Relevant bibliographies by topics / Children – services for – cross-cultural studies

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Children – services for – cross-cultural studies'

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Published: 29 July 2024
Last updated: 31 July 2024

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Journal articles on the topic "Children – services for – cross-cultural studies"

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Renteria, Rose. "Cultural Values and Practice When Serving Children, Youth, and Families." Journal of Child and Youth Care Work 25 (November 17, 2020): 133–56. http://dx.doi.org/10.5195/jcycw.2015.77.

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Three case studies will be shared in this paper in the context of organizational values and practices implemented at the PHILLIPS Programs for Children and Families, located in Annandale, VA. The youth voices integrated in the case studies provide reasons for participating in special education and family strengthening programs. An overview of services and support received is given. Key challenges, successes, and emerging outcomes are considered. This study provides information on how to make organizational and cultural values come to life and how to recognize the positive youth development practices in special education and family strengthening services. This study also includes information on those working with crossover youth in special education day schools and family strengthening programs.
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De La Sablonnière-Griffin, Mireille, Delphine Collin-Vézina, Tonino Esposito, and Jacinthe Dion. "A Longitudinal Study to Better Understand Child Protection Intervention for First Nations Children." First Peoples Child & Family Review 18, no. 1 (February 20, 2024): 97–120. http://dx.doi.org/10.7202/1109657ar.

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This study brings forward new evidence regarding child protection (CP) intervention for First Nations children and contributes to a longitudinal understanding of their trajectories within CP services. It raises questions regarding the persisting, unmet needs of First Nations children, families, and communities by identifying the CP factors associated with a first decision to provide post-investigation intervention and a first decision to close a case following post-investigation intervention among First Nations children. Anonymized administrative data (2002–2014; n = 1340) were used to conduct multivariate analyses, including longitudinal analyses using Cox proportional hazards modeling. Among First Nations children, those who were very young, who were reported for serious risk of neglect, and whose situation included indicators of repeated individual or family contact with CP services were more likely to receive post-investigation intervention. Similarly, those who were very young, provided services for neglect or serious risk of neglect, and whose situation was investigated at least twice before intervention was provided were more likely to have a longer first episode of intervention. The longitudinal analyses also revealed that more than one in two First Nations children (51.7%) receiving post-investigation intervention experienced a placement in out-of-home care during their interaction with CP services. This study contributes to a better understanding of intervention for First Nations children in Canada. It highlights how First Nations children receiving CP intervention live in situations in which their needs persist over time and how current services do not appear able to respond to these situations adequately, supporting the move towards autonomous, Indigenous–led CP services.
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Warshaw, Janice Smith, Peter Crume, and Hilda Pinzon-Perez. "Impact of Service-Learning on Hispanic College Students: Building Multi-cultural Competence." International Journal of Multicultural Education 22, no. 3 (December 31, 2020): 50. http://dx.doi.org/10.18251/ijme.v22i3.2413.

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This article explores the experiences of Spanish-speaking heritage language university students in a sign language interpreting program who were enrolled in service-learning classes. In the service-learning classes, the students partnered with a community service-agency for the deaf that provided intervention services to Spanish-speaking families with deaf children. The findings indicate that the students developed a deeper awareness of their own multicultural and multilingual identity. Moreover, the students gained authentic experiences in brokering linguistic and cultural differences between the American deaf and Hispanic communities in an effort to enhance intervention services for the deaf Hispanic children.
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Premo, Terri L., and Peter C. Holloran. "Boston's Wayward Children: Social Services for Homeless Children, 1830-1930." Journal of the Early Republic 10, no. 3 (1990): 450. http://dx.doi.org/10.2307/3123421.

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Ball, Jessica, and Annika Benoit-Jansson. "Promoting Cultural Connectedness Through Indigenous-led Child and Family Services: A Critical Review with a Focus on Canada." First Peoples Child & Family Review 18, no. 1 (February 20, 2024): 34–59. http://dx.doi.org/10.7202/1109654ar.

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There is consensus that quality services to Indigenous children and families involve the transmission, preservation, and promotion of First Nations, Métis, and Inuit cultural connections and must be delivered within specific First Nations, Métis, and Inuit cultural frameworks led by Indigenous people. This view is expressed across research and service reports, in the Truth and Reconciliation Commission of Canada’s 2015 Report and Calls to Action, and in the Government of Canada’s newly enacted An Act Respecting First Nations, Inuit and Métis children, youth and families (2019). This article reviews support for this viewpoint, drawing from primarily Indigenous scholarship and illustrated with reference to Indigenous-led services across Canada.
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Díaz-Fernández, Antonio-M., and Cristina del-Real-Castrillo. "Spies and security: Assessing the impact of animated videos on intelligence services in school children." Comunicar 26, no. 56 (July 1, 2018): 81–89. http://dx.doi.org/10.3916/c56-2018-08.

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Making the work of security organizations known to school children is a means of mitigating feelings of insecurity provoked by the diffusion of information on terrorist attacks in communications media and through social media. Whilst there is a longer tradition of projects to educate school children on the police and the armed forces, no comparable projects have been found on the intelligence services. With the objective of filling this gap, the authors designed and produced two animated educational videos for Spanish school children on the Spanish intelligence service: The National Intelligence Center (CNI). In this paper, the impact of the videos is measured in relation to the knowledge, the stereotypes, and the attitudes of school children towards the CNI. To do so, two questionnaires were administered to 1,092 school children aged 8 and 12, before and after viewing the videos. The results of the questionnaire prior to screening the videos showed that the school children held no knowledge of the intelligence services, and expressed highly developed stereotypes, and moderately negative attitudes towards them. Student-t tests for related samples were used to confirm the responses, on the basis of which it was found that the videos modified both knowledge and stereotyping, as well as attitudes towards the CNI. Specifically, following the screenings the knowledge of the school children improved, stereotyping diminished, and positive attitudes increased. Dar a conocer a los escolares las organizaciones de seguridad es un medio para reducir la inseguridad generada por la difusión de los atentados terroristas en los medios de comunicación y redes sociales. Mientras que hay una mayor tradición en proyectos para educar a los escolares sobre la policía y los militares, no se han encontrado proyectos análogos sobre los servicios de inteligencia. Con el objetivo de suplir esta carencia, los autores diseñaron y produjeron dos vídeos animados educativos destinados a escolares españoles sobre el servicio de inteligencia español, el Centro Nacional de Inteligencia (CNI). Este artículo mide cuál es el impacto de los vídeos en el conocimiento, los estereotipos y las actitudes de los escolares hacia el CNI. Para ello, se aplicaron dos cuestionarios a 1.092 escolares de 8 a 16 años, antes y después de la visualización de los vídeos. Los resultados previos a la visualización mostraron un conocimiento nulo, alto grado de estereotipos y actitudes moderadamente negativas hacia los servicios de inteligencia. Se comprobaron las respuestas mediante pruebas T para muestras relacionadas, a partir de las cuales se obtuvo que los vídeos modificaban el conocimiento, los estereotipos y las actitudes hacia el CNI. Específicamente, tras la visualización mejoró el conocimiento de los escolares, disminuyó el grado de estereotipos y aumentaron las actitudes positivas.
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Findlay, James. "Boston's Wayward Children: Social Services for Children, 1830–1930. By Peter C. Holloran. Rutherford, N.J.: Fairleigh Dickinson University Press, 1989. 330 pp. $49.50." Church History 63, no. 3 (September 1994): 512. http://dx.doi.org/10.2307/3167614.

