Search

There is a social gradient to the determinants of health; low socioeconomic status (SES) has been linked to reduced educational attainment and employment prospects, which in turn affect physical and mental wellbeing. One goal of preventive interventions, such as parenting programs, is to reduce these health inequalities by supporting families with difficulties that are often patterned by SES. Despite these intentions, a recent individual participant data (IPD) meta-analysis of the Incredible Years (IY) parenting program found no evidence for differential benefit by socioeconomic disadvantage (Gardner et al. in Public Health Resesearch 5, 1–144, 2017). However, it did not examine whether this was influenced by engagement in the intervention. Using intervention arm data from this pooled dataset (13 trials; N = 1078), we examined whether there was an SES gradient to intervention attendance (an indicator of engagement). We ran mixed-effects Poisson regression models to estimate incidence rate ratios (IRRs) for program attendance for each of five (binary) markers of SES: low income; unemployment; low education status; teen parent; and lone parent status. The multilevel structure of the data allowed for comparison of within-trial and between-trial effects, including tests for contextual effects. We found evidence that low SES was associated with reduced attendance at parenting programs—an 8–19% reduction depending on the SES marker. However, there was no evidence that this association is impacted by differences in SES composition between trials or by the attendance levels of higher-SES families. The findings underscore the importance of developing and prioritizing strategies that enable engagement in parenting interventions and encourage program attendance by low-SES families.

The question of why (or even when) the disadvantaged might be more or less supportive of existing social arrangements is a matter of debate amongst social and political psychologists (e.g., Passini, 2019; Jost, 2020, see also Rubin et al., 2022). Accordingly, for this Research Topic, we chose a title that was deliberately broad in scope, accommodating several aspects that included: (a) the drivers of system justification; (b) the socio-structural conditions that enhance or dampen system justification, (c) the ideological correlates of system support, and (d) the impact of system justification on wellbeing. Taken together, the contributions comprised in this Research Topic provide a comprehensive analysis of these four issues

For youth transitioning to adulthood, finding a job that matches one’s career aspirations is a major challenge. This is especially true for non-college-bound youth, for whom well-paid, meaningful work opportunities are scarce. One avenue often proposed to enhance these youths’ chances of successful professional integration is through work experiences during high school, which are thought to help at least in part by supporting identity development processes. The purpose of this study was to test this premise in a Canadian sample (N = 386; 50% female; 23% minority) of socioeconomically disadvantaged and academically vulnerable youth (48% without a post-secondary degree) followed longitudinally from their mid-teens to their early twenties. Beyond potential confounders, no direct association was found between adolescent employment (at both moderate and intensive levels) and integration into a career-related job. However, mediation analyses showed that moderate work in high school (i.e., < 20 hours per week) was significantly associated with identity commitment (b = 1.82, p < .001), which was in turn linked to integration into a career-related job matching professional goals in early adulthood (b = 0.08, p < .001). Among the control variables, having a vocational degree was a strong predictor of integration into a career-related job. Overall, these results suggest that career counselors accompanying adolescents who do not intend to attend college should consider employment at moderate levels as an option to foster their identity related to future plans, interests, and values, as well as vocational training options.

Doučování dětí ze sociálně znevýhodněného prostředí je velmi důležitou věcí, aby se děti mohly začlenit mezi běžné žáky základních škol a nevznikaly rozdíly. Doučující se snaží s dětmi probrat školní látku a zároveň jim pomáhají porozumět běžným každodenním záležitostem, jež nemají možnost poznat kvůli jejich rodinnému zázemí nebo situaci, ve které se nachází. Cíl práce byl zjistit, jaké jsou vztahy mezi jednotlivými participanty a zda má takové doučování smysl. Záměr byl rovněž řešen audiovizuálně., Tutoring children from socially disadvantaged backgrounds is a very important thing, so that the children can be integrated among ordinary elementary school students and differences do not arise. Tutors try to discuss school material with the children and at the same time help them understand common everyday matters that they do not have the opportunity to know because of their family background or the situation in which they find themselves. The goal of the work was to find out what the relationships are between the individual participants and whether such tutoring makes sense. The intention was also addressed audiovisually., Fakulta filozofická, Studentka představila základní teoretické a metodologické poznatky vychazející z výzkumního šetření autorky. Byly přečteny posudky vedoucího i oponenta bakalářské práce a na jejich základě proběhla diskuse nad tématem. Studentka se adekvátně vyjádřila k vzneseným výtkám., Dokončená práce s úspěšnou obhajobou

Background: The prevalent, neuropsychiatric, deficit perspective on childrenand youth diagnosed with ADHD prohibits a multidimensional approach wheresocio-economic status, family stress and relationships within the familiesare relevant factors to examine. Assessments of ADHD through the use ofrating scales and short-term interventions may lead not only to overdiagnosis but also to a reductionistic approach in the psychiatric field. This literaturereview aims to address research outside the prevailing discourse on ADHD as an organic brain dysfunction and broaden the perspectives on children’s behavioral difculties. Methods: The articles included in this applied, mixed-method, systematic review includes 26 peer-reviewed articles, both English and French, with a search focus on ADHD in children and youth related to Attachment stylesand relationships. Results: In the studies reported, researchers approached correlations between ADHD and attachment in different ways, and in most cases, there was a caution to address causality. The role of parents was found to be both buffering and aggravating for the appearance of ADHD. In the French case studies, the diagnosis was conceptualized as a relational phenomenon where the child’s behavior was inseparable from family member’s suffering. Discussion: This review article illustrates how children’s difficulties in terms of ADHD symptoms can be addressed through a paradigm where emotional and cognitive dysregulation is understood through psychosocial factors rather than as a neurological condition. In our view, to avoid an overly reductionistic and medicalized approach to children’s behavioral difficulties, it is time to reiterate the value of the biopsychosocial perspective. Conclusion: Professionals and researchers need to acknowledge that becoming diagnosed with ADHD has a strong connection to economic disadvantage, social status, and familial care. The academic discourse of addressing brain dysfunctions might serve the unintende

Background: The prevalent, neuropsychiatric, deficit perspective on childrenand youth diagnosed with ADHD prohibits a multidimensional approach wheresocio-economic status, family stress and relationships within the familiesare relevant factors to examine. Assessments of ADHD through the use ofrating scales and short-term interventions may lead not only to overdiagnosis but also to a reductionistic approach in the psychiatric field. This literaturereview aims to address research outside the prevailing discourse on ADHD as an organic brain dysfunction and broaden the perspectives on children’s behavioral difculties. Methods: The articles included in this applied, mixed-method, systematic review includes 26 peer-reviewed articles, both English and French, with a search focus on ADHD in children and youth related to Attachment stylesand relationships. Results: In the studies reported, researchers approached correlations between ADHD and attachment in different ways, and in most cases, there was a caution to address causality. The role of parents was found to be both buffering and aggravating for the appearance of ADHD. In the French case studies, the diagnosis was conceptualized as a relational phenomenon where the child’s behavior was inseparable from family member’s suffering. Discussion: This review article illustrates how children’s difficulties in terms of ADHD symptoms can be addressed through a paradigm where emotional and cognitive dysregulation is understood through psychosocial factors rather than as a neurological condition. In our view, to avoid an overly reductionistic and medicalized approach to children’s behavioral difficulties, it is time to reiterate the value of the biopsychosocial perspective. Conclusion: Professionals and researchers need to acknowledge that becoming diagnosed with ADHD has a strong connection to economic disadvantage, social status, and familial care. The academic discourse of addressing brain dysfunctions might serve the unintende

