an article by Michael Barkham and Louise Knowles (University of Sheffield, UK), Emma Broglia (British Association for Counselling and Psychotherapy, Lutterworth, UK; University of Sheffield, UK), Géraldine Dufour (University of Cambridge, UK), Mark Fudge (Keele University, UK), Alan Percy (University of Oxford, UK), Afra Turner (Kings College London, UK) and Charlotte Williams (Birkbeck University of London, UK) on behalf of the SCORE Consortium (Student Counselling Outcomes, Research & Evaluation Consortium) published in Counselling and Psychotherapy Research Volume 19 Issue 4 December 2019)
Abstract
Against a background of huge changes in the world of university and college students since the turn of the millennium, together with a multitude of reports on student mental health/well-being, this article argues that the field of student mental health is hampered by the imprecise use of terms, a rush to action by universities in the absence of a robust evidence‐base, and a lack of overall coordination and collaboration in the collection and use of data.
In response, we argue for clearer and more consistent use of definitions of, as well as differentiations between, student well-being and mental health, for a longitudinal approach to the student body that captures their developmental transitions to and through university, and a strategic and systematic approach to the use of bona fide measures in the collection of data on well-being and on the process of outcomes in embedded university counselling services.
Such a coordinated approach will provide the necessary evidence‐base upon which to develop and deliver appropriate support and interventions to underpin and enhance the quality of students’ lives and learning while at university or college.
Showing posts with label transitions. Show all posts
Showing posts with label transitions. Show all posts
Friday, 29 November 2019
Tuesday, 28 May 2019
Student transitions into drug supply: exploring the university as a ‘risk environment’
an article by Leah Moyle (Royal Holloway, University of London, Egham, UK) and Ross Coomber (University of Liverpool, UK; Griffith University, Queensland, Australia) published in Journal of Youth Studies Volume 22 Issue 5 (2019)
Abstract
Drug use, like much criminality, is often explored in relation to the journey into adulthood.
Though young people are understood to commonly ‘grow out’ of crime, protracted transitions from adolescence into adulthood have brought about a new developmental phase where many young people are freer to engage in drug-related leisure and other forms of subterranean play in a period of extended adolescence.
In this article, we look to this phase with focus upon those engaged in full time higher education and explore the extent to which entry into university and ‘studenthood’ enables particular changes in levels of involvement in recreational drug use and supply.
Drawing on 30 in-depth interviews undertaken with mainly ‘traditional’ undergraduate university students in South West England, this article seeks to explore the ways in which the structural circumstances of the university environment can produce favourable conditions for ‘turning points’, where university students transition into regular drug use and ‘social supply’.
It is argued that the university can be understood as a specific ‘risk environment’ where certain cultural and environmental attributes including distance from guardians, the interconnected nature of the student populace, and financial insecurity can ultimately provide facilitative conditions for transitions into drug supply.
Abstract
Drug use, like much criminality, is often explored in relation to the journey into adulthood.
Though young people are understood to commonly ‘grow out’ of crime, protracted transitions from adolescence into adulthood have brought about a new developmental phase where many young people are freer to engage in drug-related leisure and other forms of subterranean play in a period of extended adolescence.
In this article, we look to this phase with focus upon those engaged in full time higher education and explore the extent to which entry into university and ‘studenthood’ enables particular changes in levels of involvement in recreational drug use and supply.
Drawing on 30 in-depth interviews undertaken with mainly ‘traditional’ undergraduate university students in South West England, this article seeks to explore the ways in which the structural circumstances of the university environment can produce favourable conditions for ‘turning points’, where university students transition into regular drug use and ‘social supply’.
It is argued that the university can be understood as a specific ‘risk environment’ where certain cultural and environmental attributes including distance from guardians, the interconnected nature of the student populace, and financial insecurity can ultimately provide facilitative conditions for transitions into drug supply.
Tuesday, 28 July 2015
Precarious lives, precarious labour: family support and young men’s transitions to work in the UK
an article by Abby Hardgrove and Linda McDowell (University of Oxford, UK) and Esther Rootham (National University of Singapore) published in Journal of Youth Studies Volume 18 Issue 8 (2015)
Abstract
This research is about young people, family support and transitions into the workforce.
