Dissertations / Theses: 'Condition of working children'

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Morton, Bess. "The condition of working-class children in Liverpool, England, 1900-1914 /." Title page and introduction only, 1985. http://web4.library.adelaide.edu.au/theses/09AR/09arm8885.pdf.

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Brunt, Rachel Lucy. "Teachers' experiences of working with children with life-limiting conditions in special schools." Thesis, Durham University, 2018. http://etheses.dur.ac.uk/12981/.

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This research explores the experiences of teachers who work with children with life-limiting conditions in special schools. The study is located within a qualitative, interpretive paradigm utilising a phenomenographic approach. Semi-structured interviews were used to collect data from eighteen teachers currently teaching children with life-limiting conditions in special schools. Interview data was transcribed and analysed using the Four Stages of Analysis for phenomenographic data (Schröder & Ahlström 2004). Following data analysis, five categories of description were identified; challenges faced when working with children with life-limiting conditions, pedagogical considerations, school health provision, emotional impact and emotional support. The findings demonstrate that teachers' educational biographies are characterised by a number of significant challenges, particularly around curriculum and assessment, communicating with parents and professionals and attending to medical emergencies. The most significant challenge faced by teachers of children with life-limiting conditions was the death of a child, an event that was regularly experienced by the majority of those interviewed. The challenges of the teaching role were found to have a huge impact on the emotional wellbeing of teachers which in turn was found to impact on their personal and professional lives. Emotional support was sought through formal and informal channels, including through professional counselling or via friends and family. However, barriers to this support were found to include a lack of understanding, awareness and an underestimation of the time the support was needed for. This research provides a clear and original understanding of the experiences and support needs of teachers who work with children with life-limiting conditions in special schools. It has important implications for those responsible for teacher training and professional development programmes, particularly in the areas of grief and bereavement, as well as for senior leadership teams responsible for ensuring the emotional wellbeing of their teachers.

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Williamson, Lauren. "Exploring speech-language pathologist knowledge and confidence around working with children with health conditions." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1556742797784681.

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Athanasiou, Helen. "Working together to protect children : a case study of policy implementation in Greece." Thesis, London School of Economics and Political Science (University of London), 2016. http://etheses.lse.ac.uk/3516/.

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This is an exploratory case study aiming to describe the current state of the child protection system in Greece by examining both policy interventions and service responses targeted at all the stages of the phenomenon, ranging from detection and investigation to the provision of support or out of home care. This thesis is embedded in EU and international mandates for protecting children, embracing the Convention for the Rights of the Child as the starting point and value base of any developed, contemporary system designed to deal with this complex phenomenon. The main objective is to paint a picture of policy implementation in conjunction with front line interagency and multidisciplinary working. Data is collected and analysed in regards to all three levels; the macro, or policy level; the meso, or organisational/structural level and the micro, or frontline, professional, case specific, grassroots level. The researcher uses first-hand knowledge of the systems of both England and Greece in order to position Greece within the EU continuum of approaches based on the long-standing dilemma of support versus protection. As a result, the study concludes by offering suggestions on how to overcome barriers and improve the current situation in Greece so as to ensure that vulnerable children and their families receive appropriate and adequately designed services that would potentially enhance their life chances and enable better outcomes. This is achieved by distilling lessons to be learned from other more developed systems and adopting them to the Greek reality. This is an opportune moment for such a study as there is significant international movement towards convergence, which advocates unifying responses to such complex social phenomena and utilising international evidence of good practice.

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Davenport, Rebecca Kate. "Qualified clinical psychologists' experiences of working with children with life-limiting conditions : a qualitative study." Thesis, University of Hertfordshire, 2012. http://hdl.handle.net/2299/9199.

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Background: Despite the increased presence of clinical psychologists in paediatric services, including palliative care teams, there has been little research into their experience of working with children with life-limiting conditions. Existing studies have tended to focus mainly on the experience of medical professionals working in this area. Such studies have found that working with life-limiting conditions and child death has a significant impact on medical professionals, causing stress, burnout and feelings of professional failure. As clinical psychologists have a role in supporting the emotional needs of children, families and staff teams, it is important to explore their experiences, the impact that such work has on them, and any potential personal and professional implications. Aims: After identifying the above gap in the research, this study aimed to explore clinical psychologists‟ experiences of working with children with life-limiting conditions. Method: Semi-structured interviews were conducted with seven qualified clinical psychologists who were working in hospital settings with children with life-limiting conditions. The transcripts of the interviews were then analysed using Interpretative Phenomenological Analysis (IPA). Results: Three superordinate themes emerged from the analysis: „The meeting of two worlds: When psychology and medicine converge‟, „Nobody is immune: Facing the challenges of working of life-limiting conditions‟ and „Balancing the rough with the smooth: Finding a way to manage‟. Implications & conclusion: Participants experienced challenges in having to adapt to a medical world and in facing emotional impacts however, they also reported positive experiences from their work. The study raised many implications for clinical practice including the need to potentially help psychologists to prepare for the possible changes required when practicing in a hospital setting. This could perhaps be incorporated more into clinical training or be provided as in-house training when starting in the post.

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Coleman, Alyson. "A study into the experience of dramatherapists working with children with life-limiting or life-threatening conditions." Thesis, Middlesex University, 2014. http://eprints.mdx.ac.uk/17008/.