Background: The prevalent, neuropsychiatric, deficit perspective on childrenand youth diagnosed with ADHD prohibits a multidimensional approach wheresocio-economic status, family stress and relationships within the familiesare relevant factors to examine. Assessments of ADHD through the use ofrating scales and short-term interventions may lead not only to overdiagnosis but also to a reductionistic approach in the psychiatric field. This literaturereview aims to address research outside the prevailing discourse on ADHD as an organic brain dysfunction and broaden the perspectives on children’s behavioral difculties. Methods: The articles included in this applied, mixed-method, systematic review includes 26 peer-reviewed articles, both English and French, with a search focus on ADHD in children and youth related to Attachment stylesand relationships. Results: In the studies reported, researchers approached correlations between ADHD and attachment in different ways, and in most cases, there was a caution to address causality. The role of parents was found to be both buffering and aggravating for the appearance of ADHD. In the French case studies, the diagnosis was conceptualized as a relational phenomenon where the child’s behavior was inseparable from family member’s suffering. Discussion: This review article illustrates how children’s difficulties in terms of ADHD symptoms can be addressed through a paradigm where emotional and cognitive dysregulation is understood through psychosocial factors rather than as a neurological condition. In our view, to avoid an overly reductionistic and medicalized approach to children’s behavioral difficulties, it is time to reiterate the value of the biopsychosocial perspective. Conclusion: Professionals and researchers need to acknowledge that becoming diagnosed with ADHD has a strong connection to economic disadvantage, social status, and familial care. The academic discourse of addressing brain dysfunctions might serve the unintende

Background: The prevalent, neuropsychiatric, deficit perspective on childrenand youth diagnosed with ADHD prohibits a multidimensional approach wheresocio-economic status, family stress and relationships within the familiesare relevant factors to examine. Assessments of ADHD through the use ofrating scales and short-term interventions may lead not only to overdiagnosis but also to a reductionistic approach in the psychiatric field. This literaturereview aims to address research outside the prevailing discourse on ADHD as an organic brain dysfunction and broaden the perspectives on children’s behavioral difculties. Methods: The articles included in this applied, mixed-method, systematic review includes 26 peer-reviewed articles, both English and French, with a search focus on ADHD in children and youth related to Attachment stylesand relationships. Results: In the studies reported, researchers approached correlations between ADHD and attachment in different ways, and in most cases, there was a caution to address causality. The role of parents was found to be both buffering and aggravating for the appearance of ADHD. In the French case studies, the diagnosis was conceptualized as a relational phenomenon where the child’s behavior was inseparable from family member’s suffering. Discussion: This review article illustrates how children’s difficulties in terms of ADHD symptoms can be addressed through a paradigm where emotional and cognitive dysregulation is understood through psychosocial factors rather than as a neurological condition. In our view, to avoid an overly reductionistic and medicalized approach to children’s behavioral difficulties, it is time to reiterate the value of the biopsychosocial perspective. Conclusion: Professionals and researchers need to acknowledge that becoming diagnosed with ADHD has a strong connection to economic disadvantage, social status, and familial care. The academic discourse of addressing brain dysfunctions might serve the unintende

Background: The prevalent, neuropsychiatric, deficit perspective on childrenand youth diagnosed with ADHD prohibits a multidimensional approach wheresocio-economic status, family stress and relationships within the familiesare relevant factors to examine. Assessments of ADHD through the use ofrating scales and short-term interventions may lead not only to overdiagnosis but also to a reductionistic approach in the psychiatric field. This literaturereview aims to address research outside the prevailing discourse on ADHD as an organic brain dysfunction and broaden the perspectives on children’s behavioral difculties. Methods: The articles included in this applied, mixed-method, systematic review includes 26 peer-reviewed articles, both English and French, with a search focus on ADHD in children and youth related to Attachment stylesand relationships. Results: In the studies reported, researchers approached correlations between ADHD and attachment in different ways, and in most cases, there was a caution to address causality. The role of parents was found to be both buffering and aggravating for the appearance of ADHD. In the French case studies, the diagnosis was conceptualized as a relational phenomenon where the child’s behavior was inseparable from family member’s suffering. Discussion: This review article illustrates how children’s difficulties in terms of ADHD symptoms can be addressed through a paradigm where emotional and cognitive dysregulation is understood through psychosocial factors rather than as a neurological condition. In our view, to avoid an overly reductionistic and medicalized approach to children’s behavioral difficulties, it is time to reiterate the value of the biopsychosocial perspective. Conclusion: Professionals and researchers need to acknowledge that becoming diagnosed with ADHD has a strong connection to economic disadvantage, social status, and familial care. The academic discourse of addressing brain dysfunctions might serve the unintende

There is known to be considerable overlap among the victims and perpetrators of crime. However, the extent of this overlap early in life among children and young adolescents is not clear. We examined the sociodemographic profiles of young people who had early contact with police regarding a criminal incident as a person of interest, victim and/or witness, as well as the patterns of multiple police contact types from birth to 13 years of age. Data were drawn from a longitudinal, population-based sample of 91,631 young people from New South Wales, Australia. Among the 10.6% (n = 9677) of young people who had contact with police, 14.4% (n = 1393) had contact as a person of interest and as a victim and/or witness on two or more separate occasions. The most common first contact type was as a victim/witness, but those children with a first contact as a person of interest were most likely to have at least one further contact. Young people with both types of police contact were younger at first police contact, were more likely to reside in a socioeconomically disadvantaged area, and to be recorded as having an Aboriginal and/or Torres Strait Islander background. Our findings demonstrate that, by 13 years of age, 1 in 10 young people had been in early contact with police and that a minority have contact with the police as both a person of interest and a victim/witness. These young people may represent a particularly disadvantaged group in the community who are likely to be at risk of future adversity, including repeated contact with the criminal justice system.

There is increasing emphasis in research and at the level of international human rights bodies such as the United Nations on the gendered contours of age-based disadvantage and discrimination, and the cumulative effects of gender inequalities over the life-course on outcomes in later life. However, to date, the role of mental health in shaping the age/gender nexus in the realization of human rights has received little attention. In response, this paper aims to 1) elucidate the economic, social and cultural disadvantages and discrimination faced by older women living with mental health conditions; and 2) identify opportunities to protect their human rights. It concludes that older women face inequalities and disadvantages at the intersections of age, gender, and mental health and wellbeing that compromise their capacity to age well, illuminating the urgent need for a UN Convention on the Human Rights of Older Persons that considers the role of mental health in shaping the realization of human rights among older people. (Am J Geriatr Psychiatry 2021; 29:1009-1014)

In the wake of growing inequalities, fatal law enforcement regimes, and aggressive immigration policies, questions have arisen as to why, for example: (a) the poor sometimes oppose the redistribution of wealth, (b) the disadvantaged are sometimes hostile to migrants who share a common cultural heritage, and (c) women voluntarily engage in traditional gender roles that are detrimental to their mental health and economic independence. Although several members of these disadvantaged communities have risen in protest against some of the ongoing socio-economic and political realities that disfavor them (e.g. Black Lives Matter and #Metoo movements), there is still a consistent portion of the population that remains silent. The focus of this Research Topic is to understand why some members of these communities accept or even enthusiastically support the status quo (the so-called “system justification” phenomenon). Despite the long tradition of research that has focused on disadvantaged people supporting social realities that are unfavorable to them, the reason for this tendency remains unclear. Some theoretical accounts have focused on individual-level motivations, such as uncertainty avoidance, cognitive dissonance, beliefs in a just world, system justification motivation, social dominance orientation, or the desire to maintain order/structure in one’s lives. Others have focused on group-based explanations, including an emphasis on hope for a future positive social identity, ingroup bias/interests, positive downward intergroup comparison, superordinate identification, social reality constraints, or image management. Finally, some have focused on societal level explanations, such as social representations. This Research Topic aims to provide a richer understanding of the “system justification” phenomenon amongst the disadvantaged by showcasing emerging work from the recent debates between scholars from different socio-psychological theoretical traditions. The emphasis is

The pilot study precedes a broader research aimed at identifying the effects on parenting and development of children between 0 and 3 years old (REC 2013/112 / EU), of an Italian policy against poverty. The goal is to describe the effects of introducing a specific parenting assessment tool (Roggman et al., 2013), in a participatory key, on socio-educational practices with vulnerable families with children aged 0 to 3. The results were obtained through semi-structured interviews with 19 professionals involved in a research-training-action experience. They indicate an improvement in observation skills and — the most significant — the creation of a new space for dialogue and reflection on parenting and children development. This latter reveals to be a scarcely addressed area in the context of policy interventions against poverty. Pedagogical, methodological and communicative challenges that emerge from the results are discussed.

