Community-based intervention and marginalised youth: inclusion, social mobility and life-course transition

Morgan, Haydn; Parker, Andrew; Marturano, Naomi

doi:10.1080/13639080.2020.1767765

Cited by 12 publications

(24 citation statements)

References 42 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…For students that have experienced alienation in school, these relationships can have a greater impact compared to their peers (Muller, 2001 cited in Crosnoe et al, 2004) [13] with some studies showing a direct link between the quality of relations and school retention and the prevention of early school leaving [14][15][16][17][18][19]. These relationships can not only influence student attendance and retention, but also a student's sense of belonging in school [17,[20][21][22] Where early school leavers are re-engaging with education in alternative settings, 'trust, recognition and acceptance' appear to be key elements in positive staff-learner relationships that can lead to (re)engagement in education and 'more positive and productive life choices' for young people (p. 6) [20].…”

Section: Introductionmentioning

confidence: 99%

“We Respect Them, and They Respect Us”: The Value of Interpersonal Relationships in Enhancing Student Engagement

Banks

Smyth

2021

Education Sciences

View full text Add to dashboard Cite

Attempts to understand the patterns behind student disengagement and early school leaving have traditionally focussed on early school leavers’ individual characteristics. More recently, however, studies have begun to focus on the extent to which early school leaving is shaped by school-level factors, and in particular the central role of teachers and pedagogy, in (dis)engaging students. Studies have consistently shown how negative teacher–student relations can dominate the lives of young people, leading to poor attendance and behavioural issues which often culminate in them disengaging, leaving or being expelled from school. Furthermore, there is a growing interest in the role of pedagogical strategies in enhancing teacher–student relations, increasing student engagement and bringing about more socially just systems of education. Using in-depth qualitative interviews with staff working in a school engagement programme aimed at preventing early school leaving (the School Completion Programme) and young people who have left school early and who are now participating in an alternative education setting in Ireland as well as staff in those settings (the National Youthreach Programme), this paper provides a unique comparison of two approaches to learner engagement. Findings highlight the centrality of caring and respectful relationships between teachers and students across the two programmes. This paper suggests that aspects of the ‘productive pedagogies’ framework are being used to overcome barriers by placing equal emphasis on student wellbeing and formal learning. However, both programmes operate outside ‘mainstream’ education, with little scope for integration with the mainstream system. This paper concludes that at the micro level, the programmes are effective in re-engaging young people with education but argues that this has little impact at a broader level, where mainstream school practices impacting on student disengagement and early school leaving remain unchanged.

show abstract

Section: Introductionmentioning

confidence: 99%

“We Respect Them, and They Respect Us”: The Value of Interpersonal Relationships in Enhancing Student Engagement

Banks

Smyth

2021

Education Sciences

View full text Add to dashboard Cite

show abstract

“…One study used a combination of feedback sheets, focus groups and interviews (Hickey, 2018). Four studies combined observations, interviews and focus groups Flores, 2016;Morgan, 2020;Thompson, 2022). Two studies used interviews, observations and journaling (Gowland-Pryde, 2016;Nicklin, 2017), and one study each employed a mix of interviews and journaling (Ruggiero, 2013), reading, journaling and discussion groups (Seroczynski, 2011).…”

Section: Qualitative Studiesmentioning

confidence: 99%

A mixed methods systematic review on the effects of arts interventions for children and young people at‐risk of offending, or who have offended on behavioural, psychosocial, cognitive and offending outcomes: A systematic review

