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Existing literature examining youth-police relations has consistently found that willingness to engage with the police is directly influenced by youth attitudes toward the police. Research findings suggest that increasing positive attitudes toward the police among adolescent populations will result in a subsequent increase in behaviours supportive of the police and law enforcement. The current study was a mixed-method evaluation (including survey data and qualitative interviews) of a community policing pilot program designed to increase positive contact between at-risk youth and police officers. The program was effective in positively changing youth attitudes toward the police. Interview results provide evidence of a direct mechanism for increasing trust and cooperation with the police. Survey results indicate that positive contact with the police can shift general attitudes toward the police and reduce perceptions of police discrimination. Further, survey findings support the program as a remedial intervention for youth with previous negative police contact.

Aim: To assess the remedial training intervention on mental alertness, self-esteem, emotional intelligence of underprivileged. Study Design: The present study is experimental design and adopts remedial intervention program. Place and Duration of Study: Underprivileged students of high school (Bidar district of North Karnataka, India). Methodology: Underprivileged students of 9th standard were selected from Government high schools located in Bidar district using the purposive sampling technique and in the first phase, the pre-test was conducted and based on the results the intervention program over a period of six months was conducted. Mental alertness scale developed by Srivastava [1] self-esteem scale developed by Prasad Thakur [2] and emotional intelligence developed by Shettal Prasad [3]. The questionnaires were administered in both phases i.e. pre-test and post-test. Sample: Underprivileged students 120 studying at 9th grade were included both boys and girls. Results: Paired t-test was used for data analysis and it was found that there is a significant difference in mental alertness, self-esteem and emotional intelligence of underprivileged in post-test; this means remedial intervention training has an effect on students learning process. Conclusion: The remedial intervention program has an effect on mental alertness, self-esteem and emotional intelligence. Therefore, underprivileged students’ needs special care and attention for their learning process as they are lack in proper parenting style and hence such remedial program can be planned based upon the students’ academic achievements and this should be the major part of the school curriculum for underprivileged.

This article presents an evaluation of a community policing program designed to increase youths’ positive attitudes toward the police. A total of 45 youth attended the program and were surveyed at 3 time points: before program commencement, after program completion, and after a 4-month follow-up time period. Four program outcomes were examined: global attitudes toward the police, perception of the police, distributive justice of the police, and perception of police discrimination. Overall, participation in the program was effective in reducing perceptions of police discrimination and increasing attitudes toward the police among all youth. Findings also support the program as a remedial intervention for youth with past negative encounters with the police. The evaluation is discussed in the context of promoting the successful implementation of future community policing programs targeted toward at-risk youth.

Whether we are passionate about educating students or whether we believe that educating students is a job responsibility, as practicing medical radiation technologists/therapists, we are all clinical role models and clinical teachers. Although the majority of students adapt to the clinical environment and professional culture without too much difficulty, as clinical teachers, we have all encountered the student we felt was a challenge to educate. You may have experienced a student you thought was not motivated, did not effectively communicate, or was just a "problem"! As clinical teachers, we often struggle with how best to educate the student who is experiencing difficulty, which can lead to feeling helpless as to how to assist the student to be successful. Regardless of the time and effort spent with the student, when the student is unsuccessful, the reflective practitioner inevitably feels some responsibility. Before characterizing a student as a "problem," clinical teachers need to consider and recognize the many factors that may influence the poor performance. Using evidence from the literature, this article will describe common causes of difficulty that students may be experiencing, how to recognize the difficulty (including the complex nature of the difficulty), strategies for remedial intervention, and a structured framework for a remediation plan to enable the student to succeed.

