Some Aspects of the Role and Attitude of the Teacher in Relation to the Socially Disadvantaged Child

1969 ◽  
Vol 5 ◽  
pp. 146
Author(s):  
Martinus J. Langeveld ◽  
G. Bolleman
Keyword(s):  
Disadvantaged Child ◽  
Socially Disadvantaged

scholarly journals Problems of the socially disadvantaged child in Colombo : a pilot project

2009 ◽  
Vol 29 (4) ◽  
pp. 109
Author(s):  
M.P. Senanayake ◽  
S.P. Lamabadusuriya ◽  
T. Seneviratne
Keyword(s):  
Pilot Project ◽  
Disadvantaged Child ◽  
Socially Disadvantaged

Health psychology and health promotion

2008 ◽  
Vol 16 (3) ◽  
pp. 123-126 ◽  
Author(s):  
Toni Faltermaier
Keyword(s):  
Health Psychology ◽  
Health Promotion ◽  
Health Resources ◽  
Target Groups ◽  
Occupational Groups ◽  
Socially Disadvantaged ◽  
Research Activities ◽  
Health And Illness ◽  
Prevention And Health Promotion ◽  
Basic And Applied Research

Abstract. The Flensburg health psychology group takes a salutogenic perspective and aims at developing innovative health promotion approaches. It stands in the interdisciplinary context of health and educational sciences. Our focus in research is on both, stress processes and lay representations of health and illness in the context of salutogenic theories of health. Basic and applied research activities aim at developing subject-oriented approaches of prevention and health promotion that are designed to promote health resources and competencies in selected settings and target groups. Current research is concentrated on socially disadvantaged groups, on occupational groups and on men to develop tailored health promotion approaches that reach groups in need and which show sustainable effects.

The Disadvantaged Child Possible Causes and Suggested Cures

1969 ◽  
Vol 14 (4) ◽  
pp. 201-202
Author(s):  
IRA J. GORDON
Keyword(s):  
Disadvantaged Child

Teachers' Attitudinal Orientation Towards the Socially Disadvantaged Students and their Education

2017 ◽  
Vol 7 (2) ◽  
pp. 47-72
Author(s):  
Anna Petr Šafránková ◽  
Tereza Humenská
Keyword(s):  
Inclusive Education ◽  
Family Environment ◽  
Self Efficacy ◽  
Pearson Correlation ◽  
Teaching Experience ◽  
Research Survey ◽  
Socially Disadvantaged ◽  
Individual Variables ◽  
Questionnaire Method ◽  
The Relationship

In the context of education of socially disadvantaged pupils and the perspective of inclusive education, the teacher occupies a significant position. The presented study focuses on the issue of education of socially disadvantaged pupils, respectively its aim is to present results of the research survey focused on the attitudinal orientation of teachers in Pardubice, Liberec and Ústí nad Labem regions (n = 122) towards the socially disadvantaged pupils. Further, its goal is to find out whether there exists a relation between the teacher's attitudinal orientation and the region, his/her age, the length of the teaching experience, his/her experience with socially disadvantaged pupils education and their self-efficacy. In order to achieve research goals the Likert-type questionnaire method was used and as a research tool Teacher self-efficacy. The obtained data were subjected to factor analysis, in order to verify the relation between individual variables ANOVA was used, further Kruskal-Wallis test, Mann-Whitney test and Pearson correlation coefficient were used. It was found out that teachers evaluate the group of socially disadvantaged pupils rather negatively, on the other hand, they evaluate the possibility to reduce or overcome their disadvantage originating from the family environment they come from rather positively and also they perceive the relationship between the school and the socially disadvantaged pupils rather positively. The teachers' attitudinal orientation is not related to the previous experience with the education of socially disadvantaged pupils, the length of their teaching experience and region where the teachers work. On the contrary, the relation between teachers' attitudinal orientation and age and self-efficacy was proved.

scholarly journals Exploring Why Adult Mexican Males Do Not Get Vaccinated: Implications for COVID-19 Preventive Actions

2020 ◽  
Vol 42 (4) ◽  
pp. 515-527
Author(s):  
V. Nelly Salgado de Snyder ◽  
Deliana Garcia ◽  
Roxana Pineda ◽  
Jessica Calderon ◽  
Dania Diaz ◽  
...  
Keyword(s):  
Preventive Medicine ◽  
Age Groups ◽  
Adult Males ◽  
Cross Sectional ◽  
Administrative Services ◽  
Minority Males ◽  
Socially Disadvantaged ◽  
Preventive Actions ◽  
Socially Excluded ◽  
Age Range

