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Date: November 22, 2024 Fri
Time: 12:05 pm
Time: 12:05 pm
Results for resilience
3 results foundAuthor: Bonnell, Joe Title: Teaching approaches that help to build resilience to extremism among young people Summary: This report presents the findings from a large-scale, in-depth research study into teaching methods - knowledge, skills, teaching practices and behaviours - that help to build resilience to extremism. The focus is on teaching methods to be used in a general classroom setting rather than as part of interventions targeted at those deemed at risk of extremism. The research methods used were 10 in-depth case studies of relevant projects and interventions, including interviews with teachers, practitioners and students and classroom observation, a literature review conducted according to systematic principles, and close engagement with 20 academic and other experts in the field. The study was commissioned by the former Department for Children Schools and Families (DCSF), now the Department for Education (DfE), with support from the Home Office. The Office for Public Management (OPM), an independent public service research and development centre, conducted the research in partnership with the National Foundation for Educational Research (NFER), which is the UK's largest independent provider of research, assessment and information services for education, training and children's services. The primary aim of the research was to provide a strong evidence base for schools and other education providers to help them adopt and commission the appropriate interventions to build resilience to extremism. Following detailed analysis and synthesis of findings from the case study visits, together with findings from the literature review, we identified a number of key ingredients which were important for resilience-building teaching activities. Taken together, these ingredients help to counteract the impact of factors that can help to either push or pull young people towards extremism and / or violent extremism, such as a sense of injustice or feelings of exclusion. The key ingredients can be clustered under three headings: 1. making a connection through good design and a young-person centred approach 2. facilitating a safe space for dialogue and positive interaction 3. equipping young people with appropriate capabilities - skills, knowledge, understanding and awareness. Whatever the setting and resources available, the principles of good design and facilitation - the first two of the three - are crucial and non-negotiable. This research suggests that a well-designed, well-facilitated intervention will go a long way to building resilience. To be more confident of longer-term, sustainable resilience, however, an additional focus is needed, over and above good design and facilitation, on building 'harder' skills, knowledge, understanding and awareness, including practical tools and techniques for personal resilience. Details: Feethams, Darlington, UK: Department of Education, 2011. 150p. Source: Internet Resource: Research Report DFE-RR119; Accessed May 9, 2017 at: https://www.gov.uk/government/publications/teaching-approaches-that-help-to-build-resilience-to-extremism-among-young-people Year: 2011 Country: United Kingdom URL: https://www.gov.uk/government/publications/teaching-approaches-that-help-to-build-resilience-to-extremism-among-young-people Shelf Number: 145364 Keywords: Educational ProgramsExtremismRadicalizationResilienceViolent Extremism |
Author: Sheikh, Sanah Title: Teaching methods that help to build resilience to extremism Rapid Evidence Assessment Summary: The Office for Public Management (OPM) was commissioned by the Department for Education (DfE) to conduct a review of the literature on good practice in preventing gangs and gun activity and extremist behaviour amongst young people. This review is part of a wider programme of work being undertaken by OPM, in partnership with the National Foundation for Educational Research (NfER), for DfE, the aim of which is develop an evidence base about the teaching methods and tools that work in building resilience to extremism. The specific objectives of this review were to provide an overview of the evidence relating to: - What works in building resilience against and prevention of the following risky behaviours amongst young people: - Guns and gangs crime/violence/activity - Extremist behaviour, including Al-Qaeda inspired extremism, far right extremism or racist extremism - The role of teachers and schools in the prevention of the above behaviour Representatives from the DfE and OPM team recognised from the outset that the broad nature of the subject of study had a number of implications for the literature review, including: - There is likely to be a greater amount of high quality material relevant to the prevention of gangs and guns activity compared with extremist behaviour, particularly Al-Qaeda inspired extremism - The inclusion of international literature means that there is likely to be a broad range of preventative initiatives identified in the literature, with varying degrees of relevance to the UK context - Methodologies used, particularly, in the case of evaluations of preventative initiatives, are likely to vary considerably, thus making it difficult to compare across studies and generate conclusions This review has thus been designed to 'map out the terrain' and to adopt a strategic approach to honing in on particular areas that have the greatest potential in yielding key insights and learning points to inform DfE's work. Details: Feethams, Darlington, UK; Department of Education, 2011. 73p. Source: Internet Resource: Research Report DFE-RR120; Accessed May 9, 2017 at: http://dera.ioe.ac.uk/3597/1/3597_DFE-RR120.pdf Year: 2011 Country: United Kingdom URL: http://dera.ioe.ac.uk/3597/1/3597_DFE-RR120.pdf Shelf Number: 145365 Keywords: Educational ProgramsExtremismExtremist ViolenceGangsGun-Related ViolenceRadicalizationResilience |
