolan, samt utformningen av förskolans arbetssätt för stimulans av barns språkutveckling, med särskilt fokus på språksvårigheter. Studien utgick från följande två forskningsfrågor: "Vilka är förskollärares och specialpedagogers uppfattningar om sina möjligheter att upptäcka språksvårigheter hos barn i förskolan?" och " Vilka är förskollärares och specialpedagogers uppfattningar om utformningen av arbetet för att stötta barn med språksvårigheter i förskolan?" För att besvara dessa frågor gjordes denna kvalitativa intervjustudie. Datainsamlingen bestod av totalt åtta intervjuer med urval från ovan nämnda professioner i förskolan. Informanternas erfarenheter och uppfattningar kring ämnet tematiserades och analyserades med begrepp från sociokulturell teori, samt early childhood literacy. Resultatet påvisade goda möjligheter att upptäcka språkliga svårigheter i förskolan, likväl som att tillämpa stödjande insatser. Det framkom dessutom att detta har positiva effekter på barns fortsatta språkutveckling och inlärning i ett större perspektiv, samt gynnar barnets sociala relationer. Interaktion och kommunikation med barnen, pedagogernas kompetens och förhållningssätt, tillgång till specialpedagogisk kompetens, samt samverkan med vårdnadshavare framstår som avgörande faktorer vid likväl upptäckt av språksvårigheter som tillämpning av stödinsatser.This study is about language difficulties in preschool and the importance of detection and adequate language intervention at an early age. The purpose of the study was to describe and analyze preschool teachers' and special educators' opinions regarding the prerequisites for detecting language difficulties in preschool, as well as the methods used to support language development, focusing children with language difficulties in particular. The study was based on the following two research questions: "What are the perceptions of pre-school teachers and special educators of their opportunities to detect language difficulties in preschool?" and "What are the views of preschool teachers and special educators on methods used to support children with language difficulties in preschool?" In order to answer these questions, this qualitative interview study was done. The data collection consisted of eight interviews with a selection from the above mentioned professions. The empirical data were sorted by themes and analyzed with concepts from socio-cultural theory, as well as early childhood literacy. The result of the study showed that the prerequisites to discover linguistic difficulties in preschool, as well as the ability of language interventions, were good. Positive effects on children's language development and learning in a larger perspective, as well as social relations, also emerged in the study. Interaction and communication, the educators' competence and approach, access to special educational competence, and collaboration with the parents appear to be crucial for discovering language difficulties, as well as implementing interventions.
2
Trull, Oliva Carme. "L’empoderament de les persones joves amb mesura de convivència en grup educatiu de medi obert. Anàlisi de la tasca socioeducativa i disseny d’estratègies per a la intervenció en el sistema de justícia juvenil." Doctoral thesis, Universitat de Girona, 2021. http://hdl.handle.net/10803/672297.
Full textAbstract:
The present work investigates the empowerment processes of young people who have complied with the judicial ruling of living in an open educational group in Catalonia for having committed crimes of child-to-parent violence, the aim being to assess the impact of socio-educational intervention in these cases.
This study explores the work done by young people who have complied with the aforementioned judicial ruling and their progress and evolution in relation to dimensions of empowerment, as well as the factors that favour or hinder this process. The research is based on the views and experiences of the young people themselves, in addition to those of their families and professionals in educational intervention.
The results allow us to identify three major blocks linked to the general aims of the research: the first is related to the deployment of youth empowerment dimensions, the second the potential and limitations of this process and the third practical guidelines that can foster empowerment in the field of youth justiceEl present treball indaga en els processos d’empoderament de joves que han complert la mesura judicial de convivència en grup educatiu de medi obert a Catalunya per delictes de violència filioparental, amb l’objectiu de valorar l’impacte de la intervenció socioeducativa en aquests casos. S’explora el treball, el progrés i l’evolució de les dimensions d’empoderament en les persones joves que compleixen la mesura judicial, així com els factors que afavoreixen o bé dificulten aquest procés. La recerca es porta a terme a partir de la visió i de l’experiència particular de persones joves, de famílies i de professionals de la intervenció educativa. Els resultats permeten diferenciar tres grans blocs vinculats amb els objectius generals de la recerca: el primer està relacionat amb el desplegament de les dimensions d’empoderament juvenil, el segon amb les potencialitats i limitacions d’aquest procés i el tercer amb orientacions pràctiques que poden afavorir l’empoderament en l’àmbit de la justícia juvenil
3
Turner, Sylvia A. "The effects of a constructivist-based fraction intervention on the achievement and self-efficacy beliefs of low socio-economic status students." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/26.