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Cruz, Silvia Helena Vieira, and Sandra Maria de Oliveira Schramm. "LISTENING TO THE CHILDREN IN RESEARCH AND QUALITY OF EARLY CHILDHOOD EDUCATION." Cadernos de Pesquisa 49, no. 174 (December 2019): 16–35. http://dx.doi.org/10.1590/198053146035.

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Abstract Based on the image that Childhood Pedagogy has been creating of children as rich, competent, diverse, and with rights, the article highlights their perspective on themes related to their educational experiences. Based on research studies done in Brazil, published between 2008 and 2018, which heard children, this paper presents voices expressing opinions, wishes, complaints, and fears about subjects such as discipline, play, ethnic-racial relations, and the transition to elementary school. These voices express the competence of children to evaluate the educational services meant for them and often reveal violations of rights that are guaranteed in official documents. These voices need to be heard and considered to build the quality of early childhood education.
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Colón, Ingrid, Marlon James, Mahjabin Chowdhury, Amy Rector-Aranda, and Miguel Burgess Monroy. "In Search of Confianza: A Qualitative Analysis of Salvadoran Parents’ Experiences in U.S. Urban Schools." International Journal of Multicultural Education 22, no. 1 (April 11, 2020): 35. http://dx.doi.org/10.18251/ijme.v22i1.1708.

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This qualitative study of six recently arrived parents from El Salvador who have been in the U.S. for no longer than a year explores their experiences in U.S. schools and offers recommendations for actualizing an ethos of humanitarianism in schools. In particular, the study addresses the perspectives of recently arrived Salvadoran parents about their children’s education and how can schools effectively collaborate with parents to support the emotional, social, cultural, and educational needs of their children. The study drew on testimonios to learn about Salvadoran parents’ perspectives about their children’s education to improve the services their children need in schools.
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Slobodin, Ortal, and Rafik Masalha. "Challenges in ADHD care for ethnic minority children: A review of the current literature." Transcultural Psychiatry 57, no. 3 (March 31, 2020): 468–83. http://dx.doi.org/10.1177/1363461520902885.

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While attention deficit hyperactivity disorder (ADHD) has been extensively studied in the past decades, the role of social and cultural practices in its assessment, diagnosis, and treatment has been often overlooked. This selective review provides an overview of research that explores social and cultural influences on help-seeking behavior in ethnic minority children with ADHD. Studies were selected that address cultural diversity in three areas of ADHD help-seeking: problem recognition, access to mental health services, and treatment. Special attention was given to studies of treatment selection and adherence in minority groups. Findings suggested that cultural disparities in ADHD care among ethnic minority children occur in the early stages of problem recognition, through service selection, and in the quality of treatment. Ethnic minority children were less likely than their nonminority counterparts to be diagnosed with ADHD and its comorbid conditions and less likely to be prescribed and adhere to stimulant drug treatment. These differences reflect cultural diversity in norms and attitudes towards mental health issues (e.g., fear of social stigma) as well as limited access to qualified health care. Paradoxically, cultural, racial, and language bias may also lead to the overidentification of ethnic minority children as disabled and to higher ratings of ADHD symptoms. This review highlights the importance of sociocultural factors in understanding developmental psychopathology and help-seeking behavior. In addition, it further supports calls for increasing cultural competence in communications during clinical assessment, diagnosis, and treatment in minority communities. Clinical, theoretical, and methodological considerations for future research are discussed.
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Dissertations / Theses on the topic "Children – services for – cross-cultural studies"

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Zavala-Arias, Monica. "Child welfare workers' attitudes toward culturally diverse consumers." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2595.

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The purpose of this study is to examine child welfare workers' attitudes towards culturally diverse consumers. Social workers from four local foster family agencies were asked to complete a voluntary and anonymous questionaire. The survey also consisted of filling out the Multicultural Counseling Inventory (MCI) which, consisted of forty Likert type questions. The MCI served as an instrument scale to measure the workers' multicultural competencies.
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Lux, Judith Ellen. "An exploratory study of child protective services social worker knowledge of the culture of the deaf." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1792.

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Hachmeister, Philip, and Andrian Satrio. "Services marketing in a cross cultural environment : the case of Brazil." Thesis, University of Gävle, Department of Business Administration and Economics, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-4814.

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ABSTRACT

 

Aim: Despite the domestic and international importance of services the research about the internationalization of services it is limited. Compared to products, services differ in nature. They are intangible and heterogeneous, meaning they are usually consumed at the point of purchase and are performed, as well as perceived differently. When a service provider wants to market its offerings in culturally distant country, the local country's culture is an important factor during the process of adaptation/standardization of the service. What is acceptable in one country might not be acceptable in another. Thus, this study aims to identify how adaptation/standardization of a service in a foreign country takes place, how the problems of intangibility and heterogeneity are handled.

 

Method: This study presents the single case of the Swedish medical systems company Elekta and its efforts to market its Gamma Knife Technology, a neurosurgical method, to Brazil. It is based on secondary data, in form of topic related books, scientific articles and internet sources, only. For gathering primary data, an exploratory research design was chosen to conduct a qualitative research. Structured interviews were chosen to acquire data since they are particularly helpful when dealing with complex issues. The interviews were sent in form of email questionnaires to a contact person at Elekta's head quarter in Sweden, as well as the Swedish/Brazilian co-operation. However, both interviewees did not respond contrary to prior agreements.

 

Result & conclusion: The analysis of the findings revealed that, according to Hofstede's  Five Cultural Dimensions both countries differ greatly in culture. Whilst some service characteristics are likely to be fully or mainly standardized, others will have to be adapted in order to fit the local culture. The service itself, as well as the service's process, its people involved and its physical evidence offer great potential for standardization, whereas pricing and promotion tend to be affected strongly by income and language and thus, is likely to require adaptation. Clearly, the local culture plays an important role during the process of adaptation/standardization. Cultural adaption can make service offering more tangible by reducing the gap of misunderstanding. Service providers should standardise service offerings, ideas, values and beliefs connected to the quality of a service and adapt factors related to the market. Standardisation and adaptation can both be implemented successfully in the market. A balanced combination makes services more homogenous and tangible.

