scholarly journals Beyond self-confidence: a participatory evaluation of personal change in Science Gallery's Mediators

2018 ◽  
Vol 17 (03) ◽  
pp. N01
Author(s):  
Katrina Enros ◽  
Andrea Bandelli
Keyword(s):  
Social Justice ◽  
Young Adults ◽  
Interpersonal Skills ◽  
Participatory Evaluation ◽  
Academic Careers ◽  
Personal Change ◽  
Self Confidence ◽  
Interdisciplinary Nature ◽  
Most Significant Change ◽  
Science Exhibitions

Mediators engage in peer-to-peer conversations with young adults visiting the art and science exhibitions at Science Gallery Dublin. Previous evaluation and anecdotal reports show that the interdisciplinary nature of these conversations fosters self-confidence and interest in academic careers. We used the Most Significant Change methodology to evaluate if working as a Mediator has an impact beyond these domains. The results show that civic engagement, interest in social justice and emotional empathy are domains of significant personal change strongly associated with the development of self-confidence and interpersonal skills.

From learning to labour to custody for the precariat

Ethnography ◽  
2018 ◽  
Vol 19 (4) ◽  
pp. 531-547 ◽  
Author(s):  
Ove Sernhede
Keyword(s):  
Social Justice ◽  
Young Adults ◽  
Public Schools ◽  
Young People ◽  
Crucial Importance ◽  
Compulsory School ◽  
High Rise ◽  
The Past ◽  
The Poor ◽  
Large Groups

The globally reported riots in the poor high-rise suburbs of Sweden’s metropolitan districts in 2013 were stark manifestations of the increased social and economic inequality of the past 30 years. Large groups of young adults acted out their unarticulated claims for social justice. In the light of the riots, it is relevant to ask whether any trace of resistance or protest can be found in the compulsory school where the young people from these neighbourhoods spend their days. The ethnography sampled for the article comes from two public schools in two poor, multi-ethnic, high-rise neighbourhoods on the outskirts of Gothenburg. The article argues that the theoretical and methodological concepts and perspectives developed by Willis still is of crucial importance to any investigation aimed at understanding the presence or absence of resistance in contemporary Swedish schools.

Developing Interpersonal Skills of Evaluators: A Service-Learning Approach

2020 ◽  
Vol 41 (3) ◽  
pp. 432-451
Author(s):  
Lora H. Warner
Keyword(s):  
Service Learning ◽  
Interpersonal Skills ◽  
Interpersonal Competence ◽  
Learning Approach ◽  
Technical Knowledge ◽  
Community Based ◽  
Self Confidence ◽  
Professional Self ◽  
Group Student ◽  
Insight Into

The challenge and opportunity for the field of evaluation is to prepare evaluators with sophisticated interpersonal competence alongside technical research skills. This article shows that service-learning, a “real-world” pedagogical model, holds promise as a way to educate students in evaluation while developing their interpersonal skills. While other community-based approaches offer experiential applications of evaluation methods, service-learning adds the important element of reflection to deepen student learning. A course that employed the “client-based” service-learning approach, individual-to-group student assignments, practice with interpersonal skills, and ongoing reflection activities is presented as a pedagogical approach to expand the range of interpersonal skills that can be developed among students. Student surveys showed that the course conveyed many benefits beyond technical knowledge of evaluation: use and awareness of important interpersonal skills, growing insight into their community and its people, growth of professional self-confidence, and kindling an interest in the field of evaluation.

scholarly journals Socijalna integracija mladih u riziku od ispadanja iz sustava obrazovanja: rezultati slovenskog programa Projektno učenje mladih odraslih

2020 ◽  
Vol 27 (3) ◽  
pp. 287-308
Author(s):  
Miloslav Poštrak ◽  
Natalija Žalec ◽  
Gordana Berc
Keyword(s):  
Young Adults ◽  
Education System ◽  
Social Inclusion ◽  
Team Work ◽  
Drop Out ◽  
Dropping Out ◽  
Project Learning ◽  
Self Confidence ◽  
Social Fund ◽  
The Republic

