A Home and School Support Project for Children Excluded from Primary and First Year Secondary School

Panayiotopoulos, Christos; Kerfoot, Michael

doi:10.1111/j.1475-3588.2004.00091.x

Cited by 7 publications

(9 citation statements)

References 9 publications

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“…We found seven studies (19%) whose description of the baseline equivalence suggested a high-risk. This was found, for instance, in cases where the control group presented higher levels of exclusion than the treatment group and there was not clear mention of adjustment (e.g., Panayiotopoulos & Kerfoot, 2004). Another example concerns the imbalance of one specific type of exclusion: specifically, expulsion and out-of-school exclusion were equivalent in the treatment and the control groups, but display substantial imbalance in the case of inschool exclusion (e.g., Berlanga, 2004).…”

Section: Baseline Equivalence In the Outcome Measuredmentioning

confidence: 99%

“…We tried to contact authors but it was not possible. We calculate an approximate SE=.013.Presence/absence27) Panayiotopoulos & Kerfoot (2004)Journal article12410Home and School Support Project (HASSP)IndicatedUnknownNo Exclusion T1: M=9.50; SD=14.81; N=62 C1: M=5.11; SD=7.56; N= 62 Post treatment (After three months) T2: M=4.95; SD=13.11; N=61 C2: M=5.51; SD=11.94; N=62Effect size was calculated as the difference between baseline and post treatment. We corrected final calculations by adding the value of pre/post correlation, assumed to be equal .75.Nº days28) Peck (2006)PhD Thesis1050Fifth to eighth gradeStudent Targeted with Opportunities for Prevention (STOP)UnclearUnknownNo Suspension Post‐treatment (unclear number of weeks/months after treatment) T2: 22; N=315 C2: 22; N=321Data was entered into CMA by using a 2x2 table.…”

Section: Tablesmentioning

confidence: 99%

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School‐based interventions for reducing disciplinary school exclusion: a systematic review

Valdebenito¹,

Eisner²,

Farrington³

et al. 2018

Campbell Systematic Reviews

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This Campbell systematic review examines the impact of interventions to reduce exclusion from school. School exclusion, also known as suspension in some countries, is a disciplinary sanction imposed by a responsible school authority, in reaction to students' misbehaviour. Exclusion entails the removal of pupils from regular teaching for a period during which they are not allowed to be present in the classroom (in‐school) or on school premises (out‐of‐school). In some extreme cases the student is not allowed to come back to the same school (expulsion). The review summarises findings from 37 reports covering nine different types of intervention. Most studies were from the USA, and the remainder from the UK. Included studies evaluated school‐based interventions or school‐supported interventions to reduce the rates of exclusion. Interventions were implemented in mainstream schools and targeted school‐aged children from four to 18, irrespective of nationality or social background. Only randomised controlled trials are included. The evidence base covers 37 studies. Thirty‐three studies were from the USA, three from the UK, and for one study the country was not clear. School‐based interventions cause a small and significant drop in exclusion rates during the first six months after intervention (on average), but this effect is not sustained. Interventions seemed to be more effective at reducing some types of exclusion such as expulsion and in‐school exclusion. Four intervention types – enhancement of academic skills, counselling, mentoring/monitoring, and skills training for teachers – had significant desirable effects on exclusion. However, the number of studies in each case is low, so this result needs to be treated with caution. There is no impact of the interventions on antisocial behaviour. Variations in effect sizes are not explained by participants' characteristics, the theoretical basis of the interventions, or the quality of the intervention. Independent evaluator teams reported lower effect sizes than research teams who were also involved in the design and/or delivery of the intervention. Plain language summary Interventions can reduce school exclusion but the effect is temporarySome interventions – enhancement of academic skills, counselling, mentoring/monitoring, and skills training for teachers – appear to have significant effects on exclusion. The review in briefInterventions to reduce school exclusion are intended to mitigate the adverse effects of this school sanction. Some approaches, namely those involving enhancement of academic skills, counselling, mentoring/monitoring and those targeting skills training for teachers, have a temporary effect in reducing exclusion. More evaluations are needed to identify the most effective types of intervention; and whether similar effects are also found in different countries. What is this review about?School exclusion is associated with undesirable effects on developmental outcomes. It increases the likelihood of poor academic performance, antisocial behavior, and po...