Suggestion for further research: There is limited research available concerning the internationalization of services, with special regards to the process of adaptation /standardization. This study is based only on a single case, without primary research. Further research in Trust and Networking is required to complete the model. Furthermore, lacking primary sources from both companies, further research regarding of how both companies are providing services are required.

Contribution of the thesis: This work seeks to make a contribution towards a clearer understanding of international services marketing and the process of adaptation/standardization of services. It emphasizes on the importance of culture during the process of adaptation/standardization with regards to the intangibility and heterogeneity of services. It is based on previous research conduct by Hyder & Fregidou-Malama (2007) focusing on the adaptation/standardization of Elekta's services in Egypt.

Key words: International services marketing, service, adaptation, standardization, culture, intangibility and heterogeneity

 

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Liu, Zhan. "A cross-cultural analysis of children's attitudes toward physical activity and patterns of participation." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/722188.

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The purpose of this study was to examine attitudes toward physical activity and patterns of involvement among Chinese and American children. Participants were children in grades 3 and 8 in Central China (n=170) and in the Midwestern United States (n=100). Data were obtained by administering a revised inventory for children's attitudes toward physical activity (CATPA), a new CATPA inventory appropriate for grade 3, and a physical activity questionnaire. Separate 2 (Country) X 2 (Gender) X 2 (Age) MANOVAS, follow-up ANOVAs and descriptive statistics were employed to analyze the data. Unlike previous findings, this study indicated that Chinese participants have more positive attitudes toward physical activity while American participants reported more involvement in physical activity. Age and gender differences in attitudes toward physical activity were also found with younger children and girls expressing more positive attitudes. Marked gender and nationality differences in both participation patterns andphysical activity preferences were also evident. The results of the present study supported previous findings that attitude is a function of age and gender.
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Wang, Chongying. "A cross-cultural study of metaphoric understanding in English and Chinese children and adults from a developmental and cognitive perspective." Thesis, University of Oxford, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.670038.

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Topçuoğlu, Tuba. "Parents' use of corporal punishment & children's externalising behaviour problems : a cross-cultural assessment." Thesis, University of Cambridge, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609932.

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Kaldi, Stavroula. "Projects about the European Union in the primary classroom environment : cross-cultural and educational case studies." Thesis, University of Sussex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298732.

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Ahlgrim, Carie Jo. "A Comparison Study of Children's Cognitive Understanding of Conception and Birth: England, Sweden and the United States." Fogler Library, University of Maine, 2003. http://www.library.umaine.edu/theses/pdf/AhlgrimCJ2003.pdf.

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Balda, Shanti. "Socialisation experiences and preschool-aged children's social problem solving skills in Australia and India : a cross-cultural study." Thesis, Queensland University of Technology, 1997.

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The research reported in this thesis is an exploration of parental socialization beliefs and practices and preschool-aged children's social problem-solving skills in Australia and India. The aims of the series of studies were to examine similarities and differences in the role of the family in preschool-aged children's peer experiences, social problem-solving skills of preschool-aged children and the relationship of parenting style and parental control to children's social problem solving skills. The research was conducted in two phases. In the first phase, data were collected in Brisbane, Australia. In Brisbane, 100 preschool-aged children and their parents (100 mothers and 55 fathers) constituted the sample. In the second phase, data were collected in Hisar, India. In Hisar, 178 children and their parents (178 mothers and 149 fathers) participated in the research. In Brisbane, 55% of the children were male, and 45% were female; in India, 48.9% were male 51.1 % were female. The mean age of the Australian children was 59 months, and that of Indian children, 65 months. A questionnaire was compiled to gain information from the parents about a number of dimensions concerned with the socialisation of their children within the family and with peers. The questionnaire enabled parents to provide information on parental socialisation beliefs and practices about friendship characteristics, arrangement of peer contacts and encouragement of social competence. In addition, the questionnaire also enabled parents to provide information on parental control and parental expectations for children's mature behaviour. There were two versions of the parental questionnaire; one for the Australian sample and one for the Indian sample. For the Hisar study, the questionnaires were translated into Hindi, the national language of India. In Brisbane, parental data was collected through questionnaires. Mothers and fathers were requested to complete the questionnaires independently. In Hisar, data was collected through interviews. Separate interviews were conducted with mothers and fathers. To assess the children's social problem-solving skills, in hypothetical situations six stories were used. Two stories were concerned with obtaining access to an object in another child's possession and two stories were concerned with initiating :friendship with an unfamiliar child. Two stories were used to measure children's social problem-solving skills for avoiding the anger of their mothers. The results of this study indicated that although Australian and Indian parents held similar beliefs about the importance of friendship characteristics, cultural differences reflecting cultural values were found to exist. Indian parents believed that their daughters' friends should be from a range of ages. Indian parents also placed more value on the intellect of their children's friends. Compared to Indian mothers, Indian fathers believed that it was important to know and like parents of children's friend's and also to help children to choose friends. In both countries, parents believed that social skills were important for their children and they provided social experiences in order to develop children's social competence and encouraged the development of friendships. Parents, in both countries, for example, expected their children to be friends with well mannered children. The results indicated that, in comparison to Indian children, Australian children had fewer contacts with peers and they were more involved in organised activities. Australian parents arranged social contacts and enrolled their children in organised activities to promote social competence. They helped their children to initiate play sessions and to share toys with other children. In a conflict situation, parents provided their children a chance to settle the problem on their own, intervened when risk was involved and discussed both sides of the problem with the children. In contrast, Indian children's contacts with peers were numerous and occurred within the neighbourhood. The availability of a peer network provided an informal context for the development of peer relationships. Indian parents were less likely to help children start a play session, or to share toys with other children and they arranged fewer social contacts for their children. Where Indian parents did intervene, for instance in children's quarrels, they used direct commands and strategies and imposed their own resolutions. With regard to social problem-solving skills, a number of differences were found between Australian and Indian children in the solutions they provided to dilemmas associated with object acquisition, friendship initiation and avoidance of maternal anger. For object acquisition, Australian children suggested significantly more pro-social strategies than Indian children, while Indian children suggested significantly more agonistic strategies and made appeals to authority to gain access to an object in another child's possession. With regard to initiating friendship with an unfamiliar child, Indian children suggested a significantly higher number of conversation openers than their Australian counterparts. Whereas Australian children were more likely to seek help from adults. In order to avoid maternal anger, Australian children suggested significantly more replacement and repair for the damaged object than Indian children. In contrast, Indian children were more likely to apologise and admit their mistake and also suggested significantly more psychologically based strategies, for example, manipulate affect. It appears that children's experiences with peers and in the home may account for these cultural differences. While parenting style was generally unrelated to children's social problem-solving strategies, in both Australia and India, types of parental control were found to relate to the use of particular social problem-solving strategies. In Australia, the pattern of results was consistent with previous literature showing a positive association between firm control (paternal) and children's social competence. In this study, firm control (paternal) was positively associated with children achieving higher scores on social problem-solving, using direct strategies to initiate friendship, suggesting apology/truth solutions and being less likely to hide in maternal anger situations. In India, while there was some support for the positive influence of firm control (maternal), generally findings were less consistent and appeared to reflect possible cultural differences in the perception and use of harsh control and the appropriateness of particular social problem-solving strategies in the Indian context.
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Runciman, Carey Lynn. "A comparative study of the performance of English and Xhosa speaking children on the Wechsler Intelligence Scale for Children-Revised (WISC-R)." Thesis, Rhodes University, 1996. http://hdl.handle.net/10962/d1007467.

