Pub Date : 2022-10-04DOI: 10.1080/0145935X.2022.2119953
Anoma Santiworakul, N. Piya-amornphan, Phatcharawadee Srirug, Areekul Amornsriwatanakul, Wannisa Kumban, Salila Cetthakrikul
Abstract Internal and external factors can potentially affect physical activity in individual children and adolescents. Unfortunately, no study has been conducted to explore the association between these factors and physical activity among Thai children and adolescents who engage in physical activity following the guidelines set by the World Health Organization. The purpose of the study was to investigate the relationship between three internal factors: knowledge, attitude, and self-efficacy with two external factors: parental and environmental supports that encourage physical activity participation among children and adolescents. This study used a secondary data set from the Thailand Physical Activity Children Survey. This survey employed the use of questionnaires and face-to-face interviews for collecting information on physical activity participation. The participants included 2447 children aged 6–17 years. The odds ratio and 95% confidence interval were reported to reflect the strength of an association between internal and external factors and achieving the physical activity guidelines. The results showed that attitude toward physical activity and self-efficacy had an influence on achieving physical activity guidelines. The children and adolescents achieving physical activity guidelines had the confidence in themselves to do physical activity. They could spend their time doing physical activity after school, even in unfavorable conditions. Additionally, parental and environmental supports were necessary to encourage physical activity continuously. Furthermore, these results can be used for promoting a program to manage the factors related to physical activities and improve the levels of physical activity among children and adolescents
{"title":"Perceptions toward Physical Activity and Their Associations with Achieving Sufficient Physical Activity in Children and Adolescents in Regional Thailand","authors":"Anoma Santiworakul, N. Piya-amornphan, Phatcharawadee Srirug, Areekul Amornsriwatanakul, Wannisa Kumban, Salila Cetthakrikul","doi":"10.1080/0145935X.2022.2119953","DOIUrl":"https://doi.org/10.1080/0145935X.2022.2119953","url":null,"abstract":"Abstract Internal and external factors can potentially affect physical activity in individual children and adolescents. Unfortunately, no study has been conducted to explore the association between these factors and physical activity among Thai children and adolescents who engage in physical activity following the guidelines set by the World Health Organization. The purpose of the study was to investigate the relationship between three internal factors: knowledge, attitude, and self-efficacy with two external factors: parental and environmental supports that encourage physical activity participation among children and adolescents. This study used a secondary data set from the Thailand Physical Activity Children Survey. This survey employed the use of questionnaires and face-to-face interviews for collecting information on physical activity participation. The participants included 2447 children aged 6–17 years. The odds ratio and 95% confidence interval were reported to reflect the strength of an association between internal and external factors and achieving the physical activity guidelines. The results showed that attitude toward physical activity and self-efficacy had an influence on achieving physical activity guidelines. The children and adolescents achieving physical activity guidelines had the confidence in themselves to do physical activity. They could spend their time doing physical activity after school, even in unfavorable conditions. Additionally, parental and environmental supports were necessary to encourage physical activity continuously. Furthermore, these results can be used for promoting a program to manage the factors related to physical activities and improve the levels of physical activity among children and adolescents","PeriodicalId":45151,"journal":{"name":"Child & Youth Services","volume":"55 1","pages":"377 - 392"},"PeriodicalIF":0.7,"publicationDate":"2022-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87148809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-24eCollection Date: 2023-01-01DOI: 10.1080/0145935X.2022.2113870
Annika Eenshuistra, Priscilla M Bhola, Ariënne J Hoek-Dekker, Erik J Knorth, Annemiek T Harder
Long-term behavioral change is often difficult to achieve with adolescents staying in residential youth care. To achieve long-term behavioral change, we developed the Up2U training program to enhance these adolescents' intrinsic motivation for change. Based on motivational interviewing and solution-focused therapy, Up2U is designed for conducting one-on-one conversations with adolescents in residential youth care. The aim of this study is to evaluate the experiences that adolescents and care workers have had with Up2U. The results of semi-structured interviews show that, in general, the care workers were satisfied with Up2U. They identified the clarity, conciseness, and sample questions as positive elements of Up2U. In contrast, the care workers regarded the extensiveness and the implementation of Up2U as less positive. The adolescents also seemed to be positive about the use of Up2U during one-on-one conversations. In conclusion, although both care workers and adolescents were generally satisfied, there is still room for improvement.