SOCIAL INTEGRATION OF YOUNG PERSONS AT RISK OF DROPPING OUT OF THE EDUCATION SYSTEM: RESULTS OF THE SLOVENIAN PROGRAMME PROJECT LEARNING FOR YOUNG ADULTS In order to understand the phenomenon of dropping out of the education system, it is important to direct scientific and professional interest on understanding the lifestyle of these young persons from their perspective. The concept of social vulnerability of the youth is useful for that purpose, as it explores risk factors in various life circumstances of young persons, based on which approaches and programmes focused on prevention of dropping out, solving the problems of droputs and unemployed young persons are developed. The programme Project Learning for Young Adults combines both approaches and is based on an individualised, holistic and structured way of working with vulerable young persons. It consists of three levels of project activities: elective, individual and interest based with the aim of developing working habits, team work, self-confidence and career interests in order to reintegrate young adults in the education system and promote their entering the labour market and social inclusion. The programme has been active for 25 years in the Republic of Slovenia and it has included over 1,370 young adults. It has been financed by the European Social Fund. Key words: vulnerable youth, drop-out, NEET population, project learning for young adults.

21st Century Educational Leadership

2017 ◽  
pp. 313-332
Author(s):  
Edward E. Leonard
Keyword(s):  
Social Justice ◽  
21St Century ◽  
Interpersonal Skills ◽  
Educational Leaders ◽  
Instructional Delivery ◽  
Technology In Education ◽  
Modern Life ◽  
Managing Change ◽  
The World ◽  
Knowledge Communication

The future awaits and is a virtual unknown except for what can be predicted based on what is now known and speculation about potential changes based on that knowledge. This chapter puts forth predictions about major issues educational leaders may face as the 21st century unfolds. Those issues include: the rapidly burgeoning and ever expanding inclusion of technology in education and modern life; balancing the demands of various educational constituencies, the imperatives concomitant with managing soft interpersonal skills; dealing with diversity and plurality; giving credence to equity and social justice; developing and incorporating new modes of instruction and instructional delivery; defining and incorporating new basic skills; globalization of knowledge, communication and education; and managing change. The 21st century will be about educating individuals and the world as a whole. Educational leaders who grasp that concept and act on it will succeed.

scholarly journals Prospective evaluation of the psychosocial impact of the first 6 months of orthodontic treatment with fixed appliance among young adults

2015 ◽  
Vol 86 (4) ◽  
pp. 644-648 ◽  
Author(s):  
Renata França Prado ◽  
Joana Ramos-Jorge ◽  
Leandro Silva Marques ◽  
Saul Martins de Paiva ◽  
Camilo Aquino Melgaço ◽  
...  
Keyword(s):  
Young Adults ◽  
Orthodontic Treatment ◽  
Social Impact ◽  
Psychological Impact ◽  
Psychosocial Impact ◽  
Wilcoxon Test ◽  
Control Group ◽  
Fixed Appliance ◽  
Self Confidence ◽  
Experimental Group

ABSTRACT Objective:  To evaluate the psychosocial impact of the first 6 months of orthodontic treatment with a fixed appliance among young adults and compare the results with those of a control group of patients awaiting treatment for malocclusion. Materials and Methods:  A study was conducted with a sample of 120 patients on a waiting list for orthodontic treatment at a university. The participants were allocated to an experimental group submitted to treatment and a control group awaiting treatment. The groups were matched for sex and age. All participants were instructed to answer the Brazilian version of the Psychosocial Impact of Dental Aesthetics Questionnaire (PIDAQ) at baseline and after 6 months. Statistical analysis involved the Wilcoxon test for the total PIDAQ score and the score of each subscale. All patients participated until the end of the study. Results:  Significant differences between baseline and the 6-month evaluation were found for the total PIDAQ score as well as the dental self-confidence and social impact subscales in both groups. No differences between baseline and the 6-month evaluation were found regarding the psychological impact or esthetic concern subscales in the control group. The patients in the experimental group reported greater esthetic impact 6 months after beginning treatment (P < .001). The first 6 months of orthodontic treatment seem to improve psychosocial impact. Conclusion:  The first 6 months of orthodontic treatment seem to improve the psychosocial impact of malocclusion. The patients analyzed in the present study reported a greater esthetic impact and less psychological impact after 6 months of using an orthodontic appliance.

