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PubMed1987

Growth status, age, and grade as predictors of school continuation for Guatemalan Indian children.

Schooling is considered by many researchers and agencies as an important contributor to individual and national development for populations living in the less developed countries. Accordingly, programs to increase school enrollment and continuation from grade to grade are being developed for many of these countries. This paper investigates the relationship of physical growth status (height, weight, and body composition), grade in school, and age to school continuation for a sample of Indian children living in a village near Guatemala City. It was found that physical growth status, a reflection of health and nutritional status, does not predict school continuation. A child's age and current grade in school do predict continuation. Most children leave school after reaching 9 years of age or after completing the second grade. It is suggested that children may learn enough to satisfy their parents' expectations by this age or grade. Also, the child's economic value to his or her family may be a significant reason for school drop-out.

Adolescent↗
PubMed2003

A comparative study of adults with and without self-reported learning disabilities in six English-speaking populations: what have we learned?

The purpose of this study was to compare adults with and without self-reported learning disabilities (SRLD and NSRLD) from six English-speaking populations including: English-speaking Canada, Great Britain, The Republic of Ireland, New Zealand, Northern Ireland, and the United States. These six populations were selected because they were all English-speaking populations, participated in the first administration of the International Adult Literacy Survey (IALS), and included the optional questions regarding the presence of a disability. In this study, we compared the groups on prevalence by population, percentage of each group by age and gender, awareness of learning disabilities and problems in school, document and quantitative literacy proficiency, educational attainment, reasons for dropping out of school, and employment, occupational and financial status. Findings were reported among these six populations within an historical perspective including differences in awareness and definition of learning disabilities, public policy, special education services, reading pedagogy, and teacher preparation. Recommendations are made for improving literacy and long-term outcomes for those with learning disabilities in all nations as well as future research directions.

Adolescent↗
PubMed1997

Admission interviews: questions of utility and cost in masters of physical therapy programs in the United States.

PURPOSE: The purpose of this research was twofold. The first purpose was to assess the predictive validity of the interview process in student completion of entry level Masters of Physical Therapy programs on the conventional schedule for the university. The second was to provide a descriptive study of interview formats currently used by these institutions and the cost to the institution, estimated by hours of labor used exclusively for the interview process. METHOD: A questionnaire was mailed to the Director of Admissions of 63 accredited Masters of Physical Therapy programs in the United States. Forty-three responded to the questionnaire for a response rate of 68.3%. Twenty-eight programs (65.1%) performed interviews and fifteen (34.9%) programs did not. RESULTS: A two-tailed t-test revealed that no significant difference existed between programs that interview and those that did not with regards to the attrition rate of students. There was great diversity between the programs in interview content and structure. The cost to the institutions in terms of hours averaged 261 hours per school for faculty and support staff combined. CONCLUSION: The schools of physical therapy that award the Masters of Physical Therapy degree vary markedly in the interview content and format both between schools and with recommendations known to enhance validity and reliability. Since, no difference exists in attrition of students between schools that interview and those that do not, the expense and time invested by both the institution and the students are important considerations. The findings of this study indicate the need for continued investigation of the effectiveness of the interview process and alternative methods of valid and reliable student selection.

Costs and Cost Analysis↗
PubMed1993

Psychological distress, work attitudes and intended year of leaving school.

Recent studies in both Australia and the U.K. have shown high levels of psychological distress and anxiety in secondary school pupils, increasing over the final three years of school. Indeed, the levels observed in final year pupils have been just as high as those observed in unemployed young people. It has been suggested that the discrepant findings in some longitudinal studies reported during the past few years might be due to the inappropriate use of at-school baseline measures, where disproportionate numbers of pupils at different levels could have affected the conclusions. In response to this suggestion data are reported from a longitudinal study of school leavers, in which 1980 at-school measures were analysed as a function of year level and intended year of leaving. The findings gave no support to the hypothesis that stress level increased from over the last three years, and therefore the use of baseline measures was vindicated. It was concluded that a decade of sustained high youth unemployment is the reason why those about to leave school seem prone to greater stress and anxiety than was the case ten years ago.

Adolescent↗
PubMed1997

Effect of underemployment on school-leavers' self-esteem.

This study explores whether self-esteem is adversely affected by economic underemployment as defined by unemployment, involuntary part-time employment, intermittent unemployment, and poverty income in a group of recent school-leavers. Results indicate that self-esteem was significantly lower in each of the economically underemployed groups relative to the adequately employed after controlling for early self-esteem, socio-economic status, gender, ethnicity, aptitude, age, and education. There were no differences in self-esteem among the economically underemployed groups after adjusting for the control variables. Economic underemployment proved to be a distinct concept relative to self-reported job satisfaction. Underemployment was negatively related to self-esteem after controlling for perceived job satisfaction and the other control variables. Our findings suggest a need for societal attention to the levels of underemployment on par with the attention given to monitoring traditional unemployment levels.

