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Journal articles on the topic "Cambridge Family and Children's Service"
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HARRIS, BERNARD. "Review Article: Household, family and welfare: past, present and future." Continuity and Change 14, no. 2 (August 1999): 267–73. http://dx.doi.org/10.1017/s026841609900332x.
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J. Robin, From childhood to middle age: cohort analysis in Colyton, 1851–1891. (Cambridge: Cambridge Group for the History of Population and Social Structure, Working Paper Series, no. 1, n.d.). Pages iv+83. £2.50.H. Cunningham and P. P. Viazzo (eds.), Child labour in historical perspective, 1800–1985: case studies from Europe, Japan and Colombia. (Florence: United Nations Children's Fund, International Child Development Centre, 1996.) Pages 105. US$9.00.L. Marks, Metropolitan maternity: maternal and infant welfare services in early-twentieth century London. (Amsterdam: Rodopi, 1996.) Pages xxii+344.A. Walker (ed.), The new generational contract: intergenerational relations, old age and welfare. (London: UCL Press, 1996). Pages xiii+241.These four publications vary significantly in their geographical coverage and general subject matter, but it is still possible to identify a number of common themes. They are particularly important for what they reveal about the links between formal welfare provision, protective legislation, family care, and the standard of living. They also yield many individual insights into such matters as family reconstitution, migration, child labour, working conditions, municipal welfare services, the decline of infant and maternal mortality, and the possible existence of a demographic threat to the viability of modern welfare states.
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Mahoney, Annette. "The Science of Children’s Religious and Spiritual Development." Perspectives on Science and Christian Faith 74, no. 3 (September 2022): 187–88. http://dx.doi.org/10.56315/pscf9-22mahoney.
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THE SCIENCE OF CHILDREN'S RELIGIOUS AND SPIRITUAL DEVELOPMENT by Annette Mahoney. Cambridge, UK: Cambridge University Press, 2021. 86 pages. Paperback; $20.00. ISBN: 9781108812771. *The Science of Children's Religious and Spiritual Development by Annette Mahoney is a recent addition to the Cambridge Elements Child Development series. Between an introduction and conclusion, Mahoney has five sections to guide her summary. Overall, her approach is well conceived, approachable, and highly informative. Having taught undergraduate courses on child development for fifteen years at Christian liberal arts institutions, I found Mahoney's volume to be a thorough yet concise resource on religious and spiritual development from which I can draw resources as well as enrich discourse with engaged students. *In her introduction, Mahoney quickly sets the stage for the importance of religious and spiritual development in children. She notes how parents around the world desire to raise "good" (prosocial) children. Religion is frequently cited as influencing their parenting practices. The emphasis in research is on adolescence and adulthood for the specific study of religious and spiritual development, leaving a large gap when it comes to how these issues pertain to children's development. *Mahoney draws from Harold Koenig, Michael McCullough, and David Larson to define Religious/Religion (R) and Spiritual/Spirituality (S).1 She acknowledges that this is not an agreed upon straightforward process, and that often R and S are not substantively different in the social science literature. With children, perceptions of God are commonly examined, though this only begins to scratch the surface of what's beneath their RS development. *After a quick historical look at RS, Mahoney offers a brief overview of Fowler's faith development theory, citing his 1981 book, Stages of Faith: The Psychology of Human Development and the Quest for Meaning.2 She concludes that his "assumptions perhaps helped to dampen interest by mainstream developmental scientists in investigating children's RS" (p. 6). Here I wanted to better understand her conclusion and felt that more explanation would be beneficial for her argument. *Mahoney frequently reminds the reader that most of the research, both historically and currently, occurs in Western societies. There have been a handful of measures developed, which she presents in a table with the name, authors, definitions of R and S, subscales, and example items (pp. 11-19). This is followed by a helpful narrative of each measure and a comparison of four models that emerge. The reader quickly observes the murky state of measuring RS. Prosocial behaviors and positive psychology concepts are intertwined with RS, and Mahoney calls for clearer communication and increased transparency. *Due to the lack of studies with children, Mahoney reviews adolescents' RS and related psychosocial adjustment. RS appears to influence the views and choices of adolescents in areas such as risk taking, self-esteem, and depression. Mahoney presents a well-articulated description of the "muddled middle" (p. 28). Adolescents with either a high or a low state of RS are best adjusted. It appears that RS ambivalence places adolescents at greatest risk. Factors such as cognitive dissonance and moral inconsistencies appear to be at play. *The few studies on children's psychosocial adjustment and RS seem to suggest that children with significant life stressors (e.g., family conflict) may benefit from RS. The reciprocal nature of the parent-child relationship has relevance, as greater parental RS shows both positive and negative outcomes. On the upside, parents with higher levels of RS are more efficacious and warm, which in turn increases children's social and academic functioning. On the downside, greater parental RS predicts greater parental behavioral control and less autonomy in children. This in turn can be linked to more emotional problems in children, both internalizing (e.g., depression, anxiety) and externalizing (e.g., acting out, delinquency). It is important to note that these levels of problems are typically subclinical. *Mahoney also reviews the relationship between corporal punishment and parental RS. The research is clear on physical punishment (e.g., spanking) being ineffective, resulting in greater negative outcomes. The findings are mixed with regard to RS. Parents with higher RS, particularly those with lower education, implement harsher parenting strategies; however, greater attendance of religious services has been linked to less use of such strategies. Furthermore, higher religious attendance has been found to be a protective factor when it comes to child maltreatment (i.e., abuse and neglect). *When parents are asked specifically about their parenting goals, it becomes evident that not many place fostering a high level of RS to their children at the top of the list. Goals that surpass it include nurturing high self-esteem and interpersonal skills, contributing to the larger society, carrying on family and cultural traditions, and providing the necessary education for a good future. Again, these are primarily Western reports and Mahoney reminds the reader that other countries' perspectives are needed. Like non-Western studies, studies of nontraditional parenting units, such as single parents, same-sex parents, and economically disadvantaged parents, are underrepresented. Furthermore, the type of theistic