Full textAbstract:
Low socio-economic status (SES) students are less likely to gain access to the gatekeeper mathematics courses necessary for high school graduation and entrance to college. This study examined the effects of a constructivist-based fraction intervention on mathematics achievement, self-efficacy beliefs, and Algebra One enrollment of mathematically at risk low SES sixth grade students. Students' fifth grade mathematics CST and sixth grade fraction benchmark scores served as covariates in each analysis. Achievement was measured by the students' scores on their seventh grade fraction benchmark and mathematics California Standards Test (CST). A Fraction Self-Efficacy Survey measured students' beliefs. The sixth grade fraction intervention was a one week, 35 hour program. The experiment included 45 students who attended the intervention and 43 matched students who served as the comparison group. Teacher effects were controlled. The scores of students in the treatment group were significantly higher on both their seventh grade fraction benchmark (p < 0.001) and mathematics CST (p < 0.001). Students in the treatment group scored higher in overall self-efficacy beliefs than students in the comparison group and, although there was a trend towards significance (p = 0.065), the difference was not statistically significant. Additionally, logistic regression was used to determine that students' self-efficacy beliefs partially mediated the relationship between participation in the fraction intervention and their enrollment in Algebra One. Students who attended the intervention were three times as likely to enroll in Algebra One as their matched peers.
4
Dhlamini, Mookho Emily. "Guidelines towards an ecosystemic support programme for HIV and AIDS orphans in the Fezile Dabi region / Mookho Emily Dhlamini." Thesis, North-West University, 2011. http://hdl.handle.net/10394/10277.
Full textAbstract:
In the absence of support programmes for HIV and Aids orphans in the Fezile Dabi Region this research set out to design guidelines towards an ecosystemic support programme to support HIV and Aids orphans in the Fezile Dabi Region. The literature review revealed that HIV and Aids orphans experience a wide range of support needs. Their psychosocial needs impair normal development due to unhappiness, stress, stigma, discrimination and a lack of care, love and support. In addition to this, emotional needs, which emanate from a lack of security and safety manifest in sadness, disruptive behaviour, poor relationships, poor self-image and isolation. Socio-economic needs expose them to poverty and being vulnerable to child labour with little reward, and deprive them of opportunities to obtain a proper education. All the above-mentioned problems lead to educational needs that manifest in poor school attendance, poor concentration, learning breakdown and dropping out of school. In addition to this, physical needs that stem from malnutrition caused by poverty and a low standard of living have an impact on the physical growth and health of the HIV and Aids orphans. In order to find out whether the abovementioned discussion holds true for HIV and Aids orphans in the Fezile Dabi Region, qualitative, phenomenological research by means of structured individual interviews was conducted with a convenient and purposive sample of 43 Black HIV and Aids orphans in the Fezile Dabi Region. The focus of the interviews was to gain a better understanding of the support needs that these learners experience due to HIV and Aids, and to explore how they are supported in dealing with these needs. The empirical research revealed that the HIV and Aids orphans in the Fezile Dabi Region who took part in my study experience psychosocial, emotional, socio-economic, educational and physical needs. Many of the needs, in the absence of strong community-based support in the region, are not supported adequately. Despite the identified needs, the data revealed strong tenets of resilience among the participants who took part in the study. In contrast to the literature, the findings of my study revealed that a number of the HIV and Aids orphans in the Fezile Dabi Region apparently manage to establish good social relationships that help them cope with their problems. Furthermore, they aspire to obtain a good quality education and have ambitions and goals in terms of their future careers that they would like to achieve. Based on the literature review and the interview data, guidelines towards an ecosystemic support programme for the HIV and Aids orphaned learners in the Fezile Dabi Region were designed.PhD, Learner support, North-West University, Vaal Triangle Campus, 2012
5
Alho, Chantelle Manuela. "The social effects of the exposure to domestic violence during childhood : a socio-educational perspective." Diss., 2015. http://hdl.handle.net/10500/20068.
Full textAbstract:
Despite the growing recognition of the prevalence of domestic violence worldwide, there is an increasing number of women reporting abuse, and there are those who have died at the hands of their abusers. Many of these domestic violence situations involve children who grow up carrying the physical and/or emotional scars of abuse into adulthood, which also has negative implications for their social well-being. This study adopts a qualitative approach to analysing emerging themes relating to the experiences of eight adult participants (four men and four women) who have lived in domestically violent homes during their childhood. The study deals with definitions of abuse, the social, physical, emotional, cognitive, behavioural and psychological effects of abuse and identifies the social consequences of growing up in a violent home. With reference to the research interviews, it is the researcher’s finding that if there is violence in the home, children’s socialisation will be impaired. The results of the study support the hypothesis that the socialisation of adults and their ability to form healthy relationships are hindered by being exposed to domestic violence during childhood. In terms of the goals of intervention, the basic principle is that children need to be provided with a safe environment, appropriate discipline and a secure relationship with an attentive caregiver. The ultimate goal of intervention is to prevent further harm and promote recovery. Socio-educational goals include being taught to communicate and settle differences without the use of violence, to promote the development of well-adjusted social beings.Educational Foundations
M. Ed. (Socio-Education)
6
Zhang, Ruonan. "Uoutro – interculturalidade e coexistência cultural." Master's thesis, 2018. http://hdl.handle.net/10316/85397.