{"title":"To Change or Not to Change? A Study regarding the Satisfaction of Care Workers and Adolescents with the Motivational Interviewing Based Residential Youth Care Training Program Up2U.","authors":"Annika Eenshuistra, Priscilla M Bhola, Ariënne J Hoek-Dekker, Erik J Knorth, Annemiek T Harder","doi":"10.1080/0145935X.2022.2113870","DOIUrl":"10.1080/0145935X.2022.2113870","url":null,"abstract":"<p><p>Long-term behavioral change is often difficult to achieve with adolescents staying in residential youth care. To achieve long-term behavioral change, we developed the Up2U training program to enhance these adolescents' intrinsic motivation for change. Based on motivational interviewing and solution-focused therapy, Up2U is designed for conducting one-on-one conversations with adolescents in residential youth care. The aim of this study is to evaluate the experiences that adolescents and care workers have had with Up2U. The results of semi-structured interviews show that, in general, the care workers were satisfied with Up2U. They identified the clarity, conciseness, and sample questions as positive elements of Up2U. In contrast, the care workers regarded the extensiveness and the implementation of Up2U as less positive. The adolescents also seemed to be positive about the use of Up2U during one-on-one conversations. In conclusion, although both care workers and adolescents were generally satisfied, there is still room for improvement.</p>","PeriodicalId":45151,"journal":{"name":"Child & Youth Services","volume":"44 1","pages":"300-327"},"PeriodicalIF":0.7,"publicationDate":"2022-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10424807/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46065153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-24DOI: 10.1080/0145935X.2022.2107505
Amber E. Krushas, T. C. Kulig, E. Wright, Ryan Spohn, Lynn M. Castrianno
Abstract Despite widespread support for coordinated responses to child maltreatment, little research examines the successes and barriers faced by child advocacy centers (CACs). The current study examines perspectives on program operations within a large CAC in the Midwest across 14 focus groups, including both internal CAC staff (N = 32) and external agency partners (N = 37). Universal successes and barriers were identified across all service areas. Still, the findings indicate a need to also consider the unique factors affecting each service area. The importance of these findings is discussed for those working in arenas that provide services to youth and families exposed to trauma.
{"title":"Identifying Successes and Barriers in a Child Advocacy Center: An Examination of Five Service Areas","authors":"Amber E. Krushas, T. C. Kulig, E. Wright, Ryan Spohn, Lynn M. Castrianno","doi":"10.1080/0145935X.2022.2107505","DOIUrl":"https://doi.org/10.1080/0145935X.2022.2107505","url":null,"abstract":"Abstract Despite widespread support for coordinated responses to child maltreatment, little research examines the successes and barriers faced by child advocacy centers (CACs). The current study examines perspectives on program operations within a large CAC in the Midwest across 14 focus groups, including both internal CAC staff (N = 32) and external agency partners (N = 37). Universal successes and barriers were identified across all service areas. Still, the findings indicate a need to also consider the unique factors affecting each service area. The importance of these findings is discussed for those working in arenas that provide services to youth and families exposed to trauma.","PeriodicalId":45151,"journal":{"name":"Child & Youth Services","volume":"44 1","pages":"275 - 299"},"PeriodicalIF":0.7,"publicationDate":"2022-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42972604","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-24DOI: 10.1080/0145935X.2022.2113871
Amukelani Bodiroa, E. Ross
Abstract In South Africa, youth leaving care can be considered a vulnerable group given the limited preparation and support they tend to receive for independent living, exacerbated by the high numbers of young people who are not in employment, education or training. The study explored challenges experienced, coping mechanisms employed, and support provided to care leavers who had transitioned from state residential care to independent living in Johannesburg, South Africa. Qualitative interviews were conducted with 12 care leavers. Key findings included the challenge of housing problems; insufficient food and clothing; and struggles to continue with their education and find employment. Care leavers exercised agency and resilience by drawing on personal motivation; crying; spirituality; and networking. Factors in the social-ecological environment that contributed to care leavers’ challenges included not qualifying for help after reaching 18 years of age; and a lack of formal emotional and material support or preparation before, during and after the transition These findings represents an issue of social justice and have implications for policy, practice and further research.