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In order capture the tacit knowledge which dramatherapists bring to their complex work, this qualitative study explores their experience in the specific context of their work with children who have life-limiting or life-threatening conditions. Understanding this experience has implications for practice and is relevant to the particular needs of the clients. The study has resulted in the emergence of several products, including a play, bereavement Special Interest Group and a chapter in a book. This three-phase project adopts a phenomenological practitioner-researcher approach through two key lenses: dramatherapy, and theories of children’s bereavement. Heuristic inquiry in Phase One captures the researcher’s personal experience of her practice, explored through creative methods, with themes being identified using Moustakas’ (1990) six phases of data-gathering. Children with life-limiting and life-threatening conditions are supported by multi-disciplinary teams in a range of contexts; the themes identified in Phase One of the project were thus used in Phase Two to explore the experiences of school staff working in special education, of paediatric nurses, and of dramatherapists. Three focus groups were held to gain an understanding of the broader inter-disciplinary experience of these professionals, and thematic analysis (Silverman, 2011) was used to discover prevalent themes, which were then drawn down into the final phase. Phase Three involved in-depth interviews with four dramatherapists who work with this client group in different settings, with a view to gaining a richer understanding of their tacit knowledge. Interpretative Phenomenological Analysis (Smith, 2009) was utilised to synthesise the themes from all three phases of the project, informing and shaping the development of a range of products for different audiences. The devising, performance and evaluation of the play How Do You Think I Feel? is documented; the British Association of Dramatherapists (BADth) Bereavement Special Interest Group is discussed; and the co-authored book chapter ‘Beginning, Middle, End, Beginning’ is commentated on. Finally, implications for future practice and training are explored and elaborated.

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Adkins, Beverly Bullock Lyndal M. "An analysis of job satisfaction for special educators who instruct students with emotional/behavioral disorders how working conditions impact commitment /." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/ark:/67531/metadc12067.

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YEHONG, LUO. "Research on the situation of deaf-mute Children of Migrant Workers in Guiyang, China." Thesis, Högskolan i Gävle, Avdelningen för socialt arbete och psykologi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-21331.

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This report is the outcome of a Field Study project. The aim of the study was to findout how the floating deaf-mute children of migrant workers experience psychologicalproblems in Guiyang, China. Bronfenbrenner’s ecological system theory was used asa theoretical frame. Semi-structured interviews were carried out with 4 inner migrantcouples who have deaf-mute children receiving treatment in a Center for disabled inGuiyang. 12 professionals working with treating deaf-mute children are alsointerviewed as well as 5 deaf-mute children. In total together 21 informants areinterviewed. The result of this study shows that three main aspects influence thepsychological problems of floating deaf-mute children with migrant parents most:social welfare policy, family income conditions and the center of treatmentenvironment. This study explored the problems based on Brofenbreener’s ecologicalsystems approach, which for the author had a new perspective to research on thesituation of deaf-mute children of migrant workers in Guiyang, China.

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Gafvelin, Sarudzayi, and Gunnarsson Sandra. "Att skapa en meningsfull framtid : En kvalitativ studie om hur det är att arbeta med ensamkommande flyktingbarn inom Socialtjänsten." Thesis, Umeå universitet, Institutionen för socialt arbete, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-104946.

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Sedan 2006 har barn och ungdomar som flyttat till Sverige utan sina föräldrar eller annan vårdnadshavare ökat kraftigt. Till skillnad från vuxna är ensamkommande flyktingbarns livssituation mer komplex eftersom det saknas en ansvarig vuxen som kan tillgodose deras behov. Enligt svensk lag har dessa barn och ungdomar samma rättigheter som alla andra svenska barn vilket är anledningen till att det finns väl samordnat stöd från olika myndigheter. Socialtjänsten är en av dessa myndigheter som har en central roll i mottagandet av ensamkommande barn. Hela socialtjänsten står inför nya utmaningar som är en påföljd av förändringar i klienters demografi. Mycket internationell forskning har gjorts utifrån barnen men väldigt lite om socialsekreterarna. Denna uppsats bygger därför på en kvalitativ studie, gjord på intervjuer av tre socialsekreterare som ansvar för mottagandet av ensamkommande barn. Syftet med studien är att undersöka deras arbetsförhållande samt identifiera de utmaningar som förekommer. Studien visar att socialsekreterare upplever arbetet med ensamkommande barn som väldigt intressant och givande samtidigt som de möter olika utmaningar i arbetet, exempelvis kommunikationssvårigheter, kulturella skillnader samt arbetsmetoder som inte är riktigt anpassade till klientens behov. Vi kom fram till att användning av tolk inte alltid är tillförlitligt och att utredning enligt BBiC inte är optimalt. Trots svårigheterna tycker de intervjuade att de lyckas tillgodose barnens behov tack vare stöd från sina medarbetare och deras engagemang.

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Adkins, Beverly. "An Analysis of Job Satisfaction for Special Educators Who Instruct Students with Emotional/Behavioral Disorders: How Working Conditions Impact Commitment." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc12067/.

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Teachers of students with emotional/behavioral disorders (E/BD) find that myriad concerns for effective teaching (e.g., salaries, increased paperwork, classroom management) challenge their ability to meet personal and professional needs. The push for certified teachers and limited training to work with students with special needs create stressors that can prohibit effective teaching in the workplace. Teacher moral drops and half of newly hired employees leave the profession. Equally important, student outcomes are affected. Demographic information, program practices, and commitment information from special education teachers across the country were examined in this study. These areas of study helped to determine the best indicators for teacher job satisfaction and barriers that threaten satisfactory working conditions. An online survey was designed to capture 29 areas to explore qualifications and working environments for these teachers. Of the 600 targeted teachers, 332 individuals participated in Likert-like scales to determine their degree of satisfaction or dissatisfaction for working conditions, use of intervention strategies, and areas of commitment. Closed-ended and multiple-choice questions were used. Descriptive analyses and tables aided in understanding this study. The resulting factors indicated that, although some respondents pointed to job dissatisfaction within the subset of questions, participants who worked for more than 6 years were less likely to vacate their positions than teachers working for less than six years.