Full textAbstract:
Relatório de Estágio do Mestrado em Ciências da Educação apresentado à Faculdade de Psicologia e de Ciências da Educação“A educação intercultural pretende promover o reconhecimento e a valorização dadiversidade como oportunidade e como fonte de aprendizagem para todos, no respeito pelamulticulturalidade das sociedades atuais, bem como desenvolver a capacidade decomunicar e incentivar a interação social, criadora de identidades e de sentido de pertençacomum à humanidade (“Educação para a Cidadania”, 20181).É importante que se apele à reflexão sobre elementos culturais que podem ser motivoou alvo de discriminação, intolerância ou desrespeito em contextos formais e não formaisda educação. Partindo deste ponto de vista, surge a necessidade de criar um projetoelaborado no âmbito do Estágio Curricular do Mestrado em Ciências da Educação daFaculdade de Psicologia e de Ciências da Educação da Universidade de Coimbra, com ointuito de alertar e sensibilizar para algumas preocupações interculturais junto dapopulação estudantil do ensino superior. Realizado com a colaboração do Gabinete deApoio ao Estudante da referida faculdade, surgiu o projeto designado Programa ICC:Interculturalidade e Coexistência Cultural – Chaves para a Educação Intercultural. Esteprojeto engloba duas partes distintas, mas que se complementam. Por um lado, deu origemà planificação, desenvolvimento e avaliação de um curso de mandarim, com o intuito dealertar e sensibilizar os jovens universitários para a Cultura Chinesa; por outro acoexistência cultural que procura compreender, junto dos estudantes universitários, quaisos conhecimentos, comportamentos e atitudes que apresentam em relação à coexistênciaintercultural e comportamentos em diferentes culturas.Este Estágio, através da participação nas variadas atividades, permitiu conhecer umcontexto profissional, no qual foi possível aprender e desenvolver competências,contribuindo para a construção de um conhecimento profissional que articula a teoria coma pratica.
“Intercultural education wants to promote recognition and the valorization of diversityas an opportunity and as a source of learning for all of us, in the respect formulticulturalism of today’s societies as well as developing the capacity to communicateand encourage the social interaction, creator of identities and sense of common belongingfor humanity itself” (Direction – General of Education), it´s important that we appeal andreflect about cultural elements that maybe the reason for discrimination, intolerance ordisrespect in formal and informal contexts of education. Starting from this point of viewthis is where the necessity of creating a project comes up and when the development of thesame one in the ambit of Curricular Internship in the Masters of Science and Education atthe University of Psychology and Science of Education at the University of Coimbra, inorder to alert and sensitize for some concerns related to different cultures among thestudents of college education.This project was created with the collaboration of the student support office at thecollege of Phycology and Science of Education at the University of Coimbra, and this ishow the project emerged designated as the ICC: Interculturality and cultural coexistence –the keys for the intercultural education among today´s societies and is divided in two partsthat complement themselves.On another hand it also gave origin to a planification, development and evaluation of amandarin course with the goal to alert and sensitize the young undergraduates to theChinese culture; on another on the other side the cultural coexistence that seeks tounderstand together with the young undergraduates which knowledges, behaviours andattitudes that introduce in relation to the cultural coexistence and behaviours on differentcultures.This intership through the participation of several activities allowed me to get to know theprofessional side in which I have learned and developed new competences contributing oncreating a professional knowledge that articulates with theory and technique.
7
Scott, Mornay. "A socio-educational analysis of multi-disciplinary programmes for learners with emotional barriers to learning : towards a model for prevention, intervention and support." Thesis, 2005. http://hdl.handle.net/10500/2556.
Full text
8
Castro, Sara Neves. "Riscos e desafios das redes sociais: Um projeto de intervenção socioeducativa com adolescentes numa escola." Master's thesis, 2019. http://hdl.handle.net/11328/2801.
Full textAbstract:
Este estudo enquadra-se no âmbito do relatório de estágio do Mestrado em Ciências da
Educação na Universidade Portucalense Infante D. Henrique (UPT), tendo como principal
finalidade conhecer as perceções dos estudantes de uma escola do ensino básico sobre os
perigos existentes nas redes sociais.
