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Schools are critical spaces for young men from refugee backgrounds. They play an integral role in literacy development, educational attainment, and providing a sense of belonging. Inclusive education practices for this group are largely absent in Australian schools. Research shows focusing on these young men from a non-deficit position assists with inclusivity. There is a lack of research exploring the agentic practices of young men from refugee backgrounds within schools. This paper explores the symbolic value of swagger for a group of young men from refugee backgrounds at a high school in Australia. A Bourdieusian theoretical framework guided critical awareness of power in schools. This research shows how a group of young men found a meaningful way to acquire social and cultural capital. Despite the school's constraints, this group developed a group identity reflected in their clothing and embodied dispositions referred to here as swagger. Our findings demonstrate the complex power relations at work, including the opportunity for the young men to resist and be included. In the spirit of Bourdieu's concern for reflexivity our findings point to the need for schools, teachers, and education policy makers to consider the workings of power in schools in more considered ways. [ABSTRACT FROM AUTHOR]

BACKGROUND: Vietnamese medical students believe becoming "strong" drinkers is important for their future career working as doctor. However, it is unclear if this is a temporary behaviour associated with life as a student, or a phenomenon associated with the transition to working as a medical practitioner. OBJECTIVE: This study explored changes in alcohol-related perceptions and behaviour among Vietnamese early career doctors working after graduation. METHODS: In-depth interviews were conducted with 15 Vietnamese early career doctors in Hanoi city. Thematic analysis was used to analyse the qualitative data. RESULTS: Vietnamese early career doctors perceived binge drinking as common among doctors, especially male doctors, surgeons, and preventive medicine doctors. This perception was different from when they were medical students because, at that time, they believed doctors would not drink alcohol at hazardous levels. Additionally, Vietnamese early career doctors' drinking behaviour changed in the frequency and quantity of alcohol consumption after graduation due to peer pressure, job stress, working collaborations, and working environment. CONCLUSIONS: Vietnamese early career doctors changed their alcohol-related perceptions and behaviour after graduation. Gender, mental health (stress), factors related to the working environment, and the role of professional relationships should be considered in strategies to reduce risky alcohol consumption among Vietnamese early career doctors. [ABSTRACT FROM AUTHOR]

Intimate partner violence is highly prevalent in Asian region. It is largely committed by male against their female intimate partner. This is often associated with the region's unique social and cultural norms which subordinate women throughout their lives. IPV is an ongoing concern in Bhutan. The country's age-old traditions and customs are closely related to culture of silence among women experiencing IPV. This study examined women's responses to intimate partner violence (IPV) in Bhutan. Semi-structured interviews were conducted to explore sensitising concepts such as how and when women recognised IPV and how they responded to it. Fifteen women who had sought supportive services at the institution 'RENEW' (Respect, Educate, Nurture, Empower Women) as a result of IPV participated in the interview. The Trans-theoretical model of behaviour change (TTM) was used as a theoretical framework to understand women's cognitive, affective and behavioural change processes. The interviews were audio-recorded and transcribed. Thematic analysis was used to identify the patterns of women's responses. From the analysis, women's experiences of IPV and their responses were located within the four stages of change, including contemplation, preparation, action and maintenance. Women used nine traditional processes of change among which consciousness raising and helping relationships were critical and appeared across all four stages of change. This study provides important insights of Bhutanese women's cognitive and behavioural responses to IPV. The appearance of consciousness raising and helping relationships across all the stages of change represents a potential opportunity for intervention to initiate and promote changes in women's response to IPV in the early stages. [ABSTRACT FROM AUTHOR]

Alcohol is a commonly used substance among Vietnamese medical students, especially males. Vietnamese male medical students drink more alcohol, report more intentions to binge drink, and experience more alcohol-related problems than females. As medical students' alcohol consumption may influence their attitudes and medical practice relating to alcohol counseling and prevention, research about the cultural and drinking norms underlying the drinking behavior of Vietnamese male medical students is warranted. This study aims to explore the norms underlying drinking behavior of Vietnamese male medical students. A qualitative study including 32 in-depth interviews with Vietnamese male medical students at a medical university. Thematic analysis was used to analyze the data. This study found Vietnamese male medical students considered alcohol consumption as a way to show their masculinity and become accepted by groups. Given these beliefs and adherence to norms, they followed rules to force others to consume more alcohol or be intoxicated in drinking occasions among medical students. This study showed the importance of gender and group norms in influencing Vietnamese male medical students' alcohol consumption. These norms should be considered in future research and interventions addressing alcohol use among this target population. [ABSTRACT FROM AUTHOR]

Intimate partner violence (IPV) silently pervades Bhutanese women's lives and is closely linked to the country's unique collectivist societal structure. There is a dearth of empirical research identifying and addressing barriers to help-seeking for women who experience IPV in Bhutan. This study sought to gain an in-depth understanding of the factors that influence and prevent Bhutanese women in IPV relationships from seeking help. Semi-structured interviews were conducted with 15 Bhutanese women experiencing IPV and accessing counseling at Respect, Educate, Nurture, and Empower Women (RENEW). RENEW is a nonprofit organization that provides support services to women affected by IPV. Qualitative data analysis revealed five themes that represent barriers to seeking help for IPV experienced by Bhutanese women. These themes are (1) Perceived stigma: I don't want to bring a bad name ... what will they think of me? ', (2) Children's well-being: I need to think of my child's school, food, clothes , (3) Limited understanding of IPV: He did not cause any physical harm .... there was no beating , (4) Limited knowledge of support sources: 'I was not sure whether they would entertain my issue or not , and (5) Lack of support: They didn't do anything to stop him. This study reveals novel insights about the importance of IPV knowledge among Bhutanese women and supportive responses from different sources such as informal and formal networks to facilitate women's help-seeking behaviors. It provides evidence for relevant stakeholders and service sectors to develop programs and policies appropriate and responsive to the needs of Bhutanese women experiencing IPV. [ABSTRACT FROM AUTHOR]

Consequently, it is bequest us all to ensure health promotion and public health pedagogy is embedded in learning and teaching theories and frameworks. Teaching behavior change theory in Canada: Establishing consensus on behavior change theories that are recommended to Be taught to undergraduate students in courses addressing health behavior change. Advancing pedagogy in health promotion: Innovations in student participation, place-based pedagogy, and service learning. Historically, the work of Scholarship of Teaching and Learning (SoTL) scholars has been grounded in multi-disciplinary connections to educational psychology and pedagogical research. [Extracted from the article]