Relevant bibliographies by topics / Young people in difficulties

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Young people in difficulties'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Young people in difficulties.'

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 "Young people in difficulties"

1

Carskadon, Mary A. "Sleep Difficulties in Young People." Archives of Pediatrics & Adolescent Medicine 158, no. 6 (2004): 597. http://dx.doi.org/10.1001/archpedi.158.6.597.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

McPhillips, Martin, Bronagh Taylor, and Donncha Hanna. "Motor difficulties in young people who offend." Research in Developmental Disabilities 118 (November 2021): 104062. http://dx.doi.org/10.1016/j.ridd.2021.104062.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Yates, S. "Difficulties in managing young people who self harm." BMJ 344, jan10 3 (2012): e143-e143. http://dx.doi.org/10.1136/bmj.e143.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Drennan, Vari. "Pro-active care of young people with emotional difficulties." Primary Health Care 21, no. 1 (2011): 13. http://dx.doi.org/10.7748/phc.21.1.13.s21.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Hunter, Simon C., Kevin Durkin, James M. E. Boyle, Josephine N. Booth, and Susan Rasmussen. "Adolescent Bullying and Sleep Difficulties." Europe’s Journal of Psychology 10, no. 4 (2014): 740–55. http://dx.doi.org/10.5964/ejop.v10i4.815.

Full text
Abstract:
This study evaluated whether adolescents who report having been bullied, being bullies, or report both being a bully and being bullied experience more sleep difficulties than children uninvolved in bullying. The study drew upon cognitive theories of insomnia, investigating whether the extent to which young people report worrying about bullying can moderate associations between victimization and sleep difficulties. Participants were 5420 adolescents who completed a self-report questionnaire. Pure Victims (OR = 1.72, 95% CI [1.07, 2.75]), Pure Bullies (OR = 1.80, 95% CI [1.16, 2.81]), and Bully-Victims (OR = 2.90, 95% CI [1.17, 4.92]) were all more likely to experience sleep difficulties when compared to uninvolved young people. The extent to which young people reported worrying about being bullied did not moderate the links between victimization and sleep difficulties. In this way, bullying is clearly related to sleep difficulties among adolescents but the conceptual reach of the cognitive model of insomnia in this domain is questioned.
APA, Harvard, Vancouver, ISO, and other styles
6

Lannen, T., D. Brown, and H. Powell. "Control of virtual environments for young people with learning difficulties." Disability and Rehabilitation 24, no. 11-12 (2002): 578–86. http://dx.doi.org/10.1080/09638280110111342.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

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
APA, Harvard, Vancouver, ISO, and other styles
8

WOODWARD, LIANNE J., DAVID M. FERGUSSON, and L. JOHN HORWOOD. "Driving Outcomes of Young People With Attentional Difficulties in Adolescence." Journal of the American Academy of Child & Adolescent Psychiatry 39, no. 5 (2000): 627–34. http://dx.doi.org/10.1097/00004583-200005000-00017.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Mullen, G., C. Dowling, and G. O’Reilly. "Internet use among young people with and without mental health difficulties." Irish Journal of Psychological Medicine 35, no. 1 (2016): 11–21. http://dx.doi.org/10.1017/ipm.2016.37.

Full text
Abstract:
ObjectivesResearch regarding adolescent internet use and mental health is sparse. However, awareness of a young person’s internet use is becoming increasingly recognised as an important element of clinical assessment and intervention, and requires the development of an evidence base. The aim of the present study was to better understand the internet use of young people experiencing mental health difficulties and to contrast it with those who currently report no concerns.MethodIn total, 299 young people aged 12–19 years, across a continuum of mental health difficulties, completed an online survey measuring internet use and related experiences. Young people were assigned to four groups: (a) attending inpatient services; (b) attending outpatient services; (c) a community group with mental health concerns and no clinical support; and (d) a regular community group.ResultsThose in the inpatient and outpatient groups visited more potentially harmful websites. Young people attending inpatient and outpatient services showed aspects of both more risky and less risky use. The community group reporting no mental health difficulties showed least risky use. The group experiencing difficulties but not receiving support showed consistently high risky use, suggesting this is a particularly vulnerable group.ConclusionsDespite methodological limitations, findings suggest that those with mental health difficulties may experience more of the risks and fewer of the benefits offered by the internet. Though further research is needed to clarify these findings, clinicians should consider routine assessment of Internet use when planning interventions for young people experiencing mental health difficulties.
APA, Harvard, Vancouver, ISO, and other styles
10

Williams, Val, and Pauline Heslop. "Filling the Emotional Gap at Transition: Young People with Learning Difficulties and Friendship." Tizard Learning Disability Review 11, no. 4 (2006): 28–37. http://dx.doi.org/10.1108/13595474200600035.

