according to statistics from the young Italian leave school early and many do before having obtained a degree higher, so almost half of Italians have only middle school and an objective difficulty in finding work. The causes of abandonment may be multiple, and above all a shrewd little choice in higher education promotes the occurrence of this phenomenon. Here, then, how to prevent abandonment.
What school dropout. The dispersion is a complex phenomenon that includes himself in other aspects and involves all the training-school context. The term emphasizes the school drop us intrecciasi two problems: what about the person who is lost and the one on the system that produces dispersion. To understand the meaning of the word must go back to etymology: dispersion is derived from "dispersible" whose meaning is to spread things here and there, blowing, but it is heard as a derivative of "disperse" the meaning of which is to divide, separate, dissipate. Both use intransitive means disperse, disperse, disappear and then evoke the dissipation of 'intelligence, resources, potential. Can be defined as early school leaving that group of processes by which there are delays, delays or dropouts in a specific process or school circuit, but often this definition is also used when you are faced with people who have not fully developed their cognitive abilities and intellectual abilities and that, for various reasons, have experienced failure at school.
The picture of abandonment. In Europe, the Lisbon Conference has identified the reduction of losses benchmarck that one of the five member countries must achieve in education within the framework of education, 2010 Photographed by Istat for "100 statistics for the country - Indicators to know and evaluate "is worrying and according to the research, the escape from the bank concerned mainly the south. In Sicily, Campania and respectively 15 and 14 students out of a hundred do not complete even the location of the obligation, while last year just over 75% of young between 20 and 24 years have achieved at least upper secondary school diploma. A rate lower than the EU average (77.8%), while among the countries stand out more diligent Slovenia (5.2%), Czech Republic (5.5%) and Poland (5.6%). Nevertheless, a small improvement in our country there has been: in the last four years, between 2004 and 2007, in Italy the incidence of early school leavers fell by 2.8 percentage points to the South and 3 , 6 points in the Centre-North. Significant are the data collected from the survey of the Ministry of Education, at schools and non-state related to AS 2006/07, which give rise to the secondary level as an abandonment interests mainly the first year, they are in fact, the first entry into the school system and the years of transition from one order to another which form a critical threshold at school The analysis is based on the causes of dispersion and its size, The emphasis is on the question of the plot between subjective variables and macro-social variables. The experiences of local investigations have identified the degree of socio-economic development the key criterion for the occurrence of the phenomenon in different areas of the country. Discrimination is not between the North and South but between different parts of the same region or between different areas of a metropolis. Moreover, whereas before the dispersion was spread especially in areas of socio-economic disadvantage (South), the phenomenon has spread in areas with stronger economic and productive systems: the low level of socio-economic development is one of the causes that produce the abandonment in the South the education system, the strong demand for labor is an interesting attraction in the north for many children with poor performance in school.
The school drop out then arises as an indicator of the quality of the education system and emphasizes the value of the role and function of schools, families and other institutions and forces the search for answers and appropriate and targeted interventions in a context integration between all parties involved. The causes of abandonment
Early school leaving is a complex phenomenon, not due to unique interpretations of cause and effect, but must be analyzed in a systemic model. E 'needed an integrated view of the various factors that are related and interact, where the focus is always the success or failure at school. Variables involved and encourage the development of early school leavers are:
• socio-cultural conditions of the family;
• Irregularities in their school careers (caused by a lack of detection of diagnosis of specific learning disabilities such as dyslexia, dysgraphia, dysorthography, dyscalculia);
• subjective dynamics of the student ( marginalization, lack of motivation, low self-esteem)
• relationship difficulties within the group (bullying)
choice sets, made little or superficially similar to the personality of the student: this may be the causes of school failure that they become uncomfortable school eventually abandoned, but should not forget those related to adolescent crises. Here, then, the main factors that encourage people to shelve books.
feel inadequate. First, the interruption of studies may be the result of the inability to continue, because of repeated failures in terms of performance or a rejection of a really frustrating (like having bad grades in a class model). This situation brings forth a standard that can be expressed discomfort with feelings of anger towards the school, seen as the cause of failure, or may lead to depression, feelings of inadequacy, failure, low self-esteem.
choice sets. In other situations, then, the abandonment is the sad ending of a school choice made by the family and not shared by the boy. Usually, in this case, the lack of interest of the student is clear from his attitude, complains of a sense of boredom, discontent, sometimes confined to the school, but more often generalized and to which the adolescent can not make sense. In these cases does not occur immediately a real drop out of school, but a drop in performance accompanied by low confidence in their abilities.
Sometimes the attitude of disinterest in academic disciplines is a reaction and at the same time a message from the boy, who was seen by parents impose a school curriculum without taking into account the interests and attitudes, which hopes to be heard and understood and then taken to change the school curriculum.
Too many changes. Do not forget, then, that any change, accompanied by a phase of destruction and renovation, and a moment of growth, the transition to high school, more generally, a period of dramatic changes that can take the boy to have many other interests, so away from school work. If commitments are secondary study, then, is not always the fault of a wrong address or a lack of interest, but a series of innovations that characterize the developmental stage (first loves, the transformation of their bodies, new friendships ... etc.) and which may affect school life. It so happens that even the slightest difficulty, simple signs of discomfort, impatience, discontent could be magnified in the school context, prompting the student / teen extreme solution of abandonment.
If it is the fault of the school. Objective of the school is to prevent the discomfort and promote academic success by helping students to prepare for the future. As already mentioned the transition from one position to another is a difficult time studies of growth towards autonomy for the student and for this reason the school is actively implementing projects of acceptance and continuity. The first to welcome pupils who are preparing for the first time to take a new course of study, the latter providing for the moments of cultural exchange and meetings to promote a very traumatic transition from one grade to another study. But too often the educational institution can be a cause of the abandonment of education. Often, bureaucratic difficulties, continuous succession of teachers, lack of communication between school and family may undermine the balance of the school students, especially if this is already a bit wobbly.
Making the right choice at this time of year many children have already made their choice but it's not too late to see if this was done with caution. Here's what to consider to prevent a wrong field of study convoluted abandonment.
a personal choice. In general, it is normal for the family, as well as the teachers of the school to advise the boy on the path which may be more akin to his aspirations, but it is important that the final choice was made by Young and not by others in his place. Similarly, we must discourage the adolescent who chooses to attend the school based solely on what they did to his friends or former classmates. Usually, this happens to young people more insecure and in this case, you need to instill greater confidence in the boy, helping him to focus his strengths and talents that distinguish it and that can only be enhanced by choosing a school career focused.
The first responsibility. Because the boy to assume fully the responsibility of the route that is about to undertake, it is essential to involve also the preliminary part (by registration of the course, until all of the early books). Typically, a teenager grappling with an adventure enjoyable and motivated towards their own choice, is excited to personally take care of these formalities.
A preliminary interview. Even after the pre-registration is important that the young do an inspection of the school they chose, to fix a meeting with the dean or a person that is responsible for the reception and is made to explain exactly what subjects will be addressed not only to first year, but during the whole process leading to a qualification. Often, teenagers are very general idea of \u200b\u200bthe various fields of study, marred by the experiences of older siblings or friends or even making reference to the type. So believe do the scientific means to be very good at math, while choosing institutions only if they love art painting. Be confronted with unknown discipline or taken lightly and one of the factors leading to "leave" over time.
There is time for change. Although the school year has started and the books were purchased, one should not exclude the opportunity to change schools. If the early days, the boy expresses dissatisfaction with the new curriculum, it is important to ask them to evaluate this hypothesis, although a slight loss or a high voltage can be considered normal for a teenager struggling with a new experience.
From the point of view strictly psychological and individual school dropout can be considered a symptom of a wider and more complex personal hardship. Under this point of dropping out of school as a solution to their distress that the individual does not solve the inconvenience and discomfort arising from them, but can lead to a deeper and deeper away from the school and the resources it even with its current limitations, can offer for personal growth. An example of individual hardship that can provide early school leavers is the phenomenon of bullying. How many children faced with bullying, at school, but also outside it, are tempted, try and leave school? The risk is that you
a vicious circle in which the attempt at a solution devised by the boy not only does not solve the problem but tends to stabilize it or make it worse. Context that even if activated with the best intentions, the attempt to bring the kids to school, put in place a range of strategies at both household level and at the level of school (awards, punishments, sermons and reprimands, works by persuasion, support in the study, change of school, etc..) they often fail in their aim. Depending on the problem situations that occur in educational settings should provide for the presence of the figure of the psychologist, both in a preventive intervention that focused on the difficulties in place.
The goal of psychological intervention, is to identify the mode of communication and behavior can "disperse" the vicious circle is created between the individual uncomfortable and ineffective attempts to solve them as early school leaving. Dr. Rosalia
Cipollina
What school dropout. The dispersion is a complex phenomenon that includes himself in other aspects and involves all the training-school context. The term emphasizes the school drop us intrecciasi two problems: what about the person who is lost and the one on the system that produces dispersion. To understand the meaning of the word must go back to etymology: dispersion is derived from "dispersible" whose meaning is to spread things here and there, blowing, but it is heard as a derivative of "disperse" the meaning of which is to divide, separate, dissipate. Both use intransitive means disperse, disperse, disappear and then evoke the dissipation of 'intelligence, resources, potential. Can be defined as early school leaving that group of processes by which there are delays, delays or dropouts in a specific process or school circuit, but often this definition is also used when you are faced with people who have not fully developed their cognitive abilities and intellectual abilities and that, for various reasons, have experienced failure at school.
The picture of abandonment. In Europe, the Lisbon Conference has identified the reduction of losses benchmarck that one of the five member countries must achieve in education within the framework of education, 2010 Photographed by Istat for "100 statistics for the country - Indicators to know and evaluate "is worrying and according to the research, the escape from the bank concerned mainly the south. In Sicily, Campania and respectively 15 and 14 students out of a hundred do not complete even the location of the obligation, while last year just over 75% of young between 20 and 24 years have achieved at least upper secondary school diploma. A rate lower than the EU average (77.8%), while among the countries stand out more diligent Slovenia (5.2%), Czech Republic (5.5%) and Poland (5.6%). Nevertheless, a small improvement in our country there has been: in the last four years, between 2004 and 2007, in Italy the incidence of early school leavers fell by 2.8 percentage points to the South and 3 , 6 points in the Centre-North. Significant are the data collected from the survey of the Ministry of Education, at schools and non-state related to AS 2006/07, which give rise to the secondary level as an abandonment interests mainly the first year, they are in fact, the first entry into the school system and the years of transition from one order to another which form a critical threshold at school The analysis is based on the causes of dispersion and its size, The emphasis is on the question of the plot between subjective variables and macro-social variables. The experiences of local investigations have identified the degree of socio-economic development the key criterion for the occurrence of the phenomenon in different areas of the country. Discrimination is not between the North and South but between different parts of the same region or between different areas of a metropolis. Moreover, whereas before the dispersion was spread especially in areas of socio-economic disadvantage (South), the phenomenon has spread in areas with stronger economic and productive systems: the low level of socio-economic development is one of the causes that produce the abandonment in the South the education system, the strong demand for labor is an interesting attraction in the north for many children with poor performance in school.
The school drop out then arises as an indicator of the quality of the education system and emphasizes the value of the role and function of schools, families and other institutions and forces the search for answers and appropriate and targeted interventions in a context integration between all parties involved. The causes of abandonment
Early school leaving is a complex phenomenon, not due to unique interpretations of cause and effect, but must be analyzed in a systemic model. E 'needed an integrated view of the various factors that are related and interact, where the focus is always the success or failure at school. Variables involved and encourage the development of early school leavers are:
• socio-cultural conditions of the family;
• Irregularities in their school careers (caused by a lack of detection of diagnosis of specific learning disabilities such as dyslexia, dysgraphia, dysorthography, dyscalculia);
• subjective dynamics of the student ( marginalization, lack of motivation, low self-esteem)
• relationship difficulties within the group (bullying)
choice sets, made little or superficially similar to the personality of the student: this may be the causes of school failure that they become uncomfortable school eventually abandoned, but should not forget those related to adolescent crises. Here, then, the main factors that encourage people to shelve books.
feel inadequate. First, the interruption of studies may be the result of the inability to continue, because of repeated failures in terms of performance or a rejection of a really frustrating (like having bad grades in a class model). This situation brings forth a standard that can be expressed discomfort with feelings of anger towards the school, seen as the cause of failure, or may lead to depression, feelings of inadequacy, failure, low self-esteem.
choice sets. In other situations, then, the abandonment is the sad ending of a school choice made by the family and not shared by the boy. Usually, in this case, the lack of interest of the student is clear from his attitude, complains of a sense of boredom, discontent, sometimes confined to the school, but more often generalized and to which the adolescent can not make sense. In these cases does not occur immediately a real drop out of school, but a drop in performance accompanied by low confidence in their abilities.
Sometimes the attitude of disinterest in academic disciplines is a reaction and at the same time a message from the boy, who was seen by parents impose a school curriculum without taking into account the interests and attitudes, which hopes to be heard and understood and then taken to change the school curriculum.
Too many changes. Do not forget, then, that any change, accompanied by a phase of destruction and renovation, and a moment of growth, the transition to high school, more generally, a period of dramatic changes that can take the boy to have many other interests, so away from school work. If commitments are secondary study, then, is not always the fault of a wrong address or a lack of interest, but a series of innovations that characterize the developmental stage (first loves, the transformation of their bodies, new friendships ... etc.) and which may affect school life. It so happens that even the slightest difficulty, simple signs of discomfort, impatience, discontent could be magnified in the school context, prompting the student / teen extreme solution of abandonment.
If it is the fault of the school. Objective of the school is to prevent the discomfort and promote academic success by helping students to prepare for the future. As already mentioned the transition from one position to another is a difficult time studies of growth towards autonomy for the student and for this reason the school is actively implementing projects of acceptance and continuity. The first to welcome pupils who are preparing for the first time to take a new course of study, the latter providing for the moments of cultural exchange and meetings to promote a very traumatic transition from one grade to another study. But too often the educational institution can be a cause of the abandonment of education. Often, bureaucratic difficulties, continuous succession of teachers, lack of communication between school and family may undermine the balance of the school students, especially if this is already a bit wobbly.
Making the right choice at this time of year many children have already made their choice but it's not too late to see if this was done with caution. Here's what to consider to prevent a wrong field of study convoluted abandonment.
a personal choice. In general, it is normal for the family, as well as the teachers of the school to advise the boy on the path which may be more akin to his aspirations, but it is important that the final choice was made by Young and not by others in his place. Similarly, we must discourage the adolescent who chooses to attend the school based solely on what they did to his friends or former classmates. Usually, this happens to young people more insecure and in this case, you need to instill greater confidence in the boy, helping him to focus his strengths and talents that distinguish it and that can only be enhanced by choosing a school career focused.
The first responsibility. Because the boy to assume fully the responsibility of the route that is about to undertake, it is essential to involve also the preliminary part (by registration of the course, until all of the early books). Typically, a teenager grappling with an adventure enjoyable and motivated towards their own choice, is excited to personally take care of these formalities.
A preliminary interview. Even after the pre-registration is important that the young do an inspection of the school they chose, to fix a meeting with the dean or a person that is responsible for the reception and is made to explain exactly what subjects will be addressed not only to first year, but during the whole process leading to a qualification. Often, teenagers are very general idea of \u200b\u200bthe various fields of study, marred by the experiences of older siblings or friends or even making reference to the type. So believe do the scientific means to be very good at math, while choosing institutions only if they love art painting. Be confronted with unknown discipline or taken lightly and one of the factors leading to "leave" over time.
There is time for change. Although the school year has started and the books were purchased, one should not exclude the opportunity to change schools. If the early days, the boy expresses dissatisfaction with the new curriculum, it is important to ask them to evaluate this hypothesis, although a slight loss or a high voltage can be considered normal for a teenager struggling with a new experience.
From the point of view strictly psychological and individual school dropout can be considered a symptom of a wider and more complex personal hardship. Under this point of dropping out of school as a solution to their distress that the individual does not solve the inconvenience and discomfort arising from them, but can lead to a deeper and deeper away from the school and the resources it even with its current limitations, can offer for personal growth. An example of individual hardship that can provide early school leavers is the phenomenon of bullying. How many children faced with bullying, at school, but also outside it, are tempted, try and leave school? The risk is that you
a vicious circle in which the attempt at a solution devised by the boy not only does not solve the problem but tends to stabilize it or make it worse. Context that even if activated with the best intentions, the attempt to bring the kids to school, put in place a range of strategies at both household level and at the level of school (awards, punishments, sermons and reprimands, works by persuasion, support in the study, change of school, etc..) they often fail in their aim. Depending on the problem situations that occur in educational settings should provide for the presence of the figure of the psychologist, both in a preventive intervention that focused on the difficulties in place.
The goal of psychological intervention, is to identify the mode of communication and behavior can "disperse" the vicious circle is created between the individual uncomfortable and ineffective attempts to solve them as early school leaving. Dr. Rosalia
Cipollina
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