The Experts below are selected from a list of 16899 Experts worldwide ranked by ideXlab platform
Anat Finkelstein - One of the best experts on this subject based on the ideXlab platform.
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the relationship between mentoring on healthy behaviors and well being among israeli youth in Boarding Schools a mixed methods study
BMC Pediatrics, 2015Co-Authors: Maayan Agmon, Cheryl Zlotnick, Anat FinkelsteinAbstract:Although 10% of Israeli youth live in Boarding Schools, few studies, except for those focusing on mental health, have examined the well-being of this population subgroup. Thus, the aims of this study were to explore: (1) the prevalence rates of five aspects of well-being (i.e., healthy habits, avoidance of risky behaviors, peer relationships, adult relationships, and school environment) in youth residing at Israeli Boarding Schools; (2) the relationships between youth well-being and youth perception of their mentor; and (3) the different subgroups of youth with higher rates of risky and healthy behaviors. This study used a mixed-methods approach including a quantitative survey of youth (n = 158) to examine the association between youth behaviors and perception of their mentor; and a qualitative study consisting of interviews (n = 15) with Boarding school staff to better understand the context of these findings. Greater proportions of Boarding school youth, who had positive perceptions of their mentor (the significant adult or parent surrogate), believed both that their teachers thought they were good students (p < 0.01), and that they themselves were good students (p < 0.01). This finding is supported by the qualitative interviews with mentors. Youth living in a Boarding school had very similar healthy habits compared to other youth living in Israel; however, youth in the general population, compared to those in the Boarding Schools, were eating more sweets (OR = 1.39, 95% CI = 1.02-1.90) and engaging in higher levels of television use (OR = 2.64, 95% CI = 1.97-3.54). Mentors, the significant adult for youth living in residential education environments, have a major influence on school performance, the major focus of their work; mentors had no impact on healthy behaviors. Overall, there were many similarities in healthy behaviors between youth at Boarding Schools and youth in the general population; however, the differences in healthy habits seemed related to policies governing the Boarding Schools as well as its structural elements.
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The relationship between mentoring on healthy behaviors and well-being among Israeli youth in Boarding Schools: a mixed-methods study
BMC Pediatrics, 2015Co-Authors: Maayan Agmon, Cheryl Zlotnick, Anat FinkelsteinAbstract:Background Although 10% of Israeli youth live in Boarding Schools, few studies, except for those focusing on mental health, have examined the well-being of this population subgroup. Thus, the aims of this study were to explore: (1) the prevalence rates of five aspects of well-being (i.e., healthy habits, avoidance of risky behaviors, peer relationships, adult relationships, and school environment) in youth residing at Israeli Boarding Schools; (2) the relationships between youth well-being and youth perception of their mentor; and (3) the different subgroups of youth with higher rates of risky and healthy behaviors. Methods This study used a mixed-methods approach including a quantitative survey of youth (n = 158) to examine the association between youth behaviors and perception of their mentor; and a qualitative study consisting of interviews (n = 15) with Boarding school staff to better understand the context of these findings. Results Greater proportions of Boarding school youth, who had positive perceptions of their mentor (the significant adult or parent surrogate), believed both that their teachers thought they were good students (p
Roxanne Bainbridge - One of the best experts on this subject based on the ideXlab platform.
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integrating healthcare services for indigenous australian students at Boarding Schools a mixed methods sequential explanatory study
International Journal of Integrated Care, 2020Co-Authors: Janya Mccalman, Tessa Benveniste, Richard M Stewart, Mark Wenitong, Erika Langham, Katrina Rutherford, Amelia Britton, Roxanne BainbridgeAbstract:Introduction: Many Aboriginal and Torres Strait Islander Australian adolescents from remote communities attend Boarding Schools, requiring integrated healthcare between home and Schools. This study explored students’ health status, healthcare service use and satisfaction. Methodology: A two-phased mixed-methods explanatory design was implemented. 32 Indigenous primary and 188 secondary Boarding school students were asked their health status, psychological distress, use of healthcare services in community and Boarding school, and service satisfaction. Results were fed back to students, parents and community members, and education and healthcare staff to elicit further explanation and interpretation. Results: In the previous year, 75% of primary and 81% of secondary Boarding school students had visited a doctor. More than 90% were satisfied with healthcare services used. Despite 27.1% reporting high psychological distress, students did not perceive distress as reducing their overall health, nor was distress associated with mental healthcare service use. Discussion: Despite high levels of service use and satisfaction, this study highlighted the need for improved healthcare integration for Indigenous adolescents between school-based and remote community services. Further research is needed to identify students’ expectations and models for healthcare integration. Conclusion: With resourcing, Schools could play a greater role in facilitating access to healthcare.