O aparecimento das novas tecnologias veio modificar o estilo de vida dos jovens de
hoje, considerados os “nativos digitais” (Prensky, 2011), as primeiras gerações que cresceram
com as novas tecnologias. A internet deixa de ser uma ferramenta apenas de pesquisa para se
tornar numa fonte de interação entre pessoas de todo o mundo, nomeadamente, através das
redes sociais (Lira, 2016). Contudo, esta proximidade com as redes sociais levanta também
algumas questões, sobretudo no que se refere aos perigos inerentes ao tempo excessivo que os
adolescentes passam online, aumentando a «a probabilidade de os adolescentes ficarem
expostos aos riscos inerentes à utilização destes espaços» (Caneira, 2016, p.37).
No âmbito do estágio realizado numa Comissão e Protecção de Crianças e Jovens foi criado o
projeto de intervenção “Riscos e desafios das Redes Sociais: um projeto de intervenção
socioeducativa com adolescentes numa escola” com o objetivo de desenvolver uma ação de
sensibilização para jovens adolescentes sobre os perigos existentes nas redes sociais. Este
projeto desenvolveu-se ao longo de três sessões, junto de duas turmas de 7º ano de escolaridade,
em horários diferentes, numa escola básica do distrito de Aveiro.
Para a recolha de dados foi utilizado um inquérito por questionário. Os resultados
obtidos mostram que todos os adolescentes têm acesso a internet em casa e reconhecem que
existem perigos nas redes sociais, sendo que a maioria conhece o conceito de bullying, não
estando contudo familiarizados com os conceitos de sexting e phishing. Através da “caderneta
semanal” os jovens adolescentes concluíram que acedem várias vezes ao dia às redes sociais,
mesmo durante o período escolar.
Concluindo, os adolescentes concordam que este tema deveria ser abordado na
comunidade educativa, por exemplo com recurso a “Workshops para alunos, pais e demais
comunidade educativa”.This study is part of the internship report of the Master's Degree in Education Sciences at the University Portucalense Infante D. Henrique (UPT), whose main purpose is to understand the perceptions of the students of a basic school about the dangers in social networks. The emergence of new technologies has changed the way of life of young people today, considered the "digital natives" (Prensky, 2011), the first generations who grew up with the new technologies. The Internet ceases to be a research tool only to become a source of interaction between people around the world, namely through social networks (Lira, 2016). However, this proximity to social networks also raises some questions, especially regarding the dangers inherent in the excessive amount of time that adolescents spend online, increasing the "likelihood of adolescents being exposed to the risks inherent in the use of these spaces" (Caneira, 2016, p.37). In the scope of the training of a Comission and Protection of Children and Youth, the project “Risks and Challenges of Social Networks: a project of socio-educational intervencion with adolescentes in a school” was created with the objective of developing na awareness campaign for young adolescentes about the dangers in social networks.This project was developed over three sessions, with two classes of 7th year of schooling, at diferente times, in a basic school in the district of Aveiro. A questionnaire survey was used to collect data. The results show that all adolescentes have access to the Internet at home and recognize that there are dangers in social networks, most of whom are familiar with the concept of bullying and are not familiar with the concepts of sexting and phishing. Throught the “weekly book” the young adolescents have concluded that they acess social networks several times a day, even during the school period. In conclusion, adolescents agree that this topic should be addressed in the educational community, for exemple throught “workshops for students, parents and other educational community”.
9
Ferreira, Soraia Martins. "Práticas profissionais em processos de reunificação familiar: um estudo com profissionais das casas de acolhimento residencial." Master's thesis, 2016. http://hdl.handle.net/1822/45393.