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Bolam, Fiona Louise. "Working class life in Bradford 1900-1914 : the philanthropic, political and personal responses to poverty with particular reference to women and children." Thesis, University of Huddersfield, 2001. http://eprints.hud.ac.uk/id/eprint/4755/.

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The challenge that faced Edwardian Britain was how to respond to poverty and related social problems. The Victorian ideas on poverty and philanthropy were under attack by the beginning of the twentieth century and had not been replaced by those of the mid to late twentieth century, large-scale state welfare. This meant that the first twenty years of the twentieth century were a time when there was no consensus on how to respond to poverty. The concern about poverty with the lives of the working-class highlighted by Booth, Rowntree and the Boer War led to the development of new responses to poverty. Two groups who attracted attention at this time were working-class women and children whose poverty and related problems were highlighted during the first two decades of the twentieth century. In Bradford there were developments in both the political and philanthropic spheres in response to poverty. This thesis seeks to add to the knowledge of the early twentieth century through focusing on responses to poverty within one English town, Bradford, concentrating on both the philanthropic and political community. No study has investigated the work of both the Guild of Help and the ILP together and examined how their work and their policies impacted on poverty in Bradford. The Guild of Help looked to alleviate the poverty of those best placed to help themselves whereas the ILP aimed to alleviate, if not eliminate problems for all of those in poverty. The working class in Bradford responded to poverty largely through the development of practical strategies that enabled them and their families to survive. They were not able to alleviate their own poverty on a long-term basis and in some cases needed outside assistance in order to survive. The main response of the philanthropic community was the establishment of the Bradford City Guild of Help. It aimed to provide a community wide response to poverty in Bradford and to act as a clearing-house for charity in order to eliminate fraud. This response of the Bradford charitable elite aimed to investigate personal circumstances and provide help in the form of advice rather than money. The Guild of Help looked to alleviate rather than eliminate poverty and helped those in the best position to practice self-help. Although its acceptance of a role of the state in areas that had had been the traditional preserve of charity showed that the Guild of Help had moved on from Victorian charity, it still aimed to preserve the status quo and would not advocate any measures that would change this. The knowledge built up by the Guild of Help in relation to the problems of working-class women and children ensured that it was well placed to deal with these problems. However it preferred to deal with each case on an individual basis by individual Helpers which meant that there was no consistency in dealing with the poverty of working class women and children. The major response from the political community came from the Independent Labour Party. The ILP looked to eliminate poverty and the social ills associated with it and if poverty could not be eliminated without a change in society, then the ILP advocated that society should be fundamentally changed. The ILP lacked a coherent plan to tackle poverty and related problems in Bradford and had little success in responding to problems such as unemployment. However, the ILP did make the issue of education their own and built on the work of Margaret McMillan in Bradford. The ILP did challenge traditional views on responsibility for children and their policies made a difference to the lives of working-class children.

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Paget, Susan. "Aspekter på landskapsarkitektens yrkesroll : med utgångspunkt i skolgårdsutveckling /." Uppsala : Swedish University of Agricultural Sciences, 2008. http://epsilon.slu.se/200866.pdf.

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Mitra, Mahima. "To take up or not to take up? : government early years services in India and their utilization by working mothers in a Delhi slum." Thesis, University of Oxford, 2014. https://ora.ox.ac.uk/objects/uuid:581a1e04-e343-422a-a4f0-bb447b67d965.

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This study of early years services in India explores the take-up of the government ICDS (Integrated Child Development Services Scheme) and RGNCS (Rajiv Gandhi National Crèche Scheme), and the factors affecting their uptake by working mothers in a Delhi slum. Policy cannot assess programme outcomes effectively without understanding how services are implemented. Existing literature indicates that programme impact is related to programme take-up, with non-take-up being a complex phenomenon affected by factors operating at multiple levels of the policy process. The study makes original contributions by examining user perspectives on early childhood education and care (ECEC) in the Indian context; in being the first to research any aspect of the RGNCS; and in utilizing Critical Realism as the underlying philosophical, theoretical and methodological paradigm for studying programme uptake. It poses five research questions that examine mothers' childcare arrangements and needs/expectations from services, their take-up of government programmes and component services, and the combination of factors affecting uptake. Study findings are based on surveys with 200 working mothers and 37 children's centre workers, and interviews with 15 policy experts. Findings reveal childcare arrangements and needs/expectations to vary by family structure, child's age, and mother's age and employment. ICDS uptake is found to be higher (54.3% of all mothers), than RGNCS (18.6%). An explanatory framework for analysing take-up reveals that low take-up results from a combination of multiple factors, most significantly programme characteristics for the ICDS, and participant characteristics for the RGNCS. Two theoretical frameworks frame this analysis - Wolman's (1981) determinants of programme success and failure, and the 'barriers and bridges' to programme uptake. Critical policy analysis further identifies the effects of the policy meaning-making processes, and the role of local 'street-level bureaucrats' in take-up. Both programmes display 'conflicted policy success' vis-à-vis take-up when categorised using McConnell's (2010) criteria for programme 'success' and 'failure'. Policy implications include strategies for increasing programme uptake, and a policy focus upon service users and women in the informal economy, recognition of the dual role of ECEC, and the importance of evidence-creation for interactive governance.