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Section: Baseline Equivalence In the Outcome Measuredmentioning

confidence: 99%

Section: Tablesmentioning

confidence: 99%

School‐based interventions for reducing disciplinary school exclusion: a systematic review

Valdebenito¹,

Eisner²,

Farrington³

et al. 2018

Campbell Systematic Reviews

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“…Gerner and Wilson (2005) indicated that social acceptance was typically perceived by students as being one of the most important indicators of a successful transition. Besides social adjustment, the change in learning environment, teachers, peers, new subjects and learning style, can all lead to educational and/or psychologically negative outcomes (Eccles and Midley, 1990;Panayiotopoulos and Kerfoot, 2004). The choices about their future that pupils face in secondary school and beyond can be more complicated for young people with SEND because they Findings from a longitudinal study carried out by Aston et al (2005) on young people with special educational needs undergoing the transition process, suggested that the agencies which support all young people in England with transition to higher education and employment are complex and fragmented.…”

Section: Introductionmentioning

confidence: 99%

Investigating the opportunities provided for young adults with special education needs and disabilities (SEND) to prepare for adulthood in a city in England

Malkani¹

2021

Support for Learning

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This paper reports research commissioned by an English City Council. Its aim was to gather data to identify and prioritise the council's efforts to develop, co-ordinate and monitor services and support for young people with SEND in the city as they move into their adult lives. This included the four areas identified by the English government in the SEND Code of Practice, these being: employment, community inclusion, health and independent living. The study used qualitative and quantitative research methods including semi-structured interviews and questionnaires to investigate the experiences of students, teachers, National Health Service staff and social workers in identifying processes and structures that support or hinder the transition process as children prepare for adulthood. As such the study gathered generic data to indicate the expectations, needs, aspirations and views of young persons between the ages of 14 and 22 with regards to employment, education, community inclusion and health. An interpretation of data from the research illustrated the effectiveness of the support structures that are in place to help with

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“…Due to family breakdown and poverty shown in the findings, children may follow their parents' example in the future (Panagiotopoulos & Kerfoot, 2004) or may have fewer opportunities for personal and professional growth. As Parsons (1994) claims, because of this dysfunctional system, troubled children can stay out of the educational network for a long time awaiting support that does not seem to exist.…”

Section: Discussionmentioning

confidence: 79%

Exploring the unknown aspects of Roma community in Cyprus and the role of social work practice

Panayiotopoulos

Zachariades

2016

European Journal of Social Work

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The status quo of Roma communities in Europe is strongly marked by marginalisation and discrimination. Roma people tend to face social exclusion and segregation leading to lack of education, chronic unemployment and limited access to healthcare, housing and public services as well as widespread poverty. Very few studies have been conducted as far as Roma community in Cyprus are concerned and almost none has explored quality of life of this ethnic minority. Therefore, this article examines quality of life dimensions in approximately half of the population (n = 156) residing in the catchment area. Both quantitative and qualitative results showed poor standards of living, high school dropout rates and high levels of marginalisation. Social work as discipline can foster a more empowering and coordinating role as to enhance Roma's distinctive identity and improve standards of living. ΠΕΡΊΛΗΨΗΓενικότερα στην Ευρώπη παρατηρείται πως η κοινότητα των Ρομά βιώνει έντονα δυσμενείς καταστάσεις όπως κοινωνική περιθωριοποίηση, διακρίσεις και διάwορα αρνητικά κοινωνικά στερεότυπα. Η εν λόγω ομάδα μπορεί να χαρακτηριστεί ως ιδιαίτερα ευάλωτη σε καταστάσεις κοινωνικού αποκλεισμού και wτώχειας που πιθανόν να οδηγήσουν σε χρόνια ανεργία, περιορισμένη πρόσβαση στη υγειονομική περίθαλψη και προβλήματα στέγασης. Στη Κύπρο πολύ λίγες μελέτες έχουν διεξαχθεί σε σχέση με τις ψυχοκοινωνικές ανάγκες της κοινότητας των Ρομά και σχεδόν καμία δεν έχει διερευνήσει εις βάθος τη ποιότητα ζωής της εν λόγω εθνοτικής μειονότητας. Ως εκ τούτου, το άρθρο αυτό είχε ως σκοπό να εξετάσει τις διαστάσεις της ποιότητα ζωής αυτών των ατόμων (n = 156). Τόσο ποσοτικά όσο και ποιοτικά αποτελέσματα έδειξαν χαμηλούς δείκτες (υγιεινή, στέγαση) διαβίωσης όπως και σημαντικά ποσοστά πρόωρης σχολικής εγκατάλειψης και υψηλά επίπεδα κοινωνικής απομόνωσης. Σε συνδυασμό με τα αποτελέσματα της έρευνας γίνεται μια προσπάθεια στο συγκεκριμένο άρθρο ανάδειξης της Κοινωνικής Εργασίας ώστε να αναλάβει ένα πιο δυναμικό και συντονιστικό ρόλο ώστε να ενισχυθεί η ιδιαίτερη ταυτότητα των Ρομά αλλά και να βελτιωθεί το βιοτικό επίπεδο της συγκεκριμένης ομάδας ανθρώπων. ARTICLE HISTORY

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A Home and School Support Project for Children Excluded from Primary and First Year Secondary School

Cited by 7 publications

References 9 publications

School‐based interventions for reducing disciplinary school exclusion: a systematic review

School‐based interventions for reducing disciplinary school exclusion: a systematic review

Investigating the opportunities provided for young adults with special education needs and disabilities (SEND) to prepare for adulthood in a city in England

Exploring the unknown aspects of Roma community in Cyprus and the role of social work practice

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