The majority of studies investigating associations between physical activity and mental health in adolescents have been cross-sectional in design. Potential associations between physical activity and mental health may be better examined longitudinally as physical activity levels tend to decrease in adolescence. Few studies have investigated these associations longitudinally in adolescents and none by measuring physical activity objectively. A total of 158 Dutch adolescents (mean age 13.6 years, 38.6 % boys, grades 7 and 9 at baseline) participated in this longitudinal study. Physical activity, depressive symptoms and self-esteem were measured at baseline and at the 1-year follow-up. Physical activity was objectively measured with an ActivPAL3™ accelerometer during one full week. Depressive symptoms were measured with the Center for Epidemiologic Studies Depression Scale (CES-D) and self-esteem was assessed with the Rosenberg Self-Esteem Scale (RSE). Results were analysed using structural equation modelling.
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To strengthen students’ professional identity (PI), it is vital to givereflection a central place in higher education. The aim of this studyis to determine the extent to which students reflect on five componentsof PI (self-image, self-esteem, task perception, job motivationand future perspective) and at what reflection level. Twenty-fivereflection narratives from Spanish and Dutch students from fivedifferent study programmes were qualitatively analysed and quantitativelyevaluated to find out about students’ identifying and selfassessingPI components. The results indicate that PI componentswere clearly recognizable in the reflection reports and could beclassified using one of the four levels of reflection with high interraterreliability. About 40% of the students achieved the criticalreflection level on one or more PI components. Reflecting on thefive components of PI, with the aim of achieving the level of criticalreflection, can be a useful guide for students. What do you want to do ?New mail
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Kick-Start College is a three-day pre-academic program (summer school) for prospective first year students of Inholland Rotterdam, University of Applied Sciences. The aim is to integrate students academically and socially, which could make the transition to higher education easier and eventually lead to lower dropout rates of students. Research has been conducted on both student experiences with the program as well as effects of the program. Method: pretest-posttest with academic-, social-, professional- and university integration1, self-esteem, motivation, evaluation.
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To prevent the social worker being jammed between the economic and rationalized logic of managers and politicians on the one hand, and the life world of the people on the other, he needs to develop a healthy identity. The social constructive view can help to overcome the identity crisis the social professional is in. It offers a model to analyze the conflict a social professional has to deal with, and forces the social worker to make a clear and moral choice for the life world of his clients. This view seems also suitable to develop an indigenous body of practice theory for social work. The presence theory, the family group work and constructive social work demonstrates the possibilities. To regain confidence from both the people and the politicians, the rationalized system of planning and control has to be replaced by the trust model. To develop this model we have to find ways to justify the money used in this sector.
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The current transnational climate (British Council, 2014) in Europe is likely to continue to generate institutional and classroom situations which dictate that difference and otherness be the norm rather than the exception. Unfortunately, in the 1960's, Black and minority ethnic (BME) migrants from the former British colonies had less-than-favorable educational experiences in Britain due to prejudice and stereotyping mainly arising from cultural differences. Since then there have been a plethora of studies, policies, and reports regarding the perpetuation of discrimination in educational institutions. Today, British higher educational institutions have finally begun to recognize the need to reduce progression and attainment gaps. However, their focus tends to only consider the student “Black and Minority Ethnic attainment gap” with almost no attention being given to educators', or more specifically there is a distinctive lack of thought given to the female BME educators' progression and attainment in British HEIs. As such, this paper draws theoretically and conceptually on critical cultural autoethnography, to illustrate the value of conducting research into a female's BME educators' personal and professional experiences, and “gives voice to previously silenced and marginalized experiences” (Boylorn and Orbe, 2014, p. 15). In doing so, I highlight how higher educational institutions underutilisation of such competencies and contributions have and continue to perpetuate BME underachievement. I conclude the paper by questioning the accountability of providing support for BME educators progression and attainment, challenge educational leaders to consider the value and utilization of cultural knowledge, and implore all educators to reflect on how their personal experiences influence their professional identity.
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To strengthen students’ professional identity (PI), it is vital to give reflection a central place in higher education. The aim of this study is to determine the extent to which students reflect on five components of PI (self-image, self-esteem, task perception, job motivation and future perspective) and at what reflection level. Twenty-five reflection narratives from Spanish and Dutch students from five different study programmes were qualitatively analysed and quantitatively evaluated to find out about students’ identifying and self-assessing PI components. The results indicate that PI components were clearly recognizable in the reflection reports and could be classified using one of the four levels of reflection with high inter-rater reliability. About 40% of the students achieved the critical reflection level on one or more PI components. Reflecting on the five components of PI, with the aim of achieving the level of critical reflection, can be a useful guide for students.
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The central question in this study is how, for whom, and under which conditions professional youth work contributes to the personal development of socially vulnerable youngsters, the reinforcement of their social network, the enhancement of their social participation, and the timely finding of appropriate specialized care services in relation to contextual factors such as life events and the influence of significant others. This research used a multiple case study with a comparative design. During a 12-month period, youth workers (N = 20) participated in group intervision meetings and kept diaries reporting on their actions and the development of the youngsters (N = 23). An analysis of this data revealed four patterns of development of socially vulnerable youngsters in youth work settings. Each pattern consisted of a specific form of multi-methodic action that resulted in a specific outcome. The study also revealed how these processes of development are influenced by important life events and significant others. The findings suggest that youth work contributes to personal development and social participation and thereby may lessen the need for formal social care services.
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Given the complexity of teaching, continuing teacher professional development (CPD) is essential for maintaining and enhancing teaching effectiveness, and bridging the gap between ever-evolving theory and practice. Technological advancements have opened new opportunities for digital tools to support CPD. However, the successful integration of such digital tools into practice poses challenges. It requires adherence to CPD prerequisites and acknowledgment of the complexity of the professional development process. This study explored the applicability of the developed digital PE teacher professional development TARGET-tool in a secondary school PE context. We examined the perceived usability of this tool and gained insights into the process of teachers’ professional development as a result of using the tool. Ten PE teachers from different schools implemented the TARGET- tool within their PE context for a period of 4 to 6 weeks. Individual semi-structured inter- views and the System Usability Scale provided insights into the perceived usability and the process of teacher professional development. The TARGET-tool demonstrated its potential as an effective tool for supporting teachers’ professional development. Future tool improve- ments were identified to further optimize the perceived usability, such as simplifying com- plex features, providing additional support and resources, and improving (data) presenta- tions. Using the Interconnected Model of Professional Growth as a theoretical basis, it was demonstrated how the use of the TARGET-tool engages teachers as active and reflective participants in their professional development and induces changes within the external domain, the domain of practice, the domain of consequences, and the personal domain.
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Within a study on ‘musicians as lifelong learners’, explorative biographical research was used. When analysing the learning biographies informed by grounded theory, the emergence of profession-related health issues was striking. More than half of the portrayed musicians suffered from both physical and psychological problems, the latter mostly consisting of performance anxiety (stage fright), which was often connected to low self-esteem.However creative coping strategies were also frequently found by the musicians, showing their extensive use of metacognitive skills. This paper addresses the coping strategies found and relates it to musicians’ transformative learning.
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