Full textAbstract:
Dissertação de mestrado em Estudos da Criança (área de especialização em Intervenção Psicossocial com
Crianças, Jovens e Famílias)Apesar de os dados recolhidos pelo Instituto da Segurança Social, I.P. indicarem que a Reunificação Familiar é o segundo projeto de vida mais aplicado em Portugal, continua a notarse que o número de crianças e jovens em acolhimento mantém a tendência em alta no qual, por sua vez, cerca de 1 em 10 corresponde à taxa de reentradas no sistema no último ano. Nesta sequência, a presente investigação tem por objetivo estudar os processos socioeducativos que promovem a reunificação familiar no contexto do acolhimento residencial em Portugal. Para a sua concretização foi disponibilizado, na plataforma do Google Drive, a versão online de um questionário criado especificamente no âmbito da presente investigação para responder aos objetivos do estudo e que foi aplicado junto dos profissionais das equipas técnicas das casas de acolhimento residencial nos Distritos de Aveiro, Porto e Viseu. O anonimato e confidencialidade dos dados recolhidos foram assegurados pelos investigadores. Participaram no estudo 91 profissionais dos três Distritos, sendo a amostra não probabilística. No tratamento dos dados recorreu-se ao programa informático Statistical Package for the Social Sciences (IBM-SPSS), versão 22. Os resultados do estudo indicam que os profissionais das casas de acolhimento residencial tendem a procurar estabelecer relações de confiança com a família e a criança/jovem, promovendo a sua participação no processo de reunificação, sobretudo, durante o período de acolhimento (i.e., contatos e visitas dentro e fora das casas de acolhimento). Evidencia-se uma menor intervenção destes profissionais nos momentos que precedem e sucedem o acolhimento. De acordo com os resultados, a metodologia de intervenção grupal não é ainda privilegiada como modalidade de intervenção por estes profissionais. A importância do papel da família ao longo do processo de reunificação e a promoção da investigação como recurso para a disseminação do conhecimento e implementação de boas práticas poderão ser duas das implicações mais relevantes dos resultados deste estudo.
Although data collected by the Instituto da Segurança Social, I.P (Social Security Institute) shows that family reunification is the second most referred life project in Portugal, an upward trend is still remarked in the number of children and young people in care, of which approximately 1 in 10 correspond to the tax of reentries in the system last year. Thus, the aim of this research was studying the socio-educational processes that promote family reunification in residential care in Portugal. In order to carry out this study, we launched an online survey on the Google Drive platform, which was specifically created in line with the goals of the present research and sent to technical staff professionals of residential care units in Aveiro, Porto and Viseu districts. Anonymity and confidentiality of the collected data was guaranteed. This study gathers data from 91 professionals from the above mentioned districts. The sample is a non-probabilistic sample. The data was processed using the version 22 of the IBM-SPSS (Statistical Package for Social Sciences) software. The results show that residential care unit professionals tend to establish relationships of trust with the family and the child, promoting their participation in the reunification process, especially during foster care (i.e., contacts and visits in and outside the residential unit). However, the results show that there is less intervention from professionals in the moments before and after care. Group intervention methodology is still not favoured as a typology of intervention by the surveyed professionals, as results have shown. Two relevant implications of this research towards intervention are the importance of the family’s role during the reunification processes and the promotion of collaborative research as a resource for disseminating knowledge and implementation of evidence-based practices.
10
Lemos, Sara Alexandra Lima Araújo. "FORCISE : dispositivo de formação, em e-learning, para o desenvolvimento de competências socioeducativas." Master's thesis, 2021. http://hdl.handle.net/10400.3/6041.
Full textAbstract:
Mestrado (Trabalho de Projeto), Educação e Formação, 8 de julho de 2021.O presente relatório de trabalho de projeto irá centrar-se no projeto FORCISE, que teve como objetivo desenvolver um dispositivo de formação em e-learning para entidades que realizam intervenção junto de crianças e jovens e estudar o desenvolvimento do modelo de formação adotado nesse contexto. O projeto foi posto em prática utilizando as várias dimensões da intervenção socioeducativa, assente na promoção de aprendizagens através da participação ativa. A metodologia utilizada foi a Investigação do Design Educacional, pois mostrou ser a mais adequada para o desenvolvimento deste projeto devido à sua característica intervencionista, que visa a satisfação de uma necessidade de forma original, combinando uma intervenção no ambiente com o estudo dessa mesma intervenção, para que esta possa ser progressivamente melhorada, visando, ainda, o envolvimento dos participantes e a elaboração de princípios de design. Relativamente aos resultados, a intervenção educativa desenvolvida mostrou ser válida, prática e eficaz, mediante avaliação por parte de especialistas, avaliadores externos e o próprio público-alvo. A apresentação de princípios de design explicita orientações que podem ser transferidas para outros contextos. Ficou claro que, com pequenos ajustes, esta formação em Intervenção Socioeducativa tem capacidade para ser aplicada junto de outros profissionais, sem custos e sem barreiras geográficas.
ABSTRACT: This report will focus on the FORCISE project, which is aimed at developing an e-learning training device for organizations and services that work with children and young people, and also at studying the development of the training model adopted in this context. The project was put into practice by using the various components of socio-educational intervention, and it was based upon the promotion of learning through active participation. The key methodology used was Educational Design Research, as it proved to be the most suitable for the development of this particular project, due to its focus on active intervention characteristics, which aim to satisfy a necessity in an original way, combining intervention in the environment with the study of that same intervention, so that it can be progressively improved, as it also aims at the involvement of the participants and the elaboration of design principles. Regarding the results, the developed educational intervention project proved to be valid, practical and effective, through evaluation by specialists, external evaluators and the target audience itself. The presentation of design principles was effective and has some potential for being used as a set of guidelines that can be transferred to other contexts. It was concluded that, with minor adjustments, the Socio-Educational Intervention training can be applied by other social service provider professionals, without financial costs or geographical barriers.
