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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.
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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.
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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.
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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.
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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.
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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.
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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).
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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Stålbrandt, Eva Edman, and Annika Hössjer. "Scaffolding and interventions between students and teachers in a Learning Design Sequence." Psicologia Escolar e Educacional 11, spe (December 2007): 37–48. http://dx.doi.org/10.1590/s1413-85572007000300004.
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The aims of this paper are to develop knowledge about scaffolding when students in Swedish schools use digital educational material and to investigate what the main focus is in teachers' interventions during a Learning Design Sequence (LDS), based on a socio-cultural perspective. The results indicate that scaffolding were most common in the primary transformation unit and the most frequent type was procedural scaffolding, although all types of scaffolds; conceptual, metacognitive, procedural, strategic, affective and technical scaffolding occurred in all parts of a learning design sequence. In this study most of the teachers and students, think that using digital educational material requires more and other forms of scaffolding and concerning teacher interventions teachers interact both supportively and restrictively according to students' learning process. Reasons for that are connected to the content of the intervention and whether teachers intervene together with the students or not.
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Dodt, Regina Cláudia Melo, Emanuella Silva Joventino, Priscilla Souza Aquino, Paulo César Almeida, and Lorena Barbosa Ximenes. "An experimental study of an educational intervention to promote maternal self-efficacy in breastfeeding." Revista Latino-Americana de Enfermagem 23, no. 4 (August 2015): 725–32. http://dx.doi.org/10.1590/0104-1169.0295.2609.
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AbstractObjective: to build, validate and assess an educational intervention using the flip chart titled "I Can Breastfeed My Child."Method: an experimental study using a pretest, intervention and posttest, as well as a control group. A total of 201 women, who had been hospitalized immediately, for at least 6 hours, postpartum. The mothers were allocated to the intervention (100 women) or control groups (101 women) according to the length of their hospital stay. The effectiveness of the flip chart was assessed by applying the Breastfeeding Self-Efficacy Scale - Short-Form at admission, discharge and by telephone in the second month postpartum. The intervention and control groups were similar in their socio-demographic, obstetric and gynecological variables.Results: the intervention was beneficial because mothers in the intervention group had higher self-efficacy scores, more mothers continued breastfeeding and mothers had a longer duration of exclusive breastfeeding, both at the time of hospital discharge and at the second month postpartum, with statistically significant associations.Conclusions: this experimental study assessed the educational strategy mediated via the flip chart titled "I Can Breastfeed My Child" as being effective both in increasing self-efficacy and increasing the duration of breastfeeding.
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Koukounaras‐Liagis, Marios. "Can an educational intervention, specifically Theatre in Education, influence students’ perceptions of and attitudes to cultural and religious diversity? A socio‐educational research." British Journal of Religious Education 33, no. 1 (January 2011): 75–89. http://dx.doi.org/10.1080/01416200.2011.523526.
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Vahabzadeh, Arshya, Neha Keshav, Rafiq Abdus-Sabur, Krystal Huey, Runpeng Liu, and Ned Sahin. "Improved Socio-Emotional and Behavioral Functioning in Students with Autism Following School-Based Smartglasses Intervention: Multi-Stage Feasibility and Controlled Efficacy Study." Behavioral Sciences 8, no. 10 (September 20, 2018): 85. http://dx.doi.org/10.3390/bs8100085.
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Background: Students with Autism Spectrum Disorder (ASD) commonly demonstrate prominent social communication deficits, symptoms of attention-deficit/hyperactivity disorder, and chronic irritability. These challenges hinder academic progress and frequently persist despite educational, behavioral, and medical interventions. An assistive smartglasses technology may aid these individuals, especially if the technology is efficacious in ecologically-valid school settings. This study explored the feasibility and efficacy of Empowered Brain, a computerized smartglasses intervention designed as a socio-emotional behavioral aid for students with ASD. Methods: This two-part six-week study involved four school children with ASD from a public elementary school. The study incorporated an initial three-week feasibility stage followed by a three-week controlled longitudinal efficacy stage. Both stages involved the use of a twice-daily socio-emotional intervention with the smartglasses. Educators completed pre-intervention and post-intervention Aberrant Behavioral Checklist (ABC) ratings at the start of the feasibility stage, and weekly during the efficacy stage. Primary outcome measures were improvements in the ABC subscales of irritability, hyperactivity, and social withdrawal. Results: Students in both feasibility and efficacy stages demonstrated improvements (decreases) in irritability, hyperactivity, and social withdrawal compared to a baseline period and control periods, respectively. Participants in the controlled efficacy stage demonstrated decreased ABC subscale scores of 90% for irritability, 41.6% for hyperactivity, and 45.6% for social withdrawal. An intervention exposure-response improvement in irritability and hyperactivity was found during the efficacy stage. Educators rated the technology as superior or vastly superior compared to other assistive technologies. Conclusion: A substantial number of school children with ASD demonstrate chronic and impairing cognitive and behavioral challenges. This study provides evidence that Empowered Brain, a smartglasses-based socio-emotional aid for autism, is both feasible and efficacious in improving symptoms of social withdrawal, irritability, and hyperactivity in students with autism. The improvement is demonstrated as part of a longitudinal school-based intervention. Further studies involving larger samples and incorporation of randomized controlled trial methodology are underway to further elucidate the impact of this technology.
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Saha, Partha. "Decision Support System to Develop Evidence-based Policies for Inequity Reduction in Maternal and Child Health Care." Journal of Health Management 21, no. 1 (March 2019): 53–84. http://dx.doi.org/10.1177/0972063418821812.
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To reduce inequity in maternal and child health care indicators among socio-economically different regions, strategic location-specific policies should be designed. In this research work, a knowledge-discovery-based interactive decision support system has been developed on a web platform which would assist health care policymakers to design evidence-based decisions. Two modules have been prepared under this system to find out key influential Maternal and Child Healthcare (MCH) interventions for socio-economically different regions which had high impact on health care indicators. Data of 284 districts of nine high-focus states of India have been provided into the system to find out the efficiency of the system. Those data have been collected from district- level household survey part three (DLHS-3). The first module of the system has segregated all 284 districts into three segments based on their educational, social and economic conditions, and the second module has found out key influential health care interventions for all three segments separately which had high impact on health care indicators. It has been observed that adolescent health care intervention like female sterilization and childhood health care interventions such as DPT (diphtheria, pertussis, and tetanus) vaccine and measles vaccine were key influential health care interventions. The improvement of coverage of these interventions would help to reduce inequity and improve health care indicators of regions. Further research should be done to understand how the coverage of these interventions can be improved, especially in socio-economically poor regions.
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Kusuma, Yadlapalli S., Deepa Burman, Rita Kumari, Anjana S. Lamkang, and Bontha V. Babu. "Impact of health education based intervention on community’s awareness of dengue and its prevention in Delhi, India." Global Health Promotion 26, no. 1 (March 28, 2017): 50–59. http://dx.doi.org/10.1177/1757975916686912.