The attention of the adolescents with social disadvantage situation that study in Senior High School education shows limitations starting from inadequacies detected in the educational prevention that is carried out in this educational level. Hence, low levels of development are distinguished of the capability of life arrangement, what limits that they assume appropriate behaviors to confront the conditions that propitiate these disadvantages of this students. As the answer to this problem an objective was proposed as follows: the elaboration of a pedagogic strategy for the education of the capability of life arrangement in these adolescents, sustained in a previously conceived pedagogic conception. The strategy is structured in stages and actions that facilitate the operability in its implementation from the educational prevention. The same one is applied with favorable results in Senior High school. By means of the combination of different method evidences are obtained about their relevancy and feasibility., La atención de los adolescentes en situación de desventaja social que estudian en la educación preuniversitaria muestra limitaciones a partir de insuficiencias detectadas en la prevención educativa que se realiza en este nivel educacional. Al respecto se distinguen bajos niveles de desarrollo de la capacidad de organización de la vida en dichos estudiantes, lo que limita que asuman comportamientos adecuados para afrontar las condiciones que propician estas desventajas. Como respuesta a esta problemática se propuso como objetivo la elaboración de una estrategia pedagógica para la educación de la capacidad de organización de la vida en estos adolescentes, sustentada en una concepción pedagógica previamente concebida. La estrategia está estructurada en etapas y acciones que facilitan la operatividad en su implementación desde la prevención educativa. La misma se aplica con resultados favorables en preuniversitario. Mediante la combinación de diferentes métodos se obtienen evidencias sobre su pertinencia y factibilidad.

The attention of the adolescents with social disadvantage situation that study in Senior High School education shows limitations starting from inadequacies detected in the educational prevention that is carried out in this educational level. Hence, low levels of development are distinguished of the capability of life arrangement, what limits that they assume appropriate behaviors to confront the conditions that propitiate these disadvantages of this students. As the answer to this problem an objective was proposed as follows: the elaboration of a pedagogic strategy for the education of the capability of life arrangement in these adolescents, sustained in a previously conceived pedagogic conception. The strategy is structured in stages and actions that facilitate the operability in its implementation from the educational prevention. The same one is applied with favorable results in Senior High school. By means of the combination of different method evidences are obtained about their relevancy and feasibility., La atención de los adolescentes en situación de desventaja social que estudian en la educación preuniversitaria muestra limitaciones a partir de insuficiencias detectadas en la prevención educativa que se realiza en este nivel educacional. Al respecto se distinguen bajos niveles de desarrollo de la capacidad de organización de la vida en dichos estudiantes, lo que limita que asuman comportamientos adecuados para afrontar las condiciones que propician estas desventajas. Como respuesta a esta problemática se propuso como objetivo la elaboración de una estrategia pedagógica para la educación de la capacidad de organización de la vida en estos adolescentes, sustentada en una concepción pedagógica previamente concebida. La estrategia está estructurada en etapas y acciones que facilitan la operatividad en su implementación desde la prevención educativa. La misma se aplica con resultados favorables en preuniversitario. Mediante la combinación de diferentes métodos se obtienen evidencias sobre su pertinencia y factibilidad.

The attention of the adolescents with social disadvantage situation that study in Senior High School education shows limitations starting from inadequacies detected in the educational prevention that is carried out in this educational level. Hence, low levels of development are distinguished of the capability of life arrangement, what limits that they assume appropriate behaviors to confront the conditions that propitiate these disadvantages of this students. As the answer to this problem an objective was proposed as follows: the elaboration of a pedagogic strategy for the education of the capability of life arrangement in these adolescents, sustained in a previously conceived pedagogic conception. The strategy is structured in stages and actions that facilitate the operability in its implementation from the educational prevention. The same one is applied with favorable results in Senior High school. By means of the combination of different method evidences are obtained about their relevancy and feasibility., La atención de los adolescentes en situación de desventaja social que estudian en la educación preuniversitaria muestra limitaciones a partir de insuficiencias detectadas en la prevención educativa que se realiza en este nivel educacional. Al respecto se distinguen bajos niveles de desarrollo de la capacidad de organización de la vida en dichos estudiantes, lo que limita que asuman comportamientos adecuados para afrontar las condiciones que propician estas desventajas. Como respuesta a esta problemática se propuso como objetivo la elaboración de una estrategia pedagógica para la educación de la capacidad de organización de la vida en estos adolescentes, sustentada en una concepción pedagógica previamente concebida. La estrategia está estructurada en etapas y acciones que facilitan la operatividad en su implementación desde la prevención educativa. La misma se aplica con resultados favorables en preuniversitario. Mediante la combinación de diferentes métodos se obtienen evidencias sobre su pertinencia y factibilidad.

There is increasing emphasis in research and at the level of international human rights bodies such as the United Nations on the gendered contours of age-based disadvantage and discrimination, and the cumulative effects of gender inequalities over the life-course on outcomes in later life. However, to date, the role of mental health in shaping the age/gender nexus in the realization of human rights has received little attention. In response, this paper aims to 1) elucidate the economic, social and cultural disadvantages and discrimination faced by older women living with mental health conditions; and 2) identify opportunities to protect their human rights. It concludes that older women face inequalities and disadvantages at the intersections of age, gender, and mental health and wellbeing that compromise their capacity to age well, illuminating the urgent need for a UN Convention on the Human Rights of Older Persons that considers the role of mental health in shaping the realization of human rights among older people. (Am J Geriatr Psychiatry 2021; 29:1009-1014)

The attention of the adolescents with social disadvantage situation that study in Senior High School education shows limitations starting from inadequacies detected in the educational prevention that is carried out in this educational level. Hence, low levels of development are distinguished of the capability of life arrangement, what limits that they assume appropriate behaviors to confront the conditions that propitiate these disadvantages of this students. As the answer to this problem an objective was proposed as follows: the elaboration of a pedagogic strategy for the education of the capability of life arrangement in these adolescents, sustained in a previously conceived pedagogic conception. The strategy is structured in stages and actions that facilitate the operability in its implementation from the educational prevention. The same one is applied with favorable results in Senior High school. By means of the combination of different method evidences are obtained about their relevancy and feasibility., La atención de los adolescentes en situación de desventaja social que estudian en la educación preuniversitaria muestra limitaciones a partir de insuficiencias detectadas en la prevención educativa que se realiza en este nivel educacional. Al respecto se distinguen bajos niveles de desarrollo de la capacidad de organización de la vida en dichos estudiantes, lo que limita que asuman comportamientos adecuados para afrontar las condiciones que propician estas desventajas. Como respuesta a esta problemática se propuso como objetivo la elaboración de una estrategia pedagógica para la educación de la capacidad de organización de la vida en estos adolescentes, sustentada en una concepción pedagógica previamente concebida. La estrategia está estructurada en etapas y acciones que facilitan la operatividad en su implementación desde la prevención educativa. La misma se aplica con resultados favorables en preuniversitario. Mediante la combinación de diferentes métodos se obtienen evidencias sobre su pertinencia y factibilidad.