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strengthening the capacity of education staff to support the wellbeing of indigenous students in Boarding Schools a participatory action research study
The Australian journal of Indigenous education, 2019Co-Authors: Marion Heyeres, Michelle Redmanmaclaren, Janya Mccalman, Erika Langham, Katrina Rutherford, Amelia Britton, Roxanne Bainbridge, Komla TseyAbstract:In meeting the social and emotional learning (SEL) needs of Aboriginal and Torres Strait Islander students, the capacities of school staff are critical. There is very limited evidence for relevant capacity development initiatives. This evaluation reports a multicomponent SEL training intervention delivered to staff of an Australian education service that operates independently of any particular school to assist with the transitions of students from remote communities to Boarding Schools. A participatory action research (PAR) approach was implemented over 13-months with 21 staff participants. Results from a pre-, mid- and six months post-training survey and staff interviews were analysed and fed back through reflective group discussions. The training was associated with improved staff attitudes to mental health and skills to support student wellbeing. Sixteen participants received a tertiary qualification. Despite ‘working in challenging environments’, staff were ‘dedicated to help’ students, and ‘acknowledged the need for change’ to better support student wellbeing. However, given the service's brokering role between families and Schools, fewer staff members reported feeling empowered to influence issues in their workplace. The evaluation demonstrated the value of SEL training for education staff and potential utility for school teachers and Boarding staff who have direct duty of care for Indigenous students. The multicomponent training described in this study would need to be condensed for school settings.
Roland G Fryer - One of the best experts on this subject based on the ideXlab platform.
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the potential of urban Boarding Schools for the poor evidence from seed
Journal of Labor Economics, 2014Co-Authors: Vilsa Curto, Roland G FryerAbstract:The SEED Schools, which combine a “No Excuses” charter model with a 5-day-a-week Boarding program, are America’s only urban public Boarding Schools for the poor. We provide the first causal estimate of the impact of attending SEED Schools on academic achievement, with the goal of understanding whether changing a student’s environment is an effective strategy to increase achievement among the poor. Using admission lotteries, we show that attending a SEED school increases achievement by 0.211 standard deviation in reading and 0.229 standard deviation in math per year. However, subgroup analyses show that the effects may be driven by female students.
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estimating the returns to urban Boarding Schools evidence from seed
National Bureau of Economic Research, 2011Co-Authors: Vilsa Curto, Roland G FryerAbstract:The SEED Schools, which combine a "No Excuses'' charter model with a five-day-a-week Boarding program, are America's only urban public Boarding Schools for the poor. We provide the first causal estimate of the impact of attending SEED Schools on academic achievement, with the goal of understanding whether changing a student's environment through Boarding is a cost-effective strategy to increase achievement among the poor. Using admission lotteries, we show that attending a SEED school increases achievement by 0.198 standard deviations in reading and 0.230 standard deviations in math, per year of attendance. Despite these relatively large impacts, the return on investment in SEED is less than five percent due to the substantial costs of Boarding. Similar "No Excuses'' charter Schools -- without a Boarding option -- have a return on investment of over eighteen percent.
Janya Mccalman - One of the best experts on this subject based on the ideXlab platform.