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Dengue is endemic in India. The capital, Delhi, continues to witness a higher number of cases due to urbanization-related factors. This study is intended to implement health education towards prevention of dengue, and to assess its impact on people’s knowledge and practices related to causes and prevention of dengue among urban poor in Delhi. Pre- ( n = 484) and post- ( n = 496) intervention surveys from 15 sub-clusters from five slums/slum-like settlements in Delhi were carried out. Health education based intervention was carried out through partnership with the municipal bodies and non-governmental organizations. Socio-demographic characteristics of participants were similar in both surveys. Intervention resulted in significant increase in knowledge on cause, symptom perception and mosquito behaviour in terms of breeding and biting habits. Practice of personal protection measures increased significantly. The participation of people increased during intervention compared to the routine programme. Health education based interventions are instrumental in improving people’s knowledge and behaviour. Hence, routine health educational activities as a supportive strategy in the health system need to be strengthened. New integrated approaches such as eco-bio-social approaches with community participation are to be developed and tested in endemic settings like Delhi.
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Yang, Fan, Jiangling Cao, Dongfu Qian, and Aixia Ma. "Stronger Increases in Cognitive Functions among Socio-Economically Disadvantaged Older Adults in China: A Longitudinal Analysis with Multiple Birth Cohorts." International Journal of Environmental Research and Public Health 17, no. 7 (April 2, 2020): 2418. http://dx.doi.org/10.3390/ijerph17072418.
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Highly variable changes in cognitive functions occur as people get older, and socio-economically disadvantaged older adults are more likely to suffer from cognitive decline. This study aims to identify the longitudinal trend in cognitive functions among different socio-economic groups of older adults. The Chinese Longitudinal Healthy Longevity Survey (CLHLS) followed up 32,323 individuals aged 65 years and older over a 12-year period. A series of mixed-effects models was used to explicitly assess cohort trend and its socio-economic disparity in the cognitive functions of older adults. Scores for significant increase in cognitive functions by birth cohort were smaller by 0.49, 0.28, and 0.64 among older adults with more educational experience, a lower household income, or economic dependence relative to their counterparts. Scores for differences in cognitive function between older adults with higher and lower incomes were smaller by 0.46 among those living in urban areas than among those living in rural areas. Although there were larger cohort growth trends in cognitive functions among older adults with lower educational attainment, lower household income, and who were economically dependent, effective public intervention targeting these socio-economically disadvantaged populations is still necessary.
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Fernandes, Maria Nilvane, Ricardo Peres da Costa, Luanna Marley de Oliveira e Silva, and Olegna de Souza Guedes. "COMBATING COVID-19 IN THE PENITENTIARY AND SOCIO-EDUCATIONAL SYSTEM: impossibilities in the Penal State?" Revista Observatório 6, no. 2 (April 1, 2020): a7en. http://dx.doi.org/10.20873/uft.2447-4266.2020v6n2a7en.
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The article presents conjunctural aspects that show the growth of restrictive freedom policies in the framework of a Penal State and the challenges that are presented in the political agenda regarding the necessary adoption of emerging measures to mitigate contagion situations by COVID-19 in the prison system and socio-educational. It presents data on the large percentage of incarceration in Brazil, as well as on the contagious infectious diseases that are evident in the prison population and that reveal the exposure of this population to risks of contagion in pandemic situations. It also exposes data that reveal public administration strategies adopted to mitigate the effects of the recent pandemic on this population, highlighting the particularity of those adopted by different states in the country, such as Amazonas. In its conclusion, it problematizes aspects of the criminal policy developed at the intersections of institutions and agencies such as the police, the courts, the prisons, and agencies managers; highlighting that they operate within the dimensions of race, class, and gender. From these aspects, it emphasizes the importance of registering important intervention proposals that bring mitigating impacts on the daily life of prisons in Brazil.
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Said, Samah Abd Elhaleim, Hemmat Mostafe Elbana, and Amira Mohammed Salama. "Education Intervention Guideline on Knowledge and Self-Care Practice for Women With Vulvovaginities." International Journal of Studies in Nursing 4, no. 1 (January 7, 2019): 73. http://dx.doi.org/10.20849/ijsn.v4i1.552.
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Background Bacterial vaginosis (BV) is the most common vaginal infection affecting women of reproductive age (15-49 years of age). 5-8% of women with acute infection experience recurrent vulvo-vaginal candidiasis. Side effects of vaginitis can affect other aspects of health, which could be prevented by promoting a healthy related to vaginal health. Aim of the study. The aim of the present study was to evaluate the Education intervention guideline on knowledge and self-care practice for women with vulvovaginities. Design: A quasi- experimental design was adopted in the current study. Sample: A purposive sample of (130) women's were included in the current study. Setting: the current study was conducted at outpatient clinic affiliated at obstetric department at Benha University Hospital. Data collection: Two tools were used for data collection, first, interviewing questionnaire to collect data about the women' socio demographic characteristics and women's knowledge regarding vulvovaginities as definition, risk factors, complication, second tool, Self-Care Assessment Structured Interviewing Schedule as (Clean genital area after each toilet, dry after cleanliness) Results: the result of the present study should that the total knowledge was improved from (9.2%) at pre intervention to (86.2%) at post intervention phase. In addition there was demonstrates that, 87.7% of the women had an unsatisfactory level of self-care practices before the educational intervention. Meanwhile, after the educational intervention, 75.4% of them got a satisfactory level of self-care practices. Conclusion: Educational intervention was effective in improving the women's knowledge and self-care practices regarding vulvovaginities. Recommendations: Provide different educational programs regarding knowledge and self-care practice for women with vulvovaginities at different female health care settings.
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Amer, Hemat Mostafa, and Sabah E. Nady. "School based educational intervention to raise awareness of students about HIV/AIDS disease." Journal of Nursing Education and Practice 9, no. 10 (July 15, 2019): 67. http://dx.doi.org/10.5430/jnep.v9n10p67.
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Background: Human Immunodeficiency Virus infection (HIV) and Acquired Immune Deficiency Syndrome (HIV/AIDS) diseases are considered two of the most serious health conditions. Behavioral intervention is one of the best ordinary less cost and most effective strategies applied to fight against HIV/AIDS. In addition to information education and communication (IEC) campaign. Health education regarding HIV/AIDS at school can help in the prevention of infection. Current study was aimed to evaluate the effect of school based educational intervention to raise awareness of students about HIV/AIDS disease.Methods: Design: A quasi-experimental design with pre-posttest was utilized. Subjects: Multi-stage random sample of 360 students recruited at preparatory and secondary schools. Tool: A structured interviewing questionnaire consisting of socio-demographic data sheet for students, knowledge of students about HIV/AIDS disease, methods of prevention and students' attitudes and opinions about HIV/AIDS.Results: Statistical significant differences regarding students’ knowledge about HIV/AIDS, methods of prevention and attitudes and opinions about HIV/AIDS were found.Conclusion and recommendations: The first and second research hypothesis was accepted as it was found that educational intervention was effective and had a positive impact on improving students' knowledge and methods of prevention regarding HIV/AIDS,. The third hypothesis was students' opinions and attitudes towards HIV/AIDS that was also accepted and had significant effect. A long-term intervention among students must be conducted for the prevention of HIV/AIDS. So, educational intervention should be disseminated to more schools to increase the effects of offering opportunities that provide students with accurate information on HIV/AIDS.