{"title":"Challenges, Agency and Ecology in the Transition of Youth from State Residential Care to Independent Living in Johannesburg, South Africa","authors":"Amukelani Bodiroa, E. Ross","doi":"10.1080/0145935X.2022.2113871","DOIUrl":"https://doi.org/10.1080/0145935X.2022.2113871","url":null,"abstract":"Abstract In South Africa, youth leaving care can be considered a vulnerable group given the limited preparation and support they tend to receive for independent living, exacerbated by the high numbers of young people who are not in employment, education or training. The study explored challenges experienced, coping mechanisms employed, and support provided to care leavers who had transitioned from state residential care to independent living in Johannesburg, South Africa. Qualitative interviews were conducted with 12 care leavers. Key findings included the challenge of housing problems; insufficient food and clothing; and struggles to continue with their education and find employment. Care leavers exercised agency and resilience by drawing on personal motivation; crying; spirituality; and networking. Factors in the social-ecological environment that contributed to care leavers’ challenges included not qualifying for help after reaching 18 years of age; and a lack of formal emotional and material support or preparation before, during and after the transition These findings represents an issue of social justice and have implications for policy, practice and further research.","PeriodicalId":45151,"journal":{"name":"Child & Youth Services","volume":"44 1","pages":"328 - 354"},"PeriodicalIF":0.7,"publicationDate":"2022-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42365716","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-25DOI: 10.1080/0145935X.2022.2100756
P. Wong, Xuebing Su, R. Yu, Tim M. H. Li
Abstract This study examined the efficacy of a multicomponent intervention program for reengaging youth with prolonged social withdrawal behaviors (YPSW) in Hong Kong. Highlighting the involvement of more approachable others encompassing human and non-human partners, the intervention program included case work, group work, and transitional support activities for re-connecting YPSW to community. It turned out that 125 participants, counting as 75% of all participants, who were not in education or employment before enrolling into the program, have managed to find a full-time (i.e. 28.8% of all participants) or part-time (11.2%) job, or resume schooling (35.2%) after going through the program. Significant pre-post changes were identified in terms of reduced socially withdrawn behaviors and social interaction anxiousness, and enhanced self-esteem and perceived self-employability. The paper discussed the implications for informing multi-component intervention work and research study for reengaging YPSWs accordingly.
{"title":"Reengaging Youth with Prolonged Social Withdrawal Behaviours in Hong Kong: Efficacy of an Intervention Programme Involving Human and Non-human Partners","authors":"P. Wong, Xuebing Su, R. Yu, Tim M. H. Li","doi":"10.1080/0145935X.2022.2100756","DOIUrl":"https://doi.org/10.1080/0145935X.2022.2100756","url":null,"abstract":"Abstract This study examined the efficacy of a multicomponent intervention program for reengaging youth with prolonged social withdrawal behaviors (YPSW) in Hong Kong. Highlighting the involvement of more approachable others encompassing human and non-human partners, the intervention program included case work, group work, and transitional support activities for re-connecting YPSW to community. It turned out that 125 participants, counting as 75% of all participants, who were not in education or employment before enrolling into the program, have managed to find a full-time (i.e. 28.8% of all participants) or part-time (11.2%) job, or resume schooling (35.2%) after going through the program. Significant pre-post changes were identified in terms of reduced socially withdrawn behaviors and social interaction anxiousness, and enhanced self-esteem and perceived self-employability. The paper discussed the implications for informing multi-component intervention work and research study for reengaging YPSWs accordingly.","PeriodicalId":45151,"journal":{"name":"Child & Youth Services","volume":"44 1","pages":"231 - 249"},"PeriodicalIF":0.7,"publicationDate":"2022-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45307262","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-25DOI: 10.1080/0145935X.2022.2101445
S. Haffejee, L. Theron, S. Hassan, P. Vostanis
Abstract Children living in resource-constrained environments have high levels of unmet psychosocial needs. Through participatory focus groups, we juxtaposed the views of 55 children aged 7–10 years from resource-constrained settings in South Africa and Pakistan, with those of 96 service providers, focusing on available sources of psychosocial support. Children largely relied on individual and relational resources, with limited awareness of structural supports. Service providers focused less on children’s capacity, instead viewing schools and community-based resources as essential sources for psychosocial support. Children’s agency and capacity should be recognized and bolstered to inform service planning, community-based interventions, and systemic change.