schema provides another area of diversity that is lacking, as children can be reared in polytheistic, nontheistic, atheist, or agnostic environments. *Mahoney's final section looks at social and cognitive-developmental research. Concepts such as theory of mind and attachment enter the scene. The primary area that has been studied in children's RS development is their concept of God. Preliminary findings suggest that children's perceptions of God mirror how they are being parented (e.g., punishing parents → punishing God, nurturing parents → nurturing God, powerful parents → powerful God, etc.). Examining children's prayers also sheds some light on RS development, though again findings are mixed and limited. There is more work to be done. *Mahoney calls on social scientists to take the lead in providing guidance to parents to uphold the United Nations' 1989 Convention on the Rights of the Child Article 14, 1-2 that states: "States Parties shall respect the right of the child to freedom of thought, conscience and religion; States Parties shall respect the rights and duties of the parents and, when applicable, legal guardians, to provide direction to the child in the exercise of his or her right in a manner consistent with the evolving capacities of the child."3 More intentional investigation of children around the globe can help parents directly but also inform policy makers. Mahoney states that "one central observation is that this literature is in its infancy stage" (p. 62). *Overall, Mahoney's review of children's RS development in this volume is thorough yet concise, troubling yet hopeful, vague yet nuanced. She concludes with six key areas and related findings to recap how the scientific study of children's RS development can be improved in the years to come. Thankfully, RS has begun to attract significant attention in the field, including from the Templeton Foundation's attempt to build a more global community of social scientists.4 After reading this book, I feel much better equipped to elucidate what is known and what is yet to be discovered. This is important, not only in academic communities of colleagues and students, but also in the broader communities of church and society and in our personal communities. *Notes *1Harold G. Koenig, Michael E. McCullough, and David B. Larson, Handbook of Religion and Health (New York: Oxford University Press, 2001). *2James W. Fowler, Stages of Faith: The Psychology of Human Development and the Quest for Meaning (New York: HarperSanFrancisco, 1981). *3United Nations Human Rights, "Convention on the Rights of the Child," Treaty Series 1577, no. 3 (1989): 1-23, https://www.ohchr.org/en/professionalinterest/pages/crc.aspx. *4J. D. Warren, "$10 Million Grant Will Study Children's Religious Views," University of California, Riverside, February 19, 2020, https://news.ucr.edu/articles/2020/02/19/10-million-grant-will-study-childrens-religious-views. *Reviewed by Erin Mueller, Professor of Psychology, Northwestern College, Orange City, IA 51041.
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Sunaryo, Ilham. "Prepare for Service Improvement in Children's Education." International Journal of Multicultural and Multireligious Understanding 7, no. 7 (August 7, 2020): 176. http://dx.doi.org/10.18415/ijmmu.v7i7.1764.
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Every human child begins their education from within the family because there is no one in this world who is not born into a family. Long before there was a formal educational institution called a school, the family had existed as an institution that played an important role in serving children's education, namely as the laying of the main foundation. Starting from the family each child learns many things, starting from how to interact with others, expressing opinions, how to behave, to how to embrace certain values as principles in living life. Additionally, broadly speaking, among scientists, especially observers of children's and family education, both at the local, national, and world level, strongly emphasizes their attention on preschooll children's education, especially when still in the care, and guidance of parents. They are, because of the patterns of life and tolerance exemplified by their family environment are the most decisive for children's education at the beginning of their social life with citizens and their environment. This paper introduces various articles which are grouped in thematic issues about preparing for improved services in children's education, and aspects that influence the success of education from an early age. In it presents an overview of various problem, and research work that is recognized in the field of child education services, as a material for deep reflection on complex problems in the world of child education
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Woodruff, Jane, and Jon O'Brien. "Children's and Family Services Working Together." Australasian Journal of Early Childhood 30, no. 1 (March 2005): 49–57. http://dx.doi.org/10.1177/183693910503000109.
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This paper is based on keynote addresses by Jane Woodruff, CEO, UnitingCare Burnside to the National Association of Community Based Children's Services, University of Wollongong, April 2004; and to the Mobile Children's Service Association Conference, Dubbo, August 2003. It offers the perspective of one NSW child and family welfare agency on reasons for children's and family services to work more closely together. These include a shared concern for the early years; the need to address common risk and protective factors; and research which suggests combining approaches will achieve better results for children and families. Drawing from current practice and policy initiatives, the paper then suggests three main areas where children's and family services can pursue greater cooperation.
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Koren, Paul E., Robert I. Paulson, Ronald F. Kinney, Diane K. Yatchmenoff, Lynwood J. Gordon, and Neal Dechillo. "Service Coordination in Children's Mental Health: An Empirical Study from the Caregiver's Perspective." Journal of Emotional and Behavioral Disorders 5, no. 3 (September 1997): 162–72. http://dx.doi.org/10.1177/106342669700500304.
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Service coordination from the perspective of parents and other caregivers whose children have serious emotional disabilities was examined in this study. Service coordination was assessed with a self-report instrument administered to 266 caregivers. Analyses focused on the relationship of service coordination to child and family characteristics, service system complexity, family participation, overall satisfaction with services, and comprehensiveness of needs met. Although complexity of services was not related to service coordination, the severity of children's problems was inversely related and family participation was positively related to service coordination. In addition, service coordination significantly predicted satisfaction with services and comprehensiveness. The findings illustrate the utility of including the family perspective in the assessment of systems of care.
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Utami, Rahmi, and Farhan Priambudi Ginting. "Mengenalkan Peran Keluarga dalam Meningkatkan Motivasi Belajar Anak di Desa Kuta Parit Kabupaten Langkat." Maslahah: Jurnal Pengabdian Masyarakat 3, no. 2 (June 25, 2022): 94–102. http://dx.doi.org/10.56114/maslahah.v3i2.402.
