Farah Jamal
Datos Biográficos
| ID | 4249859 |
|---|---|
| NOMBRE | Farah Jamal |
| NOMBRES | Farah |
| APELLIDO | Jamal |
| FIRMA | JAMAL F |
| AFILIACIONES | University College London |
| VERIFICADO | No |
| TOTAL DE OBRAS | 14 |
| TOTAL DE CITAS | 52 |
| TOTAL COMO AUTOR | 14 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2013 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2019 |
| ÍNDICE H | 4 |
Action groups as a participative strategy for leading whole‐school health promotion
Education policy increasingly promotes action groups as a key strategy for student and/or staff participation in school improvement and whole‐school health promotion. Such groups can coordinate multi‐component interventions, increase participation and engagement, and enable local adaptations, but few process evaluations have assessed this. We evaluated fidelity, feasibility and acceptability of action groups as part of a trial of a whole‐school i…
Effects of the Learning Together intervention on bullying and aggression in English secondary schools (INCLUSIVE)
BACKGROUND: Bullying, aggression, and violence among children and young people are some of the most consequential public mental health problems. We tested the Learning Together intervention, which involved students in efforts to modify their school environment using restorative practice and by developing social and emotional skills. METHODS: We did a cluster randomised trial, with economic and process evaluations, of the Learning Together interve…
Narratives of community engagement
A new measure of unhealthy school environments and its implications for critical assessments of health promotion in schools
The theory of human functioning and school organisation informed by Basil Bernstein’s sociology of education suggests that to gain the commitment and promote the health of students, particularly those from disadvantaged backgrounds, schools require radical transformations eroding various ‘boundaries’: between and among staff and students; between students’ academic learning and broader social development and welfare; and between schools and their…
Systematic review of reviews of observational studies of school-level effects on sexual health, violence and substance use
Realist complex intervention science
The integration of realist evaluation principles within randomised controlled trials ('realist RCTs') enables evaluations of complex interventions to answer questions about what works, for whom and under what circumstances . This allows evaluators to better develop and refine mid-level programme theories. However, this is only one phase in the process of developing and evaluating complex interventions. We describe and exemplify how social scienti…
Where next with theory and research on how the school environment influences young people's substance use
The effectiveness of community engagement in public health interventions for disadvantaged groups
Consulting with young people to inform systematic reviews
Dark logic’
Although it might be assumed that most public health programmes involving social or behavioural rather than clinical interventions are unlikely to be iatrogenic, it is well established that they can sometimes cause serious harms. However, the assessment of adverse effects remains a neglected topic in evaluations of public health interventions. In this paper, we first argue for the importance of evaluations of public health interventions not only …
The social ecology of girls' bullying practices
This exploratory study adopts a socio-ecological approach to examine the context of school bullying. It asks: (1) what are students' accounts of bullying practices?; (2) how are these enabled and constrained by the school-environment?; (3) how is gender implicated? Qualitative data were collected from girls in two schools in London via focus groups (one in each school; students aged 12-15) and seven semi-structured interviews (in one school; stud…
We've Got Some Underground Business Selling Junk Food
Drawing on two qualitative studies, we report evidence of pervasive black markets in confectionery, 'junk' food and energy drinks in English secondary schools. Data were collected at six schools through focus groups and interviews with students ( n = 149) and staff ( n = 36), and direct observations. Supermarkets, new technologies and teachers' narrow focus on attainment have enabled these 'underground businesses' to emerge following increased st…
Contemporary theorists for medical sociology, edited by Graham Scambler
The effects of the school environment on student health
Realist complex intervention science
The integration of realist evaluation principles within randomised controlled trials ('realist RCTs') enables evaluations of complex interventions to answer questions about what works, for whom and under what circumstances . This allows evaluators to better develop and refine mid-level programme theories. However, this is only one phase in the process of developing and evaluating complex interventions. We describe and exemplify how social scienti…
Dark logic’
Although it might be assumed that most public health programmes involving social or behavioural rather than clinical interventions are unlikely to be iatrogenic, it is well established that they can sometimes cause serious harms. However, the assessment of adverse effects remains a neglected topic in evaluations of public health interventions. In this paper, we first argue for the importance of evaluations of public health interventions not only …
We've Got Some Underground Business Selling Junk Food