The outcomes based education (OBE) system is characterised by controversy and the 2008 matric results that rendered admission to an unusually large number of students did nothing to silence critics. The first students who completed their full cycle of school education in the OBE system entered universities in 2009 and their preparedness for university mathematics as well as their performance at university level are important as indicaters for estimating the success or otherwise of the OBE system. In a previous study student performance in mathematics admission tests for 2005-2007 was investigated and it was found that students who had had partial exposure to OBE performed worse than had been the case with their predecessors in the categories of modelling and ratio problems. As a result, this study was conducted to investigate how the 2009 intake of students performed in a modelling course at university level. A report is presented which deals with student performance in the course, problems experienced, the effect of remedial intervention on performance and whether students of the OBE system are adequately prepared for mathematical modelling at university level. This study focuses on performance in a first year course in mathematical modelling at the University of Pretoria. The course is problem based and is technology intensive, requiring use of the software package Matlab. For investigative purposes the papers of semester tests 1 and 2 of 2005 were used unchanged for tests in 2009. Students of 2009 did not have access to the 2005 papers and the same lecturer taught students of both groups. The lecturer also noted personal experiences in respect of students and was able to draw reasonable comparisons between the 2009 students and previous groups because of her years of involvement with the course. The entrance requirement of 60% for matric mathematics in 2005 was increased to 70% in 2009. Results indicate that the pass percentage decreased in both semester tests from 2005 to 2009. The percentage of students with less than 40% also increased in both semester tests from 2005 to 2009. A surprising observation was that the percentage of students who excelled increased remarkably from 2005 to 2009 in both semester tests. Extra assistance was requested by students after the first semester test in 2009 and resulted in a week of intervention during which revision and extra problems were attended to. The results of the two semester tests of 2009 did not live up to expectations of the matric results of the group . Despite the exceptional matric results, performance in the modelling course was decidely poorer. Results indicate that most students were not adequately prepared for the course – as could be predicted from the previous study. The 2009 group was characterised by two aspects – excellent matric results on the one hand and full school education within the OBE system on the other. It is difficult to distinguish between the influence of the two aspects. It would be convenient to blame the substantial size of the “under 40” groups in both semester tests of 2009 on the better than average matric marks. Yet the increased admission requirements should have compensated for the high matric marks. If the matric results are considered to be reliable then the possibility cannot be excluded that the OBE system had had an influence on the underpreparedness of underperforming students in the course. By contrast, in the instance of top achievers if these students had been influenced by the OBE system it had a positive rather than a negative effect on their performance. It would appear that OBE may have had a polarising effect between good and poor students. Good students performed exceptionally well and poor students did worse than expected. It would, however, be unfair to summarily reject the OBE system. Personal impressions of the lecturer include that the OBE-generation asks for assistance when they need it, they are willing to try and use their resources to their own advantage.

Children with reading and other education problems present for help to a wide variety of professionals from different disciplines. At present there appears to be a wide gulf between sophisticated assessments and effective remedial intervention. This paper examines some of the issues involed in providing and evaluating remedial education, and the issues of definition, measurement and prevalence; it is concluded that as many as 20 per cent of 10-year-olds in inner cities in the United Kingdom may require extra help with reading. The evidence suggests that, over-all, remedial help is not at present very effective. A concerted research programme is needed to identify effective approaches. Constructive suggestions are advanced whereby such a research programme would make a significant contribution to services for children with educational problems.

This article describes remedial behavior therapy approaches for the treatment of maladaptive behavioral sequelae to an acquired brain injury (ABI). Remedial approaches are sophisticated and nonintrusive treatment strategies that involve teaching the individual skills or capacities to manage difficult life circumstances. Functional equivalence is one major category of remedial intervention and involves the determination of the behavioral function of the problem behavior and the teaching of an adaptive alternative response or skill cluster that provides the individual with efficient access to that function. Errorless remediation is a second category and entails teaching the individual to tolerate situations associated with problem behavior through hierarchical exposure to increasingly difficult conditions and reinforcement for successful management of those conditions.

A scale based on underlying core beliefs generated by the experience of epilepsy was developed. The scale, with measures of coping, adaptability, and knowledge, was used to examine the commonly-reported differences in emotional adjustment between patients (EP) and a non-epileptic population (NEP). The EP had significantly lower perceived self efficacy and was more depressed and anxious than the NEP controls. The NEP showed greater knowledge of medical aspects of epilepsy than the EP. Positive correlations between scale values and measures of mastery, self esteem, affect balance, felt stigma and impact of epilepsy were found. Factor analysis produced a three factor solution of emotion, knowledge and anxiety which explained 61.6% of the variance in scores. Results are discussed in terms of Bandura's theory of self efficacy as the motivating and sustaining force in the ability to change behaviour. Core beliefs are central to both the development and maintenance of anxiety and depression in epilepsy patients and need to be addressed in any attempts at remedial intervention.

The primary purpose of this chapter is to describe intensive multicomponent reading interventions for use in Response to Intervention (RTI) implementation within elementary and middle schools. In early elementary grades, RTI has a focus on prevention through effective classroom instruction and increasingly powerful early interventions to meet student needs. By contrast, in middle school, the focus of RTI shifts to remediation and the provision of interventions with the power to help more students to be able to read on grade level. First, we provide an overview of RTI and explain the notion of treatment validity within RTI implementation. Next, we describe a kindergarten study that illustrates how the intensity of delivery may impact expected outcomes at Tier 2 and then summarize research on extensive interventions for the primary grades. Then we summarize remedial interventions for older students and examine the percent of older students whose reading could be normalized by focusing on a newly developed intensive middle school remedial intervention that incorporates code- and meaning-focused instruction in a peer-mediated format. Finally, we will discuss RTI challenges and implementation issues.

There was no need for a pipe, old school tie inspection, or manly back slapping. But punctuality, hard work, being pleasant, passing your exams, and conforming to professional norms saw doctors admitted to their chosen postgraduate specialty. Educational assessment was down to judgment and opinion. Problems were dealt with by a quiet word and some remedial intervention. However, these were the dark ages of the 1990s, and now education has “uniform validated assessments,” all overseen by expensive and distant “inclusive” quangos full of Whitehall grandees and …