In 1973, RAI – Radiotelevisione Italiana broadcast the four-part television drama Diario di un maestro (Diary of an elementary school teacher), made by the famous Sicilian film director Vittorio De Seta and adapted from Albino Bernardini’s autobiographical novel Un anno a Pietralata (A year in Pietralata – Pietralata was a poor outer suburb of Rome). The protagonists are the teacher Bruno D’Angelo and his primary school students, who live in conditions of social disadvantage. In a context of cultural and material poverty, D’Angelo’s efforts are directed in the first instance at filling his half-deserted classroom with the children who up to now have preferred the street to school, either because they have no interest in learning, or because they were already working. Many of them actually contributed to supporting their families, finding employment as errand or delivery boys, vendors of garlic or scrap metal collectors. Bernardini’s book took on a different function in the production of the TV series to that originally intended by De Seta: from an experience to be reproduced on screen, it became an outline to be freely consulted, more in relation to the educational style adopted in it than in terms of a precise order of events. Indeed, the twenty or so child-actors do not recite a part, but they spontaneously respond to the input of the teacher-actor. Diario di un maestro portrayed an innovative way of providing schooling that was distant from traditional models focused on academic contents rather than on students’ overall educational development. It was a school sensitive to the needs of students in difficult circumstances, and far from mechanisms driven by achievement, official curricular guidelines, and ministerial bureaucracy. At the same time, the TV drama documented a particular moment in the history of the Italian school system, then under pressure from several quarters to revisit its function and educational approach. Thus, the film version reproduce a speci

Background: The study aimed to explore the association between early life and life-course exposure to social disadvantage and later life body mass index (BMI) accounting for genetic predisposition and maternal BMI. Methods: We studied participants of Helsinki Birth Cohort Study born in 1934–1944 (HBCS1934–1944, n = 1277) and Northern Finland Birth Cohorts born in 1966 and 1986 (NFBC1966, n = 5807, NFBC1986, n = 6717). Factor analysis produced scores of social disadvantage based on social and economic elements in early life and adulthood/over the life course, and was categorized as high, intermediate and low. BMI was measured at 62 years in HBCS1934–1944, at 46 years in NFBC1966 and at 16 years in NFBC1986. Multivariable linear regression analysis was used to explore associations between social disadvantages and BMI after adjustments for polygenic risk score for BMI (PRS BMI), maternal BMI and sex. Results: The association between exposure to high early social disadvantage and increased later life BMI persisted after adjustments (β = 0.79, 95% CI, 0.33, 1.25, p < 0.001) in NFBC1966. In NFBC1986 this association was attenuated by PRS BMI (p = 0.181), and in HBCS1934–1944 there was no association between high early social disadvantage and increased later life BMI (β 0.22, 95% CI −0.91,1.35, p = 0.700). In HBCS1934–1944 and NFBC1966, participants who had reduced their exposure to social disadvantage during the life-course had lower later life BMI than those who had increased their exposure (β − 1.34, [−2.37,−0.31], p = 0.011; β − 0.46, [−0.89,−0.03], p = 0.038, respectively). Conclusions: High social disadvantage in early life appears to be associated with higher BMI in later life. Reducing exposure to social disadvantage during the life-course may be a potential pathway for obesity reduction.

BackgroundStudies have shown adverse effects of a disadvantaged childhood on adult health-promoting behaviors and related outcomes. Optimism and social support have been linked to greater likelihood of engaging in healthy behavior, but it is unclear whether these positive psychosocial factors may buffer harmful effects of early adversity. This study aims to determine if optimism and social support in adulthood can modify effects of childhood disadvantage on health behavior-related outcomes.MethodsLongitudinal data were analyzed from a subset of participants in a US birth cohort established in 1959-1966 (ns of 681-840, per outcome). An index of childhood social disadvantage was derived from adverse socioeconomic and family stability factors reported by mothers at child's birth and age 7 years. Health behavior-related outcomes were self-reported when participants were of mean age 47 years. Multivariable adjusted robust Poisson regressions were performed.ResultsRegardless of level of childhood social disadvantage, we found higher levels of optimism and social support were both associated with higher probabilities of being a non-smoker (relative risk [RR]optimism = 1.17, 95% confidence interval [CI] = 1.09-1.26; RRsocial support = 1.24, 95%CI = 1.11-1.39), having a healthy diet (RRoptimism = 1.25, 95%CI = 1.10-1.43; RRsocial support = 1.27, 95%CI = 1.04-1.56), and a healthy body mass index (RRoptimism = 1.18, 95%CI = 1.00-1.40; RRsocial support = 1.29, 95%CI = 1.00-1.66). Interactions link higher optimism or social support with lower risk of smoking among those with moderate childhood disadvantage.ConclusionsOverall, these findings are consistent with the possibility that positive psychosocial resources contribute to maintaining a healthy lifestyle in mid-adulthood and may buffer effects of childhood social disadvantage.

Black and Hispanic communities in the U.S. have endured a disproportionate burden of COVID-19-related morbidity and mortality. Racial and ethnic health disparities such as these are frequently aggravated by inequitable access to healthcare resources in disadvantaged communities. Yet, no known studies have investigated disadvantaged communities' access to COVID-19-related healthcare resources. The current study accordingly examined racial and ethnic differences in (1) April 2020 COVID-19 total and positive viral test rates across 177 New York City (NYC) ZIP Code Tabulation Areas (ZCTA); and (2) November 2019-April 2020 licensed and intensive care unit (ICU) hospital bed access across 194 NYC ZCTAs. Pairwise analyses indicated higher COVID-19 total and positive test rates per 1000 persons in majority Black and Hispanic vs. majority White ZCTAs (CI [0.117, 4.55]; CI [2.53, 5.14]). Multiple linear regression analyses indicated that higher percentage of Black and Hispanic residents predicted more total COVID-19 tests per 1000 persons (p < 0.05). In contrast, majority Black and Hispanic ZCTAs had fewer licensed and ICU beds (CI [6.50, 124.25]; CI [0.69, 7.16]), with social disadvantage predicting lower licensed and ICU bed access per 1000 persons (p < 0.01). While news reports of inequitable access to COVID-19-related healthcare resources in ethnocultural minority communities have emerged, this is the first study to reveal that social disadvantage may be a major driver of hospital resource inequities in Black and Hispanic communities. Thus, it will be imperative to enact policies that ensure equitable allocation of healthcare resources to socially disadvantaged communities to address current and future public health crises.