We provide the results of a comparative, qualitative study with young men in two southern English towns. We argue that relationships of support in families are vital to young people’s ability to ‘navigate’ precarious labour market opportunities.
As Youth Studies has become increasingly preoccupied with individualism, we are compelled to draw attention to the collective support that is necessary to ‘launch’ the life trajectories of young people who are transitioning into an economic environment marked by insecurity and uncertainty.
We conclude with recommendations for future research.
Abstract
This research is about young people, family support and transitions into the workforce.
We provide the results of a comparative, qualitative study with young men in two southern English towns. We argue that relationships of support in families are vital to young people’s ability to ‘navigate’ precarious labour market opportunities.
As Youth Studies has become increasingly preoccupied with individualism, we are compelled to draw attention to the collective support that is necessary to ‘launch’ the life trajectories of young people who are transitioning into an economic environment marked by insecurity and uncertainty.
We conclude with recommendations for future research.
Wednesday, 24 April 2013
Gendered divisions on classed routes to vocational education
an article by Sirpa Lappalainen, Reetta Mietola and Elina Lahelma (University of Helsinki, Finland) published in Gender and Education Volume 25 Issue 2 (2013)
Abstract
In this article our focus is on the persistent gendered divisions in educational routes of young people who choose a vocational path after compulsory education in Finland.
We analyse how gendered subjectivities are constructed within the practices of educational and vocational guidance and within student cultures in the comprehensive school, as well as the way in which young people process understandings of themselves and their expectations during and after vocational education. In addition, we explore young people’s ways to negotiate with disciplinary practices of the educational system.
The paper draws on three ethnographic studies, and on feminist post-structural and materialist theories, intertwined with contextualised ethnographic perspectives. Our analysis reveals some patterns that might work as obstacles in the process towards reducing gender segregation in education and the labour market. We suggest that whilst gendered choices are sometimes taken for granted, gender dichotomy is often emphasised even if young people choose ‘differently’.
Abstract
In this article our focus is on the persistent gendered divisions in educational routes of young people who choose a vocational path after compulsory education in Finland.
We analyse how gendered subjectivities are constructed within the practices of educational and vocational guidance and within student cultures in the comprehensive school, as well as the way in which young people process understandings of themselves and their expectations during and after vocational education. In addition, we explore young people’s ways to negotiate with disciplinary practices of the educational system.
The paper draws on three ethnographic studies, and on feminist post-structural and materialist theories, intertwined with contextualised ethnographic perspectives. Our analysis reveals some patterns that might work as obstacles in the process towards reducing gender segregation in education and the labour market. We suggest that whilst gendered choices are sometimes taken for granted, gender dichotomy is often emphasised even if young people choose ‘differently’.
Wednesday, 10 April 2013
Absent but present: a critical analysis of the representation of sexuality in recent youth policy in the UK
an article by Allison Moore and Phil Prescott (Edge Hill University, Ormskirk, UK) published in Journal of Youth Studies Volume 16 Issue 2 (March 2013)
Abstract
Current youth policy in England and Wales utilises ‘transition’ as the major framework for understanding young people’s movement from ‘youth’ to ‘adulthood’.
Underpinning this are developmental assumptions about who young people are and who they ‘should’ become, especially with regard to sexuality. ‘Childhood’ and ‘youth’ are conceptualised as asexual or pre-sexual categories and those young people who are deemed to have sexual knowledge are problematised.
Transitions to adulthood are inescapably heteronormative: the movement to adulthood is not simply about becoming an adult, but about becoming a man or a woman conforming to compulsory heterosexuality. Current youth policy says little about young people’s sexuality and when it does it frequently conflates sexual behaviour with sexual health.
Drawing on the sociology of Pierre Bourdieu and, in particular, his concepts of field, habitus and symbolic violence, it will be argued that despite the rhetoric of participation, engagement and inclusion in current youth policy it continues to perpetuate and naturalise the symbolic order between ‘adults’ and young people and continues to position youth sexuality as potentially dangerous.
Abstract
Current youth policy in England and Wales utilises ‘transition’ as the major framework for understanding young people’s movement from ‘youth’ to ‘adulthood’.