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The purpose of implementing this service activity is to provide education and understanding of the role of the family and children's learning motivation so that they can help parents improve children's learning outcomes. The method applied in the service is discussion and finding solutions. The result of this service is that currently participants have an understanding of the role of family and learning motivation that can be implemented for their children, so that parents are able to increase their child's learning success and can find solutions when children are lazy to study.
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O'Brien, Wendy. "Family Support Work–The Alys Key Family Case Model–." Children Australia 13, no. 2 (1988): 22–26. http://dx.doi.org/10.1017/s0312897000001909.
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Alys Key Family Care is a Family Support agency that aims to facilitate change within families experiencing severe problems in rearing their children, so that parents are empowered to take control and responsibility for rearing their children adequately. The Centre was established by the Children's Protection Society (after the Society ceased to run the Victorian welfare-based Protective Service) as a 3-year Demonstration Project with a built-in research component. The research has not only enabled testing of the overall effectiveness of the service in meeting its stated goals, but has created a climate of questioning of practice within the area of Family Support.
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Widayati, Dwi, Ikhwanuddin Nasution, Gustianingsih, Rosliana Lubis, and Haris Sutan Lubis. "Storytelling Training in Forming of Child Character at Cambridge Binjai Kindergarten." ABDIMAS TALENTA: Jurnal Pengabdian Kepada Masyarakat 8, no. 2 (December 30, 2023): 1111–18. http://dx.doi.org/10.32734/abdimastalenta.v8i2.12748.
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This storytelling training is based on concern and awareness of the importance of character education in children. Through storytelling, it is hoped that it will be able to shape the character of children for the sake of creating a generation that has strong character to manage and advance the country in the future. Telling stories can be a way of communicating to children. In general, children prefer educational models that are interactive. The partner in this service is the Principal of Cambridge Binjai Kindergarten. The participants, namely Cambridge Binjai Kindergarten students, participated in this training with joy. After this training the students can retell the stories they heard or watched. The results of this training are that it has 1) trained kindergarten children's absorption or comprehension power, 2) trained children's thinking power, 3) trained kindergarten children's concentration power, 4) Developed children's imagination, 5) Created joyful situations and developed an atmosphere of intimate relationships according to the stage of its development, 6) Helping children's language development in communicating effectively and efficiently so that the conversation process becomes communicative. At the end of this activity it is also hoped that a story-telling community will be formed with the name “House of Stories” which is managed by the teachers of the Cambridge Binjai Kindergarten. This group was made a pioneer in the movement to cultivate storytelling to educate the character of children at Cambridge Binjai Kindergarten in particular and children in Binjai in general.
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Supriadi, Yudi Nur, Zackharia Rialmi, Jaka Wijaya Kusuma, and Hamidah Hamidah. "Penguatan Kepercayaan Diri Anak dengan Pelatihan Dasar Kepemimpinan Forum Anak Tingkat Kota Tangerang." Jurnal Pengabdian UNDIKMA 3, no. 2 (August 19, 2022): 199. http://dx.doi.org/10.33394/jpu.v3i2.5638.
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The purpose of this community service is to strengthen children's self-confidence with counseling and basic leadership training. The method of implementing the service activity is offline training which is carried out at the Tangerang Regional Government Hall. The target of the service activity is the City Children's Forum, Tangerang. The community service team is from the Faculty of Economics and Business, Universitas Pembangunan Nasional Veteran Jakarta in collaboration with Bina Bangsa University and the Office of Women's Empowerment, Child Protection, Population Control and Family Planning of Tangerang City. The instruments used as activity evaluations are questionnaires for children's responses to activities and questionnaires for children's self-confidence after being given training and counseling. The data analysis uses the percentage of responses and then determines the category. The results and conclusions of devotion are: 1) children's response to service activities is 85%, which is classified as very good. This means that the children's forum who are respondents in this service consider that counseling activities and basic leadership training make a positive contribution to their knowledge of leadership; 2) the majority of children's self-confidence is high and moderate after receiving counseling and basic leadership training.
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Manan, Manan, La Jeti, Samsaifil Samsaifil, and Maimuna Maimuna. "SOSIALISASI KETERLIBATAN ORANG TUA DALAM PENDIDIKAN ANAK." EJOIN : Jurnal Pengabdian Masyarakat 1, no. 5 (May 15, 2023): 415–21. http://dx.doi.org/10.55681/ejoin.v1i5.862.
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Community service activities are carried out at the Lawela village meeting hall, South Buton Regency. This service method is community-based with a participatory approach. The form of this service activity is carried out by Focus Group Discussions, Literature Reviews, and socialization by involving various parties including the community service team, family, teachers, school principals, the community and the village government. The results of this socialization show that there is a quality that appears in parental involvement in children's learning interests which has a positive impact. This means that the more parents are involved, the child's interest in learning will increase. Parental involvement includes: Parenting, Communicating, Volunteering, Learning at home, Decision-making and Collaborating with the community. parents, teachers and school programs include facilitating children's learning, guiding, increasing parents' learning motivation, increasing children's learning motivation and building harmonious relationships. The family is the first and foremost place for children from birth, it is in the family environment that children get their first education, so it is very appropriate that in the midst of the corona virus outbreak, parents are again involved in educating their children at home
Dissertations / Theses on the topic "Cambridge Family and Children's Service"
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Källström, Cater Åsa. "Negotiating normality and deviation - father's violence against mother from children's perspectives." Doctoral thesis, Örebro University, Department of Behavioural, Social and Legal Sciences, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-88.
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The aim of this study is to contribute to understanding of how children try to understand and interpret their own father and his (possibly) violent actions against their mother in relation to their general conceptualizations concerning fathers and violence. A general social psychological and interactionist approach is related to the children’s selves as the organizing and experiencing structures, the family as the arena for experiences and communicative interaction, and society as a structure of norms and general ideas.
