Page 200 - Ana Kozina and Nora Wiium, eds. ▪︎ Positive Youth Development in Contexts. Ljubljana: Educational Research Institute, 2021. Digital Library, Dissertationes (Scientific Monographs), 42.
P. 200
positive youth development in contexts
the best to implement in practice. Intervention administrators should be
given systematic training before the intervention starts and, if possible, be
experienced in leading workshops for ethnically diverse groups. As many
sessions as feasible should be included while still considering the interven-
tion’s time-efficiency. Individual sessions should be long enough so as not
to impose time constraints on the administrators and participants, while
still short enough to not risk the participants’ fatigue and loss of attention.
We recommend that sessions last 20–60 min or longer, although partici-
pants’ age and task complexity must be taken into account.
Funding acknowledgement declaration
The author received no financial support for the research, authorship or
publication of this article.
Appendix
Table 2: Description of the interventions included in the systematic literature review.
Interventi-
on implemen-
Authors Country N Interven- Setting Sample tation Study Research
(year of publi- tion characteristics limitations quality
DC Conflict Administra- by Tufanaru et
cation) EC between two Age; Ethnic tor; Number al. (2017)
native ethnic status* and duration of
groups Isra- 9
eli-Jews (80% sessions 7
of the popu-
Berger et al. Israel 322 lation) and 8-9 years old; External co- Parents noti-
(2016) Palestini- Ethnic majo- lleagues; 12 fied of resear-
ans (20% of rity and mi- sessions (2x ch aim.
the populati- nority (50%) month); 4
on), living in hours
highly segre-
Cameron et GB 198 gated com- 6-8 and 9-11 Researcher; 6 No info. on
al. (2007) munities in years; Ethnic sessions (1x age structure
Jaffa majority week); 15-20 for each con-
Tensions min dition, parti-
between the cipants, and
majority whi- assessors‘
te British blindness of
communi- condition
ty and ethnic assignment
minority im-
migrants and
refugees
200
the best to implement in practice. Intervention administrators should be
given systematic training before the intervention starts and, if possible, be
experienced in leading workshops for ethnically diverse groups. As many
sessions as feasible should be included while still considering the interven-
tion’s time-efficiency. Individual sessions should be long enough so as not
to impose time constraints on the administrators and participants, while
still short enough to not risk the participants’ fatigue and loss of attention.
We recommend that sessions last 20–60 min or longer, although partici-
pants’ age and task complexity must be taken into account.
Funding acknowledgement declaration
The author received no financial support for the research, authorship or
publication of this article.
Appendix
Table 2: Description of the interventions included in the systematic literature review.
Interventi-
on implemen-
Authors Country N Interven- Setting Sample tation Study Research
(year of publi- tion characteristics limitations quality
DC Conflict Administra- by Tufanaru et
cation) EC between two Age; Ethnic tor; Number al. (2017)
native ethnic status* and duration of
groups Isra- 9
eli-Jews (80% sessions 7
of the popu-
Berger et al. Israel 322 lation) and 8-9 years old; External co- Parents noti-
(2016) Palestini- Ethnic majo- lleagues; 12 fied of resear-
ans (20% of rity and mi- sessions (2x ch aim.
the populati- nority (50%) month); 4
on), living in hours
highly segre-
Cameron et GB 198 gated com- 6-8 and 9-11 Researcher; 6 No info. on
al. (2007) munities in years; Ethnic sessions (1x age structure
Jaffa majority week); 15-20 for each con-
Tensions min dition, parti-
between the cipants, and
majority whi- assessors‘
te British blindness of
communi- condition
ty and ethnic assignment
minority im-
migrants and
refugees
200
