Waarom ouders deelnemen aan professionele opvoedingsondersteuning. Participatie van ouders in Triple P Tieners

Waarom ouders deelnemen aan professionele opvoedingsondersteuning. Participatie van ouders in Triple P TienersOpvoedprogramma’s worden steeds meer als interventie gebruikt ter ondersteuning van ouders die zorgen en vragen hebben over de ontwikkeling en het gedrag van hun kinderen. Terwijl veel studies zich richten op de effectiviteit van deze programma’s en onderzoek laat zien dat ouderlijke motivatie, betrokkenheid en participatie van invloed zijn op de effectiviteit, is er weinig bekend over waarom ouders zich aanmelden en deelnemen. Ook is er weinig bekend over programma’s voor ouders van tieners, terwijl hun opvoednood juist in deze periode groot is. Deze studie onderzoekt de vraag of de Groep Triple P Tieners toegankelijk is voor ouders van diverse achtergronden en wat hen motiveert tot deelname. De resultaten van 50 half-gestructureerde interviews met deelgenomen ouders laten zien dat ondanks verschillende redenen en manieren van aanmelding (op eigen initiatief of verwezen door een professional), ouders van diverse achtergronden de bijeenkomsten en de cursusleiding waarderen. Maar ook zijn ze het erover eens dat de groepssamenstelling onevenwichtig kan zijn vanwege verschil in leeftijd van tieners en zwaarte van de gedrags- en opvoedproblematiek die ouders inbrengen. De combinatie van ouders met algemene vragen over de puberteit én ouders met specifieke zorgen over het probleemgedrag van hun tiener kan de wederzijdse herkenning en groepsuitwisseling belemmeren. We concluderen dat ouders van verschillende achtergronden Groep Triple P Tieners waarderen, maar dat meer aandacht nodig is voor de werving, samenstelling en begeleiding van de groep om de toegankelijkheid en participatie te vergroten.  Why parents participate in professional parenting support programmes. Participation of parents in the “Triple P Teens” programmeParenting programmes are increasingly being used as an intervention to support parents who experience difficulties with or have questions about their children’s development and behaviour. These programmes are implemented in many different parts of the world through individual consultations and/or group training sessions. They provide parents with a range of techniques and exercises to improve their understanding and handling of their children’s behaviour. They are used in parenting situations which already are tense and conflictual, with the aim of preventing the escalation of problems in everyday parenting. While many studies have focused on the effectiveness of these programmes, and research shows that parental motivation, involvement and participation all influence this effectiveness, little is known about which parents enrol and participate, and why they do so. Groups of vulnerable parents (parents with lower levels of educational attainment and/or a from non-Western migrant background) are less inclined to turn to professional parenting programmes, even though their parenting insecurity is high, particularly among parents with teenagers. Moreover, little is known about programmes that focus on the parents of teenagers. This study examines the question of whether “Group Triple P Teens” is accessible for parents from diverse ethnic and social backgrounds and what encourages their participation. Triple P is a “Positive Parenting Program” developed in Australia, which has been implemented in more than 25 countries, including the Netherlands. It consists of a comprehensive, five-level system of interventions, ranging from collective prevention, individual parenting consultation and group training, up to more intensive guidance for the parents of children with severe behavioural problems. Group Triple P Teens level 4 is for parents of teenagers up to 16 years old with mild to moderate behavioural problems or who wish to prevent behavioural problems from developing. The programme involves four (two-hour) group sessions with up to 12 parents, three individual telephone sessions and one closing session. For our study, semi-structured interviews were held with 50 participating parents (37 mothers, 3 grandparents who raised their grandchildren, 10 fathers) from different social and ethnic backgrounds, and with different family situations (two-parent and single families), who are raising between 1 and 4 children. The ages of the teenagers vary between 10 and 17 years, with a mean age of 13.4 years, 50% boys and 50% girls. The subjects addressed in the interview were: how and why the parents had enrolled; their experience of participation (group, sessions, homework, location); their perceptions of the training staff (attitude, expertise). Our results show that most parents who sign up are already familiar with “Triple P” (have heard or read about it, or had participated previously) and/or have been referred to the programme by a professional (from school, their local neighbourhood, child welfare institution) who is familiar with the family. These parents (76% of the respondents, both those from a Dutch background and from various ethnic backgrounds) had been referred to the programme because they want to improve the atmosphere at home, cooperation with their (ex-)partner, or learn to handle specific teenage problems. Within this group, the teenagers of 15 parents were already receiving youth care because of learning and/or behavioural problems (PDD-NOS, ADHD, truancy, running away from home, conflicts with the law). A minority (24% of the interviewed group, mainly parents of a Dutch background) had joined the programme on their own initiative. Their reasons for enrolling and participating varied from “wish to learn about puberty” to “being desperate to know how to handle my teenager”. Despite the range of reasons for parents signing up (own initiative or referred by a professional), they shared a positive motivation to participate in the group sessions and saw the trainers in a positive light. Sharing experiences with other parents in the group was found to be the first and main reason for continuing to participate, with some respondents citing recognition of the problems of other parents and relief that “we are not the only ones”, or “I thought our situation was hell, but now I meet other parents in the same situation.” Roleplay exercises and watching and discussing videos can generate ideas and advice on how to change their parenting behaviour. The trainers were considered experienced and able to handle the group dynamics in a positive way, to pay attention to both the group and individual parents. However, some of the respondents agreed that the composition of the group was sometimes unbalanced with respect to the severity of the behavioural problems and parenting problems within the same group. Both parents with general questions about adolescence as well as parents with specific concerns about problem behaviour of their teenager pointed out that these differences can be an obstacle to mutual understanding and discussion. Parents of thirteen-year-old teenagers without “serious problems” sometimes wondered whether they were in the right group. The same question was asked by parents who were having to deal with older teenagers with more serious behavioural problems: “we are far beyond disagreements about doing the dishes, pocket money or gaming time.”  As for the accessibility of the programme for parents of different social and ethnic backgrounds, “Group Triple P Teens” appears not to be equally accessible for all. Mainly motivated parents from a Dutch background had joined the programme on their own initiative, and were able to overcome the obstacles to enrolment (finding the website, selecting a course, calling or mailing again if they did not receive an answer straight away). The majority of the parents had signed up after referral by a professional and were already familiar with the programme and trainer. As for participation after enrolment, factors such as the use of language in materials (these were all in Dutch), training sessions and discussions, and the speed of the programme (many topics covered, exercises and homework in a short space of time) could undermine the parents’ motivation to continue. As mentioned previously, the composition of the groups was sometimes unbalanced with respect to the severity of the behavioural and parenting problems experienced, and this could also limit the learning experience and the parents’ motivation to participate. One of the limitations of our study was that we only interviewed parents who had stayed in the programme. More insight into the reasons and circumstances for not enrolling, failing to show up or subsequently dropping out of “Group Triple P Teens” is necessary to give a more comprehensive and detailed picture of the accessibility of the programme for a broad and diverse group of parents who require support with raising their teens. We conclude that parents from different backgrounds value “Group Triple P Teens”, but that the enrolment process and the composition and coaching of the groups should be reviewed in order to enhance the accessibility of the programme and parental participation