The study is based on interviews with ten children, who were eight to twelve years old at the time of the interview and whose mothers had escaped from their fathers’ violence to a Women’s House. Qualitative interpretation of each child’s complex abstracted and generalized conceptualizations of fathers and violence enabled the understanding of individual themes as crucial parts of each child’s logically unified and conciliated symbolic meaning through the theoretical construct of negotiation.
The study results in the identification of three alternative theoretical approaches to meaning-conciliation. One can be described as ‘conceptual fission’ in the general conception of fathers, one as ‘conceptual fission’ in the conception of the own father and one as negotiating the extension of the opposite of violence, described as ‘goodness’. These negotiations can be understood as parts of distancing violence from either one subgroup of fathers, from the overall, essential or principle understanding of the own father within the child’s relationship with him, or from fathers altogether, including the child’s own. The children’s attempts to combine normalization of their father as an individual with resistance to his violent acts are interpreted as indicating the difficulty that the combination of the social deviancy of violence and the family context constitutes for many children.
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Robbins, Eva. "A constructivist grounded theory study of the decision-making processes of professionals in a Children's Service, mixed multi-disciplinary assessment team." Thesis, University of Essex, 2016. http://repository.essex.ac.uk/16523/.
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Since 2003, Children’s Services have sought to promote more consolidated work by professionals of different disciplinary backgrounds who might otherwise follow independent forms of practice. This is believed to enhance efficacy and reduce inequality in providing for vulnerable children (Boddy, Potts, & Statham, 2006; DCSF, 2003). Evidence that this improves child outcomes is mixed, however. Professionals may have difficulties working together effectively, for example Anning, Cottrell, Frost, Green, & Robinson (2006) and Sloper (2004). This research presents a qualitative study into the decision-making processes of a Children’s Services multi-disciplinary team (MDT) of educational, health and social care professionals. The study explores which aspects of the MDT strengthen and undermine collaborative work, and how this influences child assessment outcomes. The study was exploratory, using Constructivist Grounded Theory (CGT) analysis of the recorded discussions of professionals concerning six preschool child cases. All six children were referred with neurodevelopment difficulties. The transcripts revealed a fragmentary MDT with a singular, medical model approach to practice, which in this particular situation, averted collaborative working. The established context for the operation of decision-making was in the professionals’ referral system, whereby a Child Assessment ‘pathway’ functioned. Decision-making comprised System routines, Weighing-up significance, Expediency including Centralisation and Convenience, Continuation of Function, and Avoidance of Difficulty/Unpleasantness. Use of the Autism Diagnostic Observation Schedule (ADOS) cut-off score to diagnose autism spectrum disorders (ASD) was an outcome of the decision-making process. Discussions revealed that once such decisions were made, they remained unchanged. Psychoanalytically informed concepts (Hollway, 2011) were used in analyses. This enabled a framework of understanding for professionals’ work, as well as for promoting organisational development and change.
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Ferreira, Kathleen. "Actualizing Empowerment: Developing a Framework for Partnering with Families in System Level Service Planning and Delivery." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3103.
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The engagement of families of children and adolescents with Serious Emotional Disturbance (SED) as full partners in individual treatment, organizational, and system level decision making has become an important focus for systems of care (SOCs) serving youth with emotional and behavioral challenges. SOCs typically include cross-agency partnerships with mental health, child welfare, juvenile justice, and education for the purpose of providing services and supports for youth with SED who have multi-agency needs. Implementation of a federal mandate requiring family driven care (FDC) within systems of care funded through the Children's Mental Health Initiative (CMHI) has revealed that most system of care leaders recognize the value of families as full partners in decision making at all levels of the system, strive to have meaningful family involvement, but are challenged by how to successfully engage families in this process.
The purpose of this research study was to explicate more fully the roles of families by examining the structures, processes, and relationships characteristic of family involvement in system level service planning and delivery decisions within established system of care communities and to develop a framework that depicts how SOCs engage families in system level decision making. A qualitative secondary analysis (QSA) was conducted, using data collected through Case Studies of System Implementation, a five-year research study that used a multi-site embedded case study design to examine system of care development. Six well-functioning SOCs throughout the country participated in the original study. Team-based data collection from these sites included 307 system documents (e.g., state- and local-level reports; evaluation, grant and budget information; organizational charts), direct observations (41), and semi-structured interviews with key stakeholders (209), as well as stakeholder completion of 113 ratings exercises related to factors critical to system development and implementation. Interviews were conducted with policy makers, administrators, judges, service managers, direct care staff, families, and youth (>18) across all partner agencies within the SOC. Findings from the original study revealed not only information on system development but an emerging theme of the important role of families in planning and implementing the SOC.
A team-based QSA was conducted to more thoroughly examine how families are engaged in system level decision making. Findings reveal the necessity of an engaged, locally developed, autonomous family organization that is regarded as an equal system partner, and at least one system of care leader who promotes FDC. Also present are collaborative activities such as training and coaching, evaluation, and grant writing; and family organization activities such as capacity building of families and strategic outreach to system partners. The SOCs also demonstrate specific relationship-building activities and exhibit a shared value of FDC throughout the system. A framework was developed to depict implementation of FDC based on study findings. The framework was then modified based on data collected during focus groups conducted with Lead Family Contacts, Principal Investigators, and Project Directors from system of care communities currently funded through the CMHI. Research results yield specific structures, processes, relationships, and a foundational shared value for FDC that are present in systems of care that engage families as partners in system level decision making.
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Fang-Ling, Lee, and 李芳玲. "A study of cognitions of chiefs of school-age child day care center toward low-income family children's after school care service." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/71524328323036521697.