Drawing on two qualitative studies, we report evidence of pervasive black markets in confectionery, 'junk' food and energy drinks in English secondary schools. Data were collected at six schools through focus groups and interviews with students ( n = 149) and staff ( n = 36), and direct observations. Supermarkets, new technologies and teachers' narrow focus on attainment have enabled these 'underground businesses' to emerge following increased st…
The social ecology of girls' bullying practices
This exploratory study adopts a socio-ecological approach to examine the context of school bullying. It asks: (1) what are students' accounts of bullying practices?; (2) how are these enabled and constrained by the school-environment?; (3) how is gender implicated? Qualitative data were collected from girls in two schools in London via focus groups (one in each school; students aged 12-15) and seven semi-structured interviews (in one school; stud…
Action groups as a participative strategy for leading whole‐school health promotion
Education policy increasingly promotes action groups as a key strategy for student and/or staff participation in school improvement and whole‐school health promotion. Such groups can coordinate multi‐component interventions, increase participation and engagement, and enable local adaptations, but few process evaluations have assessed this. We evaluated fidelity, feasibility and acceptability of action groups as part of a trial of a whole‐school i…
Contemporary theorists for medical sociology, edited by Graham Scambler
The effects of the school environment on student health
We've Got Some Underground Business Selling Junk Food
Drawing on two qualitative studies, we report evidence of pervasive black markets in confectionery, 'junk' food and energy drinks in English secondary schools. Data were collected at six schools through focus groups and interviews with students ( n = 149) and staff ( n = 36), and direct observations. Supermarkets, new technologies and teachers' narrow focus on attainment have enabled these 'underground businesses' to emerge following increased st…
The effectiveness of community engagement in public health interventions for disadvantaged groups
Consulting with young people to inform systematic reviews
Dark logic’
Although it might be assumed that most public health programmes involving social or behavioural rather than clinical interventions are unlikely to be iatrogenic, it is well established that they can sometimes cause serious harms. However, the assessment of adverse effects remains a neglected topic in evaluations of public health interventions. In this paper, we first argue for the importance of evaluations of public health interventions not only …
The social ecology of girls' bullying practices
This exploratory study adopts a socio-ecological approach to examine the context of school bullying. It asks: (1) what are students' accounts of bullying practices?; (2) how are these enabled and constrained by the school-environment?; (3) how is gender implicated? Qualitative data were collected from girls in two schools in London via focus groups (one in each school; students aged 12-15) and seven semi-structured interviews (in one school; stud…
A new measure of unhealthy school environments and its implications for critical assessments of health promotion in schools
The theory of human functioning and school organisation informed by Basil Bernstein’s sociology of education suggests that to gain the commitment and promote the health of students, particularly those from disadvantaged backgrounds, schools require radical transformations eroding various ‘boundaries’: between and among staff and students; between students’ academic learning and broader social development and welfare; and between schools and their…
Systematic review of reviews of observational studies of school-level effects on sexual health, violence and substance use
Realist complex intervention science
The integration of realist evaluation principles within randomised controlled trials ('realist RCTs') enables evaluations of complex interventions to answer questions about what works, for whom and under what circumstances . This allows evaluators to better develop and refine mid-level programme theories. However, this is only one phase in the process of developing and evaluating complex interventions. We describe and exemplify how social scienti…
Where next with theory and research on how the school environment influences young people's substance use
Narratives of community engagement
Effects of the Learning Together intervention on bullying and aggression in English secondary schools (INCLUSIVE)
BACKGROUND: Bullying, aggression, and violence among children and young people are some of the most consequential public mental health problems. We tested the Learning Together intervention, which involved students in efforts to modify their school environment using restorative practice and by developing social and emotional skills. METHODS: We did a cluster randomised trial, with economic and process evaluations, of the Learning Together interve…
Action groups as a participative strategy for leading whole‐school health promotion
Education policy increasingly promotes action groups as a key strategy for student and/or staff participation in school improvement and whole‐school health promotion. Such groups can coordinate multi‐component interventions, increase participation and engagement, and enable local adaptations, but few process evaluations have assessed this. We evaluated fidelity, feasibility and acceptability of action groups as part of a trial of a whole‐school i…
Medicine (6 obras) · Psychology (5 obras) · Community Health and Development (4 obras) · Nursing (3 obras) · Political science (3 obras) · Psychiatry (3 obras) · Psychological intervention (3 obras) · Sociology (3 obras) · Business (2 obras) · Clinical Psychology (2 obras)