Rural Neighborhoods and Child Aggression

Bowen, Natasha K.; Wretman, Christopher J.

doi:10.1007/s10464-014-9673-z

Cited by 5 publications

(4 citation statements)

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“…Although cultures and social structures within communities are always changing, there may be features in the societies and cultures that impede changes in health information seeking behaviours. Findings of Bowen and Wretman (2014) indicated that rural neighbourhoods may operate as both a microsystem and an exosystem for children, with direct contagion effects on their behaviours and indirect social control effects through parenting practices 32. Although not directly associated to the villagers’ practice of participating health education programmes, this claim highlights the role of rural neighbourhoods as a micro-exosystem on the mode of participation in health education programmes within rural communities.…”

Section: Discussionmentioning

confidence: 99%

Obstacles for Iranian rural population to participate in health education programmes: a qualitative study

et al. 2019

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ObjectiveTo explore the obstacles of community participation in rural health education programmes from the viewpoints of Iranian rural inhabitants.DesignThis was a qualitative study with conventional content analysis approach which was carried out March to October 2016.SettingData collected using semistructured interviews that were digitally recorded, transcribed and analysed until data saturation. MAXQDA 10 software was used to manage the textual data.ParticipantParticipants were twenty-two seven clients from a rural community in Ardabil, Iran who were receiving health services from health centres.ResultThe main obstacles to participate in health education programmes in rural settings were ‘Lack of trust to the rural health workers’, ‘Adherence to neighbourhood social networks in seeking health information’ and ‘Lack of understanding on the importance of health education’.ConclusionRural health education programmes in Iran are encountered with a variety of obstacles. We need to enhancing mutual trust between the rural health workers and villagers, and developing community-based education programmes to promote health information seeking behaviours among villagers. The finding of this study will be a referential evidence for the qualitative improvement of local health education programmes for rural inhabitants.

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Section: Discussionmentioning

confidence: 99%

Obstacles for Iranian rural population to participate in health education programmes: a qualitative study

et al. 2019

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“…A missing values analysis (MVA) was conducted using Little’s missing completely at random (MCAR) test in SPSS to determine percentage and patterns of missing data [ 49 ]. The MCAR test was not statistically significant ( χ 2 = 301.69, df = 282, p = 0.20) and missing data were less than 2% on variables with any missing data, which is not likely statistically or clinically significant [ 50 ]. Mplus uses full information maximum likelihood (FIML) for handling any missing data on the indicator variables of latent factors, as well as observed variables and covariates pulled into the model [ 45 ].…”

Section: Methodsmentioning

confidence: 99%

Implementing traumatic brain injury screening in behavioral health treatment settings: results of an explanatory sequential mixed-methods investigation

et al. 2023

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Background Traumatic brain injury (TBI) is a complex condition common among individuals treated in behavioral healthcare, but TBI screening has not been adopted in these settings which can affect optimal clinical decision-making. Integrating evidence-based practices that address complex health comorbidities into behavioral healthcare settings remains understudied in implementation science, limited by few studies using theory-driven hypotheses to disentangle relationships between proximal and medial indicators on distal implementation outcomes. Grounded in the Theory of Planned Behavior, we examined providers’ attitudes, perceived behavioral control (PBC), subjective norms, and intentions to adopt The Ohio State University TBI Identification Method (OSU TBI-ID) in behavioral healthcare settings. Methods We used an explanatory sequential mixed-methods design. In Phase I, 215 providers from 25 organizations in the USA completed training introducing the OSU TBI-ID, followed by a survey assessing attitudes, PBC, norms, and intentions to screen for TBI. After 1 month, providers completed another survey assessing the number of TBI screens conducted. Data were analyzed using structural equation modeling (SEM) with logistic regressions. In Phase II, 20 providers were purposively selected for semi-structured interviews to expand on SEM results. Qualitative data were analyzed using thematic analysis, integrated with quantitative results, and combined into joint displays. Results Only 25% (55/215) of providers adopted TBI screening, which was driven by motivations to trial the intervention. Providers who reported more favorable attitudes (OR: 0.67, p < .001) and greater subjective norms (OR: 0.12, p < .001) toward TBI screening demonstrated increased odds of intention to screen, which resulted in greater TBI screening adoption (OR: 0.30; p < .01). PBC did not affect intentions or adoption. Providers explained that although TBI screening can improve diagnostic and clinical decision-making, they discussed that additional training, leadership engagement, and state-level mandates are needed to increase the widespread, systematic uptake of TBI screening. Conclusions This study advances implementation science by using theory-driven hypothesis testing to disentangle proximal and medial indicators at the provider level on TBI screening adoption. Our mixed-methods approach added in-depth contextualization and illuminated additional multilevel determinants affecting intervention adoption, which guides a more precise selection of implementation strategies.