Online leisure in social disadvantaged groups of young people is, from the standpoint of socio-educational intervention, a current concern for the potential reach of inclusive processes. The objective of the present research is to explore the digital leisure practices implemented by socially disadvantaged young people in order to identify valid options for personal development and social inclusion from an educational perspective. Data were collected through open interviews which were conducted with a sample of nineteen social educators with accredited experience of working with socially disadvantaged young people. Data analysis through the technique of content analysis permitted three main categories to be established which comprised twenty-two codes. The categories described the meaning of digital leisure experiences in contexts of social difficulty, digital leisure and values in contexts of social difficulty, and the educational perspective and action strategies for digital leisure with vulnerable young people. Following analysis and interpretation a number of significant results were uncovered. These included current trends for this group to develop immediate and sustained leisure experiences online, easy entertainment, and the imitation of scarcely educational fashion trends and stereotypes. In consideration of these results, it is necessary to find alternatives for developing online activities. These should make it possible disadvantaged groups to enjoy a type of digital leisure which has educational value, enabling personal and social development as a vehicle for inclusion in the millennial society, O lazer na rede em coletivo de jovens em dificuldade social é, para a intervenção sócio-educativa, uma preocupação atual para o possível alcance dos processos inclusivos. Esta pesquisa visa explorar as práticas de lazer digital implementadas por jovens em dificul-dade social, a fim de identificar opções válidas para o desenvolvimento pessoal e a inclusão social a partir de uma perspectiva educativa. Os dados foram coletados através de entrevis-tas abertas com uma amostra de dezenove educadores sociais com experiência comprovada no trabalho com jovens em dificuldades sociais. O estudo dos dados, utilizando a técnica de análise de conteúdo, permitiu o estabelecimento de três categorias centrais coletadas em vinte e dois códigos. Significado das experiências de lazer digital em contextos de dificuldade social, lazer digital e valores em contextos de dificuldade social e perspectiva educativa e estratégias de acção no lazer digital com jovens vulneráveis Após a análise e interpretação descobriu-se, entre outros resultados significativos, a tendência actual do grupo para desen-volver experiências de lazer na rede sustentadas no imediatismo, no divertimento fácil e na imitação de comportamentos de moda e estereótipos pouco educativos. Tendo em conta es-tes resultados, é necessário procurar alternativas para o desenvolvimento de actividades na rede, que permitam ao grupo desfrutar de um lazer digital com valor educativo que possibilite o desenvolvimento pessoal e social como veículo para a sua inclusão na sociedade do milénio., El ocio en la red en colectivo de jóvenes en dificultad social es, para la intervención socioeducativa, una preocupación actual por el posible alcance sobre los procesos inclusivos. Esta investigación tiene como objetivo explorar las prácticas de ocio digital que implementan los jóvenes en dificultad social para identificar opciones válidas para el desarrollo personal y la inclusión social desde una perspectiva educativa. Los datos fueron recogidos mediante la realización de entrevistas abiertas a una muestra de diecinueve educadores sociales con experiencia acreditada en el trabajo con jóvenes en dificultad social. El estudio de los datos, mediante la técnica de análisis de contenido, permitió establecer tres categorías centrales recogidas en veintidós códigos. Significado de las experiencias de ocio digital en contextos de dificultad social, ocio digital y valores en contextos de dificultad social y perspectiva educativa y estrategias de acción en el ocio digital con jóvenes vulnerables. Tras el análisis e interpretación se descubrió, entre otros resultados significativos, la tendencia actual del colectivo a desarrollar experiencias de ocio en la red sostenidas en la inmediatez, diversión fácil e imitación de conductas de moda y estereotipos escasamente educativos. Atendiendo a estos resultados, es necesario buscar alternativas para el desarrollo de actividades en la red, que permitan al colectivo disfrutar de un ocio digital con valor educativo que posibilite el desarrollo personal y social como vehículo para su inclusión en la sociedad del milenio.

This chapter examines the strong relationship between education and migration focusing on reproduction of social disadvantage. First, student and academic mobility are investigated because their main purpose of international mobility is closely interlinked with education yet different processes of stratification were pinpointed. Second, the link between labour migration and education is examined highlighting formal and informal recognition of educational credentials in different social contexts. Third, second-generation migrants’ access to education systems and educational attainment in the countries of immigration were reviewed centering on disadvantages on intergenerational social mobility. This chapter argued that material aspects, social status, recognition, social and cultural elements and the ways in which they are evaluated by a variety of actors are crucial in access to and distribution of resources that are crucial in reproduction of social disadvantage. Values to education and jobs, thus social positions once were being assigned within national frameworks, now is done transnationally involving multiple actors.

Purpose The DANish LIFE course (DANLIFE) cohort is a prospective register-based study set up to investigate the complex life course mechanisms linking childhood adversities to health and well-being in childhood, adolescence and young adulthood including cumulative and synergistic actions and potentially sensitive periods in relation to health outcomes. Participants All children born in Denmark in 1980 or thereafter have successively been included in the cohort totalling more than 2.2 million children. To date, the study population has been followed annually in the nationwide Danish registers for an average of 16.8 years with full data coverage in the entire follow-up period. The information is currently updated until 2015. Findings to date DANLIFE provides information on a wide range of family-related childhood adversities (eg, parental separation, death of a parent or sibling, economic disadvantage) with important psychosocial implications for health and well-being in childhood, adolescence and young adulthood. Measurement of covariates indicating demographic (eg, age, sex), social (eg, parental education) and health-related factors (eg, birth weight) has also been included from the nationwide registers. In this cohort profile, we provide an overview of the childhood adversities and covariates included in DANLIFE. We also demonstrate that there is a clear social gradient in the exposure to childhood adversities confirming clustering of adverse experiences within individuals. Future plans DANLIFE provides a valuable platform for research into early life adversity and opens unique possibilities for testing new research ideas on how childhood adversities affect health across the life course.

© 2019 The Author(s). Background: Residents of rural and regional areas, compared to those in urban regions, are more likely to experience geographical difficulties in accessing healthcare, particularly specialist services. We investigated associations between region of residence, socioeconomic status (SES) and utilisation of all-cause revision hip replacement or revision knee replacement surgeries. Methods: Conducted in western Victoria, Australia, as part of the Ageing, Chronic Disease and Injury study, data from the Australian Orthopaedic Association National Joint Replacement Registry (2011-2013) for adults who underwent a revision hip replacement (n = 542; 54% female) or revision knee replacement (n = 353; 54% female) were extracted. We cross-matched residential addresses with 2011 census data from the Australian Bureau of Statistics (ABS), and using an ABS-derived composite index, classified region of residence according to local government areas (LGAs), and area-level SES into quintiles. For analyses, the control population (n = 591,265; 51% female) was ABS-determined and excluded adults already identified as cases. Mixed-effects logistic regression was performed. Results: We observed that 77% of revision hip surgeries and 83% of revision knee surgeries were performed for residents in the three most socially disadvantaged quintiles. In adjusted multilevel models, total variances contributed by the variance in LGAs for revisions of the hip or knee joint were only 1% (SD random effects ±0.01) and 3% (SD ± 0.02), respectively. No differences across SES or sex were observed. Conclusions: No differences in utilisation were identified between SES groups in the provision of revision surgeries of the hip or knee, independent of small between-LGA differences.

The nature of many social, economic and environmental problems facing Australia and the world are increasingly described as ‘wicked’ or complex in that they are difficult to grasp, unclear how to tackle and often seem insurmountable. Disadvantage is one such problem; there is disagreement about how to define it, it has innumerable and tangled causes, and it refuses to go away. Despite many and varied efforts to address disadvantage in Australia’s most vulnerable communities, the size and significance of the issue has barely shifted during the past 15 years or so (Vinson & Rawsthorne, 2015). Disadvantage can profoundly affect individuals, families, communities and society, and is unacceptable in a country with such sustained economic prosperity as Australia. There is a need to find more effective ways to overcome disadvantage and address this injustice. Place-based approaches are broadly understood to be collaborative, flexible and multi-faceted responses employed within a particular ‘place’ or geographic location to tackle wide-ranging complex issues. They exist in many different forms and show promise as a response to disadvantage and other complex problems. However, the abundance of place-based frameworks, theories and terminology has created a lack of clarity about the core pieces of evidence and central characteristics of place-based approaches for practice, policy and research. This thesis sought to leverage from the diversity of place-based approaches and explore evidence associated with the different forms. The study aimed to distil the key characteristics of promising place-based approaches and generate actionable and evidence-informed guidelines or ‘simple rules’ that can guide the design, development and evaluation of place- based approaches addressing disadvantage in Australia. The study’s literature review found wide-ranging definitions, conceptual frameworks and terminology associated with place-based approaches. The study also identified several points

Purpose The DANish LIFE course (DANLIFE) cohort is a prospective register-based study set up to investigate the complex life course mechanisms linking childhood adversities to health and well-being in childhood, adolescence and young adulthood including cumulative and synergistic actions and potentially sensitive periods in relation to health outcomes. Participants All children born in Denmark in 1980 or thereafter have successively been included in the cohort totalling more than 2.2 million children. To date, the study population has been followed annually in the nationwide Danish registers for an average of 16.8 years with full data coverage in the entire follow-up period. The information is currently updated until 2015. Findings to date DANLIFE provides information on a wide range of family-related childhood adversities (eg, parental separation, death of a parent or sibling, economic disadvantage) with important psychosocial implications for health and well-being in childhood, adolescence and young adulthood. Measurement of covariates indicating demographic (eg, age, sex), social (eg, parental education) and health-related factors (eg, birth weight) has also been included from the nationwide registers. In this cohort profile, we provide an overview of the childhood adversities and covariates included in DANLIFE. We also demonstrate that there is a clear social gradient in the exposure to childhood adversities confirming clustering of adverse experiences within individuals. Future plans DANLIFE provides a valuable platform for research into early life adversity and opens unique possibilities for testing new research ideas on how childhood adversities affect health across the life course.