Full text
Abstract:
Young people with learning disabilities frequently experience mental health support needs, especially at the transition stages as they move into adulthood. The Count Us In inquiry (Carpenter, 2002) suggested that the prevalence rate for mental health needs in young people with learning disabilities may be as high as 40%, four times as high as for young people in general. This paper reports on an action research study in Somerset which was funded by the Foundation for People with Learning Disabilities. The study followed young people and practitioners in adopting a largely social model of mental health distress. It focused on positive emotional support, and worked with young people themselves to find new ways of tackling these issues. Young people in the study said that the support they most valued was that gained through friendships. A small, self‐selecting group of students worked with the project, and they designed and piloted a short course about emotional support for other young people. The findings show that this was effective in helping the young people talk more freely about their feelings, and build their confidence and mutual trust. This article argues that, by developing their own self‐determination, young people with learning disabilities can build their resilience to emotional problems and take more control over their own lives.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Young people in difficulties"

1

Penna, Bray Sally. "Support for children and young people with behavioural, emotional and social difficulties : the perspectives of children, young people, families and practitioners." Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/3155.

Full text
Abstract:
This small scale study was informed by Symbolic Interactionism and Interpretivist Analysis and was carried out in a county within the south of England, referred to as ‘Southshire’. File searches and questionnaires were employed to gather contextual data. Semi-structured interviews were used to gather participant views and thematic analysis was used to analyse these interviews. This was a two part study consisting of two papers. The participants in Paper one of the study were young people with behavioural, emotional and social difficulties (BESD) and their parents or carers. Paper one focussed on the participants’ views and experiences of mainstream and special education after they had experienced both. The views of the special school keyworker were also sought in order to improve understanding of the support and barriers that exist for young people and families. Views were elicited through individual semi-structured interviews which were analysed qualitatively using a thematic analysis approach (Braun and Clarke 2006). To gain contextual information within the county and to help in the process of selecting participants, the files of fifty young people identified as experiencing BESD were searched and analysed and relevant information was recorded. Paper two focussed on practitioners’ experiences of supporting young people with BESD. An electronic questionnaire was sent to practitioners from a wide range of agencies and collected qualitative and quantitative data which informed the researcher of the local context and gave insights into practitioner views. Five practitioners were invited to take part in individual semi-structured interviews to explore their views on supporting young people with BESD. Interviews were analysed using a thematic analysis approach. Findings from papers one and two were assimilated and the implications for Educational Psychology practice were considered. The following research aims were addressed: 1. To improve our understanding of the support and barriers experienced by children and young people with BESD in a Local Authority 2. To develop a better understanding of how Educational Psychologists can support children and young people experiencing BESD, their parents, carers and other practitioners. Summary of findings The key finding within Paper 1 was that both the young people and parents/carers reported experiences that were contrary to the intentions of current inclusion policy. Broadly, negative experiences were reported at mainstream school and positive experiences were reported while at special school for BESD. Participants felt that they had been treated negatively by mainstream practitioners in particular and that young people had been denied access to the curriculum and activities within mainstream school. Additionally the young people had experienced bullying at mainstream school and the bullying had been ignored or the young people themselves had been perceived as the bully despite being the victim. Perceptions of and attitudes towards the ‘unseen’ disability of BESD were also referred to and parents and carers reported feeling isolated while their child was attending mainstream education. The key finding within Paper 2 was that practitioners also reported experiences that were contrary to the intentions of the current inclusion policy. They reported many challenges that are faced by practitioners when trying to include young people with BESD in mainstream schools, and when supporting them within the Local Authority. Participants felt that negative attitudes towards BESD exist within mainstream schools, that working with other agencies to support young people with BESD is difficult, that parental involvement is key, but not always possible and that elements within the government and Local Authority context conflict with the inclusion agenda and with meeting children’s needs. Significance and Contribution Through a design informed by Symbolic Interactionism and Interpretivist Analysis the participants authentic voices have been heard in order to deepen our understanding of their experiences. Previous research has explored the views and experiences of young people, families and practitioners; however this is the first time that they have been considered together sufficiently in order to identify shared views. Additionally, young people, families and keyworkers views were sought at a specific point within the young person’s journey - after they had attended both mainstream school and special school. Furthermore experiences of the transition from mainstream school to special school were considered. The findings within this study suggest that the application of a simple solution (i.e. including young people with BESD in mainstream schools) to a complex problem (the social inclusion of young people with BESD), has had a negative impact. In fact the findings seem to imply that the inclusion of young people with BESD within mainstream schools has actually created the social exclusion that inclusion was designed to alleviate. The evidence for this is present within the findings within this study. In relation to BESD, the medical model has been criticised for individualising the ‘problem’, however if an educational model view of BESD is taken we are led to consider that the education system itself is imperfect. Therefore taking the educational model approach and applying the simple solution of ‘inclusion’ to the very complex problem of social inclusion highlights many areas of difficulty. These areas of difficulty have been outlined in the findings of this study and of previous studies. The identified issues are entrenched within the education system and can only be tackled through an examination of the system itself. The reported experiences of inclusion are more nuanced than the powerful message my data suggests, therefore it is essential to note that this study is not simply suggesting that inclusion is ‘negative’ or ‘bad’ and that special school is ‘positive’ or ‘good’ – a much more complex picture has been presented. The complexities that have been highlighted within this study have also been considered alongside the role of the Educational Psychologist and how they can facilitate inclusion and essentially social inclusion through their work with young people, families and practitioners. As a result of the findings, it has been suggested that further research should focus on examining the education system and in particular the dichotomy between the inclusion agenda and results centred teaching and the specialist provision for BESD that exists since the implementation of the inclusion agenda and whether it is meeting the needs of young people. Further research may also focus on whether the case presented for young people with BESD in this study is similar for young people with other types of SEN. This further research on how inclusion policy translates into practice will be particularly pertinent as new government policies and agendas unfold.
APA, Harvard, Vancouver, ISO, and other styles
2