{"title":"Juxtaposing Disadvantaged Children’s Insights on Psychosocial Help-Seeking with Those of Service Providers: Lessons from South Africa and Pakistan","authors":"S. Haffejee, L. Theron, S. Hassan, P. Vostanis","doi":"10.1080/0145935X.2022.2101445","DOIUrl":"https://doi.org/10.1080/0145935X.2022.2101445","url":null,"abstract":"Abstract Children living in resource-constrained environments have high levels of unmet psychosocial needs. Through participatory focus groups, we juxtaposed the views of 55 children aged 7–10 years from resource-constrained settings in South Africa and Pakistan, with those of 96 service providers, focusing on available sources of psychosocial support. Children largely relied on individual and relational resources, with limited awareness of structural supports. Service providers focused less on children’s capacity, instead viewing schools and community-based resources as essential sources for psychosocial support. Children’s agency and capacity should be recognized and bolstered to inform service planning, community-based interventions, and systemic change.","PeriodicalId":45151,"journal":{"name":"Child & Youth Services","volume":"44 1","pages":"250 - 274"},"PeriodicalIF":0.7,"publicationDate":"2022-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42421130","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-13DOI: 10.1080/0145935X.2022.2086116
M. Demir Acar, Tulay Yilmaz Bingol
Abstract People working with children have important roles in diagnosing the symptoms and risks of child abuse and neglect. The purpose of this study was to explore the relationship between liking of children and determining a diagnosis of child abuse and neglect among a group of students studying child development at a Vocational School (N = 193). The data were collected using the Introductory Information Form, The scale for the Identification of the Symptoms and Risks of Child Abuse and Neglect and Barnett Liking of Children Scale. It was found that the mean score of the scale for diagnosing the symptoms and risks of child abuse and neglect was 3.58 ± 0.45 and the mean score of the liking of children scale was 86.64 ± 14.0. The results of the regression analysis indicated that the liking of children did not significantly predict the scores of the sub-dimensions of determination of symptoms and risks of CAN, and there was no relationship between them (p > 0.05). Moreover, the results indicated that the level of diagnosis of child abuse and neglect should be improved.
