Rhythms of moving in and between digital media: a study on video diaries of young people with physical disabilities

This article develops a new framework for analysing digital media use and access by drawing on the concepts of ‘rhythm’ and ‘wayfaring.’ It unravels how young people with physical disabilities move in and between digital media devices, online sites and activities in an embodied and rhythmic way that happens at a fast or slow pace. The framework is used to analyse the video diaries of three male secondary school students with physical disabilities on their use of digital media at home. We propose methodological advances in studying digital media use as dynamic movement and provide alternative insights on digital inequalities.     

Risk factors of NEET (Not in Employment,Education or Training) in South Korea: an empirical study using panel data

This study aims to analyse the risk factors for being in NEET (Not in Employment, Education or Training) in South Korea. More specifically, this study examines how individual and family characteristics at ages 16–17 affect the probability of being in NEET during 20–25 years old period using data from the Youth Panel Study. The analysis results reveal that the rate of NEET among poor youth is about four times higher than that of high-income group in 2014. And poverty, not having career plan and school dissatisfaction during high school period are related to the increased likelihood of being in NEET.     

A ‘master status’ or the ‘final straw’? Assessing the role of immigration status in Latino undocumented youths’ pathways out of school

Previous research on undocumented youth and young adults in the United States asserts that immigration status is a ‘master status’, wherein undocumented status overshadows the impact of other social locations. Drawing primarily on interviews with 45 Latina/o undocumented immigrant youth who stopped out of school, I assess whether the ‘master status’ explanation accurately characterises how immigration status shapes undocumented youths’ pathways out of school. Using an intersectional lens, I argue that multiple social locations disrupt educational pathways and set the stage for immigration status to emerge as the ‘final straw’ that pushes undocumented youth to leave school. Specifically, I show how race, class, gender, and first-generation college student status heavily shape undocumented youths’ educational journeys. I find that their resistance to these other forms of marginalisation is weakened by the emerging salience of undocumented status as a severe, relatively insurmountable legal barrier. I highlight the process through which these multiple social locations work together to lead undocumented youth to stop out of school. I contend that using an intersectional lens enhances understandings of how multiple social locations intersect and interact over time to marginalise immigrants.     

Social Context in Mental Health Service Use Among Young Adults

Examining the sources of health communication that young adults with mental health challenges receive regarding service use is critical to curbing the societal concern of unmet mental health needs of this population. Semistructured interviews were conducted with 59 young adults, all of whom were diagnosed with a mood disorder and used public mental health services and additional public systems of care during childhood. Thematic analysis was utilized. Of the 59 participants, 45 nominated at least one supportive adult, with a total of 97 relationships analyzed. Results indicate that the majority of messages came from informal supports (e.g., family) who spoke positively about mental health services. Fewer messages came from formal supports (e.g., professionals). Messages included statements surrounding beliefs toward services, social norms (approval and disapproval), self-efficacy, and image considerations around using services. These findings can suggest ways that mental health service engagement interventions can leverage communication from informal supports. Future research can explore what messages young adults find most influential in persuading them to use mental health care consistently and the relationship between messages and health behavior.     

‘She was like a mother and a father to me’: searching for the ideal mentor for youth in care

Recent studies of youth in out‐of‐home placements have indicated that a successful mentoring relationship in care is associated with better emotional, educational and behavioural outcomes in adulthood. The goal of this exploratory qualitative study is to describe the profile of a staff member who is able to establish a meaningful relationship with youth in care through the perspectives of 20 young adults aged 21–26 who left care in Israel. Findings revealed that the staff member who formed meaningful relationships with youth was the staff member who was available to the youth and familiar with their personal backgrounds, who was able to see them as positive and trustworthy and to provide guidance and support from a non‐judgmental approach. One of the study's conclusions is that staff members who were able to transform their connection with the youth into mentoring relationships were those who were able to make the youth feel as if they were the staff member's own children, and as a result feel cared for deeply and loved. The discussion addresses the barriers in forming a mentoring relationship with a formal professional and the ways to utilize these mentoring relationship components more effectively within the care system.     

Economic empowerment or cash‐dependency for orphans and vulnerable children in Kenya: Evidence from an alternative to cash‐only models

Orphan and vulnerable children (OVC) often have worse educational, developmental, nutritional, and behavioral outcomes than non‐OVC. Much of these disparities come from reduced household earnings due to the loss of parental income. The present study used conditional process analysis to evaluate income and savings among OVC households, using cross‐sectional data from 1,060 OVC in a 3‐year Kenyan empowerment program that combined elements of cash transfer, psychosocial support, and small business entrepreneurship. Higher monthly earnings were significantly associated with program participation in a graded fashion. Approximately one‐third of the association was mediated by material inputs, indicating that a substantial portion may be explained by other unobserved program elements. Eighty‐five percent of increased rates of saving money in the past year were mediated by improved monthly income, cash transferred and improved food consumption. Data analysis highlights the need for multisectoral approaches and the need for more research to understand how to improve household economic stability among OVC. Key Practitioner Message: ? Orphans and vulnerable children (OVC) are at risk of greater poverty, leading to multiple developmental and health challenges; ? Current policy in Kenya to offset costs of caring for OVC utilizes monthly cash transfers to households providing care for OVC; ? The present study found that increases in monthly income in an OVC multisectoral empowerment program were largely due to factors beyond the material inputs.     

Interventions for families with multiple problems: Similar contents but divergent formats

For families with multiple problems (FMP), knowledge is lacking on the practice elements of interventions (the distinct techniques practitioners use to promote positive outcomes) and their program elements (intervention design and delivery systems). The aim of this study is to identify both common and specific practice and program elements so as to determine contents and overlap between interventions. For FMP, we selected interventions that had at least moderate (>0.5) effect sizes in the Dutch context (N = 8). A deductive content analysis was used to assess the manuals of these interventions with the taxonomy of interventions for FMP. We defined as common those elements found in at least five of the eight interventions and as specific those found in fewer than five. Of the practice elements, 79% were common across the interventions, and 21% were intervention specific. Interventions with the highest percentages of intervention‐specific elements derived from the taxonomy were 10 for the Future (15%), Family Central (14%), Intensive Family Therapy (14%), and Multisystemic therapy (11%). Core program elements: duration, intensity, intervision, supervision, and consultation, varied greatly between interventions. Among interventions for FMP, we found practice elements to have considerable overlap. Among program elements, we found greater variety.     

Some things in life can’t be ‘Googled:’ A narrative synthesis of three key questions in outdoor education.

In countries worldwide, Outdoor Education (OE) offers rich possibilities for learning. OE has been researched for many decades; however the field lacks an integrating framework for its different historical, geographical and disciplinary conceptualisations. The outcomes of OE programmes are well documented and appear diverse, yet also have common attributes suggesting there is scope for unifying approaches. Although substantive barriers to the conduct of OE programmes have been identified, these have seldom been synthesised. This paper offers a narrative review of the literature addressing three key questions designed to look rearward at where OE has come from: (i) how is OE conceptualised, and what theoretical models have been used in OE? (ii) what evidence exists regarding the effectiveness of OE programmes? (iii) what are the barriers to conducting OE programmes? The paper then advances onward with an integrated framework for reconceptualising OE and providing insights into how the field may be strengthened and augmented.20124