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1.
The goal of this study is to understand how students experiencing homelessness experience community college. In particular, the authors focus on the multifaceted traumas that negatively impact their educational engagement and persistence. The authors conducted a life history with one student experiencing homelessness on a community college campus. Based upon the emerging themes, interviews lasting approximately 60 minutes were conducted with an additional six students experiencing homelessness at the same college. Homelessness creates significant barriers for students. Residential insecurity often forces students to prioritize meeting basic needs over educational engagement. The participants consistently lived on the brink of residential crisis, which took an emotional toll. However, the stories emerging from this study demonstrate how important the participants felt postsecondary education was. They clearly connected their long-term stability to completing community college and transferring to a four-year institution. Unfortunately, their residential situations negatively impacted their ability to persist. Based upon the student experiences, the authors recommend more integrated services on community college campuses. The student narratives illustrate several important themes that have the potential to inform both research and practice. The participants viewed postsecondary education as a pathway to future stability. However, they experienced multifaceted and enduring trauma. The chaos of their residential insecurity resulted in constantly living at the brink of crisis. These students illustrate the need for integrated services at community colleges to support students experiencing homelessness and housing insecurity. 相似文献
2.
Kosal Sam 《International journal of qualitative studies in education》2013,26(6):714-729
Educational institutions, like most social service organizations, need to recognize intersectionality and complexity and move away from monolithic conceptions of homelessness – if they recognize homelessness at all. This first person account of a gay, Cambodian refugee illustrates the enormous complexity schools face in forming institutional responses for the needs of homeless, highly mobile, and economically displaced children and youth. This article demonstrates an effort to avoid reductionist definitions of homelessness and to include experiential representations of humans living at the margins (under the 5th Avenues of the world, in central parks, in downtown shelters, outside of the ethical and systemic “home” of current ideologies and social orders, under the politics of HIV in Africa, as refugees and as those “othered” by dominant social narratives). The research takes place in the context of the At Home At School program at Washington State University. 相似文献
3.
Janette E. Herbers J. J. Cutuli Joanna N. Keane Jake A. Leonard 《Psychology in the schools》2020,57(12):1830-1844
School districts and other service providers are increasingly aware of the substantial mental health needs of students experiencing family homelessness. Past findings are mixed regarding whether homelessness conveys unique risk beyond the risks associated with extreme poverty. With prospective longitudinal data on homelessness experiences across childhood, we utilized latent profile analysis as a person-centered approach to conceptualizing mental health outcomes in adolescence for 3,778 youth. We considered literal family homelessness as well as families living doubled-up, and we employed propensity score matching to identify a comparison group of nonhomeless students balanced across a range of covariates to address systematic bias. Results indicated that students who experienced literal homelessness during childhood were significantly less likely to demonstrate profiles of resilience in mental health functioning. We considered our approach and findings in light of challenges and opportunities particularly relevant to the school context. 相似文献
4.
This study considers risk associated with family homelessness for school functioning and experimental evidence on the effects of different housing interventions over time. Students in homeless families (N = 172; Mage = 7.31; SD = 4.15) were randomized to housing interventions that focus on acute risks (community-based rapid rehousing), chronic risks (permanent subsidy), or usual care (UC). A matched group of low-income, housed students served as an additional reference for effects on attendance, school mobility, and reading and math achievement across 4 years. Findings partially support the chronic-risk hypothesis that family homelessness interferes with achievement through its relation to deep poverty. Children randomly assigned to UC perform as well or better than children assigned to housing interventions in this municipality. 相似文献
5.
Previous studies that have explored the association between childhood trauma and homelessness indicate that traumatic events can lead to survivor distrust of interpersonal relationships and institutions, prolonged homelessness and poor health and social outcomes. The majority of this literature relies on quantitative data and fails to investigate the personal experiences of childhood trauma that are found to impact housing status later in life. Semi-structured, qualitative interviews were conducted with 25 men living in an urban area in Ontario who had spent more than 30 consecutive nights in an emergency shelter over the course of their housing histories. During data analysis, it was observed that all of the men had experienced some form of trauma or neglect in childhood which contributed to their entries into homelessness. Using a case study approach, three entry pathways into long term homelessness are described: 1) youth; 2) emerging or early adulthood; and 3) middle adulthood. Participants are classified into the pathways by the developmental period at which they first entered homelessness. These findings have implications for policy makers and service providers, as key intervention points are identified. Establishing effective interventions that address crises experienced at these points could assist with homelessness prevention across the life course. 相似文献
6.
田红艳 《岳阳职业技术学院学报》2013,(4):14-16
未来以公租房为主的保障房社区将构成社区的主要形态。作为朝阳产业的社区管理与服务,其发展势不可挡。该专业是一个以文科生为主的实践性、应用性极强的服务型技术专业,基于此,除必须注重学生的实务和综合操作能力的提升外,还必须在课程设置和专业教学上不断的优化和提升,以适应新形势的发展需要。 相似文献
7.