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碩士中國文化大學
青少年兒童福利研究所
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A study of cognitions of chiefs of school-age child day care center toward low-income family children’s after school care service. Abstract This study focus in the cognitions of chiefs of school-age child day care center toward low-income family children and after school care service. This study will adopt qualitative research methods. The research data are collected through semi-structured in–depth interviews. This study will interview six chiefs and receive their views. After interviewing all the chiefs, the tape-recorded data are written as verbatim and clarify the themes. Finally, this study will analysis data. The conclusions of this study will include the following six issues： 1. Single parent family is main type of low-income family. It is necessary to promote child care functions. 2. Parents of low-income family supply fewer learning opportunities. There are many problems for single parent to care boy child. 3. There are heavy pressure for singly parent family. It lacks of interaction between parents and children. 4. After school care service of school-age day care center strength intellectual education. The chiefs of school-age day care center employ professional staffs do not based on the regulation. 5. To provide individual counseling toward low score children. To understand children’s emotion and behaviors through communication. 6. The childcare subsidy dropped drastically to make some of chiefs of school-age day care center to balance the difference from the parents of low-income family. The children are taken care by the day care center unchangeable. Based on the six issued, this study provides suggestion to parents of low-income family , school-age day care center as well as the government especially to aid to children of disadvantaged family. Keywords: low-income family, after-school care service.
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Lee, Hyun Jae 1976. "The dynamics of family purchase decision and children's influence within the family purchase decision for recreational service : ǂb in the case of The University of Texas at Austin's Summer Sports Camps." Thesis, 2006. http://hdl.handle.net/2152/30444.
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This study was developed to identify the dynamics of family decision-making processes when purchasing a youth sport camps. Family decision-making has been an interesting subject in consumer behavior for many years but youth sport programs have not been widely studied. To examine the family decision process, both parents and children were asked to complete a web-based questionnaire in which they reported their perceptions of the relative influence of mother, father and child at each decision stage. Family members' influence in the purchase decision was analyzed using a three-phase decision stage model; problem initiation stage, information search stage, and final purchase decision. Both parents and children perceived parents to have the most influence at each stage. Parents perceived that between the husband and wife, decisions were mostly made jointly. Children had the most influence at the problem initiation stage which was consistent with previous literature regarding recreation and leisure service. As children's age increased, so did their relative influence over the purchase decision. The dominance of parents at the overall decision-making process and children's involvement at the beginning of the decision process indicates that youth sport program marketers should develop dual channel marketing strategies to effectively and efficiently reach decision makers at each stage of the process.
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Groenewald, Johanna Jacoba. "Guidelines for a shelter service delivery for victims of abuse." Thesis, 2009. http://hdl.handle.net/10500/3459.
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This research was initiated, based on the recommendations of Groenewald (2006:126-127), in the Evaluation of Programmes of Shelters for Victims of Abuse in Gauteng Province, to develop a shelter service delivery model.
The research is exploratory in nature and outlines the literature review, methodologies, tested shelter model and findings based on the experiences of stakeholders. These stakeholders are responsible for the registration and management of shelters for victims of abuse in South Africa. They include nine Provincial Victim Empowerment Programme Co-ordinators and thirty-two shelter managers.
The main objectives for shelter managers and Government Departments, such as Social Development, are to provide care, support and protection. The aim is also to empower those who were caught up in relationships, fraught with gender-based violence, as well as to break the cycle of violence. This is presented in the guidelines for a shelter service delivery model for victims of abuse.
The shelter model focuses on three phases:
o Intake procedures
o Programmes and services
o Exit strategy
These three phases address both psycho-social issues and the self care of service providers.
The main purpose of the shelter model is to provide social service providers with a structural format for intervention with victims of abuse and their significant
others. The outcome, for most of them, should be to come to terms with themselves and create a personal vision for the future without abuse or, alternatively, to take a firm stand against such actions. The model is based on a person-centered approach in order to assist victims of violence, within a development model, to attain effective living.
Other findings of the research are, among others, that there is neither legislation, nor registration procedures for shelters for victims of abuse in place, except for Non-Profit Organisations, which is voluntary. It is recommended that Government should consider the amendment of the Domestic Violence Act, 116 of 1998. These amendments should include accreditation of service providers, registration requirements, norms, standards and uniform funding criteria.Social Work
D. Phil. (Social Work)
Books on the topic "Cambridge Family and Children's Service"
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Marie, Rocheleau Ann, and Cambridge Family and Children's Service. Children's Hearings Project, eds. Mediation in families: A study of the Children's Hearings Project. Cambridge, MA: Children's Hearings Project of Cambridge Family and Children's Service, 1985.
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Mass.) Jewish Family & Children's Service (Boston. JF & CS: Jewish Family & Children's Service. Boston, MA: Jewish Family & Children's Service, 2004.
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Dearden, Chris. The Children's counselling service at Family Care: An evaluation. Loughborough: Loughborough University of Technology, Department of Social Services, 1998.
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Family Foundation (Bellingham, Wash.), ed. Children's and families' directory of Bellingham. Bellingham, WA: Family Foundation, 1987.
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Kimbrough, Mary. 125 years of caring: A history of Family and Children's Service of Greater St. Louis, 1860-1985. St. Louis, Mo: The Service, 1985.
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Mississippi. Legislature. PEER Committee. A review of the Office of Social Services of the Division of Family and Children's Services. [Jackson]: PEER Committee, Mississippi Legislature, 1992.
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Rekart, Josephine. Voluntary sector social services in the 1980s: A preliminary study of the impacts of economic changes and shifts in government policy on non-profit agencies providing family and children's services in British Columbia. Vancouver, B.C: Social Planning & Research Council of British Columbia, 1988.
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Anne, Blanchard, Molloy Frank, Brown Lorraine 1954-, Curtin University of Technology. School of Social Work., and Western Australia. Office of the Family., eds. I just couldn't stop them: Western Australian children living with domestic violence : a study of the children's experiences and service provision. [Bentley, W.A.]: The School, 1992.