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The purpose of this study was to compare the WISC-R subtest score scatter patterns and obtain preliminary normative data on the WISC-R Adjunctive tests (Digit Span Forward; Digit Span Backward; Digit Supraspan; Coding Immediate Recall and Coding Delayed Recall) on a non-clinical population of South African English (n= 15) and Xhosa (n= 12) speaking, standard six children, studying in English medium schools. Tests were administered to 27 subjects, both male (n=19) and female (n=8), with a mean age of 14.1 years (range = 13.3-15.3). The results show that White English speaking children outperform Black Xhosa speaking children on Verbal, Performance and Full Scale IQs and all subtests, but that these differences tended to disappear when Full Scale IQ and school grade average were controlled for. No subtest score scatter was present for either group although more specific test items appeared to be more difficult for Xhosa speaking subjects and may have contributed to generally lowered scores. Results suggest that caution must be employed in assigning Xhosa speaking South African children to absolute IQ categories. However, the WISC-R has validity for diagnostic use on both White English speaking and Black Xhosa speaking South African children as there was no evidence of a significant Verbal IQ/Performance IQ discrepancy, or significant low subtest scatter for either group. Normative tables are presented for the use of WISC-R Adjunctive tests.
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Books on the topic "Children – services for – cross-cultural studies"

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Belsey, M. A. Overview of the health of women and children. New York: Population Council, 1987.

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J, Chaskin Robert, and Rosenfeld Jona M. 1922-, eds. Research for action: Cross-national perspectives on connecting knowledge, policy, and practice for children. Oxford: Oxford University Press, 2008.

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Lynch, Eleanor W., and Marci J. Hanson. Developing cross-cultural competence: A guide for working with children and their families. 4th ed. Baltimore, Md: Paul H. Brookes Pub., 2011.

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Lyytikäinen, Minna. Childhood poverty, basic services, and cumulative disadvantage: An international comparative analysis. London: Young Lives, Save the Children UK, 2006.

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Lindamood, Judy B. Considering the care of children: A guide to cross-national perspectives. 2nd ed. Columbus, Ohio: Familiae Inc., 2008.

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Alan, Gartner, Lipsky Dorothy Kerzner, Turnbull Ann P. 1947-, City University of New York. Graduate School and University Center., and Cross-Cultural Conference on Supports for Families with a Child with a Disability (1988 : Johnson Foundation Conference Center at Wingspread), eds. Supports for families with a disabled child: Collected papers from an international cross-cultural conference : Wingspread Conference Center, June 1988. [New York]: Graduate School and University Center, City University of New York, 1989.

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S, Klein Pnina, and Hundeide Karsten 1936-, eds. Early intervention: Cross-cultural experiences with a mediational approach. New York: Garland Pub., 1996.

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D, Hernandez Mario Ph, and Isaacs Mareasa R, eds. Promoting cultural competence in children's mental health services. Baltimore: Paul Brookes Publishing, 1998.

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Greey, Madeleine. Honouring diversity: A cross-cultural approach to infant development for babies with special needs. Toronto: Centennial Infant and Child Centre (for children with special needs), 1994.

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W, Lynch Eleanor, and Hanson Marci J, eds. Developing cross-cultural competence: A guide for working with young children and their families. Baltimore: P.H. Brookes Pub. Co., 1992.

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Book chapters on the topic "Children – services for – cross-cultural studies"

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Chen, Eric C., and Angela E. Kang. "Self-Assessment Checklist for Personnel Providing Services and Supports to Children and Their Families." In Encyclopedia of Cross-Cultural School Psychology, 872–73. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_380.

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Biesheuvel, Simon. "A Model for Preschool Education of Environmentally Disadvantaged Children in a Divided Society." In Cross-Cultural Studies of Personality, Attitudes and Cognition, 185–205. London: Palgrave Macmillan UK, 1988. http://dx.doi.org/10.1007/978-1-349-08120-2_8.

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Bagley, Christopher. "Cognitive Style and Cultural Adaptation in Blackfoot, Japanese, Jamaican, Italian and Anglo-Celtic Children in Canada." In Cross-Cultural Studies of Personality, Attitudes and Cognition, 143–59. London: Palgrave Macmillan UK, 1988. http://dx.doi.org/10.1007/978-1-349-08120-2_6.

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Lamichhane, Dev Raj, and Janet C. Read. "Play It My Way: Participatory Mobile Game Design with Children in Rural Nepal." In Cross-Cultural Design. User Experience of Products, Services, and Intelligent Environments, 325–36. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-49788-0_24.

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Morgan, Deborah, Lena Dahlberg, Charles Waldegrave, Sarmitė Mikulionienė, Gražina Rapolienė, Giovanni Lamura, and Marja Aartsen. "Revisiting Loneliness: Individual and Country-Level Changes." In International Perspectives on Aging, 99–117. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-51406-8_8.

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AbstractThe links between loneliness and overall morbidity and mortality are well known, and this has profound implications for quality of life and health and welfare budgets. Most studies have been cross-sectional allowing for conclusions on correlates of loneliness, but more recently, some longitudinal studies have revealed also micro-level predictors of loneliness. Since the majority of studies focused on one country, conclusions on macro-level drivers of loneliness are scarce. This chapter examines the impact of micro- and macro-level drivers of loneliness and loneliness change in 11 European countries. The chapter draws on longitudinal data from 2013 and 2015 from the Survey of Health, Aging, and Retirement in Europe (SHARE), combined with macro-level data from additional sources. The multivariable analysis revealed the persistence of loneliness over time, which is a challenge for service providers and policy makers. Based on this cross-national and longitudinal study we observed that micro-level drivers known from previous research (such as gender, health and partnership status, frequency of contact with children), and changes therein had more impact on loneliness and change therein than macro-level drivers such as risk of poverty, risk of social deprivation, level of safety in the neighbourhood.
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Bautista, Alfredo, Jimmy Yu, Kerry Lee, and Jin Sun. "Impact of Play-Based Pedagogies in Selected Asian Contexts: What Do We Know and How to Move Forward?" In Effective Teaching Around the World, 473–88. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31678-4_21.