Underpinning this are developmental assumptions about who young people are and who they ‘should’ become, especially with regard to sexuality. ‘Childhood’ and ‘youth’ are conceptualised as asexual or pre-sexual categories and those young people who are deemed to have sexual knowledge are problematised.
Transitions to adulthood are inescapably heteronormative: the movement to adulthood is not simply about becoming an adult, but about becoming a man or a woman conforming to compulsory heterosexuality. Current youth policy says little about young people’s sexuality and when it does it frequently conflates sexual behaviour with sexual health.
Drawing on the sociology of Pierre Bourdieu and, in particular, his concepts of field, habitus and symbolic violence, it will be argued that despite the rhetoric of participation, engagement and inclusion in current youth policy it continues to perpetuate and naturalise the symbolic order between ‘adults’ and young people and continues to position youth sexuality as potentially dangerous.
Monday, 31 December 2012
Why are teacher recommendations at the transition from primary to secondary education socially biased? A mixed-methods research
an article by Simon Boone and Mieke Van Houtte (Ghent University, Belgium) published in British Journal of Sociology of Education Volume 34 Issue 1 (January 2013)
Abstract
The consequences of educational differentiation have been at the centre of research in sociology of education during the past decades.
Processes of educational allocation have, however, received much less attention.
Despite the fact that research has shown that teacher recommendations in France and Germany are partly determined by pupils’ social background, studies that inquire into the causes of this social bias seem to be virtually inexistent.
This study aims to examine whether teacher recommendations at the transition from primary to secondary education in Flanders (northern, Dutch-speaking part of Belgium) are also socially biased, and if so what causes these differentials in advice, using a mixed-methods design.
We found the advice given by primary school teachers to be partly determined by pupils’ social background. Analysis of the qualitative data suggests that teachers tend to evaluate pupils from low socio-economic status backgrounds less positively, due to their emphasis on specific pupil characteristics.
Abstract
The consequences of educational differentiation have been at the centre of research in sociology of education during the past decades.
Processes of educational allocation have, however, received much less attention.
Despite the fact that research has shown that teacher recommendations in France and Germany are partly determined by pupils’ social background, studies that inquire into the causes of this social bias seem to be virtually inexistent.
This study aims to examine whether teacher recommendations at the transition from primary to secondary education in Flanders (northern, Dutch-speaking part of Belgium) are also socially biased, and if so what causes these differentials in advice, using a mixed-methods design.
We found the advice given by primary school teachers to be partly determined by pupils’ social background. Analysis of the qualitative data suggests that teachers tend to evaluate pupils from low socio-economic status backgrounds less positively, due to their emphasis on specific pupil characteristics.
Wednesday, 28 November 2012
Graduate Employability: A Review of Conceptual and Empirical Themes
an article by Michael Tomlinson (University of Southampton, UK) published in Higher Education Policy
Volume 25 Issue 4 (December 2012)
Abstract
The purpose of this paper is to provide an overview of some of the dominant empirical and conceptual themes in the area of graduate employment and employability over the past decade.
The paper considers the wider context of higher education (HE) and labour market change, and the policy thinking towards graduate employability. It draws upon various studies to highlight the different labour market perceptions, experiences and outcomes of graduates in the United Kingdom and other national contexts.
It further draws upon research that has explored the ways in which students and graduates construct their employability and begin to manage the transition from HE to work. The paper explores some of the conceptual notions that have informed understandings of graduate employability, and argues for a broader understanding of employability than that offered by policy-makers.
Abstract
The purpose of this paper is to provide an overview of some of the dominant empirical and conceptual themes in the area of graduate employment and employability over the past decade.
The paper considers the wider context of higher education (HE) and labour market change, and the policy thinking towards graduate employability. It draws upon various studies to highlight the different labour market perceptions, experiences and outcomes of graduates in the United Kingdom and other national contexts.
It further draws upon research that has explored the ways in which students and graduates construct their employability and begin to manage the transition from HE to work. The paper explores some of the conceptual notions that have informed understandings of graduate employability, and argues for a broader understanding of employability than that offered by policy-makers.
Monday, 10 September 2012
Raising aspirations and smoothing transitions
Tristram Hooley from iCeGS has written a very useful blog post about the new report from The Work Foundation.
Since there is no way I can better what has already been done here is the permalink.
Since there is no way I can better what has already been done here is the permalink.
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