Non-agricultural Work Injuries Among Youth

Breslin, F. Curtis; Day, Doreen; Tompa, Emile; Irvin, Emma; Bhattacharyya, Sudipa; Clarke, Judith A.

doi:10.1016/j.amepre.2006.10.007

Cited by 56 publications

(53 citation statements)

References 30 publications

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“…Il a pour mission la promotion et la valorisation de la recherche. www.erudit.org Tous droits réservés © Département des relations industrielles de l'Université Laval, 2012 (CSST, 2003: 36), who are proportionately more prone to be injured at work (Breslin et al, 2007). In addition, the Quebec Ministry for Education, Recreation and Sports (MELS) 2 has recently set major curricular reform in motion, leading to a diversification in educational paths, partly to provide better opportunities for students with particular needs such as those who risk dropping out or not being successful at secondary school (MELS, 2008).…”

Section: Résumé De L'articlementioning

confidence: 99%

Supervision of Apprentices in Semiskilled Trades: Program Stipulations and Workplace Realities

Laberge

Vézina²,

Calvet³

et al. 2012

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An ergonomics intervention research study was carried out with an aim to prevent workplace injury for students enrolled in the Training for a Semiskilled Trade (TST) vocational program, which was recently instituted in Quebec, Canada. The article lays out certain discrepancies between the institution-prescribed parameters for TST intern supervision and workplace realities, in order to best determine the foundations upon which workplace injury prevention programs might be based. With this goal in mind, the article outlines some aspects of the social setting encountered upon entering the workforce, specifically communications with colleagues and access to guidance and support in the workplace. Methods were based on analysis of ministerial and institutional training documentation and a two-wave data collection protocol comprising individual interviews with interns and observation of work situations to document the orientation and training process. Results showed that workplace supervisory conditions are rather different from what is described in the training program documentation. Several students, contrary to program specifications, find themselves in incidental work situations involving supervising colleagues who have unofficially elected or accidentally taken on such roles. Access to supervision and guidance is not always promptly provided, meaning young workers are left without structured help and support. Furthermore, apprentices find themselves in an incredibly diverse range of contexts and settings. Hence, it should be deemed essential to develop flexible teaching and learning tools which can apply or be adapted to a variety of contexts. The training program’s traditional supervisor-apprentice partnership model would be best revised to maximize the use of all valuable on-site resources and ensure students develop skills to stay healthy at work.La recherche effectuée vise à décrire l’environnement social entourant la période d’entrée en emploi d’élèves inscrits à la nouvelle Formation menant à un métier semi-spécialisé (FMS), en oeuvre au Québec depuis 2007. Les jeunes visés par la FMS ont tous entre 15 et 17 ans. Ils sont considérés plus à risque de développer une lésion professionnelle que les travailleurs plus âgés. Dans une perspective de prévention, les auteurs proposent de mettre à plat l’écart entre le cadre prescrit de supervision en entreprise des élèves inscrits à la FMS et la dynamique sociale réelle lors de leur accueil et intégration en milieu de travail, suivant un cadre d’analyse ergonomique de l’activité. Les résultats présentés sont issus d’une recherche intervention visant à intégrer la prévention des lésions professionnelles au programme de formation. Les résultats montrent que les conditions d’accueil et de parrainage sont bien différentes de ce qui est prescrit dans le programme de formation. Les stagiaires sont tous dans des situations très différentes, selon le contexte de leur entreprise de stage et le métier choisi. Bien souvent l’élève est entouré de plusieurs pairs significatifs et p...

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Section: Résumé De L'articlementioning

confidence: 99%

Supervision of Apprentices in Semiskilled Trades: Program Stipulations and Workplace Realities

Laberge

Vézina²,

Calvet³

et al. 2012

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“…[47][48][49] In summary, there were few published data-driven reports available in the primary literature on most U.S. states, including NJ, and few underlying tracking systems. We also must note that these published studies did not distinguish well-supervised, school-sponsored experiences such as SLEs from the unsupervised employment of minors.…”

Section: -17mentioning

confidence: 99%

Supervising Structured Learning Experiences for Students in New Jersey: Training Teachers in School-Based Occupational Health and Safety Practice

Shendell

Hemminger²,

Campbell³

et al. 2009

Public Health Rep

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This article describes the structured learning experience (SLE) supervisory training curriculum coordinated by the New Jersey Safe Schools Program, a project supported by the New Jersey Department of Education, Office of Career and Technical Education. The New Jersey SLE supervisory training program comprises training courses and resources for teachers who supervise secondary school minors (students aged 16 to 18 years and special needs students up to age 21) enrolled in various programs—college preparatory, general education, career and technical education, career academies, and special education. One goal of the program is to enhance knowledge and awareness of legal and scientific occupational safety and health principles to ensure safe, rewarding work experiences inside and outside classrooms. This article describes our experiences and data available from November 2005 to January 2008. We summarize relevant federal and state laws and agencies; potential exposure agents and microenvironments of concern; stakeholders and training partners; process and immediate impact data from SLE supervisory trainings; and lessons learned to inform states that may adopt similar strategies or regulations.

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“…safeguards and personal protective equipment), 38 employer and/or supervisor OSH attitudes and attributes are critical for supporting a safe and healthy working culture. 7 There is however a lack of Nordic studies regarding the relationship between age, workplace safety culture and its effects on young workers' health and safety. 11;18…”

Section: Age Segregationmentioning

confidence: 99%

“…The report is not an in-depth systematic review, but rather provides a short overview of young worker legislation, the context of youth employment, the sectors young workers are employed in, the OSH hazards they are exposed to, the nature of their injuries and health outcomes, as well as providing new insight into the many contributing factors of young workers' increased OSH risks. This new insight proposes a need for focusing on the combination of the following factors (Figure 1), which together contribute to the increased OSH risks of young workers: 7  Worker characteristics, individual characteristics such as physical, cognitive and psychosocial maturity level, (in)experience and risk awareness.  Work organisation, e.g.…”

Section: Background and Objectivesmentioning

confidence: 99%