Onderwijs, identiteitsontwikkeling bij jongeren en hun omgang met idealen

This report examines how education can contribute to the prevention of radicalization and polarization of young people. The starting point was to link up with identity development in adolescence and developing social competences in education. By better to match the identity needs of young people, possible radical thoughts are steered towards positive political or social involvement. This approach has been underexposed to date in research and also insufficiently present in existing policy strategies for educationIn dit rapport is nagegaan hoe het onderwijs kan bijdragen aan het voorkomen van radicalisering en polarisatie van jongeren. Het uitgangspunt was om daarbij aan te sluiten bij de identiteitsontwikkeling in de adolescentie en het ontwikkelen van sociale competenties binnen het onderwijs. Door beter aan te sluiten bij de identiteitsbehoeften van jongeren kunnen eventuele radicale gedachten worden bijgestuurd naar positieve politieke of maatschappelijke betrokkenheid. Deze benadering is tot op heden onderbelicht gebleven in onderzoek en ook onvoldoende aanwezig in bestaande beleidsstrategieën voor het onderwij

The association between perceived social support and parenting self-efficacy among parents of children aged 0-8 years

Strengthening social support has been recognized as a potentially effective strategy to enhance parenting self-efficacy, but empirical evidence is limited. This study examined the association between perceived social support and parenting self-efficacy.Data of 647 parents of children aged 0-8 years, gathered in the CIKEO cohort study in the Netherlands, were analysed. Data were collected between October 2017 and December 2019. Multivariable linear regression models were used to examine the association between social support and parenting self-efficacy. The mean age of the participants was 33.8 years (SD = 4.9); 94.9% mothers. At the start of the study, 15.1% parents perceived low to moderate social support. Parents who experienced lower levels of social support at the start of the study reported lower parenting self-efficacy at follow-up (β: 0.13; 95% CI: 0.05, 0.21), independent of potential socio-demographic confounders. Experiencing an increase in perceived social support during the study period was associated with an increase in parenting self-efficacy (β: 0.15; 95% CI: 0.10, 0.21). Our findings indicate perceived social support is associated with parenting self-efficacy among parents of children aged 0-8 years. Future longitudinal studies need to confirm our findings and may examine which social support interventions are effective in strengthening parenting self-efficacy.</p

Evaluation of effectiveness of (elements of) parenting support in daily practice of preventive youth health care

Background: The number of interventions to support parents is growing. The level of evidence regarding these intervention varies. In this paper we describe a study that aims to assess the effectiveness of specific 'elements' within such parenting interventions for families with children up to 7 years. A naturalistic effect evaluation will be applied. Study questions are: 1. What is the exposure of parents to (elements of) parenting interventions in the daily practice of preventive youth health care? 2. What are the associations between the exposure to (elements of

Mundos diferentes, mismas raíces. Análisis multinivel de la violencia y la delincuencia juvenil en las Antillas Holandesas como base para la prevención de delitos

Mundos diferentes, mismas raíces. Análisis multinivel de la violencia y la delincuencia juvenil en las Antillas Holandesas como base para la prevención de delito

A Multilevel Analysis of Adverse Family Relations, School Bonding and Risk Behaviours among Adolescents

The risk behaviours of adolescents, such as alcohol use, gambling and violence, represent a great public health challenge. In order to investigate how inter-school differences in risk behaviours can be explained by a positive school environment, measured via school bonding at the individual and school level, and how risk behaviour differences relate to a negative family environment, a multilevel analysis of individual, family and school factors was conducted. A survey was carried out with a random sample of 20 % of all students from 30 secondary schools in Croatia. The questionnaire used consisted of scales for assessing (1) risk behaviours, (2) socio- demographics, (3) adverse family relations, (4) school bonding and (5) school level variables. Intraclass correlations of 0.094 and 0.101 for risk behaviours and school bonding, respectively, were found. Upon fitting a multilevel model with individual and contextual variables, 94.3 % of the school level variance for risk behaviours was explained. Results indicate that, when the compositional effects of age, gender, family background and student’s own level of school attachment and commitment were held constant, attending a school where students tended to exhibit better school bonding was associated with fewer reported risk behaviours both for students from high and low levels of adverse family relationships. These findings support the notion that a whole school approach targeted towards students, families and schools may be helpful in the prevention of risk behaviours