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AbstractIn the Asian continent, many Early Childhood Education (ECE) policies have been influenced by Western theories and pedagogies. An example is the widespread presence of the notion of play in curriculum policy frameworks, which in part responds to research findings originated in the West. However, given what we know about cross-cultural differences in child development and learning, it is imperative to examine the state of the art on play research conducted with Asian children. This chapter reviews the literature on the impact of play-based pedagogies in Mainland China, Hong Kong, Singapore, and Japan. We describe the types of studies conducted in these jurisdictions and their overall findings, with the aim of outlining future research agendas. We describe the socio-cultural beliefs about ECE in the selected contexts and the visions of play articulated in their official policies. Then, we provide an overview of the empirical studies available, distinguishing between naturalistic and intervention studies. Studies published in English academic journals have mainly analyzed the impact of structured and guided forms of play, focusing primarily on socio-emotional outcomes, with minimal research on domains such as scientific thinking, number sense, or creativity, and no research on other areas. We argue that the existing work reflects traditional Asian values and deep-rooted beliefs about ECE, where play is seen as a rather unimportant activity. We conclude that to better justify the inclusion of play in ECE policies across Asia, it would be vital to produce an extensive, rigorous, and locally situated corpus of play impact studies.
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Attademo, Anna, and Gilda Berruti. "Planning Wastescapes Through Collaborative Processes." In Regenerative Territories, 233–46. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-78536-9_14.

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AbstractThe chapter is focused on collaborative processes through which the functions and spatial hierarchies of public or public use areas are redefined. The field of action is: on the one hand the urban metabolism, interpreted as a study of the life cycle of the city, including wastescapes; on the other, collaborative processes, aimed at defining the uses of tailored, place-based, and collective services. In this sense, the research moves from the analysis of places born for public use, but abandoned over time or never actually completed; disused places waiting to reenter the urban metabolism. Among those, there are also Italian “planning standards,” publicly designed in compliance with the quantities defined by law, and often partially used or not properly managed. The proposal of new uses and services for these contexts is based on criteria of flexibility, not fixed once and for all, not predetermined in time, but in progress in order to overcome the limits of the implementation of policies and programs of the past. These integrated processes can activate a dialogue between public institutions, privates, local associations and citizens’ groups. The research also intends to cross-reference the issue of spatial inequalities in access to spaces and services, with the evolution of the public actor from provider to service enabler, in a wider redefinition of welfare and welfare spaces concept, as an effect of global economic and financial crisis. The question needs non-sectoral responses, which take into account environmental, social, spatial issues. Welfare can no longer be provided as a self-sufficiency device: contextual services, for everyone, can be realized by recapitalizing wastescapes, co-creating “planning standards” through the recovery of degraded local contexts, collectively investing in the use and care of public, and open services. The paper will focus on: (a) the case of the former NATO area in Naples (in Bagnoli neighborhood) which is the subject of a Plan for urban renewal, adopted by the Municipality of Naples in 2020. The area, owned by a public company whose purpose is the assistance of children in the disadvantaged segment (Fondazione Campania Welfare), has been redesigned as a public facility on a metropolitan scale, within a public consultation process between the ownership, the Municipality of Naples and several local stakeholders (third sector organizations, citizens, cultural associations, etc.). As an effect of this collaborative process, the reuse of the area started before the adoption of the Plan; (b) the case of Horizon2020 research REPAiR in which the issue of circular economy applied to the recovery of wastescapes for public purposes has been investigated in living labs, working on waste perception and awareness as key factors for regenerating wastelands. The co-creation process partly resumed a strategy foreseen in 2013 by the Campania Region in the Plan of waste prevention, for the implementation of Integrated Centres for the reuse of durable goods, originally excluded by the Regional Waste Law.
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Giardina, Clara. "An Advanced Design Tool for Archiving, Mapping, and Narrating a Complex System: The ADU Packaging Innovation Observatory." In Springer Series in Design and Innovation, 649–57. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-49811-4_62.

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AbstractPackaging sector is a complex system: it is a phenomenon with a high degree of economic and cultural cross-sectoriality, a multi-dimensional object that involves a plurality of specific players in an interconnected value chain. Packaging is also a driver and an accelerator of the social, economic and environmental phenomena in which it is immersed. In a context consisting of several crises, the paper explores how research in Advanced Design - an articulated system of practices used to design processes, products or services in complex scenarios to outline possible futures - can help to embrace change, accelerate systemic and responsible innovation and narrate it in companies operating in complex, multidisciplinary sectors such as packaging. The hypothesis is that it could take place through an Advanced Design-led project such as an Observatory: an ecosystemic monitoring system, which collects case studies, gathers and processes knowledge and disseminates it in narratives that can be understood by all the actors in the supply chain, contributing to the creation of a network that connects the actors. After describing the methods and practices of ADU's Packaging Innovation Observatory, the applied research developed by the Observatory for Giflex is described: a work example that starts from data and interprets them with the aim of defining an identity and value profile of flexible packaging, and creating value stories to be told in the context of dissemination and promotion.
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Høgmo, Katrine, Kwesi Alexander Kassah, and Bente Lilljan Lind Kassah. "Kunnskap om barns kollektive ansvarserfaringer og implikasjoner for tjenesteutøvelse i barnevernet." In Handlingsrom for profesjonalisert velferd, 243–62. Cappelen Damm Akademisk/NOASP, 2021. http://dx.doi.org/10.23865/noasp.114.ch11.

