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Journal articles on the topic 'Withdrawal (education)'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Boldt, David J., Mary M. Kassis, and William J. Smith. "Factors Impacting the Likelihood of Student Withdrawals in Core Business Classes." Journal of College Student Retention: Research, Theory & Practice 18, no. 4 (July 24, 2016): 415–30. http://dx.doi.org/10.1177/1521025115606452.

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The course withdrawal decision includes both monetary and time costs for the student. Institutional costs include the misallocation of scarce seats to noncompleting students. Understanding the course withdrawal decision process can aid advisors and administrators as they seek ways to improve retention and progression. This study uses 21,318 course outcomes from introductory business core courses for the period 2003 to 2013. Our results suggest a higher withdrawal probability for students with merit-based scholarships and with a previous history of withdrawals. Online courses and withdrawal-related policy changes are also important factors in the withdrawal decision. Individuals who are less likely to withdraw include those with a high GPA or SAT score, students with more experience, summer school attendees, and Black students. In addition, students in introductory economics or business law classes were less likely to withdraw than those taking introductory accounting courses. Variables such as need-based aid, gender, and age did not impact the course withdrawal decision.

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Mozahem, Najib. "Course withdrawal: a comparison of business and engineering students in a private university." Journal of Applied Research in Higher Education 11, no. 4 (October 14, 2019): 828–43. http://dx.doi.org/10.1108/jarhe-11-2018-0225.

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Purpose The purpose of this paper is to investigate the course withdrawal behavior of business and engineering students in a private university. While previous research has studied such behavior, the literature remains sparse and dated. Design/methodology/approach This study uses a negative binomial model in order to model the total number of course withdrawals for 760 students. The data set includes all courses taken by the students, with a total of 25,160 course outcomes. Findings Among the findings of the study are that males withdraw from courses more than females, engineering courses have the highest withdrawal rates, and male engineering students withdraw more than any other group. Originality/value While dropping out of college has received cross-national interest, the same cannot be said of course withdrawal. Most research to date has been conducted in a community college setting or has used a subset of the courses taken by students at universities in the USA. Thus, this is one of the first studies to investigate course withdrawal in another country.

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Thomas, Marilyn, Stephanie Adams, and Allan Birchenough. "Student Withdrawal from Higher Education." Educational Management & Administration 24, no. 2 (April 1996): 207–21. http://dx.doi.org/10.1177/0263211x96242008.

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Fruhauf, Timothee, Ghada Al-Attar, and Amy O. Tsui. "Explaining withdrawal’s persistence: correlates of withdrawal use in Albania, Armenia, Jordan, and Turkey observed in a cross-sectional study." Gates Open Research 5 (June 9, 2021): 92. http://dx.doi.org/10.12688/gatesopenres.13295.1.

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Background: Withdrawal dominates the contraceptive method mix in a geographical cluster of countries in South-Eastern Europe and Western Asia that have, in part, reached low fertility. This study examines the socio-demographic determinants associated with withdrawal use in Armenia, Albania, Jordan and Turkey that could explain withdrawal’s persistence and inform contraceptive programs in these unique settings. Methods: Cross-sectional data on 31,569 married women 15 to 49 years were drawn from the Demographic and Health Surveys in Albania (2017-2018), Armenia (2015-2016), Jordan (2017-2018), and Turkey (2013). For each country, multinomial regression models estimating withdrawal use among all women and logistic regression models estimating withdrawal use among contraceptive users were used to evaluate the association with age, marital duration, parity, education, residence, and household wealth. Results: The socio-demographic determinants associated with withdrawal use varied by country among all women and among all contraceptive users. While these associations were not all significant for all four countries general trends included that women were more likely to use withdrawal than not use contraception, but less likely to use withdrawal than other methods with increasing parity, higher education, and greater household wealth. Measures of association are reported by country for each correlate. Conclusions: Despite the similar contraceptive mix in these four countries, no single set of factors was found to explain withdrawal’s persistence. Withdrawal’s prevalence in this geographical cluster may instead result from different balances of intertwined circumstances that include couples’ fertility decisions, access to modern contraception and availability of abortion services.

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Johnson, Genevieve M., and George H. Buck. "Students' Personal and Academic Attributions of University Withdrawal." Canadian Journal of Higher Education 25, no. 2 (August 31, 1995): 53–77. http://dx.doi.org/10.47678/cjhe.v25i2.183215.

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A Commission of Inquiry on Canadian University Education recently reported that approximately 42% of full-time undergraduate students who entered Canadian universities in 1985 failed to obtain a degree within five years. While this statistic is startling, perhaps, of greater concern is the apparent lack of interest shown by most Canadian universities in the subject of undergraduate student attrition. As an initial step toward addressing the issue of Canadian university attrition, a conceptual model of undergraduate student withdrawal is proposed. The model is based on the assumption that students are characterized by a wide range of personal and academic variables. Such characteristics interact or co-exist with institutional variables such as campus integration. This interaction results in the quality of student academic performance and the nature of student psychological condition. Poor quality of student academic performance results in institution-initiated undergraduate withdrawal; a variety of psychological variables (e.g., satisfaction, stress) result in student-initiated undergraduate withdrawal. The bases of this model were findings obtained from questioning 498 undergraduate students who had withdrawn from a large Western Canadian university. Personal student characteristics, institutional factors and societal variables frequently emerged as students' attributions of university withdrawal. Student academic performance was validated as the causal factor for institutional-based undergraduate withdrawal and student psychological state appeared critically related to student-based undergraduate withdrawal. From these findings, preadmission counseling, academic and personal student support and an increased commitment to accommodating students are recommended.

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Matsche, Jeannie. "Maternal Education and Newborn Withdrawal Project." Journal of Obstetric, Gynecologic & Neonatal Nursing 42 (June 2013): S30. http://dx.doi.org/10.1111/1552-6909.12089.

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Li, Tim MH, Lucia Liu, and Paul WC Wong. "Withdrawal experience and possible way-outs from withdrawal behavior in young people." Qualitative Social Work 17, no. 4 (January 13, 2017): 537–55. http://dx.doi.org/10.1177/1473325016688369.

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The term NEET (not in employment, education, or training) has been increasingly applied to young people in Europe not engaged in the three systems mentioned. Young people who seclude themselves at home and progress to social withdrawal can be considered a NEET subgroup—the “disengaged.” This phenomenon was first identified in Japan, where such reclusive individuals are referred to as hikikomori, but youth social withdrawal has also been reported in other countries, including South Korea and Hong Kong. Research on youth social withdrawal has mainly focused on describing and identifying contributing factors to this withdrawal behavior. Very few studies have examined the transitional processes from the initial self-seclusion to later help-seeking. Examining the mechanisms behind the engagement process for helping professionals is important to guide social work services for this unique group of young people. We conducted a qualitative study involving semi-structured interviews with 30 socially withdrawn young people in Hong Kong. Thematic analysis conceptualized their social withdrawal processes into three subthemes: private status, de-friending spiral, and suspension of experiences. Three reasons for changing their withdrawal behavior were also identified: rebalancing one’s ideal self with reality, reconnecting with tuned-in people, and regaining momentum in life. This study provides practical implications for social workers to develop approaches to engage withdrawn young people.

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Barzeva, Stefania A., Jennifer S. Richards, Wim H. J. Meeus, and Albertine J. Oldehinkel. "Social Withdrawal and Romantic Relationships: A Longitudinal Study in Early Adulthood." Journal of Youth and Adolescence 50, no. 9 (July 12, 2021): 1766–81. http://dx.doi.org/10.1007/s10964-021-01469-1.

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AbstractInvolvement in romantic relationships is a salient developmental task in late adolescence and early adulthood, and deviations from normative romantic development are linked to adverse outcomes. This study investigated to what extent social withdrawal contributed to deviations from normative romantic development, and vice versa, and the interplay between withdrawal and couples’ relationship perceptions. The sample included 1710 young adults (55–61% female) from the Tracking Adolescents’ Individual Lives Survey cohort and their romantic partners. Data were collected across 4 waves, covering romantic relationships from ages 17 to 29 years. The results showed that higher withdrawal predicted a higher likelihood of romantic non-involvement by adulthood, consistently being single at subsequent waves, and entering one’s first relationship when older. Withdrawal moderately decreased when youth entered their first relationship. Male’s withdrawal in particular affected romantic relationship qualities and dynamics. These results provide new insights into the developmental sequelae of withdrawn young adults’ romantic relationship development.

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Maher, Michelle A., Annie M. Wofford, Josipa Roksa, and David F. Feldon. "Exploring Early Exits: Doctoral Attrition in the Biomedical Sciences." Journal of College Student Retention: Research, Theory & Practice 22, no. 2 (October 31, 2017): 205–26. http://dx.doi.org/10.1177/1521025117736871.

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High attrition rates have been a defining characteristic of doctoral education for decades, representing a loss of time, talent, and effort for departing students and their faculty. This qualitative study uses a biomedical science doctoral student sample to collect “real time” data on attrition within the first 2 years of doctoral training. Eighteen students, who represented 16 distinct universities, were interviewed as they engaged in the withdrawal process. Using the conceptual frames of socialization and social cognitive career theory, we explored experiences that preceded these students’ doctoral program withdrawals. Furthermore, we examined how expressed roles of students’ self-efficacy, outcome expectations, and professional goals contributed to the withdrawal process. Findings indicate that faculty advising (both positive and negative), laboratory rotation experiences, self-efficacy components, and changing professional goals all play a role in the early doctoral program attrition process.

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Stewart, Miriam J. "Attrition from Health Professional Schools in a Canadian University." Canadian Journal of Higher Education 20, no. 3 (December 31, 1990): 43–63. http://dx.doi.org/10.47678/cjhe.v20i3.183085.

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A descriptive study was conducted in order to identify the incidence of student voluntary withdrawal from undergraduate programs of the schools of the Faculty of Health Professions, in a Canadian university, over a two-year period; to identify students' expressed reasons for voluntary withdrawal; and, to develop a profile of characteristics of students who withdraw voluntarily and those who are successful academically and continue/persist through to graduation. There were 30 respondents from among the 42 withdrawing students (73.2% response rate) and 85 respondents from among 120 eligible graduates sampled (70.8% response rate). Dropouts from the health professional schools in this Canadian university were typically older, married, and employed; considered their program less difficult; had not participated in orientation or contacted writers' workshop, clubs, sports teams, student health, faculty advisors, or their profession's clientele. These characteristics appear to reflect facets of academic integration more than social integration. Former students cited dissatisfaction with the program/curriculum content, uncertainty about educational/occupational goals, and stress associated with the profession as the three most important reasons for voluntary withdrawal.

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Gavin, Russell B. "An Exploration of Potential Factors Affecting Student Withdrawal From an Undergraduate Music Education Program." Journal of Research in Music Education 60, no. 3 (September 18, 2012): 310–23. http://dx.doi.org/10.1177/0022429412454662.

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The purpose of this study was to examine the degree withdrawal patterns of undergraduate music education majors, with a specific focus on the individual experiences of students withdrawing from the major. Data from recently withdrawn students ( N = 14) were assembled using a qualitative methodology that included semistructured interviews, questionnaires, researcher journals, and meetings with experienced researchers. The data were analyzed and coded, generating a number of categories for discussion and analysis. Students’ experiences during college were diverse, with concerns focused on the applied music component of the degree surfacing as important to many students. The reasons given for withdrawal from the music education program also were diverse, including dismissal from the applied music studio, erosion of personal confidence as a musician, realizations about their feelings toward music versus their feelings about teaching in general as it related to their personal career goals, and personal life issues. Following withdrawal from the music education curriculum, all interviewed students reported that they remained actively involved in music in some way. Implications of these results are discussed in relation to individual experiences and the function of those experiences within the context of current models of student persistence.

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Al-Refai, Nader Sudqy, and Hadi Mohammed Tawalbeh. "Stakeholder’s Attitude towards Withdrawing Social and National Education Textbooks from Jordanian Schools." Journal of Educational and Social Research 10, no. 5 (September 23, 2020): 75. http://dx.doi.org/10.36941/jesr-2020-0089.

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This study explores stakeholders’ reactions to the Jordanian Ministry of Education's decision to withdraw the ‘social and civics education’ textbooks for students in the first three grades (containing children aged 6 to 9) in the academic year 2013-2014. A qualitative survey was undertaken in the year following the textbook withdrawal, of how various stakeholders reacted to this decision. The participants of the study (N = 70) were people affected by the textbook withdrawal, namely headteachers, classroom teachers, supervisors, and social studies teachers along with parents, and young children during the years 2015-2016. The participants were selected by the convenience sampling method from the provinces of Irbid, Jerash, Al-Mafraq, Bani Kenana and Al-Ramtha. The overt reasons for the textbook withdrawal were: (a) to reduce the weight of students’ schoolbags; (b) to focus more on mastering reading, writing, and math skills; (c) to decrease the large number of subjects studied by young students; and (d) to avoid an overlap of topics that were sometimes found repeated in the social/national textbooks and those of other subjects. Those interviewed endorsed these Ministerial decisions, but also expressed several reservations. This article draws upon a longer document, which has formed part of the democratic consultation process which marks a Muslim culture.

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Farnham, Nicholas. "Taking Withdrawal from Unesco Seriously." Comparative Education Review 30, no. 1 (February 1986): 148–56. http://dx.doi.org/10.1086/446575.

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Finn,, Chester E. "The Rationale for the American Withdrawal." Comparative Education Review 30, no. 1 (February 1986): 140–47. http://dx.doi.org/10.1086/446574.

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Jun, Soo-Koung. "The Mediating Effect of Peer Communication between Social Withdrawal and Life Satisfaction of College Students." Integration of Education 23, no. 3 (September 30, 2019): 379–89. http://dx.doi.org/10.15507/1991-9468.096.023.201903.379-389.

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Introduction. In this study, an examination as to whether social withdrawal on the part of college students has an effect on satisfaction with college life is presented along with an analysis of the possible mediating effect of peer communication on social withdrawal and dissatisfac tion with college life. Material and Methods. A total of 1,220 college students were analysed using the 7th year data of the Korea Child and Youth Panel Survey conducted by Korea Youth Policy Institute in 2016. Analysis using SPSS 23 and AMOS 23 software programs was carried out, along with t-test, ANOVA and structural equation analysis. Results. A significant variation in satisfaction with college life according to demographic factors was noted. It was also found that social withdrawal has a direct impact on satisfaction with college life: the higher the degree of social withdrawal, the higher the satisfaction with college life. Moreover, social withdrawal increases satisfaction with college life as a function of peer communication. In other words, peer communication indirectly affects both social withdrawal and satisfaction with college life . Discussion and Conclusion. Based on the results of this study, practical suggestions are proposed for improving the life satisfaction of college students. Programs for improving peer communication and increasing social interaction should be developed for college students.

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Pérez-Suárez, V., M. Carrillo-Diaz, A. Crego, and M. Romero. "Maternal Education, Dental Visits and Age of Pacifier Withdrawal: Pediatric Dentist Role in Malocclusion Prevention." Journal of Clinical Pediatric Dentistry 37, no. 3 (April 1, 2013): 315–19. http://dx.doi.org/10.17796/jcpd.37.3.p0303070101675ht.

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Objective: Although discouraged, pacifier usage is widespread and often practiced beyond two years of age. The current study explored the effects of maternal education and dental visits on the age of pacifier withdrawal. Study design: The dental histories of 213 children (53.1% male) attending a primary school in Madrid were obtained along with maternal education level and age at pacifier withdrawal. Data were analyzed by using independent samples t-test, one-way ANOVA two-way ANOVA and a complementary non-parametric approach was also used. Results: There was a significant effect of maternal education on the age of pacifier withdrawal; the higher the maternal education, the younger the age of withdrawal. The frequency of dental visits influenced the relationship between maternal education and the age of pacifier withdrawal . Dental visits considerably shortened pacifier use among children with low- and medium- educated mothers. Conclusions: Pediatric dentists play a critical role in the correction of unhealthy oral habits such as prolonged pacifier use. The educational component of peediatric dentistry could reverse the lack of knowledge or misinformation among high-risk groups (e.g. low maternal education). As a consequence, we recommend that children start dental visits at an early age and maintain visits with a high frequency.

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Sidik, Ezis Japar. "The implementation of the national examination in Indonesian: Evaluating its usefulness and drawbacks." TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE 1, no. 2 (April 28, 2020): 25–33. http://dx.doi.org/10.30738/tijes.v1i2.7701.

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National Examination (NE) in education system always becomes a debatable issue particularly in Indonesia. One of the never-ending discussions is that the disadvantages of the NE is assumed to overweigh its advantages that leads the government to plan the withdrawal of the NE in the future. Before the withdrawal of the NE is undertaken, the government needs to further consider some aspects in regard to the usefulness and drawbacks of the NE from different aspects. Hence, this paper will address three aspects of the NE implementation in Indonesia namely its social impacts on students and other parties, lack of usefulness of the NE results and potential misleading and inaccurate information of the NE results. Expectedly, the decision, whether it is to withdraw or maintain the NE, can be beneficial for the improvement of the national education quality.

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Finn, Jeremy D., and Deborah Cox. "Participation and Withdrawal Among Fourth-Grade Pupils." American Educational Research Journal 29, no. 1 (March 1992): 141–62. http://dx.doi.org/10.3102/00028312029001141.

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Mallette, Bruce I., and Alberto F. Cabrera. "Determinants of withdrawal behavior: An exploratory study." Research in Higher Education 32, no. 2 (April 1991): 179–94. http://dx.doi.org/10.1007/bf00974436.

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Iwata, Brian A., Natalie U. Rolider, and Claudia L. Dozier. "Evaluation of Timeout Programs through Phased Withdrawal." Journal of Applied Research in Intellectual Disabilities 22, no. 2 (March 2009): 203–9. http://dx.doi.org/10.1111/j.1468-3148.2008.00489.x.

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Parker, Stephen G. "Editorial: ‘Conscience’, the right of withdrawal, and religious education." Journal of Beliefs & Values 39, no. 3 (July 3, 2018): 255–57. http://dx.doi.org/10.1080/13617672.2018.1494416.

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Eddins, Essie A. "Ethics of Withdrawal of Life-Support Systems." Teaching Philosophy 9, no. 2 (1986): 163–66. http://dx.doi.org/10.5840/teachphil19869225.

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Nelson, Heather Joyce, Twana Lee-Ann Cox-White, and Beverlee Ann Ziefflie. "Indigenous students: Barriers and success strategies-A review of existing literature." Journal of Nursing Education and Practice 9, no. 3 (November 22, 2018): 70. http://dx.doi.org/10.5430/jnep.v9n3p70.

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There are many factors that effect the post-secondary completion rate of Indigenous students. The Indigenous student completion rate is a reflection of the number of students entering post-secondary education but is significantly affected by withdrawal rates (institutional withdrawals and student voluntary withdrawals). In the Saskatchewan Polytechnic School of Nursing, the Indigenous student withdrawal rate was 4.2% higher than the total nursing student population. Lower success rates among Indigenous students is a concerning issue in nursing programs. Continuing to operate programs and teach in the same fashion is not improving success rates. The Truth and Reconciliation Commission of Canada: Calls to Action (2012) highlighted the need to examine strategies and develop policies to enhance Indigenous student success. To this end, recent literature was reviewed to determine trends among Indigenous nursing students, their struggles, and more importantly, the successful strategies currently being implemented. Indigenous peoples are not a homogenous group; rather, they are a mosaic of cultures, languages and nations. The authors examined the literature to determine key factors that enabled or prevented the success of post-secondary Indigenous students. Twenty-one articles on current research regarding Indigenous student success facilitators and barriers were examined. These articles encompassed research from Canada, the United States, Australia and New Zealand. The purpose of this literature review was to identify themes and gaps, drive positive change in education, and guide future research. The research team found four common themes: academic preparedness, cultural safety, intrinsic student factors, and student support.

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Webb, O. J., and D. R. E. Cotton. "Early withdrawal from higher education: a focus on academic experiences." Teaching in Higher Education 23, no. 7 (February 6, 2018): 835–52. http://dx.doi.org/10.1080/13562517.2018.1437130.

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Bidgood, Penelope, Nasrollah Saebi, and Steve May. "Influences on student withdrawal from further education: a case study." Journal of Vocational Education & Training 58, no. 2 (June 2006): 223–36. http://dx.doi.org/10.1080/13636820600815951.

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Jones, David. "Modulations by Nontraditional Graduate Students to Overcome Imposed Withdrawal." Journal of Continuing Higher Education 67, no. 2-3 (September 2, 2019): 97–108. http://dx.doi.org/10.1080/07377363.2019.1680265.

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Pascarella, Ernest T., Patrick T. Terenzini, and Lee M. Wolfle. "Orientation to College and Freshman Year Persistence/Withdrawal Decisions." Journal of Higher Education 57, no. 2 (March 1986): 155–75. http://dx.doi.org/10.1080/00221546.1986.11778760.

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Pascarella, Ernest T., Patrick T. Terenzini, and Lee M. Wolfle. "Orientation to College and Freshman Year Persistence/Withdrawal Decisions." Journal of Higher Education 57, no. 2 (March 1986): 155. http://dx.doi.org/10.2307/1981479.

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Baldwin, DeWitt C., Beverley Davies Rowley, Steven R. Daugherty, and R. Curtis Bay. "Withdrawal and Extended Leave during Residency Training." Academic Medicine 70, no. 12 (December 1995): 1117–24. http://dx.doi.org/10.1097/00001888-199512000-00015.

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Oktaviani, Lusi, and Arfon Meirony. "RETRACTED: Pengaruh Senam SKJ 2008 Terhadap Kebugaran Jasmani Siswi Sekolah Dasar Negeri 20 Alang Laweh Padang Selatan Kota Padang." Journal Sport Area 2, no. 1 (June 1, 2017): 36–44. http://dx.doi.org/10.25299/sportarea.2017.vol2(1).591.

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This article has been withdrawn at the request of the Chief Editor. The reason for the withdrawal is that this article also published in the Jornal of Education Research and Evaluation. link: https://ejournal.undiksha.ac.id/index.php/JERE/article/view/11694. The condition for submitting a work for publication is that the author explicitly states that all of his works are original and have not appeared in publications elsewhere. We apologize to journal readers that this was not detected during the delivery process.

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Kljakovic, Moja, and Aidan Kelly. "Working with school-refusing young people in Tower Hamlets, London." Clinical Child Psychology and Psychiatry 24, no. 4 (June 15, 2019): 921–33. http://dx.doi.org/10.1177/1359104519855426.

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This study looks at the local context, describing quantitative data from a subset of young people seen within the inner London Tower Hamlets Pupil Referral Unit (PRU) that are extremely socially withdrawn and unable to attend mainstream education. The core aim of this research was to examine the views of professionals who work with and for these young people. Qualitative group interviews were used to gain a deeper understanding of the needs of these young people, what might contribute to their withdrawal from school and what needs to be done to help them reintegrate. Professionals reported that these young people were highly complex in terms of their needs and presentation and that there is a lack of clarity around what causes these young people to withdraw. They agreed that a more intensive multilayered intervention was required to meet their needs. Interventions that include gradual socialization, parental involvement and which address the role of technology were indicated. However, more research is needed to clarify how to effectively intervene.

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Laing, Chris, and Alan Robinson. "The Withdrawal of Non-traditional Students: Developing an explanatory model." Journal of Further and Higher Education 27, no. 2 (May 2003): 175–85. http://dx.doi.org/10.1080/0309877032000065190.

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Grimes, Sue K., and Theresa Antworth. "COMMUNITY COLLEGE WITHDRAWAL DECISIONS: STUDENT CHARACTERISTICS AND SUBSEQUENT REENROLLMENT PATTERNS." Community College Journal of Research and Practice 20, no. 4 (July 1996): 345–61. http://dx.doi.org/10.1080/1066892960200405.

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Ahmad, Endi, James Tangkudung, Yasep Setia Karna Wijaya, and Widiastuti. "RETRACTED: Motivasi Belajar siswa SMK N 1 Payakumbuh dalam Pembelajaran Renang." Journal Sport Area 3, no. 1 (June 29, 2018): 6–13. http://dx.doi.org/10.25299/sportarea.2018.vol3(1).1433.

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This article has been withdrawn at the request of the Chief Editor. The reason for the withdrawal is that this article also published in the Journal Physical Education, Health and Recreation link: (https: //jurnal.unimed.ac.id/2012/index.php/jpehr/article/view/ 9557). The condition for submitting a work for publication is that the author explicitly states that all of his works are original and have not appeared in publications elsewhere. We apologize to journal readers that this was not detected during the delivery process.

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Liu, Lucia Lin, Tim MH Li, Alan R. Teo, Takahiro A. Kato, and Paul WC Wong. "Harnessing Social Media to Explore Youth Social Withdrawal in Three Major Cities in China: Cross-Sectional Web Survey." JMIR Mental Health 5, no. 2 (May 10, 2018): e34. http://dx.doi.org/10.2196/mental.8509.

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Background Socially withdrawn youth belong to an emerging subgroup of youth who are not in employment, education, or training and who have limited social interaction intention and opportunities. The use of the internet and social media is expected to be an alternative and feasible way to reach this group of young people because of their reclusive nature. Objective The aim of this study was to explore the possibility of using various social media platforms to investigate the existence of the phenomenon of youth social withdrawal in 3 major cities in China. Methods A cross-sectional open Web survey was conducted from October 2015 to May 2016 to identify and reach socially withdrawn youth in 3 metropolitan cities in China: Beijing, Shanghai, and Shenzhen. To advertise the survey, 3 social media platforms were used: Weibo, WeChat, and Wandianba, a social networking gaming website. Results In total, 137 participants completed the survey, among whom 13 (9.5%) were identified as belonging to the withdrawal group, 7 (5.1%) to the asocial group, and 9 (6.6%) to the hikikomori group (both withdrawn and asocial for more than 3 months). The cost of recruitment via Weibo was US $7.27 per participant. Conclusions Several social media platforms in China are viable and inexpensive tools to reach socially withdrawn youth, and internet platforms that specialize in a certain culture or type of entertainment appeared to be more effective in reaching socially withdrawn youth.

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Xu, Jianying. "Cause Analysis and Countermeasures on 40 cases of Nursing Disputes Resulting from the Withdrawal of Needle of Venous Transfusion in Pediatrics Outpatient Department." Journal of Nursing 3 (August 23, 2014): 1. http://dx.doi.org/10.18686/jn.v3i1.1.

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<strong>Objective: </strong>To enhance the nursing quality and the satisfaction degree of nursing service by analyzing, rectifying and reforming the causes of nursing disputes in 40 cases of venous transfusion in pediatric outpatient department resulting from withdrawal of needle.<strong> Methods:</strong> In view of the dispute causes, strengthen the training of young nurses, enhance the nurses’ communication skills, establish standard process of withdrawal of needle, encourage the nurses to take early stage psychological assessment and intervention of the patients and their parents who are discontent, and intensify the health communication and education. <strong>Results</strong>: Strict enforcement of the process of withdrawal of needle, conduct early stage psychological assessment and intervention on the patients and their parents, and effective health communication and education can effectively reduce the occurrence rate of disputes. <strong>Conclusion</strong>: Enforce the process of withdrawal of needle strictly, take timely psychological assessment and intervention on the patients and their parents, strengthen the nurses’ service awareness, and implement the health communication and education can ensure the safety of patients’ transfusion and the nurses’, thus effectively enhance the nursing quality and the satisfaction degree of nursing services in pediatrics venous transfusion.

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Nixon, Graeme. "Conscientious withdrawal from religious education in Scotland: anachronism or necessary right?" British Journal of Religious Education 40, no. 1 (May 16, 2016): 6–19. http://dx.doi.org/10.1080/01416200.2016.1161597.

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Sieveking, Nicholas, and Greg Perfetto. "A Student-Centered Individual-Level University Retention Program Where Attrition is Low." Journal of College Student Retention: Research, Theory & Practice 2, no. 4 (February 2001): 341–53. http://dx.doi.org/10.2190/uw2x-5x2c-6365-2wtn.

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Retention research and intervention strategies at low attrition institutions can often benefit from approaches other than the traditional methods that employ sampling techniques and statistical analysis. For example, many students will predict the likelihood of their own dropping out and then follow-up by requesting university-based counseling services. The difficulties such students describe are often idiosyncratic and may not lend themselves to large-scale categorizations. Often, the students themselves are not fully aware of the reasons for their anticipated withdrawal and make misleading attributions of cause, frequently adopting commonly identified university chalenges. Furthermore, in order to initiate prevention programs, it is not always necessary to know the “real” reason for which a student might withdraw. Rather, individual counseling and/or referrals within a university network, in a package of investigative and clinical services, can further retention while maintaining a neutral stance on the “true” reasons students choose to leave an institution. In many cases, such one-on-one interventions can improve retention even when an actual resolution of the individual's stated problems is not achieved. The current article describes a systematic “student centered” retention program developed under the auspices of a university Psychological and Counseling Center. Through self-identification and follow-up, individuals are assisted with complex issues, which if not addressed, commonly lead to withdrawal. One principle suggested by our work is that, at high retention schools, a useful alternative is promoting reasons for students to stay rather than attempting to predict and resolve the multiple reasons for which they might choose to leave. Additionally, the student-centered retention approach may lead to the identification of university-wide issues, and hence to long-term structural change in the institution.

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Fox, Richard N. "Application of a Conceptual Model of College Withdrawal to Disadvantaged Students." American Educational Research Journal 23, no. 3 (January 1986): 415–24. http://dx.doi.org/10.3102/00028312023003415.

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Borgundvaag, B., C. Thompson, S. McLeod, S. Perelman, and S. Lee. "P011: Performance of emergency department nurses in evaluating a simulated patient with alcohol withdrawal syndrome following an education curriculum." CJEM 20, S1 (May 2018): S60—S61. http://dx.doi.org/10.1017/cem.2018.209.

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Introduction: The optimal management of emergency department (ED) patients with alcohol withdrawal syndrome (AWS) includes a symptom driven approach with scheduled reassessments using a standardized scoring system (Clinical Institute Withdrawal Assessment for Alcohol-Revised; CIWA-Ar) and treatments according to symptom severity. The subjective nature of the CIWA-Ar, and lack of standardized competency-based education related to alcohol withdrawal results in widely variable treatment. The objective of this study was to perform a summative evaluation of clinical staff during the objective structured clinical examination (OSCE) of a simulated patient (SP) with AWS. Methods: The AWS education curriculum was completed by all staff nurses in our ED (mandatory for full-time, optional to part-time staff). It was based on a real clinical scenario depicting moderate alcohol withdrawal and portrayed by a single SP. Prior to the OSCE, participants attended a seminar orienting them to the simulation. Each participant was asked to do a complete assessment of the SP, and graded for completeness on 37 individual components of history/physical exam, including the 10 domains of the CIWA-Ar. Results: 74 participants completed the educational curriculum over 8 weeks. At least 9/10 domains of the CIWA-Ar assessment were completed by 65 (88%) of participants, and 28 (38%) correctly assessed at least 80% of all summative evaluation components. 63 (85%) participants correctly identified the need for treatment of withdrawal symptoms. Only 13 (18%) participant assessments exactly matched our exact target CIWA-Ar score of 15, however 61% were within 2 points on the CIWA-Ar scale. In only 4 (5%) instances would a participant have inappropriately rated AWS severity below the treatment threshold. 62/72 (86%) participants rated the SP tremor as 2-4 (intended tremor =3). Clinical features most often overlooked were history of other addictions (25 participants, 33%) and history of liver disease (15 participants, 20%). Conclusion: The majority of participants in this OSCE correctly assessed the important elements in the assessment of AWS, and diagnosed the SP as having moderate alcohol withdrawal. Thus our educational intervention resulted in 85% of participants properly identifying the severity of AWS, and developing an appropriate treatment strategy. The impact of this curriculum on actual patient treatment requires further evaluation.

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Gould, Rebecca L., Mark C. Coulson, Natasha Patel, Elizabeth Highton-Williamson, and Robert J. Howard. "Interventions for reducing benzodiazepine use in older people: meta-analysis of randomised controlled trials." British Journal of Psychiatry 204, no. 2 (February 2014): 98–107. http://dx.doi.org/10.1192/bjp.bp.113.126003.

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BackgroundThe use of benzodiazepines has been advised against in older people, but prevalence rates remain high.AimsTo review the evidence for interventions aimed at reducing benzodiazepine use in older people.MethodWe conducted a systematic review, assessment of risk of bias and meta-analyses of randomised controlled trials of benzodiazepine withdrawal and prescribing interventions.ResultsTen withdrawal and eight prescribing studies met the inclusion criteria. At post-intervention, significantly higher odds of not using benzodiazepines were found with supervised withdrawal with psychotherapy (odds ratio (OR) = 5.06, 95% CI 2.68–9.57,P<0.00001) and withdrawal with prescribing interventions (OR = 1.43, 95% CI 1.02–2.02,P=0.04) in comparison with the control interventions treatment as usual (TAU), education placebo, withdrawal with or without drug placebo, or psychotherapy alone. Significantly higher odds of not using benzodiazepines were also found for multifaceted prescribing interventions (OR = 1.37, 95% CI 1.10–1.72,P= 0.006) in comparison with control interventions (TAU and prescribing placebo).ConclusionsSupervised benzodiazepine withdrawal augmented with psychotherapy should be considered in older people, although pragmatic reasons may necessitate consideration of other strategies such as medication review.

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Faulconer, E. K., J. C. Griffith, B. L. Wood, S. Acharyya, and D. L. Roberts. "A comparison of online and traditional chemistry lecture and lab." Chemistry Education Research and Practice 19, no. 1 (2018): 392–97. http://dx.doi.org/10.1039/c7rp00173h.

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While the equivalence between online and traditional classrooms has been well researched, very little effort has been expended to do such comparisons for college level introductory chemistry. The existing literature has only one study that investigated chemistry lectures at an entire course level as opposed to particular course components such as individual topics or exams. Regarding lab courses, only one study is available and it involves moderating variables that are largely uncontrolled. In this work, we compared the student pass rates, withdrawal rates, and grade distributions between asynchronous online and traditional formats of an introductory chemistry lecture as well as its associated lab course. The study was based on the 823 university records available for the 2015–2016 academic year. Student pass and withdrawal rates between the two modes were quite similar and did not appear to be statistically significant. However, grade distributions for both the lecture and lab differed between the two learning modes, showing significant statistical associations. Online students were more likely to earn As in both lecture and lab while traditional in-person students were more likely to earn Cs or Ds. Further research should include replication of this study with a larger data set. Additionally, this study should be repeated in three to five years to determine if advances in course design, standardization and delivery platforms further reduce or eliminate differences between learning modes. Future studies should also use qualitative tools for a better understanding of why students fail or withdraw from courses.

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Fortin, Anne, Louise Sauvé, Chantal Viger, and France Landry. "Nontraditional student withdrawal from undergraduate accounting programmes: a holistic perspective." Accounting Education 25, no. 5 (June 23, 2016): 437–78. http://dx.doi.org/10.1080/09639284.2016.1193034.

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Kirchhoff, Karin T., and Jennifer A. Kowalkowski. "Current Practices for Withdrawal of Life Support in Intensive Care Units." American Journal of Critical Care 19, no. 6 (November 1, 2010): 532–41. http://dx.doi.org/10.4037/ajcc2009796.

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BackgroundNurses are present at the bedside of patients undergoing withdrawal of life support more often than any other member of the health care team, yet most publications on this topic are directed at physicians.ObjectivesTo describe the training, guidance, and support related to withdrawal of life support received by nurses in intensive care units in the United States, how the nurses participated, and how the withdrawal of life support occurred.MethodsA questionnaire about withdrawal of life support was sent to 1000 randomly selected members of the American Association of Critical-Care Nurses, with 2 follow-up mailings.ResultsResponses were received from 48.4% of the nurses surveyed. Content on withdrawal of life support was required in only 15.5% of respondents’ basic nursing education and was absent from work site orientations for 63.1% of respondents. Nurses’ actions during withdrawal were most often guided by individual physician’s orders (63.8%), followed by standardized care plans (20%) and standing orders (11.8%). Nurses rated the importance of emotional support during and after the withdrawal of life support very highly, but they did not believe they were receiving that level of support. Most respondents (87.5%) participated in family conferences where withdrawal of life support was discussed. After physicians, nurses were most influential concerning administration of palliative medications. Patients’ families were present during withdrawal procedures between 32.3% and 58.4% of the time.ConclusionsTo improve their practice, intensive care nurses should receive formal training on withdrawal of life support, and institutions should develop best practices that support nurses in providing the highest quality care for patients undergoing this procedure.

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Newell, Karl M., James W. Bodfish, Steven L. Mahorney, and Robert L. Sprague. "Dynamics of Lip Dyskinesia Associated With Neuroleptic Withdrawal." American Journal on Mental Retardation 105, no. 4 (2000): 260. http://dx.doi.org/10.1352/0895-8017(2000)105<0260:doldaw>2.0.co;2.

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Schepp, Camille, Robin J. Brown, and Rebecca C. Bott-Knutson. "Honors and Nursing: Reasons for Enrollment, Persistence, and Withdrawal." Journal of Nursing Education 60, no. 6 (June 2021): 333–36. http://dx.doi.org/10.3928/01484834-20210520-06.

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Schmidt, David, Keira Robinson, and Emma Webster. "Factors influencing attrition from a researcher training program." International Journal for Researcher Development 5, no. 1 (May 6, 2014): 56–67. http://dx.doi.org/10.1108/ijrd-08-2013-0013.

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Purpose – This study explored attrition from a novice health researcher training program. The aim of this paper was to identify factors contributing to attrition from the RRCBP that if understood could decrease attrition from this standalone researcher training program. Design/methodology/approach – Using a capacity building framework, this case-control study compared demographic characteristics and features of 30 withdrawn research trainees to 68 graduated trainees from the Rural Research Capacity Building Program, run by the Health Education and Training Institute of New South Wales, Australia between 2006 and 2010. Data were analysed using Exact Logistic Regression, Chi-square and Fisher's Exact tests. Findings – An attrition rate of 29 per cent was associated with a range of individual, organisational and supra-organisational factors. Withdrawals occurred prior to ethics submission (n=13, 43 per cent), after unsuccessful ethics submission (n=8, 27 per cent), or after receiving ethics approval (n=9, 30 per cent). Clinicians were less likely to withdraw than non-clinical staff (p=0.03). Profession, project ownership, funding sources and type of research were not significant factors in attrition, while the effect of location was mixed indicating a potential impact of peer support networks in areas with high numbers of trainees. Practical implications – This research demonstrates attrition from a research training program is associated with trainees receiving appropriate and timely support. In the formative stages researchers require support, particularly those working in professional or geographical isolation. Originality/value – This study is the first of its kind in examining in detail reasons for withdrawal from a standalone research training program and will allow coordinators of similar programs to target support to vulnerable research trainees at critical time points.

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Michaels, Jeffrey. "Laying a Firm Foundation for Withdrawal? Rethinking Approaches to Afghan Military Education." Defence Studies 11, no. 4 (December 2011): 594–614. http://dx.doi.org/10.1080/14702436.2011.642193.

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Vainikka, Eliisa. "The anti-social network: Precarious life in online conversations of the socially withdrawn." European Journal of Cultural Studies 23, no. 4 (November 30, 2018): 596–610. http://dx.doi.org/10.1177/1367549418810075.

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This article presents an analysis of life-political themes in online discussions about the hikikomori phenomenon, acute social withdrawal. In a Finnish online image-board, socially withdrawn individuals anonymously take part in conversations concerning, for example, welfare and the difficulties of working life. The aim of this study is to bring new perspectives to the discussion about anonymous online communication, and especially its relationship with social exclusion and anti-social behaviour. In the article, I examine how ‘the anti-social’ is produced and understood in this anonymously used forum. Through a thematically constructed textual analysis of online discussions, the following questions are answered: What kinds of life-political themes are found in the discussion concerning social withdrawal? How is the feeling of being an outsider in one’s own society voiced in this online community? What kind of space for public discussion does this specific forum provide? In the online space, an intimate public is formed around shared narratives and the conversations seem to offer at least a space of expressive politics and social criticism for the participants in a situation that is labelled by precariousness.

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Novriandri, Bimbo, Herniyenti Herniyenti, Sudarti Sudarti, and Yulina Eliza. "Effect of work Placement, Education and Job completion for Employee Performance with Job Satisfaction as a variable intervening in Dharmasraya District Education office." International Journal of Management Excellence 14, no. 2 (February 29, 2020): 2078–82. http://dx.doi.org/10.17722/ijme.v14i2.1130.

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Research conducted is intended to know the influence of employee placement, education and Jobdescription completion of employee performance by stripping as a Intervening variable in district education Office Dharmasraya. The respondent came from Dharmasraya District education officer. The sample withdrawal method shows that employee placement, education, and Jobdescription completion of employee performance with stripping as Intervening variables in Dharmasraya District education Office is suspected to have a positive influence and significan to the performance of employees of the Dharmasraya District Education Office.

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