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it s all about relationships the place of Boarding Schools in promoting and managing health and wellbeing of aboriginal and torres strait islander secondary school students
Children and Youth Services Review, 2020Co-Authors: Janya Mccalman, Tessa Benveniste, Mark Wenitong, Vicki Saunders, Ernest HunterAbstract:Abstract Introduction In recent years, Australian government policies have promoted access to secondary education through Boarding Schools for Aboriginal and Torres Strait Islander (hereafter respectfully termed Indigenous) students from remote communities. These students experience the poorest health of any Australian adolescent group. This exploratory study examines how Boarding Schools across Queensland promote and manage healthcare and wellbeing support for Indigenous students. Methods Qualitative grounded theory methods were used to sample and collect data from the healthcare and wellbeing support staff of eight Queensland Boarding Schools using semi-structured interviews. Data were coded using NVIVO software and compared to identify the context, conditions, core process, strategies and outcomes of Boarding Schools’ healthcare and wellbeing support. Preliminary findings were fed back to school staff and students’ family members for discussion and response at an annual Schools and Communities meeting. Results Boarding school health staff support Indigenous student-centred healthcare and wellbeing by weaving a relational network with students, families, school staff and external healthcare providers. Either through on-site or school-linked centres, they provide students with access to healthcare services, support wellbeing, and offer health education. Through these strategies, they enable students’ participation in education and learning, receive quality healthcare improvement, “move to a better head space”, and become responsible for their own healthcare. Enabling conditions are the professional and cultural capabilities of school staff, school leadership and commitment, compatibility of intersectoral systems and resourcing of healthcare and wellbeing support. Conclusions Boarding Schools are doing considerable work to improve the promotion and management of healthcare and wellbeing support for Indigenous students, but there is considerable variation across Schools, impacts are not formally monitored or reported, and there are many opportunities for improvement. Working towards a best practice framework, school staff identified a need for a multi-levelled relational model of healthcare and wellbeing support to be iteratively embedded at each stage of the school cycle: at intake; enrolment; term one; and throughout the school year (including in emergencies/crises).
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thinking with theory as a policy evaluation tool the case of Boarding Schools for remote first nations students
Evaluation of Journal of Australasia, 2020Co-Authors: John Guenther, Tessa Benveniste, Michelle Redmanmaclaren, David Mander, Janya Mccalman, Marnie Obryan, Sam Osborne, Richard M StewartAbstract:Many recent policy documents have outlined the challenges of delivering high-quality education in remote First Nations communities and proposed that Boarding Schools are one important solution. The...
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integrating healthcare services for indigenous australian students at Boarding Schools a mixed methods sequential explanatory study
International Journal of Integrated Care, 2020Co-Authors: Janya Mccalman, Tessa Benveniste, Richard M Stewart, Mark Wenitong, Erika Langham, Katrina Rutherford, Amelia Britton, Roxanne BainbridgeAbstract:Introduction: Many Aboriginal and Torres Strait Islander Australian adolescents from remote communities attend Boarding Schools, requiring integrated healthcare between home and Schools. This study explored students’ health status, healthcare service use and satisfaction. Methodology: A two-phased mixed-methods explanatory design was implemented. 32 Indigenous primary and 188 secondary Boarding school students were asked their health status, psychological distress, use of healthcare services in community and Boarding school, and service satisfaction. Results were fed back to students, parents and community members, and education and healthcare staff to elicit further explanation and interpretation. Results: In the previous year, 75% of primary and 81% of secondary Boarding school students had visited a doctor. More than 90% were satisfied with healthcare services used. Despite 27.1% reporting high psychological distress, students did not perceive distress as reducing their overall health, nor was distress associated with mental healthcare service use. Discussion: Despite high levels of service use and satisfaction, this study highlighted the need for improved healthcare integration for Indigenous adolescents between school-based and remote community services. Further research is needed to identify students’ expectations and models for healthcare integration. Conclusion: With resourcing, Schools could play a greater role in facilitating access to healthcare.