Purpose The DANish LIFE course (DANLIFE) cohort is a prospective register-based study set up to investigate the complex life course mechanisms linking childhood adversities to health and well-being in childhood, adolescence and young adulthood including cumulative and synergistic actions and potentially sensitive periods in relation to health outcomes. Participants All children born in Denmark in 1980 or thereafter have successively been included in the cohort totalling more than 2.2 million children. To date, the study population has been followed annually in the nationwide Danish registers for an average of 16.8 years with full data coverage in the entire follow-up period. The information is currently updated until 2015. Findings to date DANLIFE provides information on a wide range of family-related childhood adversities (eg, parental separation, death of a parent or sibling, economic disadvantage) with important psychosocial implications for health and well-being in childhood, adolescence and young adulthood. Measurement of covariates indicating demographic (eg, age, sex), social (eg, parental education) and health-related factors (eg, birth weight) has also been included from the nationwide registers. In this cohort profile, we provide an overview of the childhood adversities and covariates included in DANLIFE. We also demonstrate that there is a clear social gradient in the exposure to childhood adversities confirming clustering of adverse experiences within individuals. Future plans DANLIFE provides a valuable platform for research into early life adversity and opens unique possibilities for testing new research ideas on how childhood adversities affect health across the life course.

Australia did not meet its National Tobacco Strategy (NTS) target of a 10% smoking rate by 2018. Low-socioeconomic status (low-SES) smokers are not quitting at the same rate as other smokers and the disparity in smoking prevalence between the most and least advantaged Australians contributes to health inequalities. National guidelines recommend a focus on these smokers, and reduced smoking in low-SES groups is a priority for Australia’s NTS. The overarching aim of this thesis was to evaluate effective approaches to smoking cessation, and to examine quantitatively and qualitatively the factors associated with the utilisation of smoking cessation treatment and smoking abstinence among low-SES smokers. This thesis addressed this aim through a series of five studies that were designed to examine and determine among low-SES smokers: 1) the methodological quality and effectiveness of alternative and novel technology-based smoking cessation interventions; 2) the factors associated with self-reported behavioural and pharmacological smoking cessation treatment; 3) the factors associated with verified smoking abstinence; 4) the qualitative factors that impacted treatment engagement and the acceptability and feasibility of alternative approaches to smoking cessation support; and 5) the motivational influences of quitting behaviours as experienced by smokers and ex-smokers.Several important findings were identified. Firstly, a paucity of high-quality technology-based smoking cessation interventions were identified. The pooled estimates suggest some technology-based platforms are more effective for increasing abstinence than standard care. Secondly, reporting a mental health disorder, alcohol consumption at hazardous levels, and self-efficacy to quit were factors associated with prior smoking cessation treatment utilisation. Logistic regression suggested that independent factors associated with reduced likelihood of achieving verified abstinence were having a mental health disor

This study investigated relative associations between physical activity and selected predisposing, reinforcing, and enabling factors among 9-10 year-old children from socially disadvantaged communities, and examined the extent to which associations varied by sex. Design: Cross-sectional design Setting: Ten public primary schools in Liverpool, England. Methods: One hundred-ninety-four children (107 girls) completed measures of stature, body mass, waist circumference and cardiorespiratory fitness. Physical activity, physical activity self-efficacy, perceived physical competence, and parental physical activity support were self-reported. Sex-specific associations were examined by multiple linear regression and mediator analyses using bootstrapping method. Results: Boys’ physical activity was positively associated with parental physical activity support and perceived physical competence (p<0.01), whereas girls’ physical activity was positively associated with parental physical activity support and physical activity self-efficacy (p<0.01). Sex-specific mediation analyses revealed that perceived physical competence and physical activity self-efficacy partially mediated the association between parental physical activity support and boys’ and girls’ physical activity, respectively. Conclusion: As parents influence child physical activity directly and indirectly their involvement in future child physical activity intervention programmes is essential. Formative research with parents living in socially disadvantaged communities is warranted to explore the range and interaction of challenges they face to support different modes of physical activity participation for their children.

Background Many children in developed countries do not receive recommended vaccines on time. However, knowledge about factors related to timeliness remains limited. Quantifying the relative impact of parental attitudes compared with socio‐demographic factors for delayed immunization would inform policy responses. Methods Participants in the nationally representative Longitudinal Study of Australian Children were matched with their vaccination histories in the Australian Childhood Immunisation Register (N = 4,121). Information about the children and their families were collected in face‐to‐face interviews in 2003–2004. We considered whether children had completed the primary course for each recommended antigen due by 6 months old. Children were categorized as either fully immunized, delayed, or totally non‐immunized. The outcome was examined using logistic regression. Population attributable fractions were estimated for key predictors. Results Delayed immunization was significantly associated with indicators of social disadvantage as well as parental disagreement with immunization. Attributable fractions for delayed immunization included lone motherhood (3.8%; 95% confidence interval CI [0.8, 6.7]), larger family size (39.5%; 95% CI [31.2, 46.8]), residential mobility (3.3%; 95% CI [0.1, 6.5]), lack of private hospital insurance (9.4%; 95% CI [0.7, 17.3]), a medical condition in the child (2.0%; 95% CI [0.2, 3.9]), and parental disagreement with immunization (2.1%; 95% CI [0.3, 3.9]). Conclusions Parental attitudes accounted for a relatively small percentage of delayed infant immunization. In contrast, many children who did not receive vaccines on time were characterized by social disadvantage, especially larger family size. Researchers and policy‐makers should consider how to make timely immunization easier for busy parents.

This study investigated relative associations between physical activity and selected predisposing, reinforcing, and enabling factors among 9-10 year-old children from socially disadvantaged communities, and examined the extent to which associations varied by sex. Design: Cross-sectional design Setting: Ten public primary schools in Liverpool, England. Methods: One hundred-ninety-four children (107 girls) completed measures of stature, body mass, waist circumference and cardiorespiratory fitness. Physical activity, physical activity self-efficacy, perceived physical competence, and parental physical activity support were self-reported. Sex-specific associations were examined by multiple linear regression and mediator analyses using bootstrapping method. Results: Boys’ physical activity was positively associated with parental physical activity support and perceived physical competence (p<0.01), whereas girls’ physical activity was positively associated with parental physical activity support and physical activity self-efficacy (p<0.01). Sex-specific mediation analyses revealed that perceived physical competence and physical activity self-efficacy partially mediated the association between parental physical activity support and boys’ and girls’ physical activity, respectively. Conclusion: As parents influence child physical activity directly and indirectly their involvement in future child physical activity intervention programmes is essential. Formative research with parents living in socially disadvantaged communities is warranted to explore the range and interaction of challenges they face to support different modes of physical activity participation for their children.

This article emphasises the experiences of the prospective elite among the second generation in Germany by analyzing empirical data collected through in-depth interviews across three occupational fields (law, education and corporate business). In spite of their disadvantaged background, some children of lower educated migrant parents from Turkey managed to occupy prestigious leadership positions. Many use their ethnic capital in creative and strategic ways to seek opportunities and obtain access to leading positions. They are now embracing new professional roles and have moved into new social circles due to their steep upward mobility. However, they still have to contend with the fact that their individual mobility stands in contrast to the low-status of the group to which they belong.