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Шафажинская, Наталья, Natalya Shafazhinskaya, Сергей Шишов, and Sergey Shishov. "Philosophical Understanding of Freedom and Responsibility in the Context of Pedagogical Activity: to the XXVII International Christmas Educational Readings — 2019." Scientific Research and Development. Socio-Humanitarian Research and Technology 8, no. 1 (March 27, 2019): 61–65. http://dx.doi.org/10.12737/article_5c8f51147b65a9.65563115.
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The importance and timeliness of the topic of the International Christmas Educational Readings in 2019 "Youth: Freedom and Responsibility" is obvious and significant. This should be especially noted in the context of complex socio-political, economic, spiritual, moral and ethical relations of the modern world, the main potential resource of which is youth. Socio-psychological, civil formation of the younger generation has historically always been fraught with serious difficulties, and now the problems of a psychological, moral and ethical nature have been aggravated by the intensification of a hostile information policy directed against Russia, the traditional national values of the national culture. Contradictions and the increasing aggressiveness of the information space often prevent young people from understanding the current events and impede the process of social and political socialization of young people. This phenomenon, which is legitimately described as an open ideological intervention. It is difficult, first of all, to oppose the most psychologically vulnerable contingent - youth and youth - but perhaps with the consolidated efforts of representatives of the humanitarian educational sphere. A significant role in shaping public consciousness belongs to the content of all areas of educational and pedagogical activity, thanks to which youth policy becomes an essential component of both the socio-demographic policy of the state and the value vector of its ideological development.
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Kynigos, Chronis, and Maria Daskolia. "Boundary Crossing Creativity in the Design of Digital Resources for Teaching and Learning about Climate Change." Creativity. Theories – Research - Applications 8, no. 1 (June 1, 2021): 213–35. http://dx.doi.org/10.2478/ctra-2021-0013.
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Abstract We approach creativity in educational design with teachers working together in interdisciplinary communities of practice to develop resources for teaching and learning about climate change in formal school settings. We address climate change as a socio-scientific ‘wicked problem’ and discuss the notion of creativity in educational design in a context of transformative intervention in education leading away from silo academic domain paradigms. We perceived the resources as boundary objects during the process of communication and joint design by the diverse community members. Our interest focused on studying the boundary crossing processes which facilitated creative ideas to come out, selected and transcribed into the actual resources designed. Critical episode analysis showed that boundary crossing mechanisms were employed in the interactions among the educational designers aided by and in interaction with digital media supporting collaboration. These socio-technical interactions functioned as an empowered professional learning and working milieu, within which creative processes and outcomes were nurtured. In particular, educational designers, along with trying to frame climate change as a wicked problem, attempted to address the challenging issue of designing a creative educational resource on this topic. Our research suggests that boundary crossing creativity in interdisciplinary teams of educational designers can be an answer to not only how to focus learning on addressing the grand wicked problems of our times, but also how to deal with the multiple challenges arising from educational design per se.
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Torres Belmonte, Susanna, and Narly Benachi Sandoval. "Impact of a socio-educational intervention to improve the quality of life of patients with fibromyalgia: A quasi-experimental design." Enfermería Clínica (English Edition) 28, no. 3 (May 2018): 179–85. http://dx.doi.org/10.1016/j.enfcle.2017.08.011.
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Post, Dannielle Kay, Mark Daniel, Gary Misan, and Matthew T. Haren. "A workplace health promotion application of the Precede-Proceed model in a regional and remote mining company in Whyalla, South Australia." International Journal of Workplace Health Management 8, no. 3 (September 14, 2015): 154–74. http://dx.doi.org/10.1108/ijwhm-08-2014-0028.
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Purpose – Workplace health promotion enables the dissemination of health-related information to a large portion of society and provides a vehicle for translating results of efficacy studies to effective lifestyle interventions under less controlled real-world conditions. To achieve effectiveness there needs to be a systematic approach to the design, implementation, and evaluation of workplace health promotion interventions. The purpose of this paper is to describe the development of a workplace programme in a mining and steel making town in regional South Australia. Design/methodology/approach – The Precede-Proceed model (PPM) was used as a framework to design the development, implementation, and evaluation of the programme. Findings – Quality of life issues and antecedents of modifiable behavioural and environmental factors to be targeted by interventions were identified. Relevant socio-behavioural theories were used to guide intervention development and evaluation. An intervention programme was planned to enable the delivery of educational and skills-development strategies by peers within structured organisational work units. Originality/value – This research utilises the PPM to develop, implement, and evaluate intervention strategies targeting the development of diabetes and cardiometabolic risk in a remotely located workplace population. Novel to this approach is the utilisation of the entire PPM in the research; the multiple baseline, interrupted time series design of the study; and its application in a workplace environment noted for increased health risk factors, within a community at high risk of development of type 2 diabetes.
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Schönbach, Dorothea M. I., Catherina Brindley, Anne K. Reimers, Adilson Marques, and Yolanda Demetriou. "Socio-Demographic Correlates of Cycling to School among 12- to 15-Year Olds in Southern Germany." International Journal of Environmental Research and Public Health 17, no. 24 (December 11, 2020): 9269. http://dx.doi.org/10.3390/ijerph17249269.
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Depending on the region and urbanization level, the rate of cycling to school in Germany varies largely. The influence of distance from home to school, educational level, the school’s region, and parents’ socio-demographic characteristics on cycling to secondary school in Germany is unclear. Therefore, this study analyzed students’ and parents’ socio-demographic correlates of cycling to school, including separate analyses by gender, among 12- to 15-year-olds attending different (sub)urban schools in Southern Germany. In 2019, 121 students (girls: 40.5%, boys: 59.5%) aged 13.1 ± 0.9 and 42 parents (mothers: 81%, fathers: 19%) aged 47.8 ± 5.5 participated. Students completed a self-report questionnaire; parents completed a self- and proxy-report questionnaire. In total, between 61.7% and 67.5% of students sometimes cycled to school. Binary logistic regressions revealed that being a girl, increasing age, attending an intermediate educational level combined with a suburban school region (small or medium-sized town), increasing distance from home to school, and having parents who did not cycle to work led to declining odds of cycling to school. Many 12- to 15-year-olds sometimes cycled to school in (sub)urban school regions in Southern Germany. As several socio-demographic characteristics correlated with cycling to school, this should be considered when developing a future school-based bicycle intervention.
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Salwa, Marium, Fatima Subaita, Sohel Reza Choudhury, Md Khalequzzaman, Mohammad Abdullah Al Mamun, Mahfuzur Rahman Bhuiyan, and M. Atiqul Haque. "Fruit and vegetables consumption among school-going adolescents: Findings from the baseline survey of an intervention program in a semi-urban area of Dhaka, Bangladesh." PLOS ONE 16, no. 6 (June 8, 2021): e0252297. http://dx.doi.org/10.1371/journal.pone.0252297.