Skinner, Julia. "Social communication and interaction amongst children and young people with severe learning difficulties." Thesis, Open University, 2004. http://oro.open.ac.uk/54859/.

Full text
Abstract:
This study explores the social and communicative interactions among children and young people in special schools who have severe learning difficulties. It considers the concept ofphatic communion or 'small talk' and its importance as a social and cultural practice. The study focuses on the actual communication of the children and young people and investigates the functions, patterns and strategies they employ. It considers the development of language and communication from birth onwards, particularly the processes involved in the progress of increasing skills in socially interactive communication. The study reviews literature concerning the development of communication in proto-conversations to the talk of children of typical development and children and adults with learning difficulties. It also investigates the role of non-verbal communication and context and how these can affect and support the social interaction process. The study employed an observational approach to data collection,recording predominantly by field notes, but also utilising some video and audio recording. The data were transcribed and analysed to provide examples of the range and variety of socio-communicative interactions between the children and young people. The findings demonstrate the multiplexity of skill involved in creating and perpetuating the social dynamics of amicable interaction. Finally conclusions are drawn to provide some significance of the impact that this study may offer to professionals working in the special educational sector, particularly with children and young people with severe learning difficulties.
APA, Harvard, Vancouver, ISO, and other styles
3

Spicer-White, Freya Leanne. "Young people's experiences of mental health difficulties." Thesis, Bangor University, 2012. https://research.bangor.ac.uk/portal/en/theses/young-peoples-experiences-of-mental-health-difficulties(62915095-9baf-4848-b34d-e1299e985413).html.

Full text
Abstract:
This thesis contains three related pieces of work that considered young people's experiences of mental health difficulties. The first is an original piece of qualitative research. Semi-structured interviews were used to investigate the lived experience of eight females with mental health difficulties, aged between 15 and 17 years. Through interpretative phenomenological analysis, five themes emerged; these were 'keep it hidden', 'the stickiness of a diagnosis', 'life is different now', 'relationships are different now' and 'other young people with difficulties'. How these young women related to their diagnosis became a topic of interest and therefore the focus of the second piece of work, a literature review. This review identified 15 studies. Ten studies employed quantitative methods to assess mental health literacy and attitudes in young people in the general population. Five studies used qualitative methods to investigate the attitudes of young people who had received a mental health diagnosis. The results suggested that many young people in the general population displayed poor, at best moderate, mental health literacy and that many young people held negative preconceptions about mental health diagnoses. Individuals who had received a diagnosis described themes that suggested high levels of shame and an altered sense of identity. Both the research Young people's experiences of mental health difficulties 7 and review papers considered the concept of pre and post diagnostic counselling as a potential clinical implication and this was discussed in the third piece of work. The discussion paper summarised that there are few specific recommendations for sharing a mental health diagnosis with adults or young people. It was suggested that further research is required to assess whether pre and post diagnostic counselling could be an effective way of improving the diagnosis experience for young people. Finally my personal reflections of completing the thesis are shared.
APA, Harvard, Vancouver, ISO, and other styles
4

Cheong, Mei Yan. "How to raise 'hope' in young people from a moderate learning difficulties special school?" Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/1573601/.

Full text
Abstract:
Using Snyder’s hope theory as the base, the present study aimed to conduct a qualitative-based exploratory case study to understand the relevance and operationalisation of a hope programme to young people from a moderate learning difficulties (MLD) special school. The person-centred approach was adopted in which the perspectives of four young people attending an MLD special school and their teachers and parents were obtained. This research has two phases. In Phase 1, the young people were invited to share their understandings of the terms used in Snyder’s hope theory, i.e. hope, goal, pathway thinking (replaced by the term ‘plan’ in this research), and agency thinking (replaced by the term ‘motivation’). They were also asked to share their views about the relevance and significance to them of an intervention programme, developed using Snyder’s hope theory, as well as its applications. The young people’s responses, along with Snyder’s hope theory, were then presented to the teachers and parents, to obtain their perspectives. The study findings demonstrated that most participants were positive about implementing a hope programme, based on Snyder’s theory, in the school. However, concerns were also raised with regard to its accessibility for students of all levels. Implications of the study findings for young people from an MLD special school and the practices of educational psychologists (EPs) were reflected. This research reflected the significant role of EPs in working systemically with schools, parents and students, and having an influence at the school level. It also demonstrated the role of EPs in strengthening the equal opportunities given to young people from an MLD school, and shed light on the appropriateness of a wellbeing programme that was informed by the local context as well as by group norms and values.
APA, Harvard, Vancouver, ISO, and other styles
5