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Mississippi. Legislature. PEER Committee. A follow-up review of the Division of Family and Children's Services of the Department of Human Services. [Jackson, Miss.]: Joint Legislative Committee on Performance Evaluation and Expenditure Review (PEER), 1999.
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Casale, Alexia. House of windows. London: Faber and Faber, 2015.
Find full textBook chapters on the topic "Cambridge Family and Children's Service"
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Osman, Kim, Amber Marshall, and Michael Dezuanni. "Digital Inclusion and Learning at Home: Challenges for Low-Income Australian Families." In Palgrave Studies in Digital Inequalities, 87–109. Cham: Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-28930-9_5.
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AbstractThe sudden switch to learning exclusively at home during the COVID-19 pandemic revealed the extent of low levels of digital inclusion for many low-income and socially disadvantaged families and children in Australia. Many students and families struggled with access to, and the affordability of, devices and data, along with having the required digital skills and mentoring to learn at home. The Australian Government recognises that “socially vulnerable children are over-represented among the group of students who are educationally vulnerable” and the Australian Digital Inclusion Index shows there is a “substantial digital divide between richer and poorer Australians” (Thomas J, Barraket J, Wilson C, Cook K, Louie Y, Holcombe-James I, Ewing S, MacDonald T, Measuring Australia’s digital divide: the Australian digital inclusion index 2018. RMIT University, for Telstra, Melbourne, 2018). This combination of digital and social disadvantage has far-reaching consequences for the educational outcomes of children from low-income families in Australia. Additionally, as social, government, education and commercial services move rapidly towards ‘digital by default,’ digital inclusion and in particular, digital ability, are critical for social and economic participation in society (Dezuanni M, Allan C, Pittsworth stories: Developing a social living lab for digital participation in a rural Australian community. In: Dezuanni M, Foth M, Mallan K, Hughes H (eds) Digital participation through social living labs –valuing local knowledge, enhancing engagement. Chandos Publishing, Cambridge, pp 141–171, 2018; Al-Muwil A, Weerakkody V, El-haddadeh R, Dwivedi Y, Inform Syst Front 21(3): 635–659, 2019). This chapter outlines policy, government, industry and community responses to enabling children from low-income families in Australia to learn at home during the COVID-19 pandemic. It discusses how such responses can be part of sustainable solutions to the digital inclusion challenges of families that enables all family members to fully participate in society now, and beyond the COVID-19 pandemic.
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Regas, Susan, Martha Hernández, John Bakaly, and Ronda Doonan. "Family Support Services at Ronald McDonald House Promotes Healing of Seriously Ill Children." In The Cambridge Handbook of Community Psychology, 344–66. Cambridge University Press, 2021. http://dx.doi.org/10.1017/9781108678971.021.
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"Parents' and Service Providers' Perceptions of the Family-Centredness of Children's Rehabilitation Services." In Family-Centred Assessment and Intervention in Pediatric Rehabilitation, 29–48. Routledge, 2014. http://dx.doi.org/10.4324/9781315809632-6.
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Levy, Barry S. "The Impacts of War on Children’s Health." In Textbook of Children's Environmental Health, 841–52. 2nd ed. Oxford University PressNew York, 2024. http://dx.doi.org/10.1093/oso/9780197662526.003.0063.
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Abstract War adversely affects children’s health in many ways. Children are wounded or otherwise injured during war and, as a result, may die or become permanently disabled. Landmines and unexploded ordnance cause many of these injuries. Children become malnourished due to family disruption, damage to agriculture and food distribution systems, and inadequate healthcare. Malnutrition, in turn, increases morbidity and mortality due to infectious diseases and impairs growth and development. Profound mental health problems, including posttraumatic stress disorder and depression, affect children in war zones and also affect children whose parents are deployed in military service. Children forced or coerced into being child soldiers suffer multiple physical and mental health problems. In addition, economic sanctions adversely affect children’s health. Physicians and other health workers can help to address and prevent these problems.
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Nevin, Mary, and James Mulkerrins. "Essential skills." In Clinical Skills in Children's Nursing. Oxford University Press, 2010. http://dx.doi.org/10.1093/oso/9780199559039.003.0013.
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Children present to the health services with a variety of health needs. The Department of Health (DH) National Service Framework (2004) in the United Kingdom (UK) identifies that children with health needs should receive good quality care. Furthermore this care needs to be provided by staff that have adequate preparation to work with children and families (DH, 2004). In order to provide such care, the nursing student needs to develop and acquire the necessary knowledge and skills to gain an understanding and appreciation of the common needs of both family and child on hospitalization. This chapter aims to equip you with the knowledge and background skills to enable you to provide this quality care. After reading this chapter you should be able to: ● Identify and outline the essential skills that are required during the child’s admission to hospital. ● Understand the essential clinical observations that are performed upon the child’s admission to hospital. ● Develop a further understanding of the basic elements of admission and discharge planning, including the nursing process and care planning. ● Understand the importance of good record keeping during care. ● Identify the means of transmission of infection and the specific precautions and practices that the nursing student can utilize to prevent such transmission. ● Understand the principles of distraction therapy. ● Understand the situations in which restraint may be required. ● Comprehend the principles of last offices and the nurse’s role in providing bereavement care. This chapter assists with your understanding of your nursing care by helping you to understand the skills that can be used during the child’s admission to hospital. These skills develop with experience and education and enable you to develop a caring, family centred approach that makes the transition from home to hospital and vice versa a smooth one for both family and child. Crucially, the assessment process, in the initial phase, helps to set the scene in your relationship with both child and family and communication skills are vital. At the same time essential physical observations of the child are carried out and documented to support your overall assessment and these will be outlined in this chapter.
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Fitzgerald, Joseph R. "Dreams Deferred." In The Struggle Is Eternal, 56–68. University Press of Kentucky, 2018. http://dx.doi.org/10.5810/kentucky/9780813176499.003.0005.