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Introduction Interventions aimed at promoting healthy eating habits in adolescence can help prevent chronic diseases and promote healthy ageing. The aim of this paper is to describe the fruit and vegetables consumption habits of adolescents in Dhaka, Bangladesh as well as to identify the socio-environmental, personal, and behavioral factors that influence these habits. Materials and methods The baseline data from an intervention study involving 823 grade ten students from two randomly selected secondary schools in a semi-urban area of Dhaka were analyzed. The intake of fruit and vegetables was measured in terms of serving size per day. Hierarchical multiple regression was used to assess the ability of socio-environmental factors such as social support, perceived barriers, and living with patient with chronic diseases; personal factors such as knowledge, self-rated practice, behavioral intention, and body mass index; and behavioral factors such as physical activity, sedentary hours, and sleep duration to predict the level of daily fruit and vegetables intake, after controlling the effect of demographic characteristics of adolescents. Results The average daily consumption of fruit and vegetables was 1.22 and 1.99 servings, respectively. Only one-fifth of the respondents (21%) reported eating five servings of fruit and vegetables a day. Inaccessibility at home was reported as the most perceived barrier for both fruit and vegetables intake. Adolescents’ higher fruit and vegetables intake was found to be associated with higher maternal educational attainment, more social support, adequate self-rated practice, positive behavioral intention, higher body mass index, better physical activity, and adequate daily sleeping. Conclusion The findings revealed insufficient fruit and vegetables intake among adolescents in a semi-urban area of Bangladesh and associated socio-environmental, personal, and behavioral factors that were utilized in developing an intervention program for this transient age group. Trial registration Trial was registered at ClinicalTrials.gov (NCT03975335) https://clinicaltrials.gov/ct2/show/NCT03975335 on June 01, 2019.
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Matterne, Uwe, Thomas L. Diepgen, and Elke Weisshaar. "Effects of a health-educational and psychological intervention on socio-cognitive determinants of skin protection behaviour in individuals with occupational dermatoses." International Archives of Occupational and Environmental Health 83, no. 2 (July 30, 2009): 183–89. http://dx.doi.org/10.1007/s00420-009-0448-z.
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Calvo González, Soraya, Sue Gutiérrez Berciano, and Cristina Bayarri López. "Rasgos comparativos de programas de reenganche formativo y sociolaboral en el ámbito no formal en Gijón (Asturias)." Educatio Siglo XXI 38, no. 2 Jul-Oct (June 25, 2020): 67–86. http://dx.doi.org/10.6018/educatio.414701.
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El abandono escolar, producto de un proceso de desenganche progresivo del alumnado a la institución escolar, continúa siendo uno de los ejes prioritarios de estudio e intervención en nuestro sistema educativo. También lo son las diversas trayectorias de reenganche formativo y sociolaboral de jóvenes que abandonaron tempranamente los procesos educativos.
El presente artículo se enmarca dentro del proyecto nacional coordinado de I+D+I “Procesos de re-enganche educativo y sociolaboral de adolescentes en situación de vulnerabilidad. Estudio de casos e implicaciones socioeducativas” [MINECO-17-EDU2016-76306-C2-2-R]. Destacamos dos objetivos clave del proyecto. Por un lado, conocer características y contextos de implementación de programas de prevención del abandono y re-enganche dirigidos a adolescentes en situación vulnerable que están obteniendo resultados positivos. Por el otro, analizar historias y trayectorias educativas resilientes de jóvenes participantes en programas de diversas instituciones socioeducativas que han logrado superar el proceso con éxito.
Este trabajo ofrece un análisis de los rasgos comparativos ─organizativos, de estructura, pedagógicos e institucionales─ de programas de re-enganche exitosos desarrollados en entidades socioeducativas de Gijón (Asturias). Para ello planteamos un enfoque metodológico cualitativo basado en estudios de casos orientados a la descripción. En concreto, presentamos programas contextualizados en entornos diferenciados con el fin de plantear comparaciones. Tras la presentación de los datos trabajados se ofrecerá una discusión y reflexión final destinada a derivar implicaciones de interés para la revisión, mejora y visibilización de los programas exitosos en términos de reenganche. Early school leaving, the result of students’ progressive disengagement with schools, is still one of the main axis of study and intervention in our education system. The different re-engaging training and socio-labour paths that might be designed for youths who dropout from schools are another important field of study and intervention.
This article is framed within a project funded by the Spanish Ministry of Education called “Educational and Socio-Labour Re-engaging Processes of Disadvantaged Young People. Case Studies and Socio-Educational Consequences”. Two objectives are key for our study. On the one hand, to define the characteristics and the prevention contexts of early school leaving and the implementation of successful re-engaging programs for disadvantaged youths. And, on the other hand, to analyse resilient educational personal stories and trajectories of youths who have successfully participated in educational programs.
This article provides an analysis of the comparative features—organizational, structural, pedagogical and institutional—of successful re-engaging programs developed in socio-educational institutions in Gijón (Asturias). To this end, we used a qualitative approach based on the description of case studies. More specifically, we compare different re-engaging programs implemented in different contexts. Following the reporting of the data, we present some final considerations from which lines to review, improve and raise awareness on re-engaging programs can be inferred.
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Shoaga, Opeyemi Olumayowa, and Simidele Rasheed. "The Socio-economic variables, parental involvement and academic performance of pupils." ANNUAL JOURNAL OF TECHNICAL UNIVERSITY OF VARNA, BULGARIA 3, no. 1 (June 30, 2019): 21–27. http://dx.doi.org/10.29114/ajtuv.vol3.iss1.120.
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The study examined the influence of socio-economic variables (parents’ income and parents’ educational background) and parental involvement on academic performance of pupils. The survey research design was adopted for the purpose of this study. A sample of 200 pupils in primary four was randomly selected from 10 basic schools for the study. Three research questions were raised and tested for the study. Data were collected using Questionnaire. Data were analysed using Analysis of Variance and Pearson Product Moment Correlation statistics. Significant difference existed in the academic performance of pupils based on their parents’ income while no significant difference existed in the academic performance of pupils based on their parents’ educational background. Furthermore, significant positive relationship was observed between parental involvement and academic performance of pupils. Findings of this study recommends among others that schools managers should develop intervention programmes aimed at addressing the strategies that will help the improvement of the quality and consistency of parental involvement in their children’s education activities if they anticipate better academic performance.
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Mutiso, V. N., K. M. Pike, C. N. Musyimi, T. J. Rebello, A. Tele, I. Gitonga, G. Thornicroft, and D. M. Ndetei. "Changing patterns of mental health knowledge in rural Kenya after intervention using the WHO mhGAP-Intervention Guide." Psychological Medicine 49, no. 13 (October 22, 2018): 2227–36. http://dx.doi.org/10.1017/s0033291718003112.