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Bademci, Ozden Havva. "'Working With Vulnerable Children" : Listening to the Views of Service Providers Working With Street Children." Thesis, University of Kent, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.523633.

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Rubenson, Birgitta. "Working children's experiences and their right to health and well-being /." Stockholm : Karolinska University Press, 2005. http://diss.kib.ki.se/2005/91-7140-315-9/.

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KOLL, David. "Working mothers, children, and family policies." Doctoral thesis, European University Institute, 2020. https://hdl.handle.net/1814/68477.

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Defence date: 25 September 2020 (Online)
Examining Board: Prof. Árpád Ábrahám (EUI and University of Bristol); Supervisor Prof. Dominik Sachs (University of Munich LMU); Prof. Peter Haan (Freie Universität Berlin and DIW Berlin); Prof. Johanna Wallenius (Stockholm School of Economics)
This thesis contains three independent chapters that investigate work decisions and labour market outcomes of mothers and their potential dynamic consequences. Furthermore, it focuses on intended and unintended effects of family policies. The first chapter, joint work with Dominik Sachs, Fabian Stürmer-Heiber, and Hélène Turon, studies the long-term fiscal implications of childcare subsidies through their impact on maternal labour supply. We explicitly capture life-cycle career aspects in a dynamic structural household model of female labour supply and childcare decisions: higher labour supply of mothers today results in higher expected future earnings. Using German survey data, we provide a structural estimate of the degree to which childcare subsidies are dynamically self-financing through higher labour income tax revenue. Our estimates show that targeting childcare subsidies is a useful tool to increase the ability of these policies to be self-financing. The second chapter, joint work with Gabriela Galassi and Lukas Mayr, documents a substantial positive correlation of employment status between mothers and their children in the United States. Controlling for ability, education, fertility, and wealth, a one-year increase in maternal employment is associated with six weeks more employment of her child. The intergenerational transmission is stronger to daughters and more pronounced for low-educated and low-income mothers. Investigating potential mechanisms, we provide evidence for a role-model channel, through which labour force participation is transmitted. The third chapter studies the effect of a divorce law reform on the probability to pay alimony as a divorced father using German administrative data. We show with a difference-in-differences setup that the reform decreased the probability to pay alimony if the youngest common child was aged four to eight compared to sixteen to seventeen. Furthermore, the treatment intensity varies with the age of the youngest child with the largest impact between four and five, thereby decreasing the disposable income of divorced mothers with younger children to a greater extent.
-- 1. The Fiscal Return to Childcare Policies -- 2. The Intergenerational Correlation of Employment: Mothers as Role Models -- 3. Less money for divorced mothers? The child-age dependent reform of alimony in Germany

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Wilcox, Anthony John. "The condition monitoring of press-working systems using ultrasonic Lamb waves." Thesis, Birmingham City University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.386941.

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Svensson, Jennie. "The implementation of children's rights - working with working children in Somoto Nicaragua." Thesis, Malmö högskola, Fakulteten för hälsa och samhälle (HS), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27071.

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The United Nations' Convention on the rights of the child presents a legislative framework that nations worldwide through their ratification have promised to aim for. Going from theory to practice this field study intends to investigate how the work to implement the children’s rights is carried out in reality by social institutions in Somoto Nicaragua. This essay specifically looks at how a children’s rights approach is performed in the work with working children and will therefore focus on two rights that protrude as relevant to the target group; the right to education and the right to be protected from hazardous work and economic exploitation. Furthermore, this paper considers existent criticism towards the human rights conventions for being Eurocentric in its visions and not always applicable to local conditions. Therefore the perception of working children locally in Nicaragua is examined to see how well this is in accordance with the legislation on children’s rights or if the social institutions have met difficulties in the implementation. Fundamental in the work carried out by the social institutions has been to raise awareness in the society on the children’s rights. The conclusion is that attitudes to working children have gone through a change since the introduction of a children’s rights approach in Somoto, but what remains the major obstacle to implementation is the restricted access to economic resources.

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Fiala, Samuel E. "Camp counselors working with chronically ill children." Texas A&M University, 2005. http://hdl.handle.net/1969.1/3210.

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A growing body of empirical evidence suggests that attending specialized summer camps is beneficial for chronically ill youth (Briery & Rabian, 1999). However, there is some inconsistency across studies regarding these benefits (Hazzard & Angert, 1986). One potential explanation for these differences across camps is that they may differ in how well they recruit and train effective volunteer camp counselors. This possibility cannot be explored until more research is conducted identifying what type of person volunteers to work with chronically ill children and how they differ from others. In response to this gap in the research literature, the present study was conducted to examine characteristics of volunteer camp counselors (n =72), a group of nonvolunteers (n = 325), and a group of volunteer mentors (n = 194). Guided by Omoto and Snyders (1990) volunteer process model, the investigation explored how counselors differed from others in terms of dispositional variables, knowledge, and experience; and the relation between these individual characteristics and ratings of counselor efficacy was explored. Changes in counselors knowledge of and/or attitudes toward chronically ill children after their camp experience were also examined. Results suggest that camp counselors differ from others in terms of dispositional characteristics (e.g., attachment style), knowledge, and experience. Specifically, counselors displayed higher levels of agreeableness, greater attachment security, more knowledge of chronic illness, and greater experience with chronic illness than nonvolunteers. Efforts to predict which counselors would be rated as most effective were unsuccessful. Counselors knowledge of illness increased over the course of their camp experience.