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A major goal of the Child Welfare Services is to provide the best possible support to children in challenging life situations, including cross-cultural children, in Norway. However, there is inadequate knowledge about cross-cultural children’s responsibility taking and its implications for service delivery in Norwegian municipalities. This chapter discusses the importance of increased knowledge of the responsibility-taking practices of cross-cultural children for Municipal Child Welfare Service workers’ service delivery. The authors based the chapter on literature from studies on responsibility-taking experiences of children from Peru, Norway and other countries outside Europe. The literature indicates that many children have responsibilities to work and contribute to the sustenance of their families. Often, the children experienced feelings of identity, belonging and pride in mastering work roles. It is, therefore, difficult to understand the practices of these children as destructive parentification. On the contrary, the expectation that children provide for the upkeep of their families often attracts the destructive parentification label in European countries. Also, we argue that nuanced understanding of cross-cultural children’s responsibility-taking practices and identities may equip Child Welfare Services workers with competence that may enable them to provide the best possible support to cross-cultural children in Norway.
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Гладун, Татьяна. "ТЕОРЕТИЧНЕ ОБҐРУНТУВАННЯ СОЦІАЛЬНО-ПЕДАГОГІЧНИХ УМОВ РОЗВИТКУ СОЦІАЛЬНОЇ КОМПЕТЕНТНОСТІ ДІТЕЙ МОЛОДШОГО ШКІЛЬНОГО ВІКУ З АУТИЗМОМ В ІНКЛЮЗИВНОМУ ОСВІТНЬОМУ СЕРЕДОВИЩІ ЗЗСО." In CROSS-CULTURAL STUDIES IN HIGHER SCHOOL PEDAGOGY, 458–77. OKTAN PRINT, 2024. http://dx.doi.org/10.46489/ccsihsp-23-16.

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The article theoretically substantiates the socio-pedagogical conditions for the development of social competence of children of primary school age with autism in an inclusive educational environment. The need to develop the social competence of children of primary school age with autism in the conditions of inclusive education as a segment of the social orientation of the modernization of the Ukrainian education system is argued. The main studies and publications of domestic and foreign scientists devoted to the problem of the development of social 459 competence of children with autism are analyzed. The presentation of the main material was carried out through a conceptual analysis of the category «conditions» and its socio-pedagogical meaning and essence in the context of an inclusive educational environment. Three main socio-pedagogical conditions for the development of social competence of children with autism have been defined and characterized: involvement of the child in the inclusive environment of special educational institutions (in personally meaningful interaction with the microsociety); organization of individual socio-pedagogical support for younger schoolchildren with autism and their families during the work of the psychological service of SGSE; ensuring the process of education and upbringing of a child with autism in SGSE by means of modern innovative communication technologies.
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Conference papers on the topic "Children – services for – cross-cultural studies"

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Roberts, Richard. "Early Childhood Services and Supports in the Context of Cultural Community Psychology." In International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2009. http://dx.doi.org/10.4087/wthj5771.

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cultural and community aspects of the family’s and child’s experience. Though the effects of each of these variables may be hard to separate, distinct elements of each can be seen in the three examples used to illustrate this point. The common theme of the three case studies demonstrates that neither the community ecology nor cultural archetypes provide sufficiently satisfactory explanations for the everyday behaviors of the family members. Rather, the common denominator involves the context in which community and cultural influences interact to determine the outcome. When the context is one that supports both sets of influences, the families of young children are not in conflict. Rather, the context supports the developmental goals of the family in ways that are beneficial to everyone –child, family, and community.
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Khoroshavina, Ekaterina V. "Inclusive socio-cultural space of the libraries – From children’s and their parents’ perspective." In Seventh World Professional Forum Sudak-Sochi-Transit «Sochi-2023». Russian National Public Library for Science and Technology, 2023. http://dx.doi.org/10.33186/978-5-85638-261-6-2023-184-188.

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The author reviews the services provided by the RF libraries to children with disabilities. The parents’ demands and ideas of the library services and capabilities to support socio-cultural inclusion of this user category are examined. The findings of sociological studies of the problem are discussed; the main difficulties of this process are pointed out.
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Bachir, MERMOURI. "The Reality of Reproductive Health in the Desert Environment, Field Research in the Region of Touat, Southern Algeria." In I.International Congress ofWoman's Studies. Rimar Academy, 2023. http://dx.doi.org/10.47832/lady.con1-6.

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The health issue has been and remains until now the issue of health is a fundamental issue in the lives of peoples, an issue that is always present in private and public discussions, an issue of multiple concerns, including reproductive health, which is an important indicator of development and civilization advancement, as its data reflects us the social and economic situation and the cultural level of any society, so we find International organizations and governments pay great attention to them in their policies, and it set various programs for them in order to control their mechanisms and outputs. Algeria is among the countries that have made great strides in the field of reproductive and sexual health, and this is evident in its political programs and field achievements and the activities of the health and population directorates spread across the national territory. Its programs in reproductive health are divided into two parts, programs for spacing births and family planning, and programs designed to combat maternal mortality. The Directorate of Health and Population of the Adrar Province (Touat region in southern Algeria) has recorded significant results in the field of developing health programs and raising their levels, especially the programs dedicated to the protection of motherhood and childhood, as it was able to expand health services and improve reproductive health, by reducing its risks in the Touat region and reducing mortality mothers and children, However, challenges remain as long as the population growth rates in the region is stable, and fertility rates is the highest at the national level.
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Ciobanu, Mihail, and Silvia Savcenco. "Experiența internațională în aplicarea voucherelor culturale pentru copii și tineri." In Conference title: Economic growth in the conditions of globalization: International Scientific-Practical Conference, XVIth edition. National Institute for Economic Research, 2023. http://dx.doi.org/10.36004/nier.cecg.iv.2022.16.27.

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One of the relatively recent instruments used to increase the consumption of cultural products and services by the population is the cultural voucher, which, in general, represents a financial instrument intended to be used to benefit from cultural products and services. In particular, the term "cultural voucher" can be defined differently depending on the type of regulatory and issuing entity and the spectrum of its beneficiaries. It could be a state contribution that improves access to culture for primary and secondary school pupils and their pedagogues, a tool for obtaining cultural products and services within a partnership of the government with businesses for the benefit of workers who have formal employment contracts or even an online payment method in the form of a rechargeable electronic card for cultural products and services. In order to demonstrate the diversity of forms and uses of cultural vouchers were used the following research methods: legal analysis, induction, deduction, logical method and literature review. As sources of data were used mainly the national laws and studies that analyze the impact of cultural vouchers on cultural consumption, including among children and young people. The use of cultural vouchers has a positive impact both for consumers and for the industry. This paper was developed and financed within the Scientific Project for the period 2020-2023, registered in the State Register of Science and Innovation Projects of the Republic of Moldova with the code 20.80009.0807.29 State Program Project "Improving the mechanisms for applying innovative instruments aimed at sustainably increasing the welfare of the population of the Republic of Moldova".
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Demaria, Thomas, and Minna Barrett. "Innovative Disaster Counseling Approaches with Children and Youth." In International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2009. http://dx.doi.org/10.4087/xbxo9711.