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AbstractBackgroundDespite the high prevalence of mental disorders, mental health literacy has been comparatively neglected. People's symptom-management strategies will be influenced by their mental health literacy. This study sought to determine the feasibility of using the World Health Organization mhGAP-Intervention Guide (IG) as an educational tool for one-on-one contact in a clinical setting to increase literacy on the specified mental disorders.MethodsThis study was conducted in 20 health facilities in Makueni County, southeast Kenya which has one of the poorest economies in Kenya. It has no psychiatrist or clinical psychologist. We recruited 3267 participants from a community that had already been exposed to community mental health services. We used Mental Health Knowledge Schedule to measure the changing patterns of mental health knowledge after a period of 3 months, following a training intervention using the WHO mhGAP-IG.ResultsOverall, there was a significant increase in mental health related knowledge [mean range 22.4–23.5 for both post-test and pre-test scores (p < 0.001)]. This increase varied with various socio-demographic characteristics such as sex, marital status, level of education, employment status and wealth index.ConclusionsmhGAP-IG is a feasible tool to increase mental health literacy in low-resource settings where there are no mental health specialists. Our study lends evidence that the WHO Mental Health Action Plan 2013–2020 and reduction of the treatment gap may be accelerated by the use of mhGAP-IG through improving knowledge about mental illness and potentially subsequent help seeking for early diagnosis and treatment.
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Rohrer, Julia M., Tamás Keller, and Felix Elwert. "Proximity can induce diverse friendships: A large randomized classroom experiment." PLOS ONE 16, no. 8 (August 11, 2021): e0255097. http://dx.doi.org/10.1371/journal.pone.0255097.
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Can outside interventions foster socio-culturally diverse friendships? We executed a large field experiment that randomized the seating charts of 182 3rd through 8th grade classrooms (N = 2,966 students) for the duration of one semester. We found that being seated next to each other increased the probability of a mutual friendship from 15% to 22% on average. Furthermore, induced proximity increased the latent propensity toward friendship equally for all students, regardless of students’ dyadic similarity with respect to educational achievement, gender, and ethnicity. However, the probability of a manifest friendship increased more among similar than among dissimilar students—a pattern mainly driven by gender. Our findings demonstrate that a scalable light-touch intervention can affect face-to-face networks and foster diverse friendships in groups that already know each other, but they also highlight that transgressing boundaries, especially those defined by gender, remains an uphill battle.
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Singh, Swaran, Christine Wright, Eileen Joyce, Tom Barnes, and Thomas Burns. "Developing early intervention services in the NHS: a survey to guide workforce and training needs." Psychiatric Bulletin 27, no. 07 (July 2003): 254–58. http://dx.doi.org/10.1017/s0955603600002531.
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Aims and Method We conducted a questionnaire study to establish the incidence, specialist staff availability, treatment provision and socio-demographic profile of patients with first-episode psychosis referred to all adult and child and adolescent community mental health teams in south and west London. Results All 39 teams completed the questionnaire, identifying 295 cases of first-episode psychosis (annual incidence 21/100 000/year) referred in the year 2000. Teams manage to engage most patients with first-episode psychosis. A total of 73% of cases of first-episode psychosis were on some form of Care Programme Approach. However, many teams did not have adequately trained staff to provide psychosocial interventions. Even where such staff were available, care was focused mainly on monitoring medication and risk assessment, with only half the teams providing psycho-educational programmes and only a quarter offering individual cognitive–behavioural therapy to those with first-episode psychosis. Clinical Implications Establishing early intervention services nationwide will require significant new resources, including specialist trained staff, which could prove difficult to provide in inner-city areas. Rather than a single, uniform service model, several models of early intervention services based on locally determined need might be more realistic and appropriate, and also allow research into their relative efficacy.
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Singh, Swaran, Christine Wright, Eileen Joyce, Tom Barnes, and Thomas Burns. "Developing early intervention services in the NHS: a survey to guide workforce and training needs." Psychiatric Bulletin 27, no. 7 (June 2003): 254–58. http://dx.doi.org/10.1192/pb.27.7.254.
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Aims and MethodWe conducted a questionnaire study to establish the incidence, specialist staff availability, treatment provision and socio-demographic profile of patients with first-episode psychosis referred to all adult and child and adolescent community mental health teams in south and west London.ResultsAll 39 teams completed the questionnaire, identifying 295 cases of first-episode psychosis (annual incidence 21/100 000/year) referred in the year 2000. Teams manage to engage most patients with first-episode psychosis. A total of 73% of cases of first-episode psychosis were on some form of Care Programme Approach. However, many teams did not have adequately trained staff to provide psychosocial interventions. Even where such staff were available, care was focused mainly on monitoring medication and risk assessment, with only half the teams providing psycho-educational programmes and only a quarter offering individual cognitive–behavioural therapy to those with first-episode psychosis.Clinical ImplicationsEstablishing early intervention services nationwide will require significant new resources, including specialist trained staff, which could prove difficult to provide in inner-city areas. Rather than a single, uniform service model, several models of early intervention services based on locally determined need might be more realistic and appropriate, and also allow research into their relative efficacy.
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Silva, Karoline Oliveira da, and Renata Rodrigues dos Santos Oliveira. "Relações comunitárias vivenciadas numa pesquisa-intervenção no semiárido baiano." Revista Macambira 4, no. 1 (July 28, 2020): e041005. http://dx.doi.org/10.35642/rm.v4i1.477.
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In this article, we report experiences and reflections about community relations experienced through a research intervention entitled Public policies and medicinal community garden: building a manual for use in associative projects, of the Graduate Program in Territorial Planning - PLANTERR (professional master's degree) from Universidade Estadual de Feira de Santana - Bahia. The research was conducted in the Community of Bastião in Retirolândia, Bahia with the participation of 12 women members from the Bastianense association. By applying the intervention research method, we aimed to investigate the relationship between the community and medicinal plants, as well as stimulate bonds between those involved, strengthening these bonds from the daily experience of the participants, their ways of life, their expectations and the relationships they maintain with the association and the local community. The result of this research-intervention was the implementation of a community garden of medicinal plants and the production of a socio-educational manual for the implementation of this type of vegetable garden.
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Biserova, Galia Kamilyevna, and Guzalia Rasikhovna Shagivaleeva. "Socio-Psychological Adaptation of International Students to Learning and Professional Activities." Space and Culture, India 6, no. 5 (March 31, 2019): 99–114. http://dx.doi.org/10.20896/saci.v6i5.411.
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It remains well established that international students face a number of challenges when they arrive at a foreign institute to pursue higher education. This research aims to examine the socio-psychological adaptation of international students to learning and professional activities of Elabuga Institute (branch) of Kazan Federal University, Russia. Using a number of socio-psychological adaptation methods of assessment (such as the sense of social security satisfaction, social frustration and psychological adaptation to new life conditions), the research aims to make remedial arrangements to boost the psychosocial adaptation of international students to educational and professional activities.
The findings from the assessment methods were deployed to create an intervention programme,which in turn created the effective adaptation environment for overcoming the psychological inconveniences of language and culture barriers, integrating students into personal and business relations with the native speakers, corporate training of Russian language in conversation clubs, and invitation for participation in mass cultural institute events.
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Vieira, Ana. "Social professionals in school: a comparative study." INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION METHODOLOGY 6, no. 1 (April 30, 2015): 796–803. http://dx.doi.org/10.24297/ijrem.v6i1.3889.
