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Cathy Atkinson George Thomas Natasha Goodhall Laura Barker Isabella Healey Lucy Wilkinson 《Pastoral Care in Education》2019,37(1):3-25
Although there is increasing interest in promoting mental health and wellbeing within education, to date, the voices of young people appear to have been almost completely overlooked in the development of school-based mental health practices. This is despite increasing focus on young people’s participation; and the fact that young people may be best positioned to understand the pressures of contemporary society. This paper, co-authored by educational psychologists (EPs), school students and the school vice-principal, documents the development of a student-led mental health initiative within a high-achieving girls’ grammar school, led by students aged 12–18. Following EP input, the students devised a whole-school, student-friendly mental health strategy with the support of the EPs and senior school staff. As the project progressed, it became evident that applying even carefully selected adult mental health models to school contexts might not be appropriate; instead the students advocated for young person-friendly, innovative, contemporary and creative ways of communicating information about mental health, which avoided stigma. The students involved were well-placed to identify environmental stressors and to disseminate their strategy. The authors conclude that mental health planning in schools should encourage greater student participation, show caution over applying adult mental health models and promote greater use of technology or visual resources. 相似文献
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Soares Joana do Céu Taveira Maria de Oliveira Marina Cardoso Oliveira Íris Martins Melo-Silva Lucy Leal 《International Journal for Educational and Vocational Guidance》2021,21(3):507-529
International Journal for Educational and Vocational Guidance - The career adaptation model helps to explain the process of transitioning from university to employment among college students. This... 相似文献
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We report findings from a cross-institutional investigation testing the applicability of a new concept, ‘satisfied settling’, which describes the ways in which students are unconsciously ‘settling for less’ in terms of their university experiences. The context of exploration for this article was that of Muslim students’ experiences as a critical area which has received little previous focus. Our results describe a staged cognitive process undertaken by students to subconsciously excuse institutional failures to support their religious needs by settling for lower levels of satisfaction. The ‘counter stories’ told by 19 Muslim students (via semi-structured interviews) detail how their voices are heard or silenced around the deep importance of religious provisions in their university experiences. Satisfied settling was ultimately found to translate across institutional contexts, and the applicability of the concept is discussed in extending to other marginalised student groups. 相似文献
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Andrew Hutchinson 《Cambridge Journal of Education》1978,8(2-3):152-160
"The objective of development education is to enable people to comprehend and participate in their own, their community's, their nation's and their world's development. It is an educational process in which the process is the content. It is a process in which a comprehension of reality and the confidence in one's own ability to change is a primary objective. This means that any process of development education must create a critical awareness of local, national and international situations starting from the perceived reality and perspective of the individual. Equally it must be a process which must create the will to change, and an awareness of the rôle to be played in changing the status quo. Hence it must stimulate creativity.” 相似文献
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The paper reports on a participatory action research study conducted in six rural primary schools in Uganda in 2013 to establish why children taught in the local language had difficulties in reading and writing. Findings through interviews, focus group discussions, reviews of exercise books and lesson observations indicated that though it was easier for pupils to learn the concepts in the local language; challenges ranging from poor translation, inadequate teachers’ language proficiency, lack of instructional materials, high pupils’ enrolment, lack of administrative support and teacher-centred approach of teaching, affected pupils’ learning to read and write. Participants recommended adopting the child-centred pedagogy, incorporating instructional materials, conducting continuous assessment and recording pupils’ competencies attained in reading and writing. Teachers need to engage more in Participatory action research in order to reflect on their practices and pupils’ learning, and collaboratively decide what works best and what needs improvement in their classrooms. 相似文献
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This article addresses children’s sibling relationships as a site of social learning involving the (re)production of femininity and masculinity, drawing on in‐depth qualitative interviews with children aged 8–12. We begin by noting the lack of focus on gender in the majority of previous work on siblings. After introducing our own study, we look at the ways in which children understood their siblings in relation to themselves, highlighting points of closeness and division, and pointing to class distinctions around individuality and collectivity. We then explore how ‘talk’ and ‘activity’ are key gendered features of children’s relationships with their sisters and brothers, revealing versions of femininity and masculinity, and interplays of power. Finally, we consider how these gendered features of sibling practices have implications for children’s ability to deal with change in relationships with their sisters and brothers, especially living apart from each other, and we return to class as a feature of their understandings. 相似文献