© 2017 The Author(s). Background: Extant research has demonstrated that parenting behaviour can be a significant contributor to the development of brain structure and mental health during adolescence. Nonetheless, there is limited research examining these relationships during late childhood, and particularly in the critical period of brain development occurring between 8 and 10 years of age. The effects of the family environment on the brain during late childhood may have significant implications for later functioning, and particularly mental health. The Families and Childhood Transitions Study (FACTS) is a multidisciplinary longitudinal cohort study of brain development and mental health, with two waves of data collection currently funded, occurring 18-months apart, when child participants are aged approximately 8- and 10-years old. Methods/design: Participants are 163 children (M age [SD] = 8.44 [0.34] years, 76 males) and their mothers (M age [SD] = 40.34 [5.43] years). Of the 163 families who consented to participate, 156 completed a video-recorded and observer-coded dyadic interaction task and 153 completed a child magnetic resonance imaging brain scan at baseline. Families were recruited from lower socioeconomic status (SES) areas to maximise rates of social disadvantage and variation in parenting behaviours. All experimental measures and tasks completed at baseline are repeated at an 18-month follow-up, excluding the observer coded family interaction tasks. The baseline assessment was completed in October 2015, and the 18-month follow up will be completed May 2017. Discussion: This study, by examining the neurobiological and mental health consequences of variations in parenting, has the potential to significantly advance our understanding of child development and risk processes. Recruitment of lower SES families will also allow assessment of resilience factors given the poorer outcomes often associated with this population.

Schools with more boys than girls, large numbers of students from language backgrounds other than English or from low SES backgrounds are likely to stress strictly imposed school discipline in their marketing. Other schools stress students' self-discipline. Such social stereotypes impact the education they provide.

This research project is an interdisciplinary study that draws upon on-going discussions and emerging scholarship in the fields of Citizenships Studies, Education and Sociology of Youth to offer a renewed perspective on how young people experience citizenship through their everyday social encounters in schools and classrooms. More specifically, this study looks into young people’s everyday school practices to: a) offer a situated account of how those who face various sources of marginalization experience participatory citizenship, and b) examine the factors, both in the students’ backgrounds and within the social geography of the school, that contribute to such experiences. The research is an ethnographic study with 12 students who attended an alternative education program in a metropolitan school located in a low socio-economic status suburb of Melbourne, Victoria. Findings from the data gathered over eight months from participant observation, focus group discussions and semi-structured interviews with the students, some of their teachers and the school principal highlighted a set of factors behind young people’s political experiences on the margins of the mainstream school. These factors include: school belonging, inclusion, relationality, recognition of difference, student voice and school discipline. Drawing on the students’ narratives and experiences, I argue that rather than offering a level playing field in which all young people have the opportunity to participate, the social geographies of schools emerging under neoliberal policy reforms tend to differentiate among students on the basis of how well they can satisfy the needs and requirements of the institution in terms of performance and benchmarking. What follows from this process of differentiation, which revolves around the normative definition of ‘good student’ as a self-reliant and high performing individual learner, is the construction of ‘the other’ who lacks the dispositions of the socially sanction

Which town, which way of living, which way of playing belong to children who live in a social and cultural emergency? The essay wants to set a reflection upon the quality of education itself within a particularly complicated contest, like the one of some areas of Campania.For this aim, the author describes what is being put in practice since over 10 years through the Integra Method, addressed to children who are not at the risk of, but beyond risk itself. They are not taking a risk, since they have already experienced violence, abandonment, deprivation. Together with them and their parents we try to build life projects towards independence and real emancipation.

El artículo analiza la categoría teórica vulnerabilidad social y presenta resultados de una investigación realizada en favelas de Rio de Janeiro, RJ. A partir de estúdios recientes sobre jóvenes, vulnerabilidad y condiciones de vida, problematizamos el concepto de vulnerabilidad social evidenciando y analizando las dimensiones e indicadores que guiaron la recolección de datos (pobreza, exclusión social y violencia). Utilizamos el método de la Investigacíon-Acción-Participación –IAP–contando con la colaboración de educadores que actúan en proyectos sociales en favelas. Los resultados permitieron analizar dos cuestiones: 1) Los abordajes participativos y cualitativos se presentaron fructíferos para la recolección de datos y el análisis de la categoría teórica vulnerabilidad social, 2) La constatación de la categoría exclusión social como condicionante principal de vulnerabilidad, abarcando las dimensiones: social, ideológica, jurídico-legal y extrema/letal., This article analyzes the social vulnerability theoretical category and presents the results of a survey conducted in the slums of Rio de Janeiro (RJ – BR). Based on studies about youth, social vulnerability and living conditions, we discuss the notion of social vulnerability with the participation of social projects educators, highlighting and analyzing the dimensions and indicators that guided the data collection: the investigation-action-participation – IAP – method. The results enabled us to verify that: 1) the qualitative approaches were positive for data collection and analysis of vulnerability; 2) the confirmation that the social exclusion category is the main condition of vulnerability, encompassing the social, ideological and legal and extreme/lethal dimensions., Cet article analyse la catégorie de vulnérabilité sociale et présente les résultats d’une recherche menée dans les favelas de Rio de Janeiro. Le concept de vulnérabilité sociale est problematisé à partir d’études récentes sur les jeunes et les conditions de vie. Une méthodologie participative RAP avec l´apport d´éducateurs sociaux a permis de mettre en évidence et analyser les dimensions et les indicateurs qui ont guidé la collecte des données (pauvreté, exclusion sociale et violence). Les résultats ont permis d’analyser deux points essentiels: 1) les approches qualitatives ont été positives non seulement pour la collecte des données, mais aussi pour l’analyse de vulnérabilité; 2) le constat que la catégorie exclusion sociale est le principal conditionnant de la vulnérabilité, englobant les dimensions sociale, idéologique, juridique et extrême., O artigo analisa a categoria de vulnerabilidade social e apresenta os resultados de uma pesquisa realizada nas favelas do Rio de Janeiro. A partir de estudos sobre jovens, vulnerabilidade social e condições de vida, problematizamos o conceito de vulnerabilidade social, evidenciando e analisando as dimensões e indicadores que nortearam a coleta de dados (pobreza, exclusão social e violência). Utilizamos o método da Investigação-ação participante – IAP –, contando com a participação de educadores de projetos sociais. Os resultados permitiram analisar duas questões: 1) As abordagens qualitativas foram positivas para a coleta de dados e a análise de vulnerabilidade; 2) A constatação da categoria exclusão social como principal condicionante de vulnerabilidade, abrangendo as dimensões social, ideológica, jurídico-legal e extrema/letal. Discusión y construcción de la categoría teórica de vulnerabilidad social El artículo analiza la categoría teórica vulnerabilidad social y presenta resultados de una investigación realizada en favelas de Rio de Janeiro, RJ. A partir de estúdios recientes sobre jóvenes, vulnerabilidad y condiciones de vida, problematizamos el concepto de vulnerabilidad social evidenciando y analizando las dimensiones e indicadores que guiaron la recolección de datos (pobreza, exclusión social y violencia). Utilizamos el método de la Investigacíon-Acción-Participación –IAP–contando con la colaboración de educadores que actúan en proyectos sociales en favelas. Los resultados permitieron analizar dos cuestiones: 1) Los abordajes participativos y cualitativos se presentaron fructíferos para la recolección de datos y el análisis de la categoría teórica vulnerabilidad social, 2) La constatación de la categoría exclusión social como condicionante principal de vulnerabilidad, abarcando las dimensiones: social, ideológica, jurídico-legal y extrema/letal.Vulnerabilidad; Juventud; Violencia; Exclusión Social Discussion and construction of the theoretical category of s