Bayliss, P. D. "Language and integration : an investigation of students with severe learning difficulties in integrated and segregated environments." Thesis, University of Bristol, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326007.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Ewen, Mandy. "Personalised Learning for young people who are disaffected or experience social, emotional and behavioural difficulties." Thesis, University of Dundee, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.500573.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Tellis-James, Charlie. "The stories young people with social, emotional and behavioural difficulties (SEBD) tell about their futures." Thesis, University of East London, 2013. http://roar.uel.ac.uk/3443/.

Full text
Abstract:
A number of psychological perspectives have been offered to account for social, emotional, behavioural difficulties (SEBD) and the legislation and sociocultural context continues to depict a rather concerning trajectory for this group of young people. It appears that the views of children and young people with SEBD are discussed at length, but researched relatively little. Research that has sought their views has been predominantly retrospective in focus, with very little research encouraging them to look towards the future. In the small body of research that has asked young people with SEBD about the future, the psychological concept of ‘possible selves’ has been applied. The findings suggest that young people with SEBD lack agency, and are more pessimistic about their futures compared with their mainstream peers. The current research drew on positive psychology in order to extend the literature and offer a more useful and optimistic way of conceptualising SEBD. Positive psychology places emphasis on: the future, strengths, resources and potential, and suggests that negative experiences can build positive qualities. It is therefore in direct opposition to a pre-occupation with risk. This research also draws on a social constructivist epistemology, placing the voice of the young person with SEBD at its centre. It seeks to better understand their experiences and accepts that meanings are varied and multiple. This research employed a narrative methodology in an attempt to impose less structure, in order to seek the stories young people with SEBD tell about themselves in the future. Within the qualitative design, unstructured interviews were used in order to maximise the potential for capturing individual meaning. The Quality of Life (QoL) literature was drawn on to facilitate the young people’s narratives, and the life path tool was used to structure their thinking. Eight young people were interviewed, across the school and home contexts. Narrative Oriented Inquiry (NOI) was used to analyse the narratives; a sjuzet-fabula analysis was carried out to reconstruct the young people’s stories, followed by a categorical-content analysis to explore themes relevant to the current research. Finally, the tone of the young people’s narratives were analysed to explore how they presented themes of potential and growth in their stories. The findings indicate that when asked the right questions, young people with SEBD can identify a range of strengths and resources in their lives. Many of the young people also identified qualities that they had built as a result of earlier negative experiences. Overall, the young people’s narratives are progressive in tone and reveal their hopes and aspirations for the future. A number of implications for future research and practice are identified but ultimately, by offering these young people the opportunity to tell their stories, this research permitted them a sense of agency over their lives and allowed them to focus on where they were going, rather than where they had been.
APA, Harvard, Vancouver, ISO, and other styles
8

Brown, Joan. "Professional environment of post-school transitions of young people with additional support needs." Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/9454.

Full text
Abstract:
The focus of this qualitative study is the professional environment where post-school transitions take place. It seeks to identify some possible means for improving outcomes for young people with low educational achievement, dyslexia, social, emotional and behavioural difficulties as they move on from school. The study picks up a recommendation made by Ward and Thomson (1997), following their Scotland-wide survey, that further investigation is needed into post-school transitions of such ‘unrecorded’ young people. Taking ahead this task brings together different areas of knowledge, for example, inclusive education, youth transitions and social theory. To orient the research, initial data were gathered through a questionnaire completed by 14 educational professionals and in structured interviews with 16 youngsters, mostly recently enrolled at college, and their families. Ideas occurring here were then used to inform the main data gathering process. This was conducted in 17 semi-structured audio-recorded interviews, each approximately one hour’s duration, with school teachers, college lecturers and other professionals associated with transition. The methodology utilised a critical friends group to shape the research as it progressed. The thematic analysis of the data produced information about dissimilar models of transition support, varying constructions of young people and difficulties in partnership working. The ensuing discussion considered the roles of trusted signals of youth’s value, of careership based on transformations of identity and aspects of social capital on transitions of young people with additional support needs. The conclusion sets out areas for improvement and asks that greater consideration be given to the constraining factors within the professional environment of the post-school transitions of young people with additional support needs.
APA, Harvard, Vancouver, ISO, and other styles
9

Parmar, Geeta. "An evaluation of the referral pathway to CAMHS for young people with learning difficulties and/or disabilities from three perspectives : the young people, their parents and referrers." Thesis, University of Essex, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.511034.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Hillyer, Rachael. "The support needs of foster carers who look after young people with emotional and behavioural difficulties." Thesis, University of Wolverhampton, 2012. http://hdl.handle.net/2436/297633.