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School education is progressively becoming a social question and not only a matter of pedagogic nature. The increase of the diversity of the audience present in the school has brought forth policies and differentiating school responses which aim to build a “school for allâ€. In this paper we seek to understand how the growing social tensions which are observed in the form of indiscipline at school are managed, whether towards other social professionals or only towards teachers. This paper presents a comparative study between three educational contexts which comprise socio-pedagogic mediation practices: Educational Context of Early Intervention (Território Educativo de Intervenção Prioritária - TEIP) and two Support Offices for Students and their Families (Gabinetes de Apoio ao Aluno e à FamÃlia - GAAF). In the three cases, there are senior social workers (técnicos superiores de trabalho social - TSTS), social educators, youth workers and social assistants who work with teachers on a daily basis. The research done in this paper focuses mainly on the teachers’ opinion concerning the emergence of these new professions and their socio-pedagogic contribution in the school.
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Karatzi, Kalliopi, George Moschonis, Eirini Botsi, Stavros Liatis, Kaloyan Tsochev, Pilar De Miguel-Etayo, Jemina Kivelä, et al. "Lipidemic Profile Changes over a Two-Year Intervention Period: Who Benefited Most from the Feel4Diabetes Program?" Nutrients 12, no. 12 (December 4, 2020): 3736. http://dx.doi.org/10.3390/nu12123736.
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Identification of participants’ characteristics who benefited most from large community-based intervention studies may guide future prevention initiatives in order to maximize their effectiveness. The current study aimed to examine the socio-demographic, anthropometric, and behavioral characteristics, as well as the health and eating perceptions of those who improved their lipidemic profile, in the Feel4Diabetes early screening and prevention program. In the present analyses, 1773 adults from families at high risk for developing type 2 diabetes mellitus (T2DM) were enrolled, receiving either the standard care or the more intensive intervention, and 33.3–55.2% of them improved one or more of their lipidemic indices by >5%. Women, people living in Southeastern Europe, coming from two-parent families, having higher financial security, educational level and better diet quality were associated with a 27–64% higher likelihood for benefiting from the program regarding one or more of their lipidemic profile indices. Participants who were overweight or obese (especially with central obesity), employed, with prolonged sedentary behavior, prone to emotional eating and perceiving their weight status as lower than their actual weight were 24–43% less likely to have benefited. These findings should guide future interventions, prioritizing regions in greater need, and being tailor-made to specific population characteristics in order to further improve their effectiveness.
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Olofinbiyi, Sogo Angel. "On The Trajectory of Boko Haram Terrorism in Nigeria: Socio-Economic Challenges and Intervention Strategies for Conflict Resolution." Asian Journal of Interdisciplinary Research 2, no. 3 (September 9, 2019): 76–96. http://dx.doi.org/10.34256/ajir1937.
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Approximately a decade of Boko Haram catastrophic enterprises in Nigeria has described the Islamist terrorist group as an anathema to sustainable development as well as the nation’s most protracted stand-off of recent times. The study employed a qualitative methodological approach of in-depth interviews to examine the multi-faceted challenges of the crisis in Nigeria. The study unfolds a great deal of deplorable effects associated with gradual underdevelopment of the Nigerian state, particularly in the areas of socio-economic, political, religious, educational, agricultural, and health advancement of the country. With Boko Haram’s persistent enterprise flourishing in Nigeria and no lasting solutions hitherto in sight, the study recommends peaceful negotiation as an immediate response to the crisis and pre-emptive legal measures as a remote solution to address such problem should it arise in the nearest future.
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Cole, Charlotte F., Daniel B. Labin, and Maria del Rocio Galarza. "Begin with the children: What research on Sesame Street's international coproductions reveals about using media to promote a new more peaceful world." International Journal of Behavioral Development 32, no. 4 (July 2008): 359–65. http://dx.doi.org/10.1177/0165025408090977.
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For nearly four decades, Sesame Workshop has brought the joy of learning to the world's youngest citizens through the introduction of locally-produced coproductions of the preschool television series, Sesame Street. Many of these television shows have been specifically designed to forward important prosocial messages directly linked to the complex socio-political backdrop in which they are created. Focusing on recent projects in Israel, Palestine, Jordan, and Kosovo, this article reviews research on the educational effectiveness of these initiatives and highlights the ways in which study results provide information on best practices for media projects designed for children living in regions of conflict. The paper also reviews the strengths and weaknesses of various approaches and provides practical information on how difficult issues have been presented in an age-appropriate and culturally-relevant manner. By acknowledging the challenges inherent to producing media designed to effect attitudinal and behavior changes in places mired in ongoing conflict, these studies, when examined as a group, provide emerging evidence of the need for increasingly direct and specific media intervention efforts. Presenting these studies in light of the projects that they evaluate and the related socio-political circumstances offers a body of evidence suggesting the educational value of these media efforts and indicating a need for further study in this field.
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Abd-Elhakam, Eman Mohammed, and Amira Mohammed Salama. "Maternity Nurses’ Performance Regarding Management of the Intrapartum Woman With Cardiac Disease." International Journal of Studies in Nursing 3, no. 3 (July 30, 2018): 60. http://dx.doi.org/10.20849/ijsn.v3i3.498.
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Background: Cardiac disease in pregnancy is a leading cause of maternal and neonatal morbidity and mortality. Effective management is based upon close fetal and maternal monitoring during pregnancy and labour. The aim of the present study was to evaluate maternity nurses’ performance regarding management of intrapartum woman with cardiac disease. Research design: A quasi-experimental design was utilized to fulfil the aim of the study. Sample: A convenient sample of a total 64 maternity nurses was included in the present study. Setting: The present study was conducted in Obstetrical and Gynecological Department at Benha University Hospital. Tools: Two tools were utilized for data collection. I-A structured interviewing questionnaire which include two parts; Part 1: Socio demographic characteristics. Part2: Assessment of nurses’ knowledge regarding cardiac disease during pregnancy and labour which includes Physiological changes of cardiovascular system during pregnancy. Causes and risk factors, etc. II-Maternity nurses' practice observational checklistwhich focus on management of cardiac women during labor including four stages of labour and Nursing care for moderate and high risk cases immediately after labour. Results: Shows significant improvement in nurses' knowledge 57.8% compared to 90.6% post intervention. Also, improvement is clear in satisfactory level of practice after intervention, in first stage for example was 32.8 % pre intervention compared to 87.5% post intervention. there were highly statistical significance differences between mean score of both knowledge and practice regarding management of intrapartum woman with cardiac diseases between the pre and post intervention phases (p<0.001).Conclusion: the study concluded that research hypotheses are supported and educational intervention had appositive effect on improvement nurses 'knowledge and practice and in turn their performance regarding management of intrapartum woman with cardiac diseases. Recommendation: Periodic educational program for nursing staff in Obstetrics and Gynecology Department regarding nursing care of cardiac patients.