Books on the topic "Socio-educational intervention"
1
(Editor), Jean A. Rondal, Juan Perera (Editor), Lynn Nadel (Editor), and Annick Comblain (Editor), eds. Down's Syndromester: Psychological,psychobiological And Socio-educational Perspectives. Whurr Publishers, 1996.
Find full text
2
A, Rondal J., ed. Down's syndrome: Psychological, psychobiological, and socio-educational perspectives. London: Whurr Publishers, 1996.
Find full textBook chapters on the topic "Socio-educational intervention"
1
Işık, Oğuz. "Residential Segregation in a Highly Unequal Society: Istanbul in the 2000s." In The Urban Book Series, 293–309. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64569-4_15.
Full textAbstract:
AbstractContrary to trends in many European countries, income inequality in Turkey, measured by the Gini coefficient, has declined between 1994 and 2014, with a small but consistent increase since then. Turkish income inequality is among the highest in OECD countries, with levels not lower than 0.4. This chapter will examine residential socio-economic segregation in Istanbul against the backdrop of this relatively stable and high-income inequality. The chapter shows signs that residential segregation is on the rise. Istanbul has undergone a radical change in the 2000s thanks to active intervention by the state in the real estate market by opening up large pieces of land in the outskirts and gentrifying inner-city areas once occupied by unauthorized settlements that once were home to the poor. Dynamics of urban development, fueled by rapid urban sprawl in peri-urban areas and ceaseless gentrification of inner-city areas, gave way to diverse patterns of segregation depending on the already existing divisions and physical geography of cities. Given the lack of neighbourhood level data on either occupations or income, this chapter analyses segregation through indices based on fertility and educational level, which we know from detailed household microdata are closely correlated with income. On the basis of 2000 and 2017 neighbourhood data, we show that in Istanbul, there is a clearly visible pattern where the poor are progressively pushed further to the city limits, while some parts of built-up areas once home to middle classes, were recaptured by the poor. The result in some parts of the city is a juxtaposition of seemingly conflicting patterns: parts of the inner city were reclaimed by the poor while some parts were gentrified led by the nascent urban elite. The urban periphery was partly occupied by the bourgeoning middle classes and was also home to the urban poor who were displaced by urban transformation projects.
2
Aguilar-Idañez, Maria-Jose, and Daniel Buraschi. "Methodological Proposals for a Renewal of Antiracist Socio-Educational Action." In Advances in Religious and Cultural Studies, 55–75. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7283-2.ch004.
Full textAbstract:
Anti-racist socio-educational intervention is not proving effective at combating contemporary racism. Traditional awareness models suffer from serious limitations that prevent them from achieving their stated objectives. In this chapter, these limits are described and explained, based on an analysis of the dominant models implicit in current anti-racist intervention. Second, two new conceptual tools are proposed that are essential to reframe anti-racist action, so that socio-educational intervention is truly able to transform and eliminate moral boundaries. Finally, several operational proposals are presented and described to renew anti-racist socio-educational action from a critical-transformative perspective: critical reflexivity, the decolonization of one's own culture, understanding to transform, the enabling of racialized and discriminated groups, participatory communication, and communicational empowerment.
3
Vilà Baños, Ruth, Montse Freixa Niella, Angelina Sánchez Martí, and Maribel Mateo Gomà. "Child and Adolescent Care Services." In Advances in Religious and Cultural Studies, 16–36. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7283-2.ch002.
Full textAbstract:
Although unaccompanied minors became visible in Spain in the late 1990s, they are still seen as a new migratory phenomenon, provoking numerous debates and questions around appropriate responses. This chapter aims to unveil the rights and wrongs of the current protection system in Catalonia through analysis and discussion of the role of socio-educational intervention in overcoming the prejudice-based discourses and attitudes that criminalize these migrants. In a descriptive study, staff from all the centres of the protection system of the Barcelona General Directorate for Child and Adolescent Care were interviewed. Results showed that overcrowding in the protection system was causing tensions and dysfunctions. Great efforts must be made to develop individualized educational interventions adapted to unaccompanied minors' specific situations and to facilitate their integration. Five main recommendations and a range of future lines of research derive from these findings.