Full text
Abstract:
The poor outcomes of young people leaving foster care are well documented and demand a focus on placement permanency and interventions that encourage stability (Rubin et al, 2007). The need for better support for foster carers is widely acknowledged (Warman, Pallet & Scott, 2006; Morgan & Baron, 2011). To provide effective support an understanding of foster carers support needs is required. A qualitative approach explored the support needs of foster carers who look after young people perceived to have emotional and behavioural difficulties. Semi- structured interviews were undertaken with 17 foster carers employed by a local authority or an Independent Fostering Agency. A grounded theory methodology within a social constructionist framework was used to develop a new theoretical understanding from the data. A central storyline of ‘keeping your head above water’ emerged and appeared to encapsulate daily struggles and ways of managing. Categories which contributed to this were ‘becoming isolated’ from other professionals, ‘role ambiguity’ regarding the multiple meanings attached to being a foster carer, ‘making sense of emotional and behavioural difficulties’ highlighting a need to understand the children cared for, ‘a focus on behaviours’ illuminating approaches to parenting and ‘unmet emotional needs’ which is a possible consequence of focussing on children’s behaviours. The emergent theory may hold potential for developing psychological formulations, interventions and training programmes for foster carers. Suggestions for future support are put forward based on the new theoretical framework. Applications of the findings to Counselling Psychology are discussed in detail.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Young people in difficulties"

1

Shephard, Alison. Inappropriate sexual behaviour and young people with learning difficulties. University of East Anglia, 2004.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Shephard, Alison. Inappropriate sexual behaviour and young people with learning difficulties. Social Work Monographs, 2004.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Griffiths, Matthew. Transition to adulthood: For young people with severe learning difficulties. D. Fulton Publishers, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Council, Further Education Funding. Further education for young people with learning difficulties and/or disabilities. FEFC, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Logan, Nick F. Positive approaches for young people with severe learning difficulties and challenging behaviour. University of Birmingham, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

David, Nash. Getting the picture: Inference and narrative skills for young people with communication difficulties. Jessica Kingsley Publishers, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Lyon, Christina M. Living away from home: The legal impact on young people with severe learning difficulties. Barnardos North West, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Cornwall, Valerie. An investigation into integration innovation for children and young people with mild learning difficulties. Brunel University, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Lyon, Christina M. Living away from home: The legal impact on young people with severe learning difficulties. [Barnardo's], 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Lyon, Christina M. The implications of the Children Act 1989 on children and young people with severe learning difficulties. Barnardos North West, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Young people in difficulties"

1

Magagna, Jeanne. "Ways of assessing children with severe eating difficulties." In A Psychotherapeutic Understanding of Eating Disorders in Children and Young People. Routledge, 2021. http://dx.doi.org/10.4324/9781003044970-2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Furman, Ben. "Kids’Skills – a creative Solution Focused method for helping children overcome difficulties and problems." In The Solution Focused Approach with Children and Young People. Routledge, 2020. http://dx.doi.org/10.4324/9780429198120-5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Anderson, Ange. "Trampolining for students with profound and multiple learning difficulties (PMLD)." In Therapeutic Trampolining for Children and Young People With Special Educational Needs. Routledge, 2020. http://dx.doi.org/10.4324/9781003010869-2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

McKimm, Melissa, and Christopher Gale. "Early AccessSelf-Help for Children, Young People and Families with Mental Health Difficulties." In Child and Adolescent Mental Health, 3rd ed. CRC Press, 2021. http://dx.doi.org/10.4324/9781003083139-78.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Baldwin, Laurence. "What Nursing Skills Are We Using with Children and Young People Who Experience Mental Health Difficulties?" In Nursing Skills for Children and Young People's Mental Health. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18679-1_1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Colley, Andrew, Julie Tilbury, and Simon Yates. "The Lives Lived Well surveys." In Enhancing Wellbeing and Independence for Young People with Profound and Multiple Learning Difficulties. Routledge, 2021. http://dx.doi.org/10.4324/9781003097648-10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Colley, Andrew, Julie Tilbury, and Simon Yates. "Conclusion." In Enhancing Wellbeing and Independence for Young People with Profound and Multiple Learning Difficulties. Routledge, 2021. http://dx.doi.org/10.4324/9781003097648-16.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Colley, Andrew, Julie Tilbury, and Simon Yates. "Welcome to Chailey Heritage School!" In Enhancing Wellbeing and Independence for Young People with Profound and Multiple Learning Difficulties. Routledge, 2021. http://dx.doi.org/10.4324/9781003097648-13.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Colley, Andrew, Julie Tilbury, and Simon Yates. "What do we mean by wellbeing?" In Enhancing Wellbeing and Independence for Young People with Profound and Multiple Learning Difficulties. Routledge, 2021. http://dx.doi.org/10.4324/9781003097648-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Colley, Andrew, Julie Tilbury, and Simon Yates. "Wellbeing and independence in international and UK national policy." In Enhancing Wellbeing and Independence for Young People with Profound and Multiple Learning Difficulties. Routledge, 2021. http://dx.doi.org/10.4324/9781003097648-5.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Young people in difficulties"