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Kumar, Tanya. "Negotiating a living : working children in Kolkata." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:6fbe18b8-093d-490b-9ed9-783d4a7ede56.

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The majority of children, involved in both waged and unwaged work exist beyond the control and comprehension of national and international regulation, within the informal economy. Research has shown that the informal economy, contrary to general perception, is not a sphere of unregulated activity, but rather, operates through alternative structures and techniques of power. Children's work within the informal economy, and therefore outside the regulative reach of the state, is subject to extra-legal modes of regulation that are pursued through elaborate systems of discipline and power exercised by non-state actors, groups, and social institutions and networks. Through a case study on children in Kolkata, India, who are engaged in specific forms of informal work in three distinct urban spaces – domestic servitude in the private realm of the home, small-scale manufacturing and service work in factories and shops, and ragpicking, scavenging and begging on the streets – this thesis aims to explore the way children's lives are constructed through work and space, to uncover the social processes and relations of power that working children navigate in order to build and sustain their livelihoods. I examine the way that children's spaces of work are imbued with social relations of gender, caste, religion, ethnicity and power that are enacted through the construction of hierarchies, divisions of labour, and work regimes. I also explore the politics of these spaces, revealing the primary economic partnerships and obstacles that children contend with in constructing their working lives. Overall, I aim to uncover the ways in which children engage with and negotiate the extra-legal systems of regulation by categorically analysing children's work in the home, shop and factory, and street.

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Scott, David Stuart. "Joined-up working? : professionals' perceptions of interagency/interprofessional working and support for children." Thesis, University of East London, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532559.

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The focus of this thesis is professionals' understanding of the roles, priorities and competencies of other professional groups. A questionnaire survey was carried out with 104 Respondents. The results of this were graphically represented, and were subject to Participant Analysis by seventeen participants. All 104 participants were from one of seven education or social services professions working within 'Borsetshire', an English Shire County. The initial survey consisted of a series of Likert-like scales which participants rated. In the first part of the survey these scales related to priorities for three groups of children: Children in Public Care, Children with a Statement of Special Educational Needs and Children on the Child Protection Register. Participants were asked to rate the essential/ key role of given education and social services professions when working with these three groups of children; and also the frequency of support activities carried out by their own professions. Additionally they were asked to rate the frequency of activities carried out by Social Workers and Educational Psychologists in this regard. All professions were asked to rate their professional level of skills in given areas and also those of Educational Psychologists. Questionnaire results revealed much consensus between professions over roles and priorities but there were some discrepant ratings. There was a low prioritisation of the educational attainment of children in Public-Care, particularly by Social Workers. There was a marked discrepancy between Educational Psychologists and others in rating Educational Psychologists' interpersonal skills. Residential Social Workers rated their own profession as having a low level of competence with regard to a range of skills. These results were subjected to Participant Analysis which offered added insight and broadened ownership of the research process. The results are analysed in terms of a resource/dependency model. Development Actions for 'Borsetshire' and suggestions for further research are given.

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Aragão-Lagergren, Aida. "Working children in the informal sector in Managua." Uppsala, Sweden : Uppsala University, Dept. of Social and Economic Geography, 1997. http://catalog.hathitrust.org/api/volumes/oclc/37028942.html.

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Tillman, Carin. "Working Memory and Higher-Order Cognition in Children." Doctoral thesis, Uppsala University, Department of Psychology, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-9271.

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Higher-order cognitive functions, such as executive function (EF) and intelligence, are crucial to the everyday functioning of human beings. Gaining knowledge about these functions is important for our general understanding of human nature as well as for our ability to help those who may not develop these processes optimally. The present thesis focused particularly on the EF component working memory (WM), described as the ability to maintain informa-tion in consciousness during short time periods with the purpose of using that information in complex cognition. The major aims of the thesis were to increase our understanding of higher-order cognition in children as well as of deficiencies in intelligence found in children with Attention Deficit Hyperactivity Disorder (ADHD). We approached these aims by studying the interrelations among EF-related components in terms of their independent contributions to intellectual functioning. We also studied whether the lower intelligence in children with ADHD was mediated by fundamental EF-related components or whether these deficiencies went beyond the weaknesses in these specific cognitive functions.

Interpreting the present data, we suggest that intellectual functioning in children is best viewed as representing a system of primarily independent parts that may be accompanied by an overarching common mechanism. The multiple components involve, but are surely not limited to, WM functions, inhibitory functions, sustained attention, and processing speed. One of these functions, WM, was found to be further partitioned into domain-specific executive WM processes and domain-specific short-term storage processes, all of which constitute important aspects of higher-order cognitive functioning. We have further learned that deficits in fluid intelligence in children with ADHD may entail more than weaknesses in specific central cognitive functions. This additional deficit is cautiously interpreted as involving supe-rior executive attention functions setting the stage for the development and integration of the EF system as well as the “intelligence system”.

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Eastwood, Adrienne E. "Memory or attention?, understanding working memory in children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ65235.pdf.

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Parmar, Beena. "Working with black minority ethnic children and adults." Thesis, University of Warwick, 2010. http://wrap.warwick.ac.uk/36756/.