This study researched the experiences of homeless families with young children between the ages of four and eight. Many families experience homelessness every year; therefore, it is important for early childhood educators to have an understanding of how homelessness affects families with young children so that educators can effectively serve the needs of homeless families as they seek to find more permanent situations for themselves and their young children. Many early childhood educators may not understand how homelessness affects young learners. This research sought: (1) to understand reasons families with young children become homeless; (2) to become aware of beneficial resources available to families and their perceptions of the resources; (3) and to examine the developmental effects that homeless living situations can have on young children. The outcomes of this study will be used to inform early childhood educators about practices as they seek to serve young children ages four to eight living homeless. Research suggested common themes as to why and how parents and young children are affected by homelessness. 相似文献
8.
This article presents results from an innovative social work field education program, which prepares BSW and MSW students to work in interdisciplinary teams with congregational nurses as they serve persons age 55+ or older. The Congregational Social Work Education Initiative is a field education project based on an applied interdisciplinary model, whereby social work students at the graduate and undergraduate level partner with congregational nurses to serve at-risk members of congregations and religious affiliated organizations (RAOs). Students and nurses provide free health, mental health, and wellness services to address individual, family, group, and community health, mental health, and housing issues. Funded by community health foundations, it trains BSW and MSW students for professional practice in congregational and community religious affiliated settings through interdisciplinary and collaborative methods. Information on the development of the model and case illustrations are provided so other social work educational programs and congregational nurse programs might duplicate its success. 相似文献
9.
随着移动互联网和网络宽带技术的不断进步,人们的服装、食品、住房和旅游等在虚拟网络平台上产生了大量的数据,大数据时代已经到来,思想教育工作也需要加以改革。文章主要以“互联网+”为背景,分析了高效思想政治教育发展的现状和存在的问题,并针对“互联网+”的环境,探索优化高校思想政治工作的策略。 相似文献
10.
John Braithwaite 《牛津教育评论》2013,39(2):239-252
ABSTRACT Restorative justice circles or conferences have shown considerable promise in the criminal justice system as a more decent and effective way of dealing with youthful law breaking than punishment. The social movement for restorative justice has a distinctive analysis of the crisis of community and the possibility of community in late modernity. This paper raises the question of whether this approach might fruitfully be applied to the holistic development of the learning potential of the young and the whole range of problems young people encounter - drug abuse, unemployment, homelessness, suicide, among others - in the transition from school to work. 相似文献
11.
Patricia L. Hardré PhD 《Community College Journal of Research & Practice》2013,37(8):539-561
Community college faculty members often find themselves divided between what they want to do and what they can do. Knowing what motivates faculty to engage in professional development and scholarly productive activities provides critical information for administrators. The present study explored the motivational characteristics of community college faculty and the contextual factors that support or thwart their engagement and productivity. It focused on three key professional activities: (a) basic or applied research, (b) classroom action/teaching research, and (c) faculty professional development. Findings indicate that community college faculty are motivated for all three activities primarily by intrinsic and value-related factors rather than by extrinsic or contextual factors. Further, faculty members present somewhat different motivational profiles for the three work activities. Their motivations also demonstrate responsiveness to workplace characteristics as faculty perceive and interpret them. These findings provide implications to help college administrators make policy decisions to support the work of faculty and align with institutional mission and goals. 相似文献
12.
ABSTRACT— Education lacks a strong infrastructure for connecting research with educational practice and policy. The need for this linkage grows as findings in cognitive science and biology become ever more relevant to education. Teachers often lack the background knowledge needed to interpret scientific results, whereas scientists often lack an understanding of pedagogical goals. We need to build an infrastructure that supports sustainable collaboration between researchers and teachers and creates a strong research foundation for education. A primary agent of the lasting collaboration between researchers and practitioners in medicine is the teaching hospital, where researchers and practitioners work together on research that is relevant to practice and the training of young professionals. Education needs analogous institutions—research schools—that join researchers and teachers in living, community‐based schools. In these schools, practice shapes research as much as research informs practice. Research schools will provide a fundamental infrastructure for linking transdisciplinary research on learning with educational policy and practice. 相似文献
13.
Erin L. Robinson 《Journal of Teaching in Social Work》2013,33(5):536-550
Immersion learning is one form of experiential education and has great utility in social work education. However, there is limited research on student learning outcomes from immersion learning courses in social work education. This ethnographic research describes an immersion learning course offered to BSW students (N = 9) and the learning outcomes gained. This semester-long course focused on macrolevel practice with people experiencing poverty, homelessness, and the sexual exploitation of women. As part of this course, students went on a weeklong immersion trip, where they visited a dozen human service organizations and interacted with people experiencing poverty and homelessness. Qualitative analysis produced three findings. First, students reported that these interactions helped them realize their biases and impacted their understanding of poverty. Second, students reported enhanced social work practice skills, such as cultural competency, self-awareness, and interpersonal expertise. They also gained a better appreciation for macrolevel practice. Third, students reported a better understanding of how to deploy classroom knowledge in practice and how to apply what they learned back in the classroom. These findings have implications for undergraduate social work education and how immersion learning programs can be a tool for enriching both knowledge and practice skills. 相似文献
14.
对医学教育证据的需要:作为熟悉、指导和支撑医学教育研究机会的最佳证据医学教育的发展 总被引：1，自引：0，他引：1
本文介绍了最佳证据医学教育（BEME）的起源,对日益增加的责任的需求和测量的需要,当前的进展,BEME和证据在医学教育研究界的作用,未来需要以及怎样将它们同BEME整合起来. 相似文献
15.
Photographs Generate Knowledge: Reflections on Experiential Learning In/Outside the Social Work Classroom 总被引：2，自引：2，他引：0
Building active learning strategies into courses can be risky, but the benefits to students often outweigh the concerns, as in the case presented here. The process began as an attempt to employ experiential learning, through the use of photovoice, to enhance the teaching of an undergraduate social work research course. In later courses it blossomed into a community-based research project that saw the students interacting directly with people who had experienced homelessness, and with community agencies. This article explains the transformative process that took place in Canada over 3 academic years. It includes an overview of the photovoice research approach, a discussion of the methodologies used, and reflections on student experiences during a process based on principles of co-learning, mutual benefit, capacity building, and long-term commitment to the goal of social change. 相似文献
16.
乔淑兰 《天津职业院校联合学报》2014,(3):95-100
针对社区青少年素质教育方面开展了一次较有针对性、涉及面较广的调查研究工作,摸清了青少年对社区教育的参与状况、心理需求。经过分析研究,发现青少年社区教育活动需求具有鲜明的特征,对促进社区青少年素质教育提出了相应的对策与建议。 相似文献
17.
乌鲁木齐市城市社区居民体育服务需求分析 总被引：3，自引：0，他引：3
刘卫东 《绵阳师范学院学报》2008,27(11)
以乌鲁木齐市城市社区居民为研究对象,运用文献资料法、问卷调查法、访谈法及数理统计法等方法对乌鲁木齐市城市社区居民的体育需求现状进行了调研,结果表明：乌鲁木齐市城市社区居民对社区体育管理、社会体育指导员、体育场地、国民体质监测的满意度较低,体育服务需求呈现多元化、多维化特征。为更好地实施社区体育服务提出了建议。 相似文献
18.
Marie Sandy 《International journal of qualitative studies in education》2013,26(5):584-603
Individual and family stories of homelessness that focus on the transition out of homelessness remain comparatively unexplored. Using hermeneutic inquiry and microstoria analysis to orient the inquiry and design the narrative, this case study involves the story of a woman overcoming homelessness with her family, and her participation in, and contribution to, a community–campus partnership during this period of time. “Delilah” describes aspects of the day-to-day experience of her transition to permanent housing as well as her understanding of “expert-driven” vs. collaboratively designed programming within community–campus partnerships. The author reflects on her relationship with this brilliant person and the complexity of participating in a respectful relationship with her, and outlines some policy recommendations for families facing similar circumstances. She posits that by appropriately partnering with grassroots individuals with deep knowledge of homelessness and other social conditions, education institutions participate in enriching communities and help improve practice to ameliorate social problems. 相似文献
19.
A narrative review was developed to add to the discussion and dissemination of research on community colleges. The review adds to existing work by synthesizing and critiquing the empirical research to date specific to three of the most prevalent programmatic efforts presently seen on community college campuses: (a) learning communities, (b) student success courses, and (c) supplemental instruction. Empirical investigations or evaluations of student success programs from academic journals, conference presentations, dissertations, unpublished policy reports, and book chapters were identified, summarized, and critiqued. The review concludes with a proposed research agenda to advance research on program effectiveness at community colleges and implications for practice. 相似文献
20.
Philip Kemp 《Educational Action Research》2013,21(2):193-210
The investigation reported here started out as an exploratory study of the nature of ‘support’ in a supported housing development for people with mental health problems. It was intended that this would suggest appropriate changes in staff practices. This report describes how ideas around a number of themes identified were gradually developed and refined to provide a focus for investigation. The eventual focus centred on my apparently pivotal role in supporting ‘unqualified’ support staff. An inter-relationship between how residents experience ‘being supported’ and the learning needs of support staff is identified, teased out and described. Action research methods were found to be a useful means of generating areas of learning that appeared to be most relevant in this particular work context. The discoveries and insights that developed helped inform the tentative application of some initial action steps aimed at meeting these learning needs and guiding the activities of support staff. 相似文献