The article aims to investigate patterns of association between social origins and educational destinations in primary, secondary and higher education, throughout the modernization of Brazilian society. The analysis is based on the research agenda on educational transition models and on the international comparative agenda derived from it. Results of the estimation of educational transition models are presented, using demographic census data from 1960 to 2010, and the main findings evidence different inequality parameters by educational level – relative decline in primary education conclusion, persistent inequalities in the completion of secondary education and increasing inequalities in higher education entrance., Cet article vise à investiguer des modèles d’association entre origine sociale et destin educationnel aux niveaux élémentaire, secondaire et supérieur, tout au long du processus de modernisation de la société brésilienne. L’analyse se base sur l’agenda de recherche concernant les modèles de progression éducative ainsi que sur l’agenda de comparaison internationale dont il dérive. Sont presentés des résultats concernant l’estimation de la progression éducationnelle sur la base des données des recensements démographiques de 1960 à 2010. Les conclusions principales mettent en évidence certains paramètres d’inégalité qui sont fonction du niveau d’éducation – diminution de l’inégalité relative à la conclusion de l’enseignement élémentaire, inégalités persistantes à la conclusion du niveau sécondaire, inégalités croissantes pour ce qui est de l’entrée dans l’enseignement supérieur., O artigo tem por objetivo investigar padrões de associação entre origens sociais e destinos educacionais nos níveis fundamental, médio e superior, ao longo do processo de modernização da sociedade brasileira. A análise baseia-se na agenda de pesquisa em modelos de progressão educacional e na agenda comparativa internacional que dela deriva. São apresentados resultados da estimação de modelos de progressão educacional a partir de dados dos censos demográficos entre 1960 e 2010, e os principais achados evidenciam parâmetros de desigualdade distintos por nível educacional – diminuição relativa na conclusão do ensino fundamental, desigualdades persistentes na conclusão do nível médio e desigualdades crescentes na entrada do ensino superior., El artículo tiene el objetivo de investigar patrones de asociación entre Orígenes sociales y destinos educacionales en los niveles fundamental, medio y superior, a lo largo del proceso de modernización de la sociedad brasileña. El análisis se basa en la agenda de investigación de modelos de progresión educacional y en la agenda comparativa internacional que de ella deriva. Se presentan resultados de la estimación de modelos de progresión educacional a partir de datos de los censos demográficos realizados entre 1960 y 2010, y los principales hallazgos ponen de manifiesto parámetros de desigualdad distintos por nivel educacional –disminución relativa en la conclusión de la educación fundamental, desigualdades persistentes en la conclusión del nivel medio y desigualdades crecientes en el ingreso a la educación superior.

Citizen engagement in water-related issues is vital for securing future water supplies and protecting waterways. In this paper we explore elements of engagement in water related issues – what people know, what they value and their actions, and describe how these cohere in ways that can inform planning and interventions. Drawing on a nationally representative survey (N = 5194) and an interdisciplinary conceptual framework, this paper outlines how groups within the population differ on engagement in water-related issues. We identify five key groups: (i) the Disengaged, (ii) Aware but inactive, (iii) Active but not engaged, (iv) Engaged but cautious, and (v) Highly engaged. Homeownership, having a garden, being older, and life experiences such as experience of water restrictions had a significant impact on each of the engagement profiles. The utility of this analysis is demonstrated through finding that the groups have distinct views on two key policy examples, support for raingardens and willingness to pay for waterway protection. We suggest ways of targeting individual and community interventions to reach the identified groups.

Tato bakalářská práce se zabývá sociální integrací cizinců, jakožto klíčové skupiny sociálně znevýhodněných osob s ohledem na demografické trendy a jejich dopad na trh práce v České republice. Dále analyzuje současný stav zajištění sociální integrace cizinců v Pardubickém kraji., This bachelor thesis focuses on social integration of foreigners as a key group of socially disadvantaged persons with regard to demographic trends and their impact on the labour market in the Czech Republic. The thesis also provides the analysis of the current situation of social integration of foreigners in Pardubice region., Fakulta ekonomicko-správní

A number of factors are thought to increase the risk of serious psychiatric disorder, including a family history of mental health issues and/or childhood trauma. As a result, some mental health advocates argue for a pre-emptive approach that includes the use of powerful anti-psychotic medication with young people considered at-risk of developing bipolar disorder or psychosis. This controversial approach is enabled and, at the same time, obscured by medical discourses that speak of promoting and maintaining youth “wellbeing”, however, there are inherent dangers both to the pre-emptive approach and in its positioning within the discourse of wellbeing. This chapter critically engages with these dangers by drawing on research with “at-risk” children and young people enrolled in special schools for disruptive behaviour. The stories told by these highly diagnosed and heavily medicated young people act as a cautionary tale to counter the increasingly common perception that pills and “Dr Phil’s” can cure social ills.

This paper intends to propose a reflection on the meaning of inclusion in emergency situations, the aim of realizing educational actions that really allow the emancipation of the subjects. For this purpose reference is made to an action-research, made in a project that for about ten years is realized in the Campania Region. The research proposal, which fits inside the hermeneutic phenomenological approach, identifies its focus in the relationship seen as privileged context of the educational process. You intend identifying possible elements of transferability in similar contexts, documenting the educational activity, assessing the efficacy and validity, and systematizing the methodological choices made.

Tématem bakalářské práce bude popis a následná komparace sociálních programů a jejich individuální charakteristika v oblasti vzdělávání se zaměřením na sociálně znevýhodněné děti (především chudoba) ve vybraných zemích Evropské unie. Prací spojuji téma sociální a vzdělávací politiky a zaměřím se na státní pomoc rodinám a dětem do 18 let. Budou definována kritéria a konkrétní způsob pomoci (např. dávky, služby, granty), podle kterých dojde k porovnání a vymezení rozdílů v jednotlivých zemích. Práce vychází ze studia a obsahové analýzy zahraničních materiálů (především EU, OECD a EURYDICE)., The Bachelor thesis presents description and subsequent comparison of social programs and their individual characteristics in education with a focus on disadvantaged children (especially poverty) in selected countries of the European Union. Work on the themes of social and educational policy and will focus on the state to assist families and children up to 18 years. They defined criteria and specific way of assistance (eg. Benefits, services, grants), according to which there is a comparison and identification of differences in individual countries. The work is based on a content analysis study of foreign materials (especially EU, OECD and EURYDICE)., Katedra věd o výchově, Uchazečka představila bakalářskou práci, dobře argumentovala a kultivovaně odpovídala na dotazy členů komise.

La naturaleza y características del futbol lo convierten en un deporte popular, accesible, fácil y divertido. Tiene todas las características del juego, por eso puede atrapar a las personas de todas las edades. En el presente trabajo se presenta un programa de formación en valores, a través del futbol, dirigido a niños, niñas y adolescentes que viven en desventaja social, es decir, en circunstancias que ponen en riesgo u obstaculizan su desarrollo integral; por ejemplo: orfandad, violencia, pobreza, exclusión social, el cual se lleva a cabo en la ciudad de León, Guanajuato. También presentamos los logros y el impacto alcanzado en los y las participantes en dicho programa.

__Abstract__ Past research has repeatedly emphasised the important role of children's home environments in shaping their development. There is ample evidence that children who have limited access to age-appropriate learning materials in the home more often manifest behavioural problems. Poor physical conditions of the home, such as low housing quality, have been linked to children's emotional problems. The present thesis examines prospective associations of observed infants' home environments with emotional and behavioural problems. All studies included in this thesis were conducted within the context of the Generation R Study, a large population-based cohort from foetal life onward in Rotterdam, the Netherlands.

Children from single-parent families fare more poorly on multiple outcomes than those in two-parent families. Most explanations for these differences assume that compromised parenting and parent mental health play a central role. This chapter explores the contribution of a range of factors to the parenting and mental health of single mothers using data from approximately 1000 Australian single mothers with a child aged 4–5 or 8–9 years. The findings show that single mothers are more likely than couple mothers to experience parenting and mental health difficulties; however, they also face heightened adversity in their home and extra-familial environments. Importantly, this comparison of single and couple mothers facing similar levels of adversity shows no difference in poor parenting practices, although single mothers remain more vulnerable to psychological distress. These findings have policy implications since they challenge the prevailing view that single-parent families inherently provide sub-optimal environments for raising children.