Suchergebnisse

"Only a limited number of effectiveness studies have been performed to study the benefits of efficacious behavior problems prevention programs for children when implemented through national health service systems. This study uses a quasi-experimental design to test the effectiveness of the school-based PATHS prevention program (Providing Alternative Thinking Strategies) when implemented through Dutch municipal health services by health promotion professionals. A sample of 1,294 children was followed for two years: 674 children attending nine schools providing PATHS and 620 children in nine comparison schools. The authors hypothesized finding an intervention effect of PATHS in terms of a significant reduction in teacher- and student-rated externalizing and internalizing problem behaviors, and a significant improvement in teacher-, student-, and peer-rated social skills and emotional skills. In fact, the results show low levels of program implementation and no intervention effects on problem behavior or social and emotional skills, suggesting that it is hard to reproduce positive intervention effects where an efficacious social-emotional prevention program is implemented through a national health service. More research is needed on the specific conditions required to implement efficacious programs effectively." (author's abstract)

Only a limited number of effectiveness studies have been performed to study the benefits of efficacious behavior problems prevention programs for children when implemented through national health service systems. This study uses a quasi-experimental design to test the effectiveness of the school-based PATHS prevention program (Providing Alternative THinking Strategies) when implemented through Dutch municipal health services by health promotion professionals. A sample of 1,294 children was followed for two years: 674 children attending nine schools providing PATHS and 620 children in nine comparison schools. We hypothesized finding an intervention effect of PATHS in terms of a significant reduction in teacher- and student-rated externalizing and internalizing problem behaviors, and a significant improvement in teacher-, student-, and peer-rated social skills and emotional skills. In fact, the results show low levels of program implementation and no intervention effects on problem behavior or social and emotional skills, suggesting that it is hard to reproduce positive intervention effects where an efficacious social-emotional prevention program is implemented through a national health service. More research is needed on the specific conditions required to implement efficacious programs effectively. Adapted from the source document.

Following the path metaphor of careers along with signalling and human capital theories, we examine important factors that predict individuals' advancement in a career. With a unique sample ofAmerican football players, we tested the influence of individuals' human capital on their performance, value and advancement along a career path. Our findings indicate that individuals' human capital assessed in the first stage of the career path is positively related to individuals' performance in the second stage of the career path and the value placed on individuals in the third stage of the career path. We also found that performance in the second stage mediated the relationship between human capital assessed in the first stage and the value placed on individuals in the third stage of the career path.

Rich democracies exhibit vast cross-national and historical variation in the socialization of health care. Yet, cross-national analyses remain relatively rare in the health policy literature, and health care remains relatively neglected in the welfare state literature. We analyze pooled time series models of the public share of total health spending for eighteen rich democracies from 1960 to 2010. Building on path dependency theory, we present a strategy for modeling the relationship between the initial 1960 public share and the current public share. We also examine two contrasting accounts for how the 1960 public share interacts with conventional welfare state predictors: the self-reinforcing hypothesis expecting positive feedbacks and the counteracting hypothesis expecting negative feedbacks. We demonstrate that most of the variation from 1960 to 2010 in the public share can be explained by a country's initial value in 1960. This 1960 value has a large significant effect in models of 1961-2010, and including the 1960 value alters the coefficients of conventional welfare state predictors. To investigate the mechanism whereby prior social policy influences public opinion about current social policy, we use the 2006 International Social Survey Programme (ISSP). This analysis confirms that the 1960 values predict individual preferences for government spending on health. Returning to the pooled time series, we demonstrate that the 1960 values interact significantly with several conventional welfare state predictors. Some interactions support the self-reinforcing hypothesis, while others support the counteracting hypothesis. Ultimately, this study illustrates how historical legacies of social policy exert substantial influence on the subsequent politics of social policy.

Universal health coverage (UHC) is the big objective in health policy which several countries are seeking to achieve. Egypt is no different and its endeavors to attain UHC have been going on since the 1960s. This article discusses the status of UHC in Egypt using theories of political science and economics by analyzing the historical transformations in the Egyptian health system and its institutional settings. This article then specifically examines the path dependence theory against the sociopolitical background of Egypt and assesses any pattern between the theory and the current UHC status in Egypt. The important finding of this analysis is that the health policies and reforms in Egypt have been significantly influenced and limited by its historical institutional structure and development. Both the health policies and the institutional settings adopted a dependent path that limited Egypt's endeavors to achieve the universal coverage. This dependent path also yielded many of the present-day challenges as in the weaknesses of the healthcare financing system and the inability to extend health coverage to the poor and the informal sector. These challenges subsequently had a negative impact on the accessibility of the healthcare services.

The paper studies the changing spatial rationalizations of Finnish education policy with a particular focus on upper secondary education, which has gone through significant reforms in recent decades. The fostering of social and spatial equality has long represented the cornerstone of Finland's Nordic welfare state education system. The establishment of a widespread network of educational institutions also formed an important means of building social and territorial cohesion in the country. Since the late 1980s, Finnish education policies have turned towards neoliberal ideals, underlining economic rationalizations, individualization and flexibility. Also, education policy has come to play an increasingly important role in the constitution of the knowledge-based economy and embedded spatial restructuring. The paper scrutinizes recent state upper secondary education reforms from the perspective of spatial justice and its scalar dimensions, underlining the consequential juncture of choosing between upper secondary education paths. It is shown how the rationalization of Finnish education policy differentiates places, favouring urban over rural, and produces particular citizen-subjects: while general upper secondary education forms a site for producing skilled and globally minded citizens, vocational education prioritizes the availability of regional workforce and the prevention of youth marginalization. Rather than providing equal opportunities, it is argued that the dual-path Finnish education policy reinforces spatial differentiation and the differential inclusion of citizen-subjects in the knowledge-based economy.

For the last few decades, teacher preparation has increasingly aligned itself with "best practices," standards, and accountability, and such policies became mandatory in P-12 schooling nationwide. Technical skills instruction and methods have become the common practice of teacher preparation and accreditation of programs. Teacher candidates are encouraged to be unquestioning servants of a school system rather than educators who govern the meaning of schooling. The purpose of this book is to present a view of how we got to where we are today and to offer strategies to bring the job of teaching back to its roots. It seeks to identify the conservative influences that treat students as a commodity rather than future citizen scholars. For teacher candidates, this has meant the excision of social foundations of education courses and any further explorations of the philosophy of education or the history of schooling in their curricula. The Commodification of American Education looks at ways to re-establish teachers as professionals rather than mere technicians, and to take back public education to transform schools into places that educate while eliminating inequality and oppression.

Abstract This article aims at investigating the interplay between environmental quality, health, and economic development in a unified OLG framework. Human capital accumulation depends on the environment through its impact on children's health and workers' productivity. In turn, environmental quality dynamics rely upon human capital that determines maintenance efforts. This two‐way relationship generates a co‐evolution of human capital and environmental quality in the long run. Along the transition path, the dynamic interactions between economic and environmental spheres allow for replicating two different trajectories: some economies experiment an Environmental Kuznets Curve while some others are caught into the environmental poverty trap.