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Research has indicated that working with black minority ethnic clients, is an area that creates some uncertainty for health and social care staff. Although, policies and practices are changing and developing there continues to be some ambiguity and ambivalence around working with individuals from different ethnic groups. This thesis considers two situations on a clinical level in which working with minority ethnic clients might raise additional dilemmas and challenges. These include working therapeutically with an ethnically dissimilar adult in therapy and working with black minority ethnic children in domestic violence situations. The first paper is a review of literature on addressing race in cross-racial therapy. In particular this paper focuses on how clinicians might bring up the issue of race in therapy, the factors which influence a therapist in discussing race and outcome studies in which race has been addressed in cross-racial therapy. The second paper is an empirical study exploring health and social care professionals’ perceptions and experiences of working with black minority ethnic children who are in domestic violence situations. This paper examines professionals’ perceptions of these children's family and of the wider professional system and considers how these two factors result in ongoing challenges for professionals working in this field. The paper also examines how these perceptions and dilemmas influence practice. The final paper is a reflective account of the hidden stories that were uncovered within me as researcher, participants and children throughout my research journey. In summary, the three papers demonstrate the important of remaining open in working with black minority ethnic clients, taking the time to understand the multiple influences within their lives and considering them as individuals rather than labelling. The papers also indicated the importance of having the confidence to ask questions about racial difference and in domestic violence situations where stories may remain hidden.

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Lau, Hang-chi Frederick, and 劉恆志. "Working with parents having children in foster care." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31249462.

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Heffernan, Thomas M. "The measurement of working memory capacity in children." Thesis, University of Manchester, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.680200.

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Lau, Hang-chi Frederick. "Working with parents having children in foster care /." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13744586.

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Dennehy, Anne. "Keeping mum : the condition of working class women in late 20th century England." Thesis, University of Bristol, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.265304.

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Itakura, Tomoya. "Synthesis and Characterization of Proton Conducting Coordination Polymers Working under Low-humidity Condition." Kyoto University, 2017. http://hdl.handle.net/2433/217993.

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Chi, Donald Leslie Damiano Peter C. "The impact of chronic condition status, chronic condition severity, and other factors on access to dental care for Medicaid-enrolled children in Iowa." [Iowa City, Iowa] : University of Iowa, 2009. http://ir.uiowa.edu/etd/345.

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Ivarsson, Magnus, and Stefan Strohmayer. "Working memory training improves arithmetic skills and verbal working memory capacity in children with ADHD." Thesis, Stockholms universitet, Psykologiska institutionen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-49618.

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Children with ADHD diagnosis often display working memory deficits, as well as reading and mathematical disabilities. Previous studies have demonstrated that computerized working memory training (WMT) is a promising intervention. The present study aimed at exploring the effects of WMT on working memory, scholastic skills and behavioral symptoms in children with ADHD. Thirty-two children, aged 6 to 11, were randomized to WMT or a control condition. WMT consisted of nine tasks taxing working memory with adaptive difficulty level. All children trained in their homes, with their parents acting as supervisors. Children who completed more than 20 days of training in 5-8 weeks (8 in the WMT condition and 13 in the control condition) were considered compliers. Assessments were conducted before and after intervention. Results indicated that WMT lead to significant gains of verbal working memory and arithmetic skills. More research is needed to further investigate the effects of WMT.

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Hashim, Iman Mohamed. "Working with working children : child labour and the barriers to education in rural northeastern Ghana." Thesis, University of Sussex, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.404101.

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Roe, Katherine V. "Working memory and language development in early childhood /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC IP addresses, 2002. http://wwwlib.umi.com/cr/ucsd/fullcit?p3069224.

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Chan, Yu-pang Simon. "Phonological working memory and sentence comprehension in preschool children." Click to view the E-thesis via HKUTO, 1996. http://sunzi.lib.hku.hk/hkuto/record/B36209259.

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Thesis (B.Sc)--University of Hong Kong, 1996.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 29, 1996." Also available in print.

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Kwok, Yee-tak Esther. "Phonological working memory and speech production in preschool children." Click to view the E-thesis via HKUTO, 1996. http://sunzi.lib.hku.hk/hkuto/record/B36209284.

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Thesis (B.Sc)--University of Hong Kong, 1996.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 29, 1996." Also available in print.

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Adams, Anne-Marie. "Phonological working memory and speech production in young children." Thesis, University of Bristol, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.283918.

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Watts, Pappas N., Sharynne McLeod, Elizabeth Crais, L. Girolametto, E. Weitzman, A. Packman, M. Langevin, A. Eriks-Brophy, B. Mathisen, and A. Lynn Williams. "Working with Families in Speech-language Pathology for Children." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/2074.

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Olsen, D. Rachel. "Childhood attachment patterns and internalized working models of attachment." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1117115.

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In this study, results from Epstein's (1983) study were replicated and parental acceptance was found to be significantly correlated with measures of global self-esteem and lovability. This study extends his work to examine the unique effect of parental nonconcordance (i.e., one parent experienced as accepting and the other parent experienced as rejecting). Undergraduate students (N = 259) completed the Mother-Father-Peer Scale and the Multidimensional Self-Esteem Inventory. Results of the hierarchical multiple regression analysis supported the hypotheses that mother acceptance is a better predictor of global self-esteem and lovability than father acceptance in cases of parental nonconcordance. The results are discussed in lights of Bowlby's (1969/1982. 1973, & 1980) attachment theory, the construct of internal working models of attachment and the hierarchical nature of these models.
Department of Counseling Psychology and Guidance Services

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Chan, Kwan-yee Camilla. "A case study of childminding quality for pre-school children with working mothers in the Tai Po District /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22331062.