4
Melendro, Miguel, Jo Dixon, and Mariana Incarnato. "Transitions from Care to Work for Vulnerable Young People in Spain, England, and Argentina." In Working with Young People, 168–86. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190937768.003.0011.
Full textAbstract:
This chapter describes different experiences of social and labor market inclusion through socio-educational action for a specific group of vulnerable young people from Spain, England, and Argentina—namely care leavers. The chapter explores these interventions from the perspective of several research studies that contribute important information to evaluating the effects and social impact. Along with different models of intervention, reference is made to the legislative and social policy changes and the organization of resources that have taken place in the three countries to improve the transition to work for care-experienced young people. In this way, experiences, theory and research are considered an interactive system that in recent decades has managed to modify complex realities of people and collectives. This has contributed to an emerging and shared system that turns transitions to the world of work for vulnerable young people into a commitment to transforming societies.
5
Burston, Betty, and Shartriya Collier-Stewart. "STEM for All." In Research Anthology on Instilling Social Justice in the Classroom, 1598–612. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7706-6.ch090.
Full textAbstract:
Science, technology, engineering, and mathematics (STEM) concepts are the very foundation of the contemporary and futuristic way of life for the United States and other socio-political entities as well. Yet, growth in STEM education participation has, despite programs of intervention, remained sluggish, rendering an American economy that has become increasingly dependent upon imported STEM talent. This chapter argues that the asymmetric outcomes that are observable across the educational pipeline reflect unique barriers to entry that are not only based upon IQism, but socioeconomic as well as socio-cultural diversity. Utilizing a review of selected literature, the thesis is introduced that a STEM-for-all movement is needed that remediates STEM exclusion. Throughout the discussion, strategies are recommended for policymakers, institutions of education, communities, and families in reversing the growth of a new STEM-based system of social stratification.
6
Müller, Jörg, Juana M. Sancho, and Fernando Hernández. "New Media Literacy and the Digital Divide." In Handbook of Research on New Media Literacy at the K-12 Level, 72–88. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-120-9.ch005.
Full textAbstract:
This chapter explores the intimate relationship between new media literacy and the digital divide. The longer and deeper digital technology (DT) penetrates the fabric of society, the more it becomes connected to broader social concerns such as disadvantaged minorities, long-term poverty, access to resources or equal opportunities for all citizens. Contrary to initial expectations, DT is far from providing immediate responses to educational problems and even less, automatic relief to real world injustice; left to its own devices, it tends to reflect and increase existing forms of exclusion rather than ameliorate them. In order to address these issues, this chapter combines three major topics. Firstly, we summarize the argument on the closing vs. deepening digital divide. Physical access figures are presented according to adult and younger population, their socio-economic status and in relation to schools. Secondly, more recent findings are shown, dealing with the quality and use of the Internet by pupils. Thirdly, a more general reflection is introduced in relation to the role of schools and intervention strategies for implementing sustainable educational projects aimed at helping to improve social participation in a society for all.
7
Karačić, Marija J. "Classification of Social Problems With Regard to Educational Environments." In Handbook of Research on Pedagogies and Early Intervention Strategies for Combatting Socio-Pathological Behaviors, 141–91. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8509-2.ch008.
Full textAbstract:
Educational environments in which the upbringing of children and young people is performed are very important as factors of upbringing. In order to create organizational, personal, material, and professional prerequisites for proper family education, preschool education, and leisure education, it is necessary to have appropriate analysis of this phenomenon. From the research of this problem, it can be concluded that family education does not take place adequately, that in certain situations there is still not enough attention paid by professional institutions to educate parents as educators. A large number of children and young people have difficulties in the process of their socialization and in communication, etc. negatively selected from the educational system. The study of contributing factors is very important and significant both for professionals and other educators.
8
Karačić, Marija J. "Role of Social Pedagogue in Teamwork in Educational and Other Institutions." In Handbook of Research on Pedagogies and Early Intervention Strategies for Combatting Socio-Pathological Behaviors, 419–37. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8509-2.ch017.
Full textAbstract:
As helper professions, social pedagogical professions relate to working with behavioral problems, emotions, and working on interpersonal human relationships in order to provide assistance to others, people who are in crisis, distress, and who need it. The goal is to achieve changes in the behavior and activities of the individual, which requires interdisciplinarity and teamwork. In order to successfully perform work in institutions where they find their place social pedagogues and be successful members of the team that works with its members, all engaged professionals need to know the essence, reasons, prerequisites, criteria that the working group needs to meet in order to act as a team. The study will contribute to improving the quality of life of all categories of educators with whom they work, all of which will contribute to faster, more efficient, and rational resolution of practical problems in the field of education and educational work.