{"title":"An Exploration of the Relationship between Liking of Children and Determining Abuse and Neglect among Students Studying Child Development at a Vocational School","authors":"M. Demir Acar, Tulay Yilmaz Bingol","doi":"10.1080/0145935X.2022.2086116","DOIUrl":"https://doi.org/10.1080/0145935X.2022.2086116","url":null,"abstract":"Abstract People working with children have important roles in diagnosing the symptoms and risks of child abuse and neglect. The purpose of this study was to explore the relationship between liking of children and determining a diagnosis of child abuse and neglect among a group of students studying child development at a Vocational School (N = 193). The data were collected using the Introductory Information Form, The scale for the Identification of the Symptoms and Risks of Child Abuse and Neglect and Barnett Liking of Children Scale. It was found that the mean score of the scale for diagnosing the symptoms and risks of child abuse and neglect was 3.58 ± 0.45 and the mean score of the liking of children scale was 86.64 ± 14.0. The results of the regression analysis indicated that the liking of children did not significantly predict the scores of the sub-dimensions of determination of symptoms and risks of CAN, and there was no relationship between them (p > 0.05). Moreover, the results indicated that the level of diagnosis of child abuse and neglect should be improved.","PeriodicalId":45151,"journal":{"name":"Child & Youth Services","volume":"44 1","pages":"218 - 230"},"PeriodicalIF":0.7,"publicationDate":"2022-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47454674","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-21DOI: 10.1080/0145935X.2022.2065982
Gülendam Akgül
Abstract The COVID-19 Pandemic is associated with many radical changes in the lives of young adults. Their developmental and generational characteristics would likely affect their experiences of Pandemic. This study explores their experiences in the context of school, family, and friendship during the Pandemic. The sample consisted of 23 college students. Qualitative data were collected online and analyzed with the thematic analysis method. The results showed that their experiences in the school context resulted in seven themes: difficulties with online classes, benefits, negative mood, coping strategies, loss of socialization opportunities at school, return to daily life, and physical conditions. The themes in the family context were the need for autonomy, increasing conflict, improved family relationships, and no change. Finally, in the friendship context, the themes of losses, coping strategies, emotions, no change, and gains emerged. Results were discussed in terms of the self-determination perspective and generational characteristics of the sample.
{"title":"Emerging Adults during the Pandemic: The Experiences of Generation Z in the Context of Self-Determination Theory","authors":"Gülendam Akgül","doi":"10.1080/0145935X.2022.2065982","DOIUrl":"https://doi.org/10.1080/0145935X.2022.2065982","url":null,"abstract":"Abstract The COVID-19 Pandemic is associated with many radical changes in the lives of young adults. Their developmental and generational characteristics would likely affect their experiences of Pandemic. This study explores their experiences in the context of school, family, and friendship during the Pandemic. The sample consisted of 23 college students. Qualitative data were collected online and analyzed with the thematic analysis method. The results showed that their experiences in the school context resulted in seven themes: difficulties with online classes, benefits, negative mood, coping strategies, loss of socialization opportunities at school, return to daily life, and physical conditions. The themes in the family context were the need for autonomy, increasing conflict, improved family relationships, and no change. Finally, in the friendship context, the themes of losses, coping strategies, emotions, no change, and gains emerged. Results were discussed in terms of the self-determination perspective and generational characteristics of the sample.","PeriodicalId":45151,"journal":{"name":"Child & Youth Services","volume":"44 1","pages":"194 - 217"},"PeriodicalIF":0.7,"publicationDate":"2022-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44447768","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/0145935X.2022.2078697
L. Hendry, E. Taylor, L. Mackinlay
Abstract Background In residential childcare for youth who have been removed from the birth home as a result of childhood maltreatment, staff are working with after-effects of developmental trauma. Experiencing trauma and neglect at a young age is likely to lead to adaptive alterations in brain development, in part due to over- or under-activation of the body’s stress response. As a result, care-experienced children and youth with trauma backgrounds are likely to experience various neurodevelopmental difficulties, including executive function problems. There is a gap in training provision related to executive function in the context of neurodevelopmental trauma and its implications for current behavior, affect and cognition. Objective To conduct a feasibility and acceptability trial of an online training course for residential workers with care-experienced children, focusing on the impact of trauma on the development of executive function. The development of the training and an evaluation of its outcomes are described. Participants and setting Staff working in residential childcare across the UK were invited to participate in an online training and evaluation protocol. Methods Participants completed measures of perceived and actual knowledge before and after training. Completion rates, outcomes data and evaluation feedback was used to assess the acceptability and feasibility of the training, Results Of 318 initial registrants, 47.7% completed the training and post-training measures. Significant learning gains were found, along with (p < .001, d = 1.08) positive feedback from participants. Technological constraints were the most significant limitation. Conclusions An online neurodevelopmental trauma training is feasible and acceptable to residential childcare workers.