1

Wood, R., A. Keow Lim, S. Rhodes, and A. O’Hare. "P27 Setting research priorities for learning difficulties in children and young people." In Society for Social Medicine 62nd Annual Scientific Meeting, Hosted by the MRC/CSO Social and Public Health Sciences Unit, University of Glasgow, 5–7 September 2018. BMJ Publishing Group Ltd, 2018. http://dx.doi.org/10.1136/jech-2018-ssmabstracts.153.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Campbell, Marilyn. "What is the Place of Innovative ICT Uses in School Counseling?" In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2823.

Full text
Abstract:
With our ever-changing society there seems to be more pressures on young people. Recent epidemiological studies in Australia have found that adolescent mental health is an important public health problem (Sawyer et al., 2001). As many as one in five Australian children aged from 4 to 17 have significant mental health concerns (Zubrick, Silburn, Burton, & Blair, 2000). However, only one in four young people receive professional help (Sawyer, et al., 2001). Schools in Australia provide school counselors to assist students, yet many young people do not avail themselves of this service. However, young people do seek help from telephone help-lines (in 2002 almost 1.1 million phone calls were made to Kids Help Line) and from the Internet (Kids Help Line, 2003a). Perhaps more anonymous forms of counseling, such as cybercounseling, could deliver a more effective service within a school setting. The difficulties and benefits of school based webcounseling are discussed in terms of therapeutic, ethical and legal issues, as well as technical problems and recent research outcomes.
APA, Harvard, Vancouver, ISO, and other styles
3

Ozsoy, Burak, and James Yang. "Simulation-Based Unassisted Sit-to-Stand Motion Prediction for Healthy Young Individuals." In ASME 2014 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/detc2014-34231.

Full text
Abstract:
Sit-to-stand (STS) is a common activity in daily lives which requires relatively high joint torques and a robust coordination of lower and upper extremities with postural stability. Many elderly, people with lower limb injuries, and patients with neurological disorders or musculoskeletal abnormalities have difficulties in accomplishing this task. In contrast to the literature on numerous experimental studies of STS, there are limited studies that were carried out through simulations. In literature, mostly bilateral symmetry was assumed for STS tasks, however even for healthy people, it is more difficult to perform STS tasks with a perfect bilateral symmetry. The goal of this research is to develop a three-dimensional unassisted STS motion prediction formulation for healthy young individuals. Predicted results will be compared with experimental results found in literature for the validation of the proposed formulation.
APA, Harvard, Vancouver, ISO, and other styles
4

Hurrell, C., M. Batchelor, and S. Maguire. "G487(P) Designing the optimal model for transition from child to adult services for young people with disabilities and/or developmental difficulties." In Royal College of Paediatrics and Child Health, Abstracts of the RCPCH Conference and exhibition, 13–15 May 2019, ICC, Birmingham, Paediatrics: pathways to a brighter future. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2019. http://dx.doi.org/10.1136/archdischild-2019-rcpch.471.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Towse, H., and B. Cooper. "G289(P) Parental evaluation of a community paediatric clinic for children and young people with developmental difficulties following adoption and special guardianship order." In Royal College of Paediatrics and Child Health, Abstracts of the RCPCH Conference–Online, 25 September 2020–13 November 2020. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2020. http://dx.doi.org/10.1136/archdischild-2020-rcpch.250.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Peñalvo-López, Elisa, Javier Cárcel-Carrasco, Jaime Llinares-Millán, and Manuel Valcuende-Payá. "Digital skills for workplace mentors in construction sector apprenticeships (CONDAP)." In INNODOCT 2019. Universitat Politècnica de València, 2019. http://dx.doi.org/10.4995/inn2019.2019.10221.

Full text
Abstract:
Employers in the construction industry are regularly and increasingly reporting hiring difficulties, since the sector is experiencing a skills shortage in spite of numerous apprenticeship schemes. According to the European Construction Sector Observatory, the main reason of this skills shortage is two-fold: a) the inadequacy of VET provision, and b) the low attractiveness of the sector to young people, further hindered by the perception of its limited capacity for innovation. Correspondingly, modernising construction apprenticeships is crucial for the development of key skills and the improvement of the employability of young construction workers. Training the trainers and mentors to become more engaged and involved in the design of apprenticeships and to introduce new methods, digital tools, and innovative content during their teaching practices is essential to make training more flexible and effective. Such an approach could effectively address the misalignment between VET offerings and the demand for skills and innovation in the construction sector. This article shows the focus of the European project CONDAP, whose purpose is to improve learning in the construction sector.
APA, Harvard, Vancouver, ISO, and other styles
7

Kalinina, M. A., A. V. Savicheva, M. V. Prokhorova, and L. N. Ponomaryova. "The phenomenon of giftnedness in the field of youth entrepreneurship." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.538.550.