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Children and youth from all cultures are at high risk following a disaster because of their dependency on caregivers and their stage of cognitive and emotional development. Without an available caregiver to help interpret the traumatic event, most children internalize their experiences making them more vulnerable to future stressors. Traumatic events also can lead to psychological and environment dislocation of children from ethnocultural support structures and systems of meaning. Engagement of families is often a significant barrier that prevents the utilization of existing services. An innovative counseling approach is presented that was utilized following the World Trade Center terrorist attacks. This program successfully provided counseling to over 600 bereaved children.
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Wang, Shuguang, Daphne Keats, Melissa Gao, S. Zhang, Xian Gui Yang, and S. Chai. "Situational Analysis from Two Studies Facilitating the Development of a Psycho- Cultural Rehabilitation Program for Children Affected by the 12 May 2008 Earthquake in Sichuan, China." In International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2013. http://dx.doi.org/10.4087/bbhj4677.

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The data presented are from two field studies: (1) a survey of 2234 current children’s caregivers; and (2) interviews with 1200 children, evaluating the children’s social, psychological and behavioural situation after the devastating Sichuan earthquake in the hard-hit Qiang ethnic community. Insights from the findings will be used to develop an evidence-based, culturally appropriate approach on the best use of cultural resources to facilitate the children’s post-disaster rehabilitation. Evidence from the first study indicated that the disaster had a significant impact on the ethnic Qiang children and their families in regard to personal loss, physical injury, social relationships and psychological well-being. Evidence from the second study further indicated: (1) the need for a sustained response to the increasing vulnerability of these children; (2) a very limited effect from outside community visitors, whose one-off inconsistent, non-indigenous approaches and psychological counselling, drawing on the western, individualistic, approach to counseling and psychological/ psychiatric therapies and non-Qiang approaches do not carry over into the children’s everyday life in their own contexts; (3) that little is known about psycho-cultural factors as key resources for supporting an effective response to disaster for ethnic Qiang children; (4) the greatest need for a sustainable effect is therefore to build a culturally appropriate approach through making best use of cultural resources drawing on contributions of both volunteers and official workers from various disciplines and using the Qiang traditional ways to promote the children’s psycho-cultural rehabilitation.
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Albert, Isabelle, and Dieter Ferring. "Intergenerational Family Relations in Luxembourg: Adult Children and their Ageing Parents in Migrant and Non-Migrant Families." In International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2016. http://dx.doi.org/10.4087/gvui1243.

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Whereas most studies in the context of acculturation research have focused so far on family relations between first generation parents and their second generation children in adolescence, the present study draws its attention on immigrant families at later stages in the family life cycle. This study is part of the FNR-funded project on “Intergenerational Relations in the Light of Migration and Ageing – IRMA” in which a cross-cultural comparison of altogether N = 120 Portuguese and Luxembourgish triads of older parents and their adult children, both living in the Grand-Duchy of Luxembourg, is envisaged. The aims of this project are, firstly to examine similarities and differences in family values, internalized norms and mutual expectations of older parents and their adult children in migrant and non-migrant families; secondly, to analyze in how far an acculturation gap respectively a generation gap might have an impact on the relationship quality between parents and their adult children; thirdly and related to this, to explore subjective well-being (SWB) of all involved family members. Results are discussed in the framework of an integrative model of intergenerational family relations in the light of migration and ageing.
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Millau, M., M. Rivard, C. Mercier, and C. Mello. "Parenting Stress in Immigrant Families of Children With an Autism Spectrum Disorder: A Comparison With Families From the Host Culture." In International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2016. http://dx.doi.org/10.4087/dsri4175.

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Immigrant families of children with autism spectrum disorders (ASD) face significant challenges in accessing and using rehabilitation services appropriate for their child’s disorder. Compared to families native to their host country, the stress experienced by these families in relation to their child’s condition may be magnified by their immigrant status. This study compared self-reported parenting stress levels among 24 mothers and 17 fathers who had immigrated to Canada to income-matched, Canadian-born parents. Overall, Canadian-born parents tended to report higher stress levels than immigrant parents, but this may be primarily due to the high stress levels among Canadian-born fathers relative to immigrant fathers and mothers from both types of families. These findings highlight the necessity of using supplemental and specialized stress measures when focusing on immigrant families, for whom stress associated with the immigration process may compound or manifest separately from parenting stress. Cultural influences on the perception of ASD (its causes, treatment, and prognosis), children’s place in the family, and parents’ roles in childrearing may also impact stress.
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Rahmawati, Sabrina, and Michitaka Ohgishi. "Cross cultural studies on audiovisual speech processing: The Mcgurk effects observed in consonant and vowel perception." In 2011 6th International Conference on Telecommunication Systems, Services, and Applications (TSSA). IEEE, 2011. http://dx.doi.org/10.1109/tssa.2011.6095406.

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Keats, Daphne, and Shuguang Wang. "The Background to the Research: Cultural, Theoretical and Methodological Issues." In International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2013. http://dx.doi.org/10.4087/rzib1678.

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The disastrous earthquake of 12 May, 2008 had its greatest impact on the Qiang people, an ethnic minority living in the mountainous regions of Sichuan at the earthquake’s epicentre. Over 80,000 people died, over a million were injured or missing, most buildings collapsed and most homes were demolished under the avalanches. Thousands of children were evacuated to safety, some moved to far distant locations. The research team from the University of Newcastle responded to the plea of the Qiang leaders to help the children. In cooperation with the China-Australia Centre for Cross-Cultural Studies, a three stage psycho-cultural research program was devised, comprising a survey of children’s current caregivers, interviews with the children, and development of a culturally appropriate rehabilitation scheme. Shuguang Wang was appointed to coordinate the project. This paper discusses the research issues involved. Of paramount importance was the collectivist nature of the Qiang culture and the traditional ways of dealing with disasters. Theoretical issues related to the relevance of western individualistic psychological and psychiatric approaches to therapy in the Qiang collectivist environment. Methodological problems related to developing appropriate measuring instruments, and preparing guidelines and training programs for local Qiang interviewers and volunteers.
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Reports on the topic "Children – services for – cross-cultural studies"

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Bano, Masooda. Low-Fee Private-Tuition Providers in Developing Countries: An Under-Appreciated and Under- Studied Market—Supply-Side Dynamics in Pakistan. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/107.