9
Tomić, Ruža. "Contemporary Theoretical Understandings About Education." In Handbook of Research on Pedagogies and Early Intervention Strategies for Combatting Socio-Pathological Behaviors, 113–40. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8509-2.ch007.
Full textAbstract:
An important role in upbringing and educational work is played by the application of adequate methods and means and knowledge and respect for the principles of educational work. The chapter will elaborate the most frequently represented methods of upbringing and educational work used so far, the advantages and limitations in their application, and the conditions that must be considered during their application in educational work. The methods of upbringing should be known by all educators (parents, preschool educators, teachers, and others), and also the personality of each educator should be known and used accordingly. The application of adequate methods and means of educational work in a timely manner is the best guarantee for the prevention of undesirable behaviors and other forms of sociopathological manifestations. The chapter will also present the means of educational work that can be used as well as principles that should be known and adhered to by all educators engaged in education and educational work.
10
Stan, Sabina Veronica. "Connections Between Knowledge and Practice in Educational Psychology." In Analyzing Paradigms Used in Education and Educational Psychology, 225–47. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1427-6.ch011.
Full textAbstract:
The issue of exercising parental roles in families with children with special needs is a study framework that requires customization of measurements and interventions related to types and degrees of deficiencies. From this perspective, there is a configuration of mediating and moderator factors. The transnational, socio-cultural, and socio-economic aspects cannot be ignored from the perspective of adequate assistance and orientation of the children through parents. Support strategies must be related to diagnosis and psycho-individual manifestations. Also, parental cognitive abilities, parental educational and social status, parental physical and mental health, perceived self-efficacy and parental satisfaction, coping strategies, and parental reported well-being are elements that influence the quality of parent-child interrelations.
Conference papers on the topic "Socio-educational intervention"
1
Felizardo, Sara. "Special Educational Needs, Social Risk And Self-Concept: A Proposal For Socio-Educational Intervention." In 8th International Conference on Education and Educational Psychology. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.10.85.
Full text
2
Felizardo, Sara Alexandre, Diana Cantarinha, Ana Berta Alves, Esperança Jales Ribeiro, and Maria João Amante. "Students’ Involvement in School and Parental Support: Contributions to the Socio-Educational Intervention." In ICEEPSY 2016 International Conference on Education and Educational Conference. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.11.29.
Full text
3
Graca, Marta. "The street-based sex workers’ contribution for a socio-educational model of intervention." In The Annual International Conference on Cognitive - Social, and Behavioural Sciences (icCSBs 2014). Cognitive-crcs, 2014. http://dx.doi.org/10.15405/epsbs.2014.05.7.
Full text
4
Fernandes, Rosina. "Quality Of Life Determinants In Children And Youth: Consequences For Socio-Educational Intervention." In 3rd International Conference on Health and Health Psychology 2017. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.09.14.
Full text
5
Stasya, Naenda, and Wahyu Sulistiadi. "The Effectiveness of Mobile Application as Educational Intervention to Prevent Stunting: A Systematic Review." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.09.
Full textAbstract:
Background: Stunting is a global issue that, including Indonesia, has not been resolved until now. The Sustainable Development Goals are targeted for 2030 so that the problem of stunting can be fully resolved. In order to reduce the incidence of stunting, interventions through education to increase knowledge and behavior change have been shown to be successful. In order to prevent stunting through mobile applications, communication technology development is expected to be more effective than interpersonal campaigns. This study aimed to analyze the effectiveness of mobile application as educational intervention to prevent stunting. Subjects and Methods: This was a systematic review study. Articles were obtained from Scopus, ProQuest, and Google Scholar through a search using Preferred Reporting Items for Systematic Reviews and Meta-analysis (PRISMA). The articles taken were published in 2019-2020. Results: Of the total of 11 articles, interpersonal educational interventions on health issues have been shown to have significant effects and results. However, there was no study that simultaneously discusses the comparison in one study of the effectiveness of interpersonal education intervention and mobile application. The advantages of intervention through mobile applications were 1) many people in different socio-cultures can accept mobile phones that have been widely used, 2) cost-effective, 3) people can access information easily whenever necessary, and 4) get stronger engagement because monitoring can be carried out continuously. Conclusion: Innovative educational interventions can be carried out through mobile applications with the development of communication technology and health promotion research, which have the advantage of being stronger, easier for the public to accept, stronger engagement, and cost-effectiveness. Keywords: mobile application, health promotion, stunting Correspondence: Naenda Stasya. Masters Program of Hospital Administration, Faculty of Public Health, Universitas Indonesia. Email: naenda.stasya@gmail.com. Mobile: 082121280037. DOI: https://doi.org/10.26911/the7thicph.02.09