A meta-analysis on the outcomes of adolescents at risk for school drop-out attending nonresidential alternative educational facilities

Pronk, Sanne; Kuiper, Chris; Smit, Dafne; Stams, Geert Jan; Popma, Arne; Mulder, E.; Berg, van den Germie

doi:10.1080/1045988x.2019.1710099

Cited by 7 publications

(3 citation statements)

References 42 publications

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“…Therefore, when viewed through this lens, the objective of toxic positivity is ultimately to lead to happiness. The distinction lies in the fact that toxic positivity is geared towards achieving immediate gratification by disregarding negative emotions (Quintero & Long, 2019;Abdullah et al, 2020;Pronk et al, 2020). Furthermore, the motivation behind toxic positivity, namely a desire to provide help, stands in stark contrast to the context of verbal violence, which constitutes an act of aggression.…”

Section: Resultsmentioning

confidence: 99%

Gender Differences in Levels of Toxic Positivity in Adolescents: A Quantitative Study

Putra,

Ramadhanti,

Rizky

2023

Jur. Ilmh. Ilm. Ter. Un. Ja

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This research is the first research derived from applied science in the field of public health to explore gender differences in levels of toxic positivity in adolescents. Toxic positivity is defined as the overgeneralization and ineffectiveness of happy and optimistic states in all situations resulting in the denial, minimization, and invalidation of authentic human emotional experiences. The research sample consisted of male and female teenagers aged 18-24. Data was collected through a questionnaire that measures the level of toxic positivity based on responses related to positivity and behavior that can ignore or override negative emotions. The results show that there is a significant difference between male and female adolescents in the level of toxic positivity. Adolescent girls tend to show lower levels of toxic positivity than adolescent boys. These findings indicate that adolescent girls are more likely to acknowledge and manage their negative emotions more openly than adolescent boys. This study provides important insights into gender differences in the context of toxic positivity in adolescents. The results can be used to develop more targeted interventions and approaches to help adolescents manage their emotions healthily and constructively. The novelty of this research is that it introduces a new measure of toxic positivity that can capture the subtle and complex ways in which people cope with their emotions. This study also contributes to the literature on gender and emotion regulation by highlighting differences in patterns and consequences of toxic positivity among male and female adolescents.

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Section: Resultsmentioning

confidence: 99%

Gender Differences in Levels of Toxic Positivity in Adolescents: A Quantitative Study

Putra,

Ramadhanti,

Rizky

2023

Jur. Ilmh. Ilm. Ter. Un. Ja

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“…For students who do transition back to TPS, one study in California found that after a year, approximately 60% were still at their TPS, 17% returned to an alternative school, and 23% were no longer enrolled in either an alternative school or TPS [124]. For students who maintain enrollment at alternative schools, studies have found both positive and negative effects on students' academic achievement [125,126] and null effects on long-term outcomes [122]. However, it should be noted that the Texas-based study that found negative effects on achievement compared alternative school students to those at TPS [125].…”

Section: Student Outcomesmentioning

confidence: 99%

Public School Choice Options in the United States

Smith,

Dawson-Amoah,

Tong

et al. 2023

Encyclopedia

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Under the structure of compulsory education, students in the United States are required to attend school until at least 16 years of age, which can be done at a variety of educational institutions, both public and private. Amongst public schools, students are each assigned a neighborhood school but also frequently have the option to attend a choice school. While the purpose of neighborhood schools is to provide a guaranteed educational option that accommodates most students, choice schools serve varied purposes that accommodate specific learning styles and societal goals. Four types of publicly funded choice schools are magnet, charter, alternative, and virtual schools. While each was established to serve a specific societal goal, their purposes have shifted over time and have produced varied student outcomes, both academic and non-academic.

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“…To date, there is a lack of research on adolescents allocated to non-residential alternative educational facilities (Pronk, Kuiper et al., 2020). By offering a description and comparison of characteristics of adolescents allocated to secure residential youth care and non-residential alternative educational facilities, we aim to learn more about current allocation decision-making processes and provide input for the prevention of secure residential youth care.…”

Section: Introductionmentioning

confidence: 99%

Differences between adolescents in secure residential care and non-residential educational facilities

Pronk

Germie

Chris

et al. 2021

Journal of Social Work

Self Cite

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Summary In this cross-sectional study, we examined differences between 351 adolescents allocated to secure residential youth care and the non-residential alternative educational facility School2Care (12–18 years old, 63% boys). Data were collected by means of the official school registration system and standardized questionnaires. Findings Results showed that adolescents in both settings had severe problems. Emergency situations, problems in daily functioning in all life domains, and previous out-of-home placements were found to be associated with allocation to secure residential youth care instead of non-residential alternative education. These three factors may be considered risk factors for secure residential placement of adolescents with complex needs. Applications This study provides input for the prevention of secure residential youth care, because the two dynamic (changeable) risk factors for residential out-of-home placement (i.e., emergency situations and adolescent’s daily life functioning) should be considered as intervention targets in non-residential care, while static factors (i.e., history of out-of-home placement) can be used to improve risk assessment of residential out-of-home placement, with higher risk requiring more intensive treatment according to the risk-need-responsivity model for effective mandated treatment.

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A meta-analysis on the outcomes of adolescents at risk for school drop-out attending nonresidential alternative educational facilities

Cited by 7 publications

References 42 publications

Gender Differences in Levels of Toxic Positivity in Adolescents: A Quantitative Study

Gender Differences in Levels of Toxic Positivity in Adolescents: A Quantitative Study

Public School Choice Options in the United States

Differences between adolescents in secure residential care and non-residential educational facilities

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