Disadvantaged

About: Disadvantaged is a research topic. Over the lifetime, 17050 publications have been published within this topic receiving 337157 citations. The topic is also known as: disadvantaged person.

Training parents to help their children read: a randomized control trial.

Abstract: Background. Low levels of literacy and high levels of behaviour problems in middle childhood often co-occur. These persistent difficulties pose a risk to academic and social development, leading to social exclusion in adulthood. Although parent-training programmes have been shown to be effective in enabling parents to support their children's development, very few parent interventions offer a combination of behavioural and literacy training. Aims. This paper (1) reports on a prevention programme which aimed to tackle behaviour and literacy problems in children at the beginning of school, and (2) presents the effects of the intervention on children's literacy. Sample. One hundred and four 5- and 6-year-old children selected from eight schools in an inner city disadvantaged community in London participated in the intervention. Methods. This is a randomized control trial with pre- and post-measurements designed to evaluate the effectiveness of an intervention. The behavioural intervention consisted of the ‘Incredible Years’ group parenting programme combined with a new programme designed to train parents to support their children's reading at home. Results. Analyses demonstrated a significant effect of the intervention on children's word reading and writing skills, as well as parents' use of reading strategies with their children. Conclusion. A structured multicomponent preventive package delivered with attention to fidelity can enable parents to support their children's reading at home and increase their literacy skills. Together with the improvement in child behaviour, these changes could improve the life chances of children in disadvantaged communities.

Citations and networking

Abstract: References to publications written by women constitute a significantly larger proportion of citations in articles written by women than in articles written by men in the same subfields. Further, the difference between citation patterns of men and women authors increases as the proportion of women in the discipline decreases, showing that these women are doubly disadvantaged in accumulating citations. These results suggest that the problems of members of an out-group tend to be most serious when their numbers are small and that they will find it increasingly easier to gain acceptance and recognition as their numbers increase.

Moving STEM beyond Schools: Students' Perceptions about an Out-of-School STEM Education Program.

Abstract: Recent reports call for reformed education policies in Turkey in accordance with the need to develop students’ knowledge and skills about STEM education and improving STEM workforce in the country. This research implemented an integrated out-of-school STEM education program for 6th grade students who come from disadvantaged areas in a large urban city in Turkey. The study investigated students’ perceptions about the STEM activities implemented in the program. Forty 6th grade students (15 female) studying in public schools participated in the study. The data source used in this study was the activity evaluation forms completed by the students at the end of each activity. The evaluation forms were qualitatively analyzed to identify students’ perceptions on the content and skills gained, the challenges and limitations faced and suggestions for improvement. The results present recommendations on the implementation of integrated out-of-school STEM education programs.

Head Start and Beyond: A National Plan for Extended Childhood Intervention.

Abstract: In this volume, Zigler and Styfco look at the three large federal programs for the education of disadvantaged children-Head Start, Follow Through, and the Title I/Chapter I programs-and discuss how their missions might be interrelated. There could hardly be a better time for this kind of discussion. No one is better qualified to think about the issues and to set the stage for a public consideration of the questions than Zigler."-Sheldon H. White, Professor of Psychology, Harvard University "A fascinating look at the massive institution that Head Start has become, and the myriad possibilities for what could well be its next twenty-five years...A thoughtful and informative discussion of the issues that will be critical for Head Start's future success."-Harvard Educational Review "This excellent volume compares the nationally successful outreach model, Head Start, with other outreach programs to alleviate the effects of poverty on children. These wonderful ideas delineated in this book present guidelines for future national and local early intervention programs."-T. Berry Brazelton, M.D., professor emeritus, Harvard Medical School "[This] book is accessible to an unusually wide range of audiences in child development, education, and social policy including researchers, program designers and evaluators, and policy makers. ..I highly recommend this forward-looking volume. It is full of insights and good ideas."-Arthur J. Reynolds, Child Development Abstracts & Bibliography "This slim volume is key reading for American policy-makers, taxpayers and educators interested in reviewing the thirty-year impact of governmentally funded early intervention programmes."-Virginia E. Garland, Journal of Educational Administration and History

Drawing the Line: The Cultural Cartography of Utilization Recommendations for Mental Health Problems *

Abstract: In the 1990s, sociologists began to rethink the failure of utilization models to explain whether and why individuals accessed formal treatment systems This effort focused on reconceptualizing the underlying assumptions and processes that shaped utilization patterns While we have built a better understanding of how social networks structure pathways to care and how disadvantaged sociocultural groups face substantial barriers to treatment, we have less understanding of the larger cultural context in which individuals recognize and respond to symptoms Drawing from recent innovations in the sociology of culture, we develop the concept of “cultural mapping” to describe if and how individuals discriminate among different available sources of formal treatment Using data from the 1996 Mental Health Module of the General Social Survey, we compare Americans’willingness to recommend providers in the general medical and specialty mental health sectors The results indicate that, despite unrealistically high levels of endorsement, individuals do discriminate between providers based on their evaluation of the problem, underlying causes, and likely consequences While perceived severity leads individuals to suggest any type of formal care, problems attributed to biological causes are directed to general or specialty medical providers (doctors, psychiatrists, and hospitals); those matching symptoms for schizophrenia or seen as eliciting violence are allocated to the specialty mental health sector (psychiatry, mental hospital); and those seen as being caused by stress are sent to nonmedical mental health providers (ie, counselors) These findings help to explain inconsistencies in previous utilization studies, and they suggest the critical importance of maintaining a dialogue between medical sociology and the sociology of culture