DataSheet_1_Development of a standardized and validated flow cytometry approach for monitoring of innate myeloid immune cells in human blood.zip

Innate myeloid cell (IMC) populations form an essential part of innate immunity. Flow cytometric (FCM) monitoring of IMCs in peripheral blood (PB) has great clinical potential for disease monitoring due to their role in maintenance of tissue homeostasis and ability to sense micro-environmental changes, such as inflammatory processes and tissue damage. However, the lack of standardized and validated approaches has hampered broad clinical implementation. For accurate identification and separation of IMC populations, 62 antibodies against 44 different proteins were evaluated. In multiple rounds of EuroFlow-based design-testing-evaluation-redesign, finally 16 antibodies were selected for their non-redundancy and separation power. Accordingly, two antibody combinations were designed for fast, sensitive, and reproducible FCM monitoring of IMC populations in PB in clinical settings (11-color; 13 antibodies) and translational research (14-color; 16 antibodies). Performance of pre-analytical and analytical variables among different instruments, together with optimized post-analytical data analysis and reference values were assessed. Overall, 265 blood samples were used for design and validation of the antibody combinations and in vitro functional assays, as well as for assessing the impact of sample preparation procedures and conditions. The two (11- and 14-color) antibody combinations allowed for robust and sensitive detection of 19 and 23 IMC populations, respectively. Highly reproducible identification and enumeration of IMC populations was achieved, independently of anticoagulant, type of FCM instrument and center, particularly when database/software-guided automated (vs. manual “expert-based”) gating was used. Whereas no significant changes were observed in identification of IMC populations for up to 24h delayed sample processing, a significant impact was observed in their absolute counts after >12h delay. Therefore, accurate identification and quantitation of IMC populations requires sample processing on the same day. Significantly different counts were observed in PB for multiple IMC populations according to age and sex. Consequently, PB samples from 116 healthy donors (8-69 years) were used for collecting age and sex related reference values for all IMC populations. In summary, the two antibody combinations and FCM approach allow for rapid, standardized, automated and reproducible identification of 19 and 23 IMC populations in PB, suited for monitoring of innate immune responses in clinical and translational research settings.Peer reviewe

Diversiteit in Vakmanschap. Opleiden met een gevoel voor diversiteit (FILM)

Film in kader van project Opleiden en Professionaliseren, Diversiteit in Vakmanschap

Wij zijn niet allemaal hetzelfde. Diversiteit in opvoeding en opleiding (FILM)

We zijn niet allemaal hetzelfde. Diversiteit in opvoeding en opleiding is een mini-documentaire over Pedagogiek-student Jacqueline Tevreden. Waarom koos zij voor deze studie, hoe past dat in haar leven buiten de hogeschool, wat spreekt haar aan in de studie? Filmmaakster Anna Peeters heeft er een persoonlijke portret van gemaakt. Inspirerend voor (aankomend) studenten, docenten en praktijkbegeleiders

Hangjongeren & Dugouts

Op allerlei plaatsen verschijnen op instigatie van de stichting van Johan Cruyff trapveldjes. Niet alleen omdat jongeren meer moeten bewegen, maar ook om problemen in de straat en de buurt op te lossen. 'Probleemjongeren', die overlast veroorzaken en een onveilig gevoel oproepen, zijn niet alleen van deze tijd. Nozems maakten in de jaren zestig straten onveilig op hun buikschuivers, en in Den Haag waren ook toen al straatbendes die elkaar op zaterdagavond te lijf gingen. Welke tradities en trends zijn er op straat te ontdekken

Opleiden en professionaliseren in diversiteit en opvoeding

Wat moeten hbo-studenten kennen en kunnen om straks als professionals ouders en kinderen van diverse culturele achtergronden te ondersteunen bij hun opvoeding en ontwikkeling? Hoe moet zo'n leerproces en curriculum eruit zien, wat vraagt dit van docenten? Het rapport Opleiden en professionaliseren in diversiteit en opvoeding beschrijft kernbegrippen die met diversiteit en opleiden samenhangen en analyseert onderwijsonderdelen van het curriculum Pedagogiek en Social Work op diversiteitgevoeligheid. Management, studenten en docenten spreken zich uit over de noodzaak tot (meer) aandacht voor culturele diversiteit in de klas, in de lessen, in de beroepspraktijk. Diversiteit moet steviger, als een rode draad in het onderwijs verweven zijn

Match voor de toekomst?: Een verkennend onderzoek naar de bijdrage van maatjesprojecten aan de maatschappelijke participatie van jonge alleenstaande asielzoekers

Maatjesprojecten zijn er in alle soorten en maten. Volgens de geinterviewde ama's verruimen deze projecten hun leefwereld door contacten en activiteiten buiten het opvangcentrum. De rol van hun maatje is hen niet altijd duidelijk. Weten wat ze van een maatje en het contact kunnen verwachten wordt belemmerd door de taalbarriere, maar ook door onbekendheid met de mores en gewoontes van professionele en vrijwillige begeleiders in Nederland. Vanuit het perspectief van de jongeren is niet de rol of kwaliteiten van het maatje doorslaggevend, maar de daadwerkelijke betrokkenheid bij hun situatie. Zowel leeftijdgenoten kunnen als maatje van betekenins zijn, maar ook volwassenen - professionals en vrijwilligers - die aandacht geven, hen stimuleren en ondersteunen

Jugendkultur in den Niederlanden

Jeugdcultuur in Nederland. Duitstalige website over jeugdcultuur in Nederland. Over de verschillende hangplekken die jongeren traditiegetrouw creëren in oude schuren, afgedankte containers, caravans, onder afdakjes en bushokjes. 'Hangen' is van alle tijden, staat voor elkaar ontmoeten buitenshuis, zonder toezicht van volwassenen. De inhoud verscheen eerder als deel 27 in de reeks Het Alledaagse Leven. Tradities en trends in Nederland (Waanders Uitgevers)

Mentoring: (hoe) werkt het?

Mentorprojecten kennen een stormachtige groei in het Nederlandse onderwijs. Ze worden ingezet in het basis- en voortgezet onderwijs, in het middelbaar en hoger beroepsonderwijs. In het hbo zijn het vaak ouderejaars die nieuwkomers verwelkomen en begeleiden. De beoogde resultaten van deze initiatieven zijn nogal eens (te) hoog gespannen. Onder welke voorwaarden kunnen mentorprojecten een effectieve en onderbouwde bijdrage leveren aan de begeleiding van studenten

Diversiteit in Vakmanschap. Opleiden met gevoel voor diversiteit

Hoe studenten zo op te leiden dat ze als hulpverlener in een multi-etnische beroepspraktijk kunnen werken? Zodat ze in staat zijn om een brede groep ouders, kinderen en jongeren te begeleiden bij vragen en problemen die zich in de opvoeding en ontwikkeling voordoen? Docenten Pedagogiek van twee hogescholen hebben hun literatuurlijsten van het onderwijs gescreend, casuïstiek en werkvormen vernieuwd. Experts uit onderzoek, onderwijs en beroepspraktijk hebben advies gegeven, studenten kritische feedback. Het rapport geeft voorbeelden en aanbevelingen hoe diversiteitgevoelig onderwijs is te realiseren