Mansfield,

Daykin,

O'Connell

et al. 2024

Campbell Systematic Reviews

View full text Add to dashboard Cite

BackgroundYoung people who enter the justice system experience complex health and social needs, and offending behaviour is increasingly recognised as a public health problem. Arts interventions can be used with the aim of preventing or reducing offending or reoffending.Objectives1. To evaluate evidence on the effectiveness and impact of arts interventions on keeping children and young people safe from involvement in violence and crime. 2. To explore factors impacting the implementation of arts interventions, and barriers and facilitators to participation and achievement of intended outcomes. 3. To develop a logic model of the processes by which arts interventions might work in preventing offending behaviours.Search MethodsWe searched AMED, Academic Search Complete; APA PsycInfo; CINAHL Plus; ERIC; SocIndex; SportDiscus, Medline, CENTRAL, Web of Science, Scopus, PTSDPubs and Performing Arts Periodicals Database, Sage, the US National Criminal Justice Reference Service, the Global Policing and British Library EThOS databases, and the National Police Library from inception to January 2023 without language restrictions.Selection CriteriaWe included randomised and non‐randomised controlled trials and quasi‐experimental study designs. We included qualitative studies conducted alongside intervention trials investigating experiences and perceptions of participants, and offering insight into the barriers and facilitators to delivering and receiving arts interventions. We included qualitative and mixed methods studies focused on delivery of arts interventions. We included studies from any global setting. We included studies with CYP (8–25 years) who were identified as at‐risk of offending behaviour (secondary populations) or already in the criminal justice system (tertiary populations). We included studies of interventions involving arts participation as an intervention on its own or alongside other interventions. Primary outcomes were: (i) offending behaviour and (ii) anti‐pro‐social behaviours. Secondary outcomes were: participation/attendance at arts interventions, educational attainment, school attendance and engagement and exclusions, workplace engagement, wellbeing, costs and associated economic outcomes and adverse events.Data Collection and AnalysisWe included 43 studies (3 quantitative, 38 qualitative and 2 mixed methods). We used standard methodological procedures expected by The Campbell Collaboration. We used GRADE and GRADE CERQual to assess the certainty of and confidence in the evidence for quantitative and qualitative data respectively.Main ResultsWe found insufficient evidence from quantitative studies to support or refute the effectiveness of arts interventions for CYP at‐risk of or who have offended for any outcome. Qualitative evidence suggested that arts interventions may lead to positive emotions, the development of a sense of self, successful engagement in creative practices, and development of positive personal relationships. Arts interventions may need accessible and flexible delivery and are likely to be engaging if they have support from staff, family and community members, are delivered by professional artists, involve culturally relevant activity, a youth focus, regularity and a sustainable strategy. We found limited evidence that a lack of advocacy, low funding, insufficient wider support from key personnel in adjacent services could act as barriers to success. Methodological limitations resulted in a judgement of very low confidence in these findings.Authors' ConclusionsWe found insufficient evidence from quantitative studies to support or refute the effectiveness of arts interventions for CYP at‐risk of offending or who have offended for any outcome. We report very low confidence about the evidence for understanding the processes influencing the successful design and delivery of arts interventions in this population of CYP and their impact on behavioural, psychosocial, cognitive and offending outcomes.

show abstract

“…It is only by acknowledging the reality of these in uences, the mechanisms by which they are sustained, and the effects on vulnerable populations, that interventions can be focused to promote desirable outcomes. Morgan et al (2020) also reported that certain context-speci c conditions associated with community-based interventions should be made public to promote the possibility of these initiatives adding value to the understanding of social integration and inclusion. The government-led interventions which were focused on the restoration of mangrove swamps and oil spill clean-up reported little to no success due to ineffective monitoring processes, bureaucratic practices and corrupt practices (Zabbey & Tanee, 2016;Eni & Okpiliya, 2011).…”

Section: Policy Measures Available For Mitigating the Incidence Oil S...mentioning

confidence: 99%

A Systematic Review of the Impacts of Oil Spillage on Residents of Oil-Producing Communities in Nigeria

Ezeh

Onyema

Obi

et al. 2023

Preprint

View full text Add to dashboard Cite

Oil spillage is common in oil-producing communities of Nigeria and it impacts negatively on the lives of the residents of these communities. This study analysed available research data on oil spillage incidents in these communities to determine the main causes of the spillage and its impacts on the residents. A systematic review of published studies was carried out and 20 studies were identified from the literature search. The main causes of oil spills were identified as sabotage, oil theft, illegal refining, mystery spill, operational failures, and corrosion. Over 70% of the spillages were discovered to be as a result of sabotage by restive youths. Oil spillage was found to impact on the health, source of livelihood, food security, basic amenities, and socio-economic state of the residents. The major interventions were initiated by multinational companies and were targeted at improving health services, education, infrastructure, skill acquisition, and employment, which will in turn reduce the occurrence of violence, insurgency, and human trafficking in the oil-producing communities. This study highlights the immediate and long-term consequences of oil spills on the residents of oil-host communities in Nigeria. The causes of the spills were attributed mainly to the inaction of government regulatory agencies in oil exploration. Thus, it is recommended that government regulatory agencies should be revamped and repositioned to effectively perform their duties. Interventions should be targeted at addressing the causes of the agitation of the indigenes by involving them in the decision-making process. Also, an appropriate remediation strategy should be adopted to clean up the oil spills.

show abstract

Community-based intervention and marginalised youth: inclusion, social mobility and life-course transition

Abstract: The University of Gloucestershire accepts no liability for any infringement of intellectual property rights in any material deposited but will remove such material from public view pending investigation in the event of an allegation of any such infringement.

Cited by 12 publications

References 42 publications

“We Respect Them, and They Respect Us”: The Value of Interpersonal Relationships in Enhancing Student Engagement

“We Respect Them, and They Respect Us”: The Value of Interpersonal Relationships in Enhancing Student Engagement

A mixed methods systematic review on the effects of arts interventions for children and young people at‐risk of offending, or who have offended on behavioural, psychosocial, cognitive and offending outcomes: A systematic review

A Systematic Review of the Impacts of Oil Spillage on Residents of Oil-Producing Communities in Nigeria

Contact Info

Product

Resources

About