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Mohammad, Eman Elsayed Hussein. "Intensive Care Unit Nurses’ Performance Regarding Caring Patients With Head Injury: An Educational Intervention." International Journal of Studies in Nursing 3, no. 3 (July 30, 2018): 141. http://dx.doi.org/10.20849/ijsn.v3i3.524.
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Head injury (HI) is one of the major causes of disability, death and health related costs. The primary goal of nursing management in head injury is to maintain adequate cerebral tissue perfusion. This study aimed to evaluate the intensive care unit nurses’ performance regarding caring patients with head injury: Setting at Zagazig University Hospitals. Material and methods: a quasi-experimental (pre/post and follow up-test design) research design was utilized. A convenient sample of (45) nurses who provide direct care for head injury patients in neurological and stroke Intensive care Unit. Data was obtained using two main tools; head injury care knowledge assessment questionnaire with the socio-demographic data sheet, and head injury care practice observational checklists. The instructional intervention was designed based on an extensive revision of the related, recent literature. The intervention was delivered throughout ten weeks. Each week involved three sessions. Every session lasts about forty to sixty minutes. Nurses were divided into 9 groups, 5 nurses each. Results revealed that the mean knowledge and practice scores of nurses are increased immediately after implementation of the program with a significant statistical difference. This increased level slightly decreased following two months of program implementation. In addition, a positive correlation was found between knowledge and practice scores of the study subjects. Therefore, the two stated research hypothesis were supported. Conclusion educational intervention has a positive effect in developing critical care nursing performance regarding caring patient with head injury.
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Gaspar, Tania, Ana Cerqueira, Cátia Branquinho, and Margarida G. Matos. "The Effect of a Social-Emotional School-Based Intervention upon Social and Personal Skills in Children and Adolescents." Journal of Education and Learning 7, no. 6 (September 7, 2018): 57. http://dx.doi.org/10.5539/jel.v7n6p57.
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In the middle of the 20th century, there was a shift from a skills deficit approach to a positive approach, focused on promoting assets and individual strengths. The role of social-emotional competences became salient.
School is a privileged arena for universal and selective prevention interventions that can help pupils in raising their competence to cope with life challenges in a relaxed, non-violent and effective way. Personal and social-emotional skills play a key role in children and adolescents’ development, as well as their behavior towards risk factors and there is a need to evidence-based interventions.
The scale “For me it’s Easy” is an evaluation tool for personal and socio-emotional skills and was used to assess the effect of a Social and Emotional Skills Promotion Program. Personal and social skills play a key role in children and adolescents’ development, as well as their behavior towards risk factors.
The study includes an intervention group with 960 Portuguese children and adolescents with a mean age of 12.5 years (SD = 1.61) and included were 56.8% boys of different educational levels. The waiting-list group included 171 children and adolescents; 46.2% were boys. The mean age was 14.7 years and the SD was 3.3.
The results reveal significant differences in the intervention group related to the competences before and after the intervention, namely in the interpersonal relationships and definition of goal related skills, while in the waiting list group there were no significant differences in the moment before and after the intervention, and the scale “For me it’s Easy” can be considered an instrument which contributes to the research and evaluation of intervention in children and adolescents, especially in the prevention and promotion of personal and social skills and healthy development.
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Moudon, Anne Vernez, Chanam Lee, Allen D. Cheadle, Cheza Garvin, Donna Johnson, Thomas L. Schmid, Robert D. Weathers, and Lin Lin. "Operational Definitions of Walkable Neighborhood: Theoretical and Empirical Insights." Journal of Physical Activity and Health 3, s1 (February 2006): S99—S117. http://dx.doi.org/10.1123/jpah.3.s1.s99.
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Background:The concept of walkable neighborhoods is increasingly important in physical activity research and intervention. However, limited theoretical understanding and measurable definitions remain a challenge.Methods:This paper reviews theories defining neighborhoods and offers an empirical approach to identify measurable attributes and thresholds of walkable neighborhoods. Bivariate and multivariate analyses are used for self-reported socio-demographic background, neighborhood walking behavior and perception, and objective measures of environments.Results:Environmental attributes positively associated with walking sufficiently to meet health recommendations included higher residential density and smaller street-blocks around home, and shorter distances to food and daily retail facilities from home. Threshold distances for eating/drinking establishments and grocery stores were 860 and 1445 feet.Conclusions:Results questioned theoretical constructs of neighborhoods centered on recreation and educational uses. They pointed to finer mixes of uses than those characterizing suburban neighborhoods, and small spatial units of analysis and intervention to capture and promote neighborhood walkability.
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Guennouni Hassani, Hicham, Najib Rachid, Jallal EL Ouadoudi, and Mahmoud Amine Laffinti. "FIBROMYALGIA AND PSYCHOTRAUMA: A CLINICAL CASE AND BRIEF LITERATURE REVIEW." International Journal of Advanced Research 8, no. 11 (November 30, 2020): 766–68. http://dx.doi.org/10.21474/ijar01/12067.
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Fibromyalgia (FM), a chronic disabling disorder causing diffuse musculoskeletal pain, presents strong comorbidity with psychopathological disorders, including post-traumatic stress disorder (PTSD). We report the case of a 35-year old Syrian Refugee, diagnosed with both Fibromyalgia and PTSD related to traumatic events (killed husband, expulsion from home, rape with death threats, difficult socio-economic situation). An antidepressant treatment combined with psychotherapeutic and psycho-educational intervention led to satisfactory improvements. Considering the clinical case and other related studies, it seems that early management of the traumatic dimension is essential, in order to prevent the chronicity of the suffering and the emergence of psychiatric comorbidities.
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Zani, Hasnah, Mohd Razif Shahril, Wan Nor Aliza Wan Abdul Rahman, Hassan Basri Mukhali, Rohimah Ismail, and Yuzana Mohd Yusop. "Anaemia-Related Knowledge Amongst Pregnant Women in Kuala Terengganu, Malaysia." Asian Journal of Medicine and Biomedicine 4, no. 2 (October 20, 2020): 1–9. http://dx.doi.org/10.37231/ajmb.2020.4.2.354.
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The prevalence of anaemia amongst pregnant women in developing countries is increasing yearly, particularly in Malaysia. This problem may be due to their lack of knowledge of anaemia and food choice. This study aimed to measure the knowledge levels on anaemia and iron absorption amongst pregnant women in Kuala Terengganu, as well as the association of knowledge levels between socio-demographic characteristics. Pregnant women were selected from government health clinics located in Kuala Terengganu, Malaysia. A total of 71 pregnant women aged between 18 and 44 years participated in the study. They self-administered the socio-demographic form and the knowledge questionnaire. Overall, they had moderate knowledge level with mean score of 57.41 ± 4.80. A significant association was found between knowledge level and monthly household income (p<0.05). Meanwhile, no significant association was found between knowledge level with socio-demographic characteristics (age, gravida, occupation, husband’s occupation, and education level) (p>0.05). This study provided an early insight into knowledge of anaemia amongst pregnant women in Kuala Terengganu. Educational intervention should be implemented to increase and improve pregnant women’s knowledge of anaemia and iron absorption.