Full text
Abstract:
Youth entrepreneurship can become one of the driving locomotives in the development of the Russian economy. The empirical investigation aimed at eliciting youth potential and feasibility of promoting their giftedness in the entrepreneurial sphere. 220 students and postgraduates of 13 universities, located in 12 constituent entities of the Russian Federation, participated in it. The research was conducted by means of a questionnaire during the all-Russian program for the development of the youth project environment “Innograd — 2019: my start”. Content-analysis and descriptive statistics methods were used for data processing. The phenomenon of giftedness to entrepreneurial activity, based on a set of interconnected psychic determinants, including creativity, intrinsic motivation, perseverance in achieving goals, leadership and organizational skills, non-conformism, may be discussed only in exceptional cases (about 1 %). Meanwhile, modern youth has the potential to start a business and connects their professional future with it. Youth entrepreneurship is a multi-motivated activity. External positive and external negative, internal motives are combined into a single structure. It is internal motives, prompted by the needs for self-realization and independence that determine entrepreneurial giftedness. Modern young people consider the main barriers to launching their own business to be outside. To these they refer deficiency of start-up capital, lack of knowledge and adverse environmental factors. Supportive measures, provided by the state through the creation of appropriate infrastructure, eliminate the majority of the difficulties and reduce the risks in setting up own businesses. For young people, gifted in the business field, these barriers are conditional.
APA, Harvard, Vancouver, ISO, and other styles
8

Hodoshima, Nao. "Correlation Between a Questionnaire About Noise-Induced Hearing Loss and SPL of Portable Music Players of High School and University Students." In ASME 2012 Noise Control and Acoustics Division Conference at InterNoise 2012. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/ncad2012-1412.

Full text
Abstract:
The risk of noise-induced hearing loss has been increased for young generations. Several studies pointed out that one reason is listening to digital audio players with a sound pressure level that leads to damage to hearing. This study conducted a questionnaire on 209 high school and university students living in Tokyo about their current situation regarding noise-induced hearing loss. The questionnaire includes the frequency of earphones/headphones usage, noise exposure, self-reported hearing conditions and hearing-related lifestyle. This study also measured A-weighted equivalent sound pressure levels of digital audio players that the students have with normal playback volume. The results showed that more than 90% of the subjects use earphones/headphones, and about 50% use them daily. 58% of the subjects use them while commuting, meaning that they listen to music in noisy trains and buses. 16% of the subjects reported that they have experienced hearing problems such as tinnitus symptoms and listening difficulties, but none of them have sought medical advice. The measured sound pressure level varied from 40 to 90 dBA, and 15% of the data was over 80 dBA. The results show the need for showing young people the importance of hearing protection and prevention of noise-induced hearing loss.
APA, Harvard, Vancouver, ISO, and other styles
9

Kudins, Janis. "Determinants of the Elderly Employment in Latvia." In 22nd International Scientific Conference. “Economic Science for Rural Development 2021”. Latvia University of Life Sciences and Technologies. Faculty of Economics and Social Development, 2021. http://dx.doi.org/10.22616/esrd.2021.55.032.

Full text
Abstract:
In Latvia, from 2011 to 2020 the number of people 65+ increased by 2.7 %, but the number of the employed people 65+ increased by 94.4 %. The aim of this research is to identify the determinants of the elderly employment in the context of active ageing. The author analysed secondary data collected by the international and Latvia’s institutions as well as by Latvia’s researchers who have studied the elderly. The results of these studies and the data of Latvia’s statistics show that the rapid growth of the elderly employment in Latvia is more likely not an indicator of active ageing, but the elderly’s attempt to overcome poverty. 60.3 % of the elderly in Latvia continue to work in order to increase their current income, and only 10.2 % – for non-financial reasons, which is one of the lowest values in the EU. The gap between the average income of Latvia’s population and the income of people 65+ is increasing over the past 10 years. The elderly in Latvia work mainly in education and health care. These sectors have relatively lower average wages and are therefore less attractive to young people, so the elderly employment in them shows not only the importance of knowledge and experience, but also the difficulties in attracting new employees. The author concludes that Latvia is still far from real active ageing, which is typical for the most competitive EU countries. In order to move in this direction, it would be useful to use the experience of the EU’s active ageing initiatives.
APA, Harvard, Vancouver, ISO, and other styles
10

De Bell, Leendert, and Linda Drupsteen. "How to scale the societal impact of work integration social enterprises? Evidence from The Netherlands." In CARPE Conference 2019: Horizon Europe and beyond. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/carpe2019.2019.10191.