Negotiating the Popular, the Sacred and the Political

Young ◽  
2016 ◽  
Vol 25 (1) ◽  
pp. 87-105 ◽  
Author(s):  
Emily Winter
Keyword(s):  
Social Justice ◽  
Young Adults ◽  
Popular Culture ◽  
Young People ◽  
Religious Faith ◽  
Religion And Politics ◽  
The Political ◽  
Youth Movement ◽  
Governmental Organizations ◽  
Non Governmental Organizations

The engagement of young people of religious faith with global injustice has been little explored in studies either of youth religiosity or youth political participation. The recently established youth initiatives of Christian Aid and Tearfund—two of the UK’s most widely recognized Christian non-governmental organizations (NGOs)—offer a way to explore this, alongside the SPEAK Network, a grassroots Christian student and youth movement that campaigns on social justice issues. Analyzing the blog posts of these three initiatives, this article will focus particularly upon the ways in which Tearfund Rhythms, the Christian Aid Collective and SPEAK use popular culture, categorizing their various uses as either innovation, appropriation, resistance or reclamation. It will then explain the groups’ differing emphases by considering their varying relationships with their members and their different religious positioning, before critically assessing what it means for young adults to ‘do’ religion and politics online.

Selected Correlates of Creativity in Young Adults

1999 ◽  
Vol 84 (3_suppl) ◽  
pp. 1246-1250 ◽  
Author(s):  
Noreen E. Mahon ◽  
Adela Yarcheski ◽  
Thomas J. Yarcheski
Keyword(s):  
Social Support ◽  
Young Adults ◽  
Significant Positive Correlation ◽  
Perceived Social Support ◽  
Interpersonal Dependency ◽  
Social Self ◽  
Personal Resource ◽  
Adjective Checklist ◽  
Loneliness Scale ◽  
Self Confidence

A sample of 68 young adults responded to the Creativity Scale of the Adjective Checklist, the Revised UCLA Loneliness Scale, the Personal Resource Questionnaire (PRQ85) Part II, and the Lack of Social Self-confidence Subscale of the Interpersonal Dependency Inventory. As predicted, statistically significant inverse correlations were found between scores on measures of loneliness and creativity and between scores on measures of lack of social self confidence and creativity. Contrary to the hypothesized direction, a statistically significant positive correlation was found between scores on measures of perceived social support and creativity.

scholarly journals Growing Without Limitations:” Transformation Among Young Adult Camp Staff

2009 ◽  
Vol 4 (1) ◽  
pp. 21-34 ◽  
Author(s):  
Barry A. Garst ◽  
Nancy K. Franz ◽  
Sarah Baughman ◽  
Chris Smith ◽  
Brian Peters
Keyword(s):  
Young Adults ◽  
Mixed Methods ◽  
Young Adult ◽  
Children And Adolescents ◽  
Developmental Outcomes ◽  
Future Research ◽  
Change Model ◽  
Personal Change ◽  
Strong Body

A strong body of research has developed over the last decade regarding the developmental outcomes of camp experiences of children and adolescents. However, few formal studies have taken place to determine how camp experiences lead to deep personal change in young adults. Mixed methods were used to better understand how camp is transformative in lives of young adult camp staff and to identify conditions in the camp setting that facilitate change. A change model and conditions of change model were developed. Recommendations for future research are provided.

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