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Although low-income parents’ dependence on low-fee private schools has been actively documented in the past decade, existing research and policy discussions have failed to recognise their heavy reliance on low-fee tuition providers in order to ensure that their children complete the primary cycle. By mapping a vibrant supply of low-fee tuition providers in two neighbourhoods in the twin cities of Rawalpindi and Islamabad in Pakistan, this paper argues for understanding the supply-side dynamics of this segment of the education market with the aim of designing better-informed policies, making better use of public spending on supporting private-sector players to reach the poor. Contrary to what is assumed in studies of the private tuition market, the low-fee tuition providers offering services in the Pakistani urban neighbourhoods are not teachers in government schools trying to make extra money by offering afternoon tutorial to children from their schools. Working from their homes, the tutors featured in this paper are mostly women who often have no formal teacher training but are imaginative in their use of a diverse set of teaching techniques to ensure that children from low-income households who cannot get support for education at home cope with their daily homework assignments and pass the annual exams to transition to the next grade. These tutors were motivated to offer tuition by a combination of factors ranging from the need to earn a living, a desire to stay productively engaged, and for some a commitment to help poor children. Arguing that parents expect them to take full responsibility for their children’s educational attainment, these providers view the poor quality of education in schools, the weak maternal involvement in children’s education, and changing cultural norms, whereby children no longer respect authority, as being key to explaining the prevailing low educational levels. The paper presents evidence that the private tuition providers, who may be viewed as education entrepreneurs, have the potential to be used by the state and development agencies to provide better quality education to children from low-income families.
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Lamarque, Hugh. Key Considerations: Cross-Border Dynamics between Uganda and Rwanda in the Context of the Outbreak of Ebola, 2022. SSHAP, November 2022. http://dx.doi.org/10.19088/sshap.2022.044.

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This brief summarises key considerations concerning cross-border dynamics between Uganda and Rwanda in the context of the 2022 outbreak of Ebola (Sudan Virus Disease, SVD) in Uganda. It is part of a series focusing on at-risk border areas between Uganda and four high priority neighbouring countries: Rwanda; Tanzania; Kenya; and South Sudan. The outbreak began in Mubende, Uganda on 19 September 2022, approximately 300 kilometres from the Uganda-Rwanda border. At the time of writing (November 2022) it has spread to nine Ugandan districts, including two in the Kampala metropolitan area. Kampala is a transport hub, with a population over 3.6 million. While the global risk from SVD remains low according to the World Health Organization, its presence in the Uganda capital has significantly heightened the risk to regional neighbours. Rwanda is categorised as Priority 1, with significant preparedness activities underway. As of November 2022, there had been no case of SVD imported from Uganda into Rwanda, although alerts have been triggered at border posts. This brief provides details about cross-border relations, the political and economic dynamics likely to influence these, and specific areas and actors most at risk. It is based on a rapid review of existing published and grey literature, news reports, previous ethnographic research in Rwanda and Uganda, and informal discussions with colleagues from Save the Children, UNICEF, UNECA, UNDP, IOM, TBI, and the World Bank. It was requested by the Collective Service, written by Hugh Lamarque (University of Edinburgh) and supported by Olivia Tulloch (Anthrologica. It was reviewed by colleagues from Save the Children, Anthrologica, the Institute of Development Studies and the Collective Service. This brief is the responsibility of SSHAP.
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Lamarque, Hugh, and Hannah Brown. Key Considerations: Cross-Border Dynamics Between Uganda and Kenya in the Context of the Outbreak of Ebola, 2022. Institute of Development Studies, December 2022. http://dx.doi.org/10.19088/sshap.2022.043.

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This brief summarises key considerations concerning cross-border dynamics between Uganda and Kenya in the context of the outbreak of Ebola (Sudan Virus Disease, SVD) in Uganda. It is part of a series focusing on at-risk border areas between Uganda and four high priority neighbouring countries: Kenya; Rwanda; Tanzania, and South Sudan. The outbreak began in Mubende District, Uganda on 19 September 2022, approximately 340km from the Kenyan border. At the time of writing (December 2022), the outbreak had spread to eight Ugandan districts, including two in the Kampala metropolitan area. Kampala is a transport hub, with a population over 3.6 million. While the global risk from SVD remains low according to the World Health Organization (WHO), its presence in the Ugandan capital has significantly heightened the risk to regional neighbours. Kenya is categorised as a priority level 1 country, following a case in Jinja on the road between Kampala and the Kenyan border, on 13 November 2022. A total of 23 suspected cases were tested in Kenya up to 1 December 2022, all with negative results. To date, no case of SVD has been imported into the country from Uganda. This brief provides details about cross-border relations between the two states, the political and economic dynamics likely to influence these, and the specific areas and actors most at risk. The brief is based on a rapid review of existing published and grey literature, news reports, previous ethnographic research in Kenya and Uganda, and informal discussions with colleagues from the International Organisation for Migration, UNICEF, UNDP, Save the Children, the Kenyan Red Cross Society, the Kenyan Ministry of Health (MoH) and Ministry of Livestock, Agriculture and Fisheries in Kenya, and the Safe Water and AIDS project in Kisumu. It was requested by the Collective Service, written by Hugh Lamarque (University of Edinburgh) and Hannah Brown (Durham University) and supported by Olivia Tulloch (Anthrologica). It was further reviewed by colleagues from Anthrologica, the Institute of Development Studies, and the Collective Service. This brief is the responsibility of SSHAP.
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Minkanic, Michelle, and Emily Tran. Socioeconomic and Cultural Factors Influencing Type of Hormonal Contraceptive Use in Women in Developed vs Under-Developed Geographic Areas. Science Repository, April 2024. http://dx.doi.org/10.31487/j.cei.2024.01.01.

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The intent of this study is to identify and compare sociocultural barriers in various geographic regions that impede access, type and use of hormonal contraception, and methods to improve restrictions in access. Understanding and addressing sociocultural barriers to hormonal contraception on a larger intercontinental scale can create a more effective and inclusive healthcare system. A search using PubMed, Cochrane, and Embase was conducted on current and past literature performed in various developmental countries. Terms such as “birth control access AND developed nations”, “barriers of hormonal contraception AND low-income countries” were used. Studies included ranged from RCTs, cross-sectional studies, literature reviews, and meta-analyses. Countries reviewed with lower levels of development in Africa, the Middle East, Southeast Asia, and Latin America have demonstrated a rise in long-acting hormonal contraception (LARCs) after injectables. Barriers in these regions include misconceptions fertility and contraception use, access to modern contraceptives (these include oral and emergency contraceptive pills, implants, injectables, contraceptive patches and rings, intrauterine devices, female and male sterilization, vaginal barrier methods and female condoms), stigma and patriarchal settings that result in male influence on women’s reproductive choices. More developed regions of the world like the United States and Europe demonstrated a range of contraceptive options with the most compliance for intrauterine implants (IUDs) in younger reproductive women. The greatest hindrances for developed regions were cost, difficulty obtaining appointments, and fallacies for future fertility. Contraceptive education and culturally sensitive counseling should be emphasized for healthcare employees serving women with ease of access, and to strengthen reproductive support services. Advocating to provide underdeveloped regions with better contraceptive resources highlights an importance to give women globally the empowerment to choose the direction of their own reproductive journey.
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