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Persson, Pontus. "The association between working memory capacity and golf performance in a dual-task condition." Thesis, Högskolan i Halmstad, Akademin för hälsa och välfärd, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-45380.

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The aim of the study was to investigate the association between working memory capacity and golf performance in a dual-task paradigm. Twenty-eight golfers with ages varying from 19-58 participated in the study. The participants were instructed to, after assessing their working memory capacity with digit span tests, hit ten golf putts from varying distances in two different conditions, one single-task condition (just performing the golf putts) and one dual-task condition (golf putts plus a working memory task). In the dual-task condition the participants were given an address (including street name, postal code and city) to remember while hitting all ten putts. After hitting the putts in each condition the participants reported their perceived mental effort. Results from the study showed that participants with higher working memory capacity performed better than participants with lower working memory capacity in general, but especially in the distracted condition. Results also showed that participants with higher working memory capacity perceived less mental effort compared to participants with lower working memory capacity, especially in the distracted condition. The findings from this study indicate that working memory capacity is related to performance and mental effort exerted during performance, especially in a distracted condition.

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Collins, Fiona. "Interprofessional working : cultures, identities and conceptualisations of practice." Thesis, University of Chichester, 2011. http://eprints.chi.ac.uk/806/.

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The relationship between poor interprofessional working and child tragedies has been made apparent by numerous inquiries into child deaths. In seeking to address the well documented problems of professional communication, cooperation and collaboration; transformation in the structure (Children's Trusts) and delivery of services (integrated teams) for children and young people was initiated under the UK New Labour government (DfES, 2004). Focused on early interventions to meet the additional needs of children, the Common Assessment Framework brings together professionally and vocationally qualified practitioners from statutory, public and voluntary agencies. This research charts the origins and evolution of interprofessional practice in the context of children and young people highlighting historically important cases. Key developments in the legislative, social and cultural contexts and the effects of their interactions are scrutinised to aid further understanding of present day structures and practice. Semi-structured interview data was analysed to generate themes at individual and practitioner group level. Utilisation of the qualitative methodology Interpretative Phenomenological Analyses supported identification of three super-ordinate themes: Roles, Identities and Relationships, Change and Adaptation and Conflict and Contradictions. Theoretical connections with the literature on identity are explored providing insight into objectives, learning and new forms of practice. Drawing on ideas from Cultural Historical Activity Theory the implications for policy and practice are assessed. The thesis answers the call for the greater application of theory to interprofessional working (IPW) and education (IPE) contexts. Furthermore the research prioritises the perspective of the practitioner generating greater understanding of what it means to work collaboratively. Research findings pertain to the double binds experienced by practitioners which impeded collaboration but also generated unexpected innovations in practice and the identification of different practice orientations amongst professionally and vocationally qualified practitioners. The research concludes by asserting that partnership and child centred practice are being distorted by a performance culture.

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Calderón, Janet. "Working memory in Spanish-English bilinguals with language impairment /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2003. http://wwwlib.umi.com/cr/ucsd/fullcit?p3099983.

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Hunt, Janet Joy. "Adults working with autistic children in a state secondary school." Thesis, University of Exeter, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.438381.

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Wilkey, Lisa. "Social workers’ experience working with families with children facing death." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/54372.

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This study addressed the question: “What meaning do social workers give to their experience of working with families with children facing death?” Its purpose was to explore the meaning social workers attach to their unique professional role in this particular area of practice. Four social work participants from a children’s hospital were recruited, chosen because of their experience in working directly with this population. Criteria for inclusion were a minimum education level of a Master’s Degree in Social Work and at least two years of experience working in the hospital setting. A qualitative descriptive approach, drawing on phenomenology, was utilized. Each participant was individually interviewed for one hour using a semi-structured format. A phenomenological approach to data analysis was used. After careful review, four areas of meaning-making emerged: what brought participants to this work; meaning-making within the function of the role; connection and companionship; and, challenges faced within the role. These results add to the relatively small base of knowledge regarding the experience of social workers who work in pediatric end-of-life care in a healthcare setting.
Arts, Faculty of
Social Work, School of
Graduate

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46

Collin, Charlotte, Therese Olsson, and Sofie Persson. "Collaboration Between Children : working with the educational software Quest Atlantis." Thesis, Blekinge Tekniska Högskola, Sektionen för teknokultur, humaniora och samhällsbyggnad, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-3581.

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Will the different levels of knowledge contribute to a collaborative learning? This thesis is based on a tuition experiment with children in small groups, working with the educational software Quest Atlantis at Kensington Park Elementary school in Miami. During this research we have found some similarities and new concepts within Damon’s and Phelps’s three peer learning concepts (1989). Through our investigation of how children collaborate and learn from each other, we discovered that anyone could be a contributor to the collaboration. Through our transcription we defined and measured patterns of collaboration between the pupils, which we used to identify how the pupils collaborated. Out of this we constructed two new concepts, Temporary Expert and Concealed Contributor, which affects the collaboration in different ways.
Den här uppsatsen är baserad på experimentell undervisning med barn i små grupper som arbetar med det utbildande mjukvaruprogrammet Quest Atlantis. Undervisningen hölls på Kensington Park Elementary school i Miami, Fl –USA. Under vår undersökning har vi hittat likheter, men även nya koncept inom Damon’s och Phelp’s tre ”peer learning” koncept (1989). Genom vår undersökning om hur barn samarbetar och lär av varandra, upptäckte vi att alla tillförde något till samarbetet. I vår transkribering kunde vi definiera och mäta olika typer av samarbetsmönster mellan eleverna. Med hjälp av dessa samarbetsmönster kunde vi sedan identifiera hur eleverna samarbetade. Utifrån detta konstruerade vi två nya koncept, ”Temporary Expert” och ”Concealed Contributor”, vilka båda påverkar samarbetet.
Charlotte Collin 0706-376548 Therese Olsson 0736-292110 Sofie Persson 0733-505105

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McLean, Janet F. "Working memory differences in children with specific difficulties in arithmetic." Thesis, Lancaster University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.302420.