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This chapter covers Richardson’s life after she graduated from Howard University in 1942. During the next fifteen years, she made a number of decisions that reflected her family’s and society’s gender socialization, which included getting married, having children, and staying married when she would have preferred not to. Eventually, she rejected these gender expectations and divorced her husband. It was during this time that Richardson began routine race service through her activities in the Second Ward Recreational League, which worked to improve black residents’ quality of life in Cambridge’s segregated society. She also publicly raised concerns about the city’s racially segregated school system. These activities gave Richardson valuable organizing experience and prepared her for civil rights activism. Her community advocacy work telegraphed her leadership style, which captivated the nation a few years later.
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Edwards, Deanna, Kate Parkinson, and Marilyn Taylor. "The policy and legislative context." In Family Group Conferences in Social Work, 51–67. Policy Press, 2018. http://dx.doi.org/10.1332/policypress/9781447335801.003.0004.
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This chapter explores the legislative context for family group conferences (FGCs) in both the UK and across the globe. While FGCs do not have a legislative mandate in the UK, with the exception of Northern Ireland, legislation and subsequent policy lends itself to the FGC approach and indeed in some cases recommends the use of FGCs as best practice. Meanwhile, very few countries across the globe have a legislative mandate for FGCs. What is clear, particularly from the field of children's social care, is that FGCs have been effectively applied in a legislative context to divert children away from care proceedings and from local authority care. Moreover, service evaluations for those FGC services that are using FGCs in an adult social care context have highlighted that FGCs have been an effective tool for decision-making and planning for vulnerable adults, including adult safeguarding cases.
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Paulick, Judy, Natalia Palacios, and Amanda Kibler. "Family-Teacher Partnerships to Support Culturally and Linguistically Marginalized Children's Successful Transition to School." In Research Anthology on Balancing Family-Teacher Partnerships for Student Success, 308–26. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-7601-7.ch015.
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In this chapter, the authors focus on research-based strategies that support teachers to learn about the assets and wealth that culturally and linguistically marginalized (CLM) families possess. The authors explore how to support CLM families' agency to engage with their children's schooling in ways that specifically reflect these families' needs and strengths. Across this chapter, the authors will respond to the following questions: (1) Who are CLM families? (2) What are issues in teacher-family collaboration? (3) What are concrete strategies for collaborating with CLM families at the transition to schooling? (4) How can researchers and practitioners empower teachers and support families to collaborate in service of children? (5) What do researchers and practitioners still need to learn about collaboration with CLM families, and how might they learn it? The authors offer specific recommendations for teachers working with CLM families, as well as insight into the challenges and possible future directions in this area of research.
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Murch, Mervyn. "Changing the culture of family justice: barriers to be overcome." In Supporting Children When Parents Separate, 241–74. Policy Press, 2018. http://dx.doi.org/10.1332/policypress/9781447345947.003.0011.
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This chapter considers a number of underlying problematic issues that make it difficult to change the culture of the family justice system so as to put the needs of children centre stage and see the system as part of a matrix of public services to promote children's wellbeing and strengthen their emotional resilience. The discussions cover the way the Coalition government set about cutting legal aid from most private family law proceedings; the repeated and longstanding failures to invest in information technology; the ‘normalisation’ of divorce and the problem of scale; the problem of labelling interparental disputes as ‘private law’ cases; the problem of ‘churn’ in civil service staffing policy; and attempts to overcome obstacles to interprofessional understanding and collaboration.
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Paulick, Judy, Natalia Palacios, and Amanda K. Kibler. "Family-Teacher Partnerships to Support Culturally and Linguistically Marginalized Children's Successful Transition to School." In Advances in Early Childhood and K-12 Education, 303–21. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4435-8.ch014.
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In this chapter, the authors focus on research-based strategies that support teachers to learn about the assets and wealth that culturally and linguistically marginalized (CLM) families possess. The authors explore how to support CLM families' agency to engage with their children's schooling in ways that specifically reflect these families' needs and strengths. Across this chapter, the authors will respond to the following questions: (1) Who are CLM families? (2) What are issues in teacher-family collaboration? (3) What are concrete strategies for collaborating with CLM families at the transition to schooling? (4) How can researchers and practitioners empower teachers and support families to collaborate in service of children? (5) What do researchers and practitioners still need to learn about collaboration with CLM families, and how might they learn it? The authors offer specific recommendations for teachers working with CLM families, as well as insight into the challenges and possible future directions in this area of research.
Conference papers on the topic "Cambridge Family and Children's Service"
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Alves, Ediane, and Paulo Prado. "DOMESTIC VIOLENCE AGAINST WOMEN AND ITS IMPACT ON CHILDREN'S SCHOOL PERFORMANCE." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact030.
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"This research addressed the issue of domestic violence investigating whether and how it affects the school performance of the child who witnesses episodes of violence against the mother in the home. Personal characteristics and other environments in which these children and adolescents are inserted in, such as family, school and community interact with each other and can influence their school performance. Because the school is the second most common space for children, it is in it where family environment is expressed. The main objective of this study was to analyze whether and how domestic violence experienced by children affects their school performance. The data were collected throughout documentary research, one analyzing the information recorded in the files of the Reference and Service Center for Women (CRAM in Portuguese) and the Municipal Education Secretariat (SME). Records were selected from 20 children regularly enrolled in elementary public schools, whose mothers sought the services of CRAM. The dependent variable was school grades, which were analyzed according to a repeated measures design: during the occurrence of domestic violence episodes and after these episodes have ceased. Analyzes were also conducted with the aim of verifying possible effects of other variables, such as school attendance, family socioeconomic status and mothers education level. The results showed that the students had lower school performance after the end of the episodes of violence. No effects of other variables were observed. Factors related to the phenomenon are discussed as possible causes: separation from the father, change of address, custody’s change and others. Considering that the casuistry of this study was composed of students from low-income families, the results point to a kind of ""Matthew effect"", that is, a relationship between violence, poverty and ignorance in which everyone feeds each other forming a cycle quite hard to break. Therefore, it is necessary that public policies be formulated in the scope of education so that students who experience domestic violence receive specialized attention aiming at realizing their learning potential."