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strengthening the capacity of education staff to support the wellbeing of indigenous students in Boarding Schools a participatory action research study
The Australian journal of Indigenous education, 2019Co-Authors: Marion Heyeres, Michelle Redmanmaclaren, Janya Mccalman, Erika Langham, Katrina Rutherford, Amelia Britton, Roxanne Bainbridge, Komla TseyAbstract:In meeting the social and emotional learning (SEL) needs of Aboriginal and Torres Strait Islander students, the capacities of school staff are critical. There is very limited evidence for relevant capacity development initiatives. This evaluation reports a multicomponent SEL training intervention delivered to staff of an Australian education service that operates independently of any particular school to assist with the transitions of students from remote communities to Boarding Schools. A participatory action research (PAR) approach was implemented over 13-months with 21 staff participants. Results from a pre-, mid- and six months post-training survey and staff interviews were analysed and fed back through reflective group discussions. The training was associated with improved staff attitudes to mental health and skills to support student wellbeing. Sixteen participants received a tertiary qualification. Despite ‘working in challenging environments’, staff were ‘dedicated to help’ students, and ‘acknowledged the need for change’ to better support student wellbeing. However, given the service's brokering role between families and Schools, fewer staff members reported feeling empowered to influence issues in their workplace. The evaluation demonstrated the value of SEL training for education staff and potential utility for school teachers and Boarding staff who have direct duty of care for Indigenous students. The multicomponent training described in this study would need to be condensed for school settings.
Huguette Turgeon Obrien - One of the best experts on this subject based on the ideXlab platform.
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iron status of adolescent girls from two Boarding Schools in southern benin
Public Health Nutrition, 2008Co-Authors: Halimatou Alaofe, John Zee, Romain Dossa, Huguette Turgeon ObrienAbstract:Iron deficiency (ID) is the most prevalent micronutrient deficiency in the world, particularly in developing countries. Blood samples and a qualitative FFQ on Fe- and vitamin C-rich foods were obtained in 180 adolescent girls aged 12 to 17 years living in two Boarding Schools from south Benin. ID, defined as serum ferritin either 73 micromol/l or transferrin saturation<20%, was found in 32% of subjects. Anaemia (Hb<120 g/l) was found in 51% of adolescents, while 24% suffered from iron-deficiency anaemia (IDA) (ID and Hb<20 g/l). After adjusting for confounding factors (age, mother's and father's occupation, household size) in a logistic regression equation, subjects having a low meat consumption (beef, mutton, pork) (<4 times/week) were more than twice as likely to suffer from ID (OR=2.43; 95% CI 1.72, 3.35; P=0.04). Adolescents consuming less fruits (<4 times/week) also had a higher likelihood of suffering from ID (OR=1.53; 95% CI 1.31, 2.80; P=0.03). Finally, subjects whose meat consumption was low were twice as likely to suffer from IDA (OR=2.24; 95% CI 1.01, 4.96; P=0.04). The prevalence of ID represents an important health problem in these Beninese adolescent girls. A higher consumption of Fe-rich foods and of promoters of Fe absorption (meat factor and vitamin C) is recommended to prevent ID deficiency in these subjects.
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intestinal parasitic infections in adolescent girls from two Boarding Schools in southern benin
Transactions of The Royal Society of Tropical Medicine and Hygiene, 2008Co-Authors: Halimatou Alaofe, John Zee, Romain Dossa, Huguette Turgeon ObrienAbstract:Summary Intestinal parasitic infections (IPI), especially helminths, represent a major public health problem that increase iron deficiency anaemia in developing countries. This study investigated the prevalence, risk factors and nutritional consequences of IPIs in 180 adolescent girls aged 12–17 years living in two Boarding Schools in southern Benin. Data were collected using a structured questionnaire and laboratory analysis of blood and faecal samples. The relationships between socioeconomic indicators, IPIs and iron status were analysed using logistic regression analysis. Fifty percent of the subjects were infected with at least one IPI: 2% with helminths, 41% with protozoa and 7% with two or more intestinal parasites. Adolescent girls from a large family and those whose mothers were manual workers showed a higher risk of intestinal parasitism (odds ratio (OR) = 3.5, 95% CI 2.5–5.2 (P = 0.02) and OR = 2.4, 95% CI 2.0–3.0 (P = 0.03), respectively). Likewise, drinking untreated water was also a high risk factor for infection (OR = 2.3, 95% CI 1.5–2.4; P = 0.03). No significant association was observed between IPIs and iron deficiency or iron deficiency anaemia, which can be explained by the low wormload observed. These findings reinforce the need to involve mothers in health initiatives to control intestinal parasitism in Benin.