Adolescent↗
PubMed1997

Youth unemployment and mental health: some Dutch findings.

Two hypotheses were investigated: (1) the causation hypothesis that assumes that unemployment leads to poor mental health and (2) the selection hypothesis that assumes that poor mental health reduces the likelihood of finding a job. A prospective longitudinal design was used in order to study two Dutch samples: 635 college graduates and 767 school-leavers. The causation hypothesis was confirmed for school-leavers but not for college graduates. In addition, as expected, employment and further education increased levels of mental health among school-leavers. The selection hypothesis, that unfortunately could only be studied in the graduate sample, was not confirmed as far as mental health was concerned. However, it appeared that future employment among graduates was predicted by a positive attitude and an active way of dealing with unemployment. Results are interpreted with reference to the favourable Dutch structural and cultural context that existed at the time the research was conducted. In addition, the role of proactivity is discussed.

Adaptation, Psychological↗
PubMed1997

Youth unemployment and psychological distress in the Republic of Ireland.

Unemployment is the most significant influence on the levels of psychological distress of young adults. Unlike the situation for the adult population, social class and income are not contributory factors. Social class of origin, however, does have a contributory effect. Feelings of lack of control and attribution of responsibility for employment solely to structural or political factors increase the impact of unemployment. Evidence in relation to employment commitment does not support "culture of poverty" type explanations. Unemployed youth appear to be "people with a problem" rather than "problem people".

Adolescent↗
PubMed1998

Gender-related attrition in a general surgery training program.

BACKGROUND: Attracting and retaining highly qualified applicants to careers in surgery is a goal of residency training programs. Few studies of attrition in residency exist. This study examines the hypothesis that reasons for attrition during general surgery training are different for male and female trainees. MATERIALS AND METHODS: NRMP matching information was used to evaluate attrition rates in a categorical general surgery (CGS) residency program from 1984 through 1996. The records of all matched residents were examined to determine the association between gender and attrition outcomes. Outcome variables included: voluntary vs involuntary withdrawal and the reasons for withdrawal. RESULTS: During the study period 132 candidates matched (103 men and 29 women) into CGS positions. Of that group, 18 residents, 11 (10.7%) from the male and 7 (24.1%) from the female cohorts withdrew. Only three involuntary withdrawals occurred. Women were 2.26 times more likely to withdraw than men, a finding that is not statistically significant (P = 0. 073). Women rarely left for preference of other specialty (relative risk 0.25), whereas men were 4 times more likely to leave for this reason. CONCLUSION: These numbers suggest that women are at higher risk of leaving general surgery training than men. When women do leave, it is more likely for family reasons such as lifestyle considerations or to join a spouse in another geographic location. Such findings support the conclusion that fundamental differences exist in decisions regarding attrition between genders. National studies of attrition and the reasons for leaving are needed to develop specific strategies promoting retention for both genders.

Career Choice↗
PubMed1991

Multidimensional properties of the General Health Questionnaire.

This analysis re-examines the factor structure of the 12-item GHQ for a large Australian sample of young people. It shows that oblique factor rotation better approaches the criterion of simple structure, and allows separate components of the GHQ to be identified and measured using factor scores. When the performance of these separate factors is compared with composite Likert scores, it is found that they do not behave uniformly in response to outside variables, both in cross-sectional and longitudinal analyses. These results suggest that there are advantages to be gained by using the multidimensional properties of the GHQ as well as a single severity score. The additional information this yields can provide new insights into the nature of psychiatric impairment within and between samples.

Adolescent↗
PubMed1975

Dimensions of behavior problems among Oglala Sioux adolescents.

A factor analytic study of the Quay-Peterson (1967) Behavior Problem Checklist among American Indians indicated cross-cultural factor similarity for conduct problems. Personality problems and inadequacy-immaturity did not replicate across cultures. Results are discussed in the context of Sioux culture.

Absenteeism↗
PubMed1981

A behavioral program for disruptive Junior High school students: results and follow-up.

The 5-year annual and 4-year follow-up results of a collaborative community mental health center--junior high school program for disruptive students are presented. The program is a comprehensive, behavioral, in-school, regular education project characterized by a token economy, parent contracting, major subjects taught in the morning, small class enrollment, small group and individualized instruction, an early release from school contingency option and frequent parent-school communications. Annual controlled outcome results revealed that the program led to significant and consistent reductions in expulsions, suspensions, and grade failure, and variable, often significant, gains in attendance and achievement. Follow-up findings indicated that former program students in senior high school achieved a significantly higher entry rate, greater attendance, better classroom conduct, and a lower frequency of withdrawal from school.

Achievement↗