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Wang, Xiyu, and Li Xu. "Fogg behavior model for children's sex education." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002388.
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In recent years, many cases of child sexual abuse have been exposed by the media. In addition to unscrupulous criminals and imperfect laws, children cannot correctly understand "sex" and lack of self-protection consciousness, which is also one of the sources of a series of tragedies. Therefore, the social attention of child sex education continues to rise. No matter family, school or society begin to advocate sex education, among which the role of family sex education can not be ignored. Based on the relevant research on the design of child sex education services, many literatures have identified the stakeholders of child sex education, put forward the issue of child sex education from the perspective of behavior design, and put forward the importance of parental participation. The key point of sex education for children is to drive parents' educational behavior and improve children's sexual knowledge acquisition degree. Parents' reasonable and perfect sex education can give children a healthier body and mind and avoid harm. But what kind of education form and content can better achieve the purpose has become the focus of social attention. This paper introduces the way of service design to integrate related resources and construct a service system to meet the needs of parents to carry out sex education for children. Information systems or software that strengthen, change or form a person's behavior, purpose or attitude without coercive means are called persuasion systems. It is proposed by Professor BJ Fogg from Stanford University to use persuasion technology to realize the design purpose of persuasion system, which can also be called "persuasive design". At present, theories of behavior table, FBM behavior model, eight steps of persuasive design, and persuasive web design have been formed, all of which are attributed to the unremitting research of scholars such as BJ Fogg and Andrew Chak. FBM model is a new model established by Fogg to study human behavior. It is a behavior model based on persuasive design. According to THE FBM model, there are three basic factors for individuals to produce behaviors. The first is motivation factor, which requires users to have certain motivation support to realize certain behaviors. Ability factor refers to the user's ability to achieve a behavior, or the difficulty of a behavior itself to the user's ability requirements; A trigger is a point of opportunity for the final completion of the action.Based on these theories, this paper will study the sex education model suitable for parents to realize in the family.With the support of persuasion theory, the behavior and needs of parents and children are analyzed to obtain the behavior table, and the three elements of behavior realization are analyzed according to Fogg behavior model. First of all, this paper analyzes the different behaviors that parents and children may have in the process of sex education, analyzes the relationship between them by using the behavior table, and analyzes the causes behind it. Secondly, this paper constructs the Fogg behavior model of children's sex education. Fogg behavior model is a new model established by Fogg to study human behavior. It is a behavior model based on persuasive design. According to Fogg's behavior model, there are three basic factors for individuals to produce behavior: motivation factor, ability factor and trigger factor. This paper analyzes the basic elements of parents' and children's behaviors in the process of sex education from three aspects of motivation, ability and trigger points, and puts forward some strategies to improve the quality of sex education for children, hoping to better improve the quality of sex education and play a positive role in promoting the development of sex education for children in the future.
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Liu, Yanyu, and Hong Chen. "Design of Children's Wearable Moxibustion Instrument Based on Emotional Design Theory." In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003474.
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Research For children, the excessive use of antibiotics treatment will damage the liver and kidney functions of children, produce drug resistance, affect the health of children, and traditional Chinese medicine has the characteristics of safety, effective and green, among which children moxibustion application has been widely recognized, and the family traditional Chinese medicine health equipment for children is of great significance. Current studies believe that moxibustion plays the function of dredging meridians and regulating the whole body through three aspects: thermal action, near infrared action and biochemical action. But for children, the skin is delicate, and the nerve is weak. The traditional diagnosis and treatment method of moxibustion has some problems, such as heavy smoke smell, difficult time and temperature control, and complex operation. Besides, the quality of electronic moxibustion products on the market is uneven, and children have not been subdivided. The product design of moxibustion instrument that fully considers the physiological and psychological characteristics of users can have good physiotherapy effect and user experience.Research objective: Emotional design has three different dimensions, namely instinct, behavior and reflection, to study the cognitive response and psychological experience of users to products and apply it in design. This paper aims to explore children as the target user group, focus on the specific situation of home care, summarize and analyze the characteristics and needs of users, design a wearable children's home moxibustion instrument that acts on the body surface and acupoints, and create a good physiotherapy experience for users through visual information and interesting design.Research methods: Based on emotional design, this paper discusses the three-level theory method of products and applies it to the design of wearable children's home moxibustion instrument. This paper mainly from three parts: firstly, population analysis and demand exploration. In this study, the characteristics of children groups are summarized by means of observation and user interview, and the internal needs of related users in the home environment are analyzed. The physical and behavioral characteristics of children are fully considered, the psychological and emotional needs of children are studied, and the three-level theory of emotional design is combined to create an interesting physiotherapy experience. Secondly, summarize the application of pediatric moxibustion in daily health care. Summarize the main health needs of users through preliminary investigation, study the multiple diseases in the childhood stage, and sort out the corresponding treatment methods as the theoretical basis of health care. Thirdly, analyze the transmission mode of information and design visualization. In the design, the wearable sensor and communication equipment are investigated and analyzed, and the user's psychology and interaction scenarios were studied through role-playing, service blueprint and other methods, to design the information interface and product interaction mode.Conclusion: This design starts from the collection of users' physiological signals, receives and transforms them into visual information, puts forward health care plan based on children's moxibustion as a theoretical basis, and adjusts users' physical conditions by applying moxibustion patches in line with children's group characteristics to the surface acupoints. Through the three-level theory of emotional design, users are centered, and emotions are taken as the starting point to analyze the group characteristics and potential needs of users, so as to provide design help for providing positive emotional guidance, creating good experience and satisfying deep needs.