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Helsa, Helsa, and Agustina Hendriati. "KEMAMPUAN MANAJEMEN KELAS GURU: PENELITIAN TINDAKAN DI SEKOLAH DASAR DENGAN SES RENDAH." Jurnal Psikologi 16, no. 2 (November 17, 2017): 89. http://dx.doi.org/10.14710/jp.16.2.89-104.
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This is an action research that aims to identify and improve classroom management skill of six homeroom teachers in a low socio-economic elementary school. Classroom management skill is defined as teacher’s ability to create and maintain a learning environment that conducive to learning. The classroom management skill is measured using an observation-based rating scales and semi-structured interviews. The findings showed that classroom management skills were lacking among the majority of participants because they did not have sufficient knowledge about classroom management and did not understand their class’ needs. After two periods of intervention, the participants’ classroom management skill is improved. It was revealed that individual coaching is more effective than training method in improving classroom management skill. Furthermore, educational background and previous professional experience influenced participants’ classroom management skill. However, participants with the relevant educational background do not automatically master classroom management skill, unless supported with professional experience.
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Acosta Alarcón, Rocío, Juan Rodríguez, and Harn Kua. "Voluntary Management of Residential Water Demand in Low and Middle-Low Income Homes: A Pilot Study of Soacha (Colombia)." Water 11, no. 2 (January 28, 2019): 216. http://dx.doi.org/10.3390/w11020216.
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The efficient use of water in urban contexts becomes a priority in the face of population growth and the potential vulnerability of water supply as a result of the impacts of climate change. This pilot study focuses on the use of educational strategies to promote the voluntary management of residential water demand. Three schools in the municipality of Soacha (Colombia) were involved, where students from 12 to 15 years old participated as promoters of water consumption educational campaigns within their families, covering a total of 120 low and middle-income families. Three intervention strategies (that is, a virtual platform, learning activities, and graphical tools) were carried out. The effects of these intervention strategies on changes in the water consumption were analyzed to establish the dependence of this variable with socio-demographic, economic, environmental and quality of life factors. Different information gathering tools were used, such as validated local water utility bills, surveys and self-reports. The graphical tools reduced consumption by 14%, but other strategies did not show significant reductions. However, according to self-reported data, all educational campaigns did have positive outcomes on the participants’ behavior. It was found that socioeconomic factors, such as type of housing, socioeconomic strata, living in a rented home, and quality of life variables (such as enjoying nature and culture, good and fluid family relationships, and material possessions) significantly affected the changes in water consumption behavior.
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Karyotaki, E., A. Kleiboer, F. Smit, D. T. Turner, A. M. Pastor, G. Andersson, T. Berger, et al. "Predictors of treatment dropout in self-guided web-based interventions for depression: an ‘individual patient data’ meta-analysis." Psychological Medicine 45, no. 13 (April 17, 2015): 2717–26. http://dx.doi.org/10.1017/s0033291715000665.
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BackgroundIt is well known that web-based interventions can be effective treatments for depression. However, dropout rates in web-based interventions are typically high, especially in self-guided web-based interventions. Rigorous empirical evidence regarding factors influencing dropout in self-guided web-based interventions is lacking due to small study sample sizes. In this paper we examined predictors of dropout in an individual patient data meta-analysis to gain a better understanding of who may benefit from these interventions.MethodA comprehensive literature search for all randomized controlled trials (RCTs) of psychotherapy for adults with depression from 2006 to January 2013 was conducted. Next, we approached authors to collect the primary data of the selected studies. Predictors of dropout, such as socio-demographic, clinical, and intervention characteristics were examined.ResultsData from 2705 participants across ten RCTs of self-guided web-based interventions for depression were analysed. The multivariate analysis indicated that male gender [relative risk (RR) 1.08], lower educational level (primary education, RR 1.26) and co-morbid anxiety symptoms (RR 1.18) significantly increased the risk of dropping out, while for every additional 4 years of age, the risk of dropping out significantly decreased (RR 0.94).ConclusionsDropout can be predicted by several variables and is not randomly distributed. This knowledge may inform tailoring of online self-help interventions to prevent dropout in identified groups at risk.
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Remache Carrillo, Noemi Mercedes, Sandra Paulina Porras Pumalema, Diana Carolina Campaña Días, and Mónica Alexandra Garcés Villacrés. "MOODLE platform as a didactic support for the English language skills improvement." ConcienciaDigital 4, no. 1.2 (March 5, 2021): 358–71. http://dx.doi.org/10.33262/concienciadigital.v4i1.2.1603.
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Introduction: higher education has experienced a number of changes in the teaching field due to the current situation. In this context, e-learning through educational platforms has taken on great value in the teaching-learning process. Objective: to apply an educational intervention through the Moodle platform to consolidate the skills of the English language in the students of the industrial maintenance career of the Escuela Superior Politécnica de Chimborazo during the special period April-September 2020. Methodology: this investigation was carried out in the context of mandatory teleworking due to the Covid-19 pandemic. This mixed research had a descriptive approach with a quasi-experimental focus. To achieve the main goal, 70 students from the third semester took an active part in it who were divided into two study groups: the control group and the experimental group, with 35 students respectively. Before the intervention phase, information was collected through a survey which yielded important general data related to their socio-demographic information and self-perception of their level of English. At the same time, a pre-test of knowledge of the language was taken from the students which was based on the Cambridge PET exam. With this exam, data were obtained for the development of the intervention plan that was implemented throughout the semester. Results: after the intervention phase, the students took a post-test and the corresponding means could be compared. They obtained 9.20 for the control group and 11.99 for the experimental group as final scores. Conclusion: it is concluded that the Moodle Platform is a valuable didactic support to improve English language skills.
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Christidou, Vasilia, Anastasia Dimitriou, Nikos Barkas, Maria Papadopoulou, and Stergios Grammenos. "“YOUNG NOISE RESEARCHERS”: AN INTERVENTION TO PROMOTE NOISE AWARENESS IN PRESCHOOL CHILDREN." Journal of Baltic Science Education 14, no. 5 (October 25, 2015): 569–85. http://dx.doi.org/10.33225/jbse/15.14.569.
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While little is known about how young children understand noise and its environmental aspects, this topic is suggested to be included in science curricula from early years on. To investigate if and to what extent preschool children’s level of noise awareness could be improved the ‘Young Noise Researchers’ educational scenario was designed, implemented and evaluated. Research design involved a pretest-posttest procedure. Participants were 52 Greek preschool children, who attended public kindergarten classes. The scenario involved 9 activities following the principles of context-based, socio-cognitive and multimodal teaching and learning, which were implemented by the teachers of the classes in a 4-week period. Prior to and after the intervention participants engaged in individual, semi-structured interviews. The results indicated improvement in children’s noise awareness in regard to acknowledging everyday noises, understanding annoyance and subjectivity of noise, adopting negative attitudes towards noise and acknowledging its health effects. Nevertheless, their noise awareness did not significantly improve in other crucial respects. Implications for teaching involve a more systematic focus on the distinction between sound and noise, noise subjectivity, the annoyance caused by noise in daily life and the possibility of more active and preventive protection measures. Key words: early childhood education, pupils’ noise awareness, science education.