Vaccination is the single most important preventive medicine action worldwide. However, there are inequalities in the procurement of vaccines particularly among US ethnic and racial minority males when compared to the rest of the US population. This study explored the reasons given by adult Mexican-origin males residing in Texas, for obtaining or not, immunizations. This was a cross-sectional, exploratory study with a sample of convenience of 401 adult males (age range 18–79) who were invited to participate in the study while waiting their turn to receive administrative services at the Mexican Consulate in Austin Texas. Data was collected in Spanish with a seven-item multiple choice questionnaire, using electronic tablets. The majority of respondents received their last vaccination longer than 5 years earlier. A higher percentage of individuals in the older age groups received a vaccine in the last year, as opposed to their younger counterparts who obtained their last immunization 3 to 5 years earlier. Among the reasons given for not getting vaccinated were lack of time or money, feared injections and side effects, insufficient information, interest or motivation. Others did not get vaccines because they perceived themselves to be healthy and did not feel sick. Findings from this study have important implications for future preventive medicine and vaccination practices that reach socially excluded groups in times of COVID-19. Recommendations are made to facilitate access to vaccines to the target group of this study and other socially disadvantaged populations in the global health context.

scholarly journals A Systematic Review and Meta-Analysis of Patient Decision Aids for Socially Disadvantaged Populations: Update from the International Patient Decision Aid Standards (IDPAS)

2021 ◽  
pp. 0272989X2110203
Author(s):  
Renata W. Yen ◽  
Jenna Smith ◽  
Jaclyn Engel ◽  
Danielle Marie Muscat ◽  
Sian K. Smith ◽  
...  
Keyword(s):  
Relative Risk ◽  
Health Inequalities ◽  
Data Extraction ◽  
Decision Aids ◽  
Mean Difference ◽  
Patient Decision Aids ◽  
Disadvantaged Populations ◽  
Socially Disadvantaged ◽  
Patient Decision ◽  
Intervention Trials

Background The effectiveness of patient decision aids (PtDAs) and other shared decision-making (SDM) interventions for socially disadvantaged populations has not been well studied. Purpose To assess whether PtDAs and other SDM interventions improve outcomes or decrease health inequalities among socially disadvantaged populations and determine the critical features of successful interventions. Data Sources MEDLINE, CINAHL, Cochrane, PsycINFO, and Web of Science from inception to October 2019. Cochrane systematic reviews on PtDAs. Study Selection Randomized controlled trials of PtDAs and SDM interventions that included socially disadvantaged populations. Data Extraction Independent double data extraction using a standardized form and the Template for Intervention Description and Replication checklist. Data Synthesis Twenty-five PtDA and 13 other SDM intervention trials met our inclusion criteria. Compared with usual care, PtDAs improved knowledge (mean difference = 13.91, 95% confidence interval [CI] 9.01, 18.82 [I2 = 96%]) and patient-clinician communication (relative risk = 1.62, 95% CI 1.42, 1.84 [I2 = 0%]). PtDAs reduced decisional conflict (mean difference = −9.59; 95% CI −18.94, −0.24 [I2 = 84%]) and the proportion undecided (relative risk = 0.39; 95% CI 0.28, 0.53 [I2 = 75%]). PtDAs did not affect anxiety (standardized mean difference = 0.02, 95% CI −0.22, 0.26 [I2 = 70%]). Only 1 trial looked at clinical outcomes (hemoglobin A1C). Five of the 12 PtDA studies that compared outcomes by disadvantaged standing found that outcomes improved more for socially disadvantaged participants. No evidence indicated which intervention characteristics were most effective. Results were similar for SDM intervention trials. Limitations Sixteen PtDA studies had an overall unclear risk of bias. Heterogeneity was high for most outcomes. Most studies only had short-term follow-up. Conclusions PtDAs led to better outcomes among socially disadvantaged populations but did not reduce health inequalities. We could not determine which intervention features were most effective. [Box: see text]

scholarly journals Negotiating (dis-)engagement in K-12 blended learning

2021 ◽  
Author(s):  
Nina Bergdahl ◽  
Melissa Bond
Keyword(s):  
Active Learning ◽  
Blended Learning ◽  
Digital Technologies ◽  
Vital Role ◽  
Future Research ◽  
Socially Disadvantaged ◽  
Leadership Engagement ◽  
Upper Secondary ◽  
K 12 ◽  
Engagement And Disengagement

AbstractIt is well-recognised that engagement is critical for learning and school success. Engagement (and disengagement) are, however, also influenced by context. Thus, as digital technologies add complexity to the educational context, they influence classroom leadership, lesson designs and related practices, and thereby engagement. Despite being critical, engagement and disengagement are not well explored concerning these influences, with a lack of research undertaken within socially disadvantaged schools. In this qualitative study, 14 classroom observations were conducted, during five months, in twelve classes in an upper secondary school in Sweden, along with dialogues with teachers (n=12) and students (n=32). The data were analysed using thematic analysis and descriptive statistics. Identified themes include digital context, teacher leadership, engagement and disengagement. A network of relations between the (dis-)engagement compound and themes is presented. The results identified processes in which engagement shifted into disengagement and vice versa; in particular, that the intention of active learning does not automatically translate to active learning for all students, although teachers employed a higher work pace than did their students. Teacher self-efficacy and awareness of how to manage digital technologies in and outside the classroom was found to play a vital role in facilitating engagement. Understanding the (dis-)engagement compound in blended learning environments is key to inform active and visible learning for future research and supportive organisational structures.

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