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“…Venkovské prostředí je specifické častějšími neformálními kontakty mezi rodiči a učite-li jakožto sousedy a mírou sociální kontroly, která je vyšší než ve větších městech (Bowen & Wretman, 2014). Zároveň starousedlíci vnímají školu jako autoritu, které se neoponuje.…”

Section: Metodologieunclassified

Neklape nám to: učitelé a rodiče žáků prvního stupně základních škol a jejich problémové vztahy

Pulišová¹

2016

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Abstrakt Tento text prezentuje výsledky kvalitativního šetření, které proběhlo mezi učiteli prvního stupně ZŠ a matkami jejich žáků. Zkoumán je vztah rodiče a učitele, který je učiteli vnímaný jako problémový. Na základě výpovědí respondentů jsou popsány podoby takového vztahu (charakteristicky jsou rodiče rozděleni na pasivní a aktivní-nespokojené, přičemž projevy této nespokojenosti mohou být vůči škole hlasité, anebo tiché), a jsou zde identifikovány obtíže, které mohou z takovéhoto vztahu pro učitele či školu plynout, čímž je určité nepohodlí učitele, ale také hrozba odchodu žáka na jinou školu. Klíčová slova rodiče, vztah rodiny a školy, základní škola Abstract This paper presents the results of qualitative research examining problematic relationships between primary school teachers and the mothers of their pupils. Based on the answers of our respondents, the paper describes the different forms of such relationships and divides parents into either passive or actively disappointed, with disappointment voiced or remaining silent. The paper also identifies challenges that accompany such relationships, such as a certain level of discomfort for teachers and the possibility of pupil transfer to another school, which need to be faced by the teachers and their schools. Keywords parents, relationship between family and school, primary school 168 ÚvodVztahy mezi rodinou a školou jsou dnes odborníky považovány za jeden z hlavních faktorů ovlivňujících školní výsledky žáků (např. Musial, 2014, s. 97;Pecháčková, Havigerová, Ježková, & Kučerová, 2012, s. 1984, a proto se toto téma těší stálé pozornosti pedagogických výzkumníků i veřejnosti. Představy o tom, jak by takové vztahy měly vypadat, prošly v průběhu 20. století velkou proměnou (Rabušicová, 2004, s. 11-14). V současnosti je zdůrazňována potřeba dobrých vztahů mezi rodinou a školou a jako ideál je chápáno partnerství, při kterém není ani jedna ze stran autoritou s neomezenou mocí, ale předpokládá se jejich aktivní spolupráce. Vedle partnerství je v současnosti kladen důraz na angažovanost (involvement) rodičů (Hornby & Lafaele, 2011, s. 2), které představuje širší zapojení rodičů do vzdělávání jejich dětí. Fantuzzo, McWayne a Perrty (2004) rodičovskou angažovanost popisují jako kombinaci komunikace rodičů se školou, domácí přípravy na vyučování, účasti na aktivitách školy a spolupodílení se na rozhodování o chodu školy. Chápání pojmu angažovanost se liší podle toho, zda je zapojení rodičů chápáno spíše jako přímá pomoc dítěti (tedy především domácí příprava do školy), anebo má být zaměřeno na širší komunitu a fungování školy (Yoder & Lopez, 2013, s. 416).Rodiče nepředstavují monolitickou skupinu a ve svém přístupu ke škole se liší. To reflektuje například Štech (2004), jehož typologie de facto odráží různé podoby rodičovské angažovanosti či neangažovanosti. Rodiče, kteří mají se školou komplementární vztah, pomáhají při naplňování cílů školy, doplňují činnosti učitele tak, aby u dítěte došlo k optimálnímu osvojení znalostí a dovedností požadovaných školou. Rodič...

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Rural Neighborhoods and Child Aggression

Cited by 5 publications

References 42 publications

Obstacles for Iranian rural population to participate in health education programmes: a qualitative study

Obstacles for Iranian rural population to participate in health education programmes: a qualitative study

Implementing traumatic brain injury screening in behavioral health treatment settings: results of an explanatory sequential mixed-methods investigation

Neklape nám to: učitelé a rodiče žáků prvního stupně základních škol a jejich problémové vztahy

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