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Hamilton, Leslie S., and Victor W. Harris. "Beyond Expectations: From Foster Children to Foster Parents." International Journal of Education 10, no. 1 (January 5, 2018): 1. http://dx.doi.org/10.5296/ije.v10i1.12147.
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Little research exists on long-term outcomes for adults who have been in foster care as children, with even less research on former foster children who become foster parents themselves. Foster care and maltreatment exert significant independent and interdependent impacts on youth outcomes. While traditional research often focuses on predicting and mitigating negative outcomes, new studies indicate success using a positive youth development approach that is strengths-based targeting positive outcomes, such as strong empathy skills. These outcomes align with the demonstrated skills that lead to successful foster parenting. The current review examines the possible transition from foster child to foster parent through the lenses of parenting styles, attachment, and family systems theories, as well as positive youth development and social justice youth development theories. The authors propose utilizing theory and proven interventions to address foster youths’ attachment and emotional development needs, recognize positive outcomes for youth in foster care, and employ evidence-based training programs in place for at-risk parent groups to help break the cycle that leads to displacement. The need for more research to assist foster children, parents, case workers, and systems to promote healthy youth development is discussed.
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Cheruvallil-Contractor, Sariya, Alison Halford, and Mphatso Boti Phiri. "The Salience of Islam to Muslim Heritage Children’s Experiences of Identity, Family, and Well-Being in Foster Care." Religions 12, no. 6 (May 25, 2021): 381. http://dx.doi.org/10.3390/rel12060381.
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All children need permanent and secure homes in which they can explore their identities and evolve as human beings, citizens, and family members, and within which can they have a sense of security, continuity, stability, and belonging. There are approximately 4500 children of Muslim heritage in the care system in England and Wales, and this number is increasing. Using case studies that emerged from qualitative fieldwork, this article examines the role and impact of religