Educational Reintegration Research Articles

Overcoming barriers in the implementation of stroke care rehabilitation in a public hospital in Costa Rica

Stroke is a major public health concern in developing countries, where the burden of the disease is high and resources for care are often limited. While progress has been made in improving stroke care, many barriers still exist in providing adequate rehabilitation care for stroke survivors. In this paper we study the case of Costa Rica and how stroke care has been addressed in recent years. It is important to consider the particularities of Costa Rica when working on stroke rehabilitation. The existence of a socialized healthcare system, along with the consolidation of acute stroke management protocols, allows for the adequate management of the early stages. In addition to this, families play a key role in rehabilitation, particularly for a country where there is a lack of medium stay and long-stay rehabilitation centers. Therefore, providing training and education for families is essential in stroke case management. Looking toward the future, there is still a pending need to generate homogeneous stroke rehabilitation protocols throughout the national healthcare system, to ensure equitable access to health care, and to consolidate multidisciplinary groups. At the same time, the implementation of technologies is urgent, particularly considering their potential to help reduce waiting lists. Another goal is enhancing coordination with other state entities and NGOs to advance community, labor or educational reintegration of stroke patients.

The Educative Role of Social Reintegration Programs on Desistance from Crime

Social reintegration programs carried out within probation services are an important factor contributing to desistance from crime. A large number of people in the records of these services have the obligation to participate in at least one such program. It is known that the programs carried out by the probation officers have a significant educational component on the supervised persons, as they include many of the elements of an effective correctional treatment. It was also observed that delinquents participating in these programs develop thinking techniques that help them carefully evaluate the consequences of their own decisions and actions. The topic of this paper represents a real interest for probation practitioners, since the development of the supervision process, the preparation of educational reintegration programs in the activity of assistance and counselling, require interactions with the beneficiaries of the Probation Services. Therefore, the emergence of some situations may inherently present professional ethical dilemmas. ​​This paper highlights the need to explore and analyse the nature of these dilemmas, their frequency, the way counsellors manifest themselves in the face of an ethical ambiguity, the highlighting of optimal answers and reactions from a deontological and ethical point of view, and finally, the creation of some good practices. Although the chosen subject is an extremely challenging one, in this paper I will focus on the counsellor-beneficiary relationship, being aware of the multitude of issues that can be discussed with colleagues from different services. I will mention general aspects related to the notions of ethics, morals, and deontology in educational reintegration programs. I will also highlight certain relevant aspects in the Romanian legislation and in the European recommendations in the matter of probation. The present study was carried out at the national level, namely at the level of the Probation Services between 15.10.2022 and 14.11.2022. The research was built on the basis of the sociological survey method and as an investigation tool we used questionnaires. Which included both closed and open questions. Also, to obtain information, I used other techniques, such as the study of documents (probation files) and open-ended discussions. The data were collected by completing the questionnaires to the probation counsellors through remote communication means, and personally by colleagues from the Bistrița-Năsăud Probation Service. Thus, a number of 50 colleagues from most services in the country agreed to complete the questionnaire. In the last part of the paper, as a result of the research undertaken, I aimed to present the way in which we analyse and manage a variety of professional ethical dilemmas encountered in everyday practice. In addition, the relevant legislative benchmarks are discussed, optimized response strategies are presented, and finally the conclusions represent an opportunity for reflection and learning that can provide professionals with greater self-confidence, and a sense of safety and control over these situations.

From out-of-school-youth to TVET student: Exploring the funds in families and communities that facilitate second-chance learning

Many young South African adults are returning to education as Technical and Vocational Education and Training (TVET) students. These students’ educational reintegration can be challenging, given their history of failure in the formal school system. We argue that many vulnerable adult learners succeed despite their situational and dispositional challenges because of the agentic acts present in their families and communities. However, in the parent support literature there is a misrecognition of the contributions that adults from socio-economically deprived communities make in the success of such second-chance learners. This multiple case study had as context a Western Cape TVET college where five purposively selected students’ experiences with family and community support were explored. The article responds to the research question: ‘What are the embedded funds in families and communities that facilitate the TVET students’ successful entry into secondchance learning?’ The findings refute the perception that poor communities disinvest in the education of their young adult learners. It found that in their worlds there were various role-players and networks that facilitated the five TVET students’ educational success. What the communities lacked in financial and material wealth, they made up for with aspirational, emotional and navigational wealth from which the adult students benefitted.

Policing Black femininity: the hypercriminalization of Black girls in an urban school

ABSTRACT Studies have documented the ubiquitous racial disparities in school discipline. However, knowledge of the unique and complex disciplinary experiences of Black girls, shared from their own voices, remains under-researched. To better understand the school policing and ‘pushout’ phenomenon for Black girls, this qualitative study examines data which explore the resulting consequences of a fight between 30 Black female students. Our findings suggest that the hypercriminalization and subsequent punitive measures inflicted on these Black girls hindered their academic experiences and that despite the threat of exclusionary discipline sanctions, these young girls fought – not because they were bad – but out of necessity. Concluding, we discuss restorative approaches and explain how Circles can help support emotional healing and educational reintegration after moments of conflict.

The Challenges of Educational Reintegration and the Psychosocial Wellbeing of Returnee Children: Evidence from Latvia

When emigrant families return-migrate to their homeland, what happens to their school-age children? What challenges do these children face when they switch to a different school system and language? This paper addresses these questions in the context of family return migration to Latvia, based on 40 in-depth interviews with children, their parents and key informants — teachers, school support staff and return-migration coordinators. We find that imaginings of a smooth reintegration into a parental homeland of extended family and friends may not be realised; instead, many children, particularly those of secondary and upper primary-school age, experience the move as a rupture in their lives. School may be fraught with unrealistic expectations on all sides, not helped by poor communication between parents, teachers and support staff. The lack of fluency in the Latvian language is seen by teachers as an obstacle, rather than something to be accepted and worked with. Most teachers are unfamiliar with children from different backgrounds and origins and need training in diversity, tolerance and differentiated learning. This will become increasingly necessary in a country like Latvia, with its ongoing high rates of international migration and return. Our findings show that the educational system and children’s experiences of schooling play a crucial role in returnee families’ overall reintegration. This raises the importance of return preparedness for the children, including language preparation and awareness of pedagogical and curriculum differences.

Why vulnerable early school leavers return to and re-engage with education: push and pull reasons underlying their decision

ABSTRACT Students who leave school early is an issue of global concern, and various measures have been taken to help early leavers return to school, including second chance education programmes. This qualitative case study explores their reasons for continuing education in a second chance education programme in a successful educational centre located in Ceuta, a unique Spanish city. Our findings indicate that there is a complex interplay of educational, family and economical aspects pushing and pulling the participants to resume education, but that their beliefs on these factors and their agency are key in this process. These findings can contribute to prevent disengagement and leaving from education and training in the future by informing the measures for educational reintegration.

A School Passport as Part of a Protocol to Assist Educational Reintegration After Medulloblastoma Treatment in Childhood.

Medulloblastoma is the most common malignant brain tumour in children and is treated with a combination of surgery, radiotherapy and chemotherapy. These children frequently experience long-term cognitive, social and physical sequelae, which significantly affect school reintegration. This study aimed to explore school-return experiences to create a more structured school reintegration protocol for children postmedulloblastoma. A cohort of nine patients who had completed treatment and for whom full neuropsychometric data were available was included in the study (median time since diagnosis 8 years). Data were collected using qualitative parental questionnaires, semistructured interviews with teachers (n = 12) and healthcare professionals (HCPs) (n = 6) involved in their school reintegration. Thematic analysis was employed. A focus group with five HCPs was then used for data validation. This study uncovered the following four main subjects: (1) Information sharing; (2) education and empowerment (of educational professionals (EP) and parents); (3) communication between parents, HCPs and EPs; and (4) long-term difficulties. Implementation of a standardised protocol delivered within the structure of a school passport document would aid uniform follow-up. The proposed multistage protocol includes early communication and reintegration planning followed by meetings at school re-entry. Follow-up meetings are suggested to reduce information loss and reassess the child's needs. Hospital support at school transitions, inclusion of school data in long-term clinical follow-up and long-term rehabilitation are also recommended. Each stage would be supported by school passport documentation and would facilitate school and parental empowerment, paramount to the long-term sustainability of successful schooling.

Alternative approaches for studying humanitarian interventions: propensity score methods to evaluate reintegration packages impact on depression, PTSD, and function impairment among child soldiers in Nepal.

Ethical, logistical, and funding approaches preclude conducting randomized control trials (RCTs) in some humanitarian crises. A lack of RCTs and other intervention research has contributed to a limited evidence-base for mental health and psychosocial support (MHPS) programs after disasters, war, and disease outbreaks. Propensity score methods (PSMs) are an alternative analysis technique with potential application for evaluating MHPS programs in humanitarian emergencies. PSMs were used to evaluate impacts of education reintegration packages (ERPs) and other (vocational or economic) reintegration packages (ORPs) v. no reintegration programs on mental health of child soldiers. Propensity scores were used to determine weighting of child soldiers in each of the three treatment arms. Multiple linear regression was used to estimate adjusted changes in symptom score severity on culturally validated measures of depression, post-traumatic stress disorder (PTSD), and functional impairment from baseline to 1-year follow-up. Among 258 Nepali child soldiers participating in reintegration programs, 54.7% completed ERP and 22.9% completed ORP. There was a non-significant reduction in depression by 0.59 (95% CI -1.97 to 0.70) for ERP and by 0.60 (95% CI -2.16 to 0.96) for ORP compared with no treatment. There were non-significant increases in PTSD (1.15, 95% CI -1.55 to 3.86) and functional impairment (0.91, 95% CI -0.31 to 2.14) associated with ERP and similar findings for ORP (PTSD: 0.66, 95% CI -2.24 to 3.57; functional impairment (1.05, 95% CI -0.71 to 2.80). In a humanitarian crisis in which a non-randomized intervention assignment protocol was employed, the statistical technique of PSMs addressed differences in covariate distribution between child soldiers who received different integration packages. Our analysis did not demonstrate significant changes in psychosocial outcomes for ERPs and ORPs. We suggest the use of PSMs in evaluating non-randomized interventions in humanitarian crises when non-randomized conditions are not utilized.

Posibilidades educativas del adolescente infractor de la ley: desafíos y proyecciones a partir de su propensión a aprender

The article describes the educational possibilities of a group of juvenile offenders referred to Alternative Outputs program, from its propensity to learn. Thus, we were interested in identifying patterns that integrate the propensity to learn of these young people, exploring the contexts where they tend to learn in order to reveal choices of cognitive modifiability that support social and educational reintegration. The study used content analysis, following the logic of the Grounded Theory and the Life Histories. In summary, we found that the propensity to learn shown by these adolescents would not be duly recognized and/or enhanced within formal learning contexts, emphasizing the need to rethink school through the generation of mediated learning experiences and creating active environments - modifiers, where curiosity, exploration, mediation of meaning and reciprocity are promoted.

Intervention Models of Non-formal Education for the Reintegration of Abused Children in South-Western, Nigeria

This study examined application of models in the design of non-formal education programmes for capacity building among abused children for societal reintegration. It is observed that various strategies for enhancing capacity building for abused children, most of whom are victims of the maladjustment and inadequacies of the formal educational system, have suffered neglect and unsustainable. The study adopted the survey research design. Using a sample size of 898 participants selected purposively from trainees, instructors and organizers of technical capacity building programmes for abused children, a 4-point rating scale validate questionnaire tagged: “Non- Formal Education Reintegration Scale (NERS), (0.56) was used for data collection complemented with focus Group Discussion (FGD). The test of the two null hypotheses raised with t-test and chi-square (x2) at 0.05 alpha level shows that: Non-formal education intervention models were effective strategies for capacitating and reintegrating abused children into the society (x2 = 534.5; p social and economic re-integration of abused children for their selfactualization.

Bridging the gap between research and education reintegration: Direct instruction on processing connected discourse

Professionals in rehabilitation and school settings have long been aware of the inadequacies in the continuum of care to meet the social and educational needs of children and adolescents with acquired brain injury. Sohlberg, Todis, and Glang, in separate bodies of work, have contributed to our understanding of the cognitive and social problems associated with brain injury and the implications for rehabilitation. In their lead article of this clinical forum they describe their current efforts to develop a framework to guide professionals, families, and the brain-injured students in establishing an integrated intervention plan.

Schooling as a part of palliative care in paediatric oncology.

For children with incurable life-threatening diseases, social reintegration is an illusion. Schooling for these children is both possible and desirable, but its specific objectives must be adapted. The educational career of 30 French school children with incurable cancer was followed. Data concerning the children's degree of motivation to attend school and its evolution during the course of the disease as well as the measures adopted to maintain school attendance were analysed. Sixty per cent of the children demonstrated a genuine desire to attend school until the advanced stages of their disease. Reading, mathematics and computer work were their favourite subjects, increasing physical disability and fatigue diminished their motivation over time. Refusal to attend school occurred in 40% of the children, who had either extracurricular interests or poorly controlled pain. School attendance for the terminally ill child's part of palliative care and has specific medical and educational goals. As such, its objectives are quite distinct from those of other educational reintegration projects proposed for children with cancer.

The school psychologistʼs perspective on testing students with traumatic brain injury

Successful educational reintegration for students with traumatic brain injury CTBI) is predicated on a carefully designed assessment. School psychologists, because of their training and school-based roles, are central persons in conducting assessments of students with TBI. The unique characteristics of this population, however, necessitate the modification of traditional school psychologic assessment techniques. In this article, five characteristics of optimal assessments for students with TBI are discussed. Such assessments should be (1) consistent with special education eligibility, (2) neuropsychologically based, (3) multidisdplinary, (4) ecologic, and (5) periodic and ongoing

Memory retraining to support educational reintegration.

A memory retraining package specifically designed to facilitate reintegration of head injured patients into an educational environment is described. Two adolescent patients who had severe head injuries were administered the memory retraining package approximately three months postinjury. A single case study and multiple baseline design was used to evaluate the efficacy of the memory retraining program. The results suggested that this is a promising avenue for improving memory functioning and facilitating educational reintegration, but only where moderate rather than severe memory deficits are involved. Studies involving groups of patients and the collection of data on generalization are required to confirm usefulness.

Book Reviews

Children on Medication. Volume I Hyperactivity, Learning Disabilities, and Mental Retardation. Kenneth D. Gadow. Children on Medication. Volume II Epilepsy, Emotional Disturbance, and Adolescent Disorders. Kenneth D. Gadow. Sniffing Solvents. Eve Merrill (with a contribution by Barrie Liss, Chairman of Re‐Solv). Information Pack: Sniffing Solvents and Volatile Substance Abuse. Re‐Solv: The Society for the Prevention of Solvent and Volatile Substance Abuse, Stone, Staffordhsire. Slow Grows the Child: Psychosocial Aspects of Growth Delay. Edited by E. STABLER and L. E. Underwood. Genetics and Learning Disabilities. Edited by Shelley D. Smith. Studying School Effectiveness. Edited by David Reynolds. Head Trauma: Educational Reintegration. Christine Duncan Rosen and Joan P. Gerring. Language and Experience: Evidence from the Blind Child. B. Landau and L. R. Gleitman. Advances in Adolescent Health, Vol. 1, Parts A and B. Edited by Ronald A. Feldman and Arlene Stiffman. Social Behaviour in Autism. Edited by E. E. Schopler and G. B. Mesibov. Hyperkinetic Children: A Neuropsychological Approach. C. Keith Conners and Karen C. Wells. Hypnotherapy of Pain in Children with Cancer. Josephine R. Hilgard and Samuel LeBaron. The Nature of the Child. Jerome Kagan. Literacy: Teaching and Learning Language Skills. Edited by A. Cashdan. Psychopathology of Childhood. A Clinical Experimental Approach (2nd edn). Steven Schwartz and James H. Johnson. Infant Psychiatry: an Introductory Textbook. K. Minde and R. Minde.

Book reviews

Book reviewed in this article: Head Trauma: Educational Reintegration by Christine D. Rosen & Joan P. Gearing. Recent Advances in Epilepsy 3 by T. A. Pedley & B. S. Meldrum. Genetic Risk ‐ a Book for Parents and Potential Parents by Stephen Thomas. The Father's Role—Applied Perspectives edited by Michael E. Lamb. The Lead Debate: The Environment, Toxicology and Child Health edited by Richard Lansdown & William Yule. Game Play: Therapeutic Use of Childhood Games edited by Charles E. Schaefer & E. Reid. IC‐Process‐PC (International Classification of Process in Primary Care) by the Classification Committee of WONCA. Adaptive Play for Special Needs Children: Strategies to Enhance Communication and Learning by Caroline Ramsey Musselwhile. Children's Play: Research Developments and Practical Applications edited by Peter K. Smith. Clinics in Immunology and Allergy edited by F. S. Rosen. If You Don't Behave… Practical Advice for Parents and Professionals on the Behaviour of Young Children by Reeta Bidder & Kevin Hewitt. Paediatrics (Colour Aids) by Roslyn Thomas & David Harvey. From Birth To Five: A Study of the Health and Behaviour of Britain's Five Year Olds by N. R. Butler & Jean Golding.

Book Review: Head Trauma: Educational Reintegration

Book Review: Head Trauma: Educational Reintegration

Educational reintegration and programming for children with head injuries

Educational reintegration and programming for children with head injuries