Full text
Abstract:
The number of social enterprises is increasing rapidly. Social enterprises are looking for new, innovative and economically sustainable ways to tackle structural societal challenges that generally fall outside the direct focus and objectives of the public and private sector. Social enterprises are primarily mission-driven, where profit is not a goal in itself but a means of creating social impact with regard to a specific social problem. The intended impact areas of social enterprises broadly range from poverty reduction, sustainability, healthcare, or labor participation of vulnerable groups. With respect to the latter impact area, many initiatives have been taken across Europe to prevent and combat marginalization of vulnerable groups as a result of long unemployment spells, which may cause financial and social pressure, as well as decay of physical and psychological health conditions. Nevertheless, the nature and extent of these initiatives vary considerably across countries (CEDEFOP, 2018). Social enterprises, in collaboration with other relevant stakeholders such as ‘conventional’ companies or local governments, can play a key role in addressing these challenges. This proposal builds on research that was completed earlier this year at HU concerning the scaling of social enterprises with a particular focus on work integration of people with a distance to the labor market (so-called WISEs) (e.g. people with low qualifications, young people disengaged from education, people with mental or physical disabilities, refugees, former prisoners, former addicts, or people who have difficulties finding a job due to their age etc.). One of the outcomes of this research showed that it is difficult for WISEs to transcend its societal impact beyond the local level. In practice, the effective realization of both social and economic value is not easy for many WISEs, but the interaction with and between different actors in the external environment or ecosystem also plays a crucial role in its success. More research is needed on what works in successfully addressing the work integration of vulnerable groups in different parts of Europe, and under what conditions. The aim is to come to a joint EU research proposal, in which WISEs play a central role, to contribute to innovative and more structural solutions for labor participation of vulnerable groups.
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Young people in difficulties"

1

Nabizadeh, Golnar, Chris Murray, Divya Jindal-Snape, and Phillip Vaughan, eds. When People Die: Stories from Young People. University of Dundee, 2019. http://dx.doi.org/10.20933/100001131.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Cunha, Flavio, and James Heckman. Investing in Our Young People. National Bureau of Economic Research, 2010. http://dx.doi.org/10.3386/w16201.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Schneider, Sarah, Daniel Wolf, and Astrid Schütz. Workshop for the Assessment of Social-Emotional Competences : Application of SEC-I and SEC-SJT. Otto-Friedrich-Universität, 2021. http://dx.doi.org/10.20378/irb-49180.

Full text
Abstract:
The modular workshop offers a science-based introduction to the concept of social-emotional competences. It focuses on the psychological assessment of such competences in in institutions specialized in the professional development of people with learning disabilities. As such, the workshop is primarily to be understood as an application-oriented training programme for professionals who work in vocational education and use (or teach the usage of) the assessment tools SEC-I and SEC-SJT (Inventory and Situational Judgment Test for the assessment of social-emotional competence in young people with (sub-) clinical cognitive or psychological impairment) which were developed at the University of Bamberg. The workshop comprises seven subject areas that can be flexibly put together as required: theoretical basics and definitions of social-emotional competence, the basics of psychological assessment, potential difficulties in its use, usage of the self-rating scale, the situational judgment test, the observer-rating scale, and objective observation of behaviour. The general aim of this workshop is to learn how to use and apply the assessment tools in practical settings.
APA, Harvard, Vancouver, ISO, and other styles
4

Halvorsen, Bjørn, Ole-Johnny Hansen, and Jenny Tägtström. Young people on the edge (summary). Nordic Council of Ministers, 2013. http://dx.doi.org/10.6027/tn2013-536.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Bashir, Nadia, Sarah Pearson, Elizabeth Sanderson, and Peter Wells. Talent Match Evaluation: Involving Young People. Sheffield Hallam University, 2018. http://dx.doi.org/10.7190/cresr.2018.3465668226.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Behtoui, Alireza. Social Capital and Stratification of Young People. Librello, 2013. http://dx.doi.org/10.12924/si2013.01010046.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Karlsdóttir, Anna, and Alex Cuadrado. Young people not thriving in rural areas. Nordregio, 2018. http://dx.doi.org/10.30689/pb2018:5.2001-3876.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Jejeebhoy, Shireen. Protecting young people from sex without consent. Population Council, 2011. http://dx.doi.org/10.31899/pgy12.1018.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

El-Ahmed, Nabila. Bringing Young People into the Agricultural Sector. Oxfam, 2019. http://dx.doi.org/10.21201/2019.4009.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Peñafiel-Saiz, C., M. Ronco-López, and L. Echegaray-Eizaguirre. Young people, health and the internet. Perceptions, attitudes and motivations of young people in relation to health information. Revista Latina de Comunicación Social, 2017. http://dx.doi.org/10.4185/rlcs-2017-1221en.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Young people in difficulties' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography