Explore the vast range of titles available.

Background Recruitment to psychiatry is insufficient to meet projected mental health service needs world-wide. We report on the career plans of final year medical students from 20 countries, investigating factors identified from the literature which influence psychiatric career choice. Methods Cross sectional electronic or paper survey. Subjects were final year medical students at 46 medical schools in participating countries. We assessed students’ career intentions, motivations, medical school teaching and exposure to psychiatry. We assessed students’ attitudes and personality factors. The main outcome measure was likelihood of specializing in psychiatry. Multilevel logistic regression was used to examine the joint effect of factors upon the main outcome. Results 2198 of 9135 (24%) of students responded (range 4 to 91%) across the countries. Internationally 4.5% of students definitely considered psychiatry as a career (range 1 to 12%). 19% of students (range 0 to 33%) were “quite likely”, and 25% were “definitely not” considering psychiatry. Female gender, experience of mental/physical illness, media portrayal of doctors, and positive attitudes to psychiatry, but not personality factors, were associated with choosing psychiatry. Quality of psychiatric placement (correlation coefficient = 0.22, p < 0.001) and number of placements (correlation coefficient =0.21, p < 0.001) were associated with higher ATP scores. During medical school, experience of psychiatric enrichment activities (special studies modules and university psychiatry clubs), experience of acutely unwell patients and perceived clinical responsibility were all associated with choice of psychiatry. Multilevel logistic regression revealed six factors associated with students choosing psychiatry: importance of own vocation, odds ratio (OR) 3.01, 95% CI 1.61 to 5.91, p < 0.001); interest in psychiatry before medical school, OR 10.8 (5.38 to 21.8, p < 0.001); undertaking a psychiatry special study module, OR 1.45 (1.05 to 2.01, p = 0.03) or elective OR 4.28 (2.87- 6.38, p < 0.001); membership of a university psychiatry club, OR 3.25 (2.87 to 6.38, p < 0.001); and exposure to didactic teaching, OR 0.54 (0.40 to 0.72, p < 0.001). Conclusions We report factors relevant to medical student selection and psychiatry teaching which affect career choice. Addressing these factors may improve recruitment to psychiatry internationally.

In 2012, things weren’t looking good for Grant Beacon Middle School in Denver, Colo. Enrollment numbers were declining, students weren’t reaching required academic levels, and the Denver Public Schools district designated the school as on watch. By implementing a plan that emphasized expanded learning opportunities — adding five hours to the school week during which students engage in enrichment activities — the school turned around. Attendance and test scores are up, suspensions are down. Key elements of success were starting with a vision, choosing the right partners, including student voice, hiring a full-time coordinator, and offering high-quality programming.

Purpose – Howard Gardners’ concept of multiple intelligence (MI) offers an alternative perspective on intelligence which highlights the importance of acknowledging learner diversity, individual talents and the development of human potentials. MI has been used as a basis for the construction of modular enrichment activities to facilitate the development of human potential among boarding school students. This study examines (1) the effects of such activities on students of different multiple intelligence profiles and (2) the teachers’ views of the MI based module and activities. Methodology – The study employs a quasi-experimental design with pre- and post-tests administered before and after treatment of the modular enrichment activities. Two groups of students from two Mara Junior Science Colleges (MRSM) in Malaysia participated in the study as the control and treatment groups. McKenzie’s multiple intelligences instrument was used as the pre- and post-test measure. A semi-structured interview protocol was used to obtain teachers’ views of the enrichment activities. Findings – The study found that the MI post-test was favourable towards the treatment group. Students in the treatment group improved on each multiple intelligence profile compared with students in the control group. The qualitative analysis of the interview data revealed favourable responses from the teachers towards the modular enrichment activities and the inclusion of MI. Significance – This study highlights the importance of recognising that each student has his/her distinct potential. These differences can be captured through the construction of various enrichment activities that emphasise on the different multiple intelligences. The modular learning experience simplifies the process of teaching and learning. It enables students and teachers to understand the objectives to be achieved through diverse problem solving and creative production activities. It is hoped that through this study, educators and teachers will gain ideas about ways in which a MI perspective can help them to tap student potential.

This 2‐year study assessed program‐level differences in after‐school program (ASP) engagement in relation to child competencies (effectance motivation, social competence, school grades) and program quality and content. Participants were 141 children (Mage = 8.4 years) who attended 9 ASPs in an urban, disadvantaged city in the United States. Measures of competence were determined from classroom teachers’ ratings, and program engagement, quality, and content were assessed primarily through observation. Results from a hierarchical linear model showed that program‐level differences in engagement predicted children’s social competence and effectance motivation (but not school grades) in a linear, positive direction (p< .05). This relation held after modeling several selection factors and prior competence. Engaging ASPs were also significantly higher in program quality and tended to devote more time to enrichment activities and less time to homework and non‐skill‐building activities.

Geographical research on children, youth, and families has done much to highlight the ways in which children's lives have changed over the last twenty-five years. A key strand of research concerns children's play and traces, in the Global North, a decline in children's independent access to, and mobility through, public space. This article shifts the terrain of that debate from an analysis of what has been lost to an exploration of what has replaced it. Specifically, it focuses on children's participation in enrichment activities, including both individual and collective extracurricular sporting, cultural, and leisure opportunities in England. The research reveals that middle-class children have much higher participation rates in enrichment activities than their working-class counterparts. Parents value enrichment activities in very similar ways across the class spectrum-seeing them as fun, healthy, and social opportunities. The ability to pay for enrichment, however, means that it is incorporated into, and transforms, middle-class family life in ways not open to working-class families. Nevertheless, support across the class spectrum for these instrumental forms of play that institutionalize childhood in school, community, and commercial spaces leads to calls for subsidized provision for low-income children through schools. The article thus traces the \"enrichment\" and \"institutionalization\" of childhood and draws out the implications of this for how we think about play, education, parenting, and class in geography.

Despite increased focus on the effects of organized activities on youth development, there is currently no consensus about the best way to assess various dimensions of involvement This article explores the complexities of assessing involvement and focuses specifically on the following organized activity dimensions: (a) breadth, (b) intensity, (c) duration/consistency, and (d) engagement. For each dimension, the article examines the theoretical underpinnings for why it is important to measure the dimension, presents measurement issues that have arisen in previous studies, describes how the dimension relates to developmental outcomes, and offers recommendations for assessing it in future use. A conceptual model is presented to describe issues that are important to consider when assessing various dimensions of organized activity involvement in future research.

Balancing work and caregiving demands is a critical challenge for working parents with young children. Workplace flexibility can serve to promote parent-child interactions by enhancing the coordination of work and family responsibilities. Using longitudinal data from the Early Childhood Longitudinal Survey-Birth Cohort (ECLS-B), the study examined three potential sources of workplace flexibility—access to flexible schedules, working from home, and part-time employment—and their associations with the frequency of parent–child interactions (i.e., enrichment activities and daily routines) among parents with young children, with a particular focus on gender, household structures, and income. The results indicated that working from home and part-time employment were associated with more frequent enrichment parent–child interactions for mothers, while flexible schedules were associated with greater daily routine interactions for fathers. The positive associations between working from home and parent–child interactions were more pronounced among low-income mothers than mid- and high-income mothers. Fathers working parttime in dual-earner households more frequently interacted with their children than those in single-earner households. These findings suggest that distinctive types of workplace flexibility may work differently across gender, household structure, and household income.

Over the past decade, several European countries have implemented policies and programmes leading to the introduction of the concept of 'all-day schooling', thus acknowledging the need to guarantee the guard of all children and to enhance equal opportunities of success at school. The Portuguese Ministry of Education created and funded the Curricular Enrichment Activities Programme as a measure to support the generalisation of all-day schooling in Portuguese primary schools. Our study aimed at evaluating the reach of the political measures associated with all-day schooling, as was implemented in Portugal by the AEC programme, by focusing on two central dimensions: the political and the curricular. Two cases of different local decisions were studied. The results revealed a unanimous valorisation of the philosophy and the objectives underlying the AEC programme, which gives shape to a 'good measure' of social and educational public policies, consistent with the nuclear project of all-day schooling. They also showed, however, that the dimension of the curricular enrichment still needs to be improvedOver the past decade, several European countries have implemented policies and programmes leading to the introduction of the concept of 'all-day schooling', thus acknowledging the need to guarantee the guard of all children and to enhance equal opportunities of success at school. The Portuguese Ministry of Education created and funded the Curricular Enrichment Activities Programme as a measure to support the generalisation of all-day schooling in Portuguese primary schools. Our study aimed at evaluating the reach of the political measures associated with all-day schooling, as was implemented in Portugal by the AEC programme, by focusing on two central dimensions: the political and the curricular. Two cases of different local decisions were studied. The results revealed a unanimous valorisation of the philosophy and the objectives underlying the AEC programme, which gives shape to a 'good measure' of social and educational public policies, consistent with the nuclear project of all-day schooling. They also showed, however, that the dimension of the curricular enrichment still needs to be improved.

Children’s everyday lives beyond school need to be considered holistically, in a way which moves beyond time use. In this article we draw on our adaptation of Sarah Pink’s (e.g. 2012) video re-enactment methodology for considering children’s out-of-school lifeworlds with Year 4 children (9 and 10 years old) in the global cities of Hong Kong, Melbourne, and Singapore. The data presented and discussed here was part of a larger Global Childhoods Project with children in the three global cities of Melbourne, Hong Kong, and Singapore. We use video re-enactment methodology to ‘think with’, to open up lines of inquiry and create conversations about children’s lives in and between the cities. Through these we consider the specifics of each city context, as well as socioeconomic and sociocultural contexts and factors that may impact differently on children’s everyday lifeworlds out-of-school within the same city. In order to focus the scope of the article, we consider family routines, enrichment activities and local communities, as aspects that we find useful to reflect on when exploring what children’s lives look like, in and across locations. We focus on these as we are interested in how they might add to the complexities of thinking about children in each location. We move between thinking about the re-enactments themselves and broader literature to explore children’s out-of-school lifeworlds in the three cities, painting a picture of children’s lives and considering the contexts which make particular activities and practices possible and desirable.

In this article we draw on data collected from a recent qualitative project to highlight the enthusiasm of middle-class parents for enrolling their under fives in 'enrichment' activities (extra-curricular creative and sporting classes). We seek to identify the part activities play in parental strategies for class reproduction. We first consider the broader issue of children and consumption, drawing out the way in which consumption and leisure activities are highly classed, and focusing on notions of taste and distinction. Then, using examples from the data, we emphasize the sense of urgency and responsibility parents felt concerning their child's development and the classed and gendered involvement of parents. We conclude that enrichment activities are one response to the anxiety and sense of responsibility experienced by middle-class parents as they attempt to 'make up' a middle-class child in a social context where reproduction appears uncertain.