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Randall, Lee. "Evaluating the utility of working memory training programmes for children." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/evaluating-the-utility-of-working-memory-training-programmes-for-children(cb53427b-2946-4e55-b28d-75db70dc41cb).html.

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The literature suggests working memory can have a significant effect on children's academic success. A number of working memory training programmes have been developed as tools for helping children to boost their working memory and learning ability. The reliability and validity of this body of evidence has been challenged recently with questions raised as to whether such programmes actually do boost working memory or show any subsequent impact upon learning. The thesis contains an evaluative systematic review examining eight studies from the last decade that explore the effects of working memory training on working memory, literacy and numeracy. The review found significant near and far transfer effects for improvements to working memory with differences in the pattern of these improvements. The assertion that working memory training leads to improvements in other areas such as literacy and numeracy is also challenged. The thesis also contains an examination of the efficacy of a paired whole class working memory intervention in delivering improvements in the working memory, literacy and numeracy skills of primary aged school children. The pre-experimental design tested the impact of the intervention on the working memory, literacy and numeracy of a sample of forty-one Year 4 children. The data demonstrated a significant positive immediate effect of the programme on verbal working memory recall and processing and visual-spatial working memory processing and recall. No significant immediate effects of the programme were found on numeracy or literacy. Finally a critical appraisal of concepts of evidence based practice and a review of the literature regarding the dissemination of research and notions of research impact is presented. The implications of the current research for professional practice is explored in terms of the care that must be taken by educational professionals in offering up working memory training programmes as solutions to academic underachievement in children.

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Sinclair, Leilani K. "Therapy Contraindicated| Treatment Challenges in Working with Severely Alienated Children." Thesis, Pacifica Graduate Institute, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10830075.

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This thesis explores issues of accessibility, quality, and effectiveness in the treatment by mental health professionals of children exhibiting severe cases of parental alienation syndrome (PAS). It presents treatment options that reflect the most up-to-date approaches, research and extensive experience, and the current knowledge base established by expert clinicians. Hermeneutic research finds the need for increased support, education, and additional resources to enable professionals to provide PAS-informed approaches when working with children and families in high-conflict divorce situations, particularly children presenting with extreme behaviors, including traits associated with psychopathology and mental illness. The author integrates personal experience in seeking to support a loved one who was the targeted parent of a severely alienated child. This heuristic account is based on witnessing a family struggling to find a way out of alienation and seeks to highlight the challenges of this client population.

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Masters, Jennifer Ellen. "Teachers scaffolding children working with computers : an analysis of strategies." Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16118/1/Jennifer_Masters_Thesis.pdf.

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It is often assumed that the introduction of computers will transform teaching and learning in a primary classroom. However, in many classrooms, the effective use of computers to support teaching and learning is yet to be realised. The study described in this thesis is premised on the notion that simply providing access to computers will not change classroom processes and that the agent of change is a teacher's pedagogy and practice. This study initially examined the practices of a group of primary school teachers who were considered to be exemplary in the use of computers in their classroom. It then progressed to a focus on one teacher for indepth investigation of the strategies she used as she supported children to complete an extended computer-based task. Particular attention was given to the use of " scaffolding" as a teacher support strategy for children working with computers. The study adopted a qualitative methodology and was based on a Constructivist Inquiry model (Guba & Lincoln, 1989) with a Grounded Theory approach (Strauss & Corbin, 1990) for data analysis. It incorporated three phases of investigation which included: (a) a theoretical immersion, which was based on the literature; (b) a functional immersion, which examined the practices and understandings of eight teachers; and (c) a practical immersion, in which the support strategies of the focus teacher were observed during the implementation of the task over a period of eight weeks. These observations were enhanced by " stimulated recall" interviews where video vignettes were reviewed with the teacher. A detailed coding of teacher support strategies was developed during the study and eleven research constructs emerged from the final analysis of the data. These constructs represented the outcomes of the study and were grouped into four themes: (a) teacher expertise, (b) teacher understanding of support strategies, (c) the nature of scaffolding, and (d) the role of the computer. The results of the study suggested that a teacher needs to conscientiously select and implement strategies in order to support students working with computers. They also indicated that a teacher should plan for opportunities where teacher scaffolding can be used to support and extend students. Further, the results suggested that classroom teachers would benefit from knowing about scaffolding and how it can be implemented with children working with computers. The introduction of computers into the classroom invokes the need for conscious and deliberate changes to teacher pedagogy and practice to sure that effective use is made of the opportunities provided by the technology. Although teachers do require a measure of computer confidence, it seems that a teacher who successfully implements computers in the classroom is essentially focused on the implementation of effective teaching and learning practices. Therefore, it is important that pedagogy is foregrounded in any consideration of using computers in the classroom.

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Dissertations / Theses on the topic 'Condition of working children'

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