背景:对于那些由于童年虐待而被从出生之家带走的青少年，工作人员正在处理发育创伤的后遗症。在年轻时经历创伤和忽视可能会导致大脑发育的适应性改变，部分原因是身体压力反应的过度或不足。因此，有创伤背景的儿童和青少年很可能经历各种神经发育困难，包括执行功能问题。在神经发育创伤及其对当前行为、情感和认知的影响的背景下，与执行功能相关的培训提供存在空白。目的探讨创伤对执行功能发展的影响，为有护理经验的儿童提供在线培训课程，探讨其可行性和可接受性。介绍了培训的发展和对培训结果的评价。在英国各地从事寄宿儿童保育工作的参与者和设置人员被邀请参加在线培训和评估协议。方法参与者在训练前后分别完成感知知识和实际知识的测量。结果318名初次注册者中，47.7%的人完成了培训并采取了培训后措施。发现显著的学习收益，以及(p <。001, d = 1.08)参与者的积极反馈。技术限制是最重要的限制。结论对寄宿制保育员进行神经发育创伤在线培训是可行且可接受的。
{"title":"Neuro Trauma Training: Feasibility and Acceptability of Online Training in Executive Function for Residential Childcare Workers","authors":"L. Hendry, E. Taylor, L. Mackinlay","doi":"10.1080/0145935X.2022.2078697","DOIUrl":"https://doi.org/10.1080/0145935X.2022.2078697","url":null,"abstract":"Abstract Background In residential childcare for youth who have been removed from the birth home as a result of childhood maltreatment, staff are working with after-effects of developmental trauma. Experiencing trauma and neglect at a young age is likely to lead to adaptive alterations in brain development, in part due to over- or under-activation of the body’s stress response. As a result, care-experienced children and youth with trauma backgrounds are likely to experience various neurodevelopmental difficulties, including executive function problems. There is a gap in training provision related to executive function in the context of neurodevelopmental trauma and its implications for current behavior, affect and cognition. Objective To conduct a feasibility and acceptability trial of an online training course for residential workers with care-experienced children, focusing on the impact of trauma on the development of executive function. The development of the training and an evaluation of its outcomes are described. Participants and setting Staff working in residential childcare across the UK were invited to participate in an online training and evaluation protocol. Methods Participants completed measures of perceived and actual knowledge before and after training. Completion rates, outcomes data and evaluation feedback was used to assess the acceptability and feasibility of the training, Results Of 318 initial registrants, 47.7% completed the training and post-training measures. Significant learning gains were found, along with (p < .001, d = 1.08) positive feedback from participants. Technological constraints were the most significant limitation. Conclusions An online neurodevelopmental trauma training is feasible and acceptable to residential childcare workers.","PeriodicalId":45151,"journal":{"name":"Child & Youth Services","volume":"43 1","pages":"104 - 133"},"PeriodicalIF":0.7,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47228526","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-17DOI: 10.1080/0145935X.2022.2050204
M. Moensted, N. Buus
Abstract Youth-led peer-support initiatives appear well placed to dismantle conventional binaries of youth-adult, as they hold promise as models able to perceive youth outside the role of service recipients. Drawing on ethnographic research at an Australian youth program that included interviews with young people, young and adult volunteers, and staff, this paper investigates the role young people play in determining, creating, and applying change processes for their peers. Through the mechanisms of “cultivating relatability,” “establishing a culture of support,” and “role-modeling alternative pathways,” new possibilities and hope were created. At the core of peer-support efforts was an attempt to increase social integration and a commitment to notions of equality and respect as well as the eradication of unequal power relations between adults and young people. The dual phenomenon of being both the recipient of peer support and facilitators of change processes for others has novel implications for youth programs that work with young people to enhance processes of empowerment and agency and promote positive youth outcomes. Such an approach to working with young people as engaged partners, which gives them a voice and, in particular, asserts the rights of young people to be involved in transforming and recreating their situations, creates opportunities that may both extend the reach and deepen the impact of youth services.
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