Author: Prujean, Bianca Title: Chance and Sense of Self Summary: The Youth Transitions Study is a longitudinal study of the transition to adulthood for young people who face high levels of risk during childhood and adolescence. The research was funded by the Ministry of Business, Innovation and Employment between 2009 and 2019. In addition to tracking the transition process across time, the study also investigated the role of services and informal networks in supporting these transitions. This report draws on the qualitative interviews and reports on one theme that emerged in the data analysis; the intersection between chance events and sense of self. Methodology The research programme involved: - A survey administered to young people once a year for three years. - Qualitative interviews with a subset of young people administered once a year for three years after completion of the three surveys. - Qualitative interviews with an adult nominated by the young people as someone they trusted and whom they considered to know the most about them (Person Most Knowledgeable (PMK). In 2009, 593 young people were recruited into the study and took part in the first of three annual surveys. Following this, a subset of 107 youth were recruited into the qualitative phase and participated in three qualitative interviews. The research was approved by the University Ethics Committee. Both surveys and interviews were administered by trained interviewers. A semi-structured interview schedule was used to guide the qualitative interviews. These interviews included a range of questions covering life experiences, risks and resources, experiences of family, school and service experiences, community, relationships, and the young person's insights into what assisted them through their transitions. The young people were interviewed individually in a location of their choosing. The PMK also participated in three rounds of qualitative interviews. Interviews were recorded digitally, transcribed verbatim, and coded using NVivo qualitative software. An initial set of thematic nodes was derived from the qualitative interviews and then a secondary analysis generated other themes. This report focuses on one of these themes: chance and sense of self; where chance events affected the young person's sense of self and identity. It draws on data from the qualitative interviews with young people, and corresponding interviews with their PMK where nominated. Chance and Sense of Self In this report chance is defined as: the things that happen which are unplanned but change the young person's life course or how they understand their experiences. For example, people who just turn up in young people's lives for good or bad, or being in the right or wrong place at the right or wrong time. Chance events or opportunities can have a considerable bearing on the young person's trajectory, altering their narrative and impacting their sense of self. The inner resources the young person is able to harness and their access or lack of access to external resources can significantly alter the outcome of chance events and opportunities Several sub-themes emerged within this theme, as follows: - Young Person Takes Advantage of an Opportunity - Communication Skills and Networking - Confidence and Sense of Self Insights and Crossroads - Opportunity Lost: Difficulty Persevering or Making Plans - Persevering Despite Setbacks Risk Taking and Hidden Resilience This report is informed by Giddens' concept of the self as a "reflexive project" or project of the self (1991: 32). He proposes that self-identity, and the "fragile nature of the biography" an individual provides about themselves, are interconnected. An individual's identity is found in their ability to persevere with a particular narrative, a narrative which "cannot be wholly fictive" if one is to continue regularly interacting with others in daily life (1991: 54). It has been argued that Gidden's point of view may not sufficiently take into consideration that young people are "already living through the consequences of the decisions, or lack of decisions of others", instead painting them as "abstract individuals" showing personal agency and taking risks (Thomson et al., 2002: 338). Details: Wellington: Massey University, 2016. 95p. Source: Internet Resource: The Youth Transitions Study (New Zealand): Whāia to huanui kia toa: Technical Report 26: Accessed August 4, 2017 at: https://www.researchgate.net/profile/Robyn_Munford/publication/310799124_Chance_and_Sense_of_Self/links/5837d25a08ae3d91723bc027/Chance-and-Sense-of-Self.pdf Year: 2016 Country: New Zealand URL: https://www.researchgate.net/profile/Robyn_Munford/publication/310799124_Chance_and_Sense_of_Self/links/5837d25a08ae3d91723bc027/Chance-and-Sense-of-Self.pdf Shelf Number: 146706 Keywords: At-Risk Youth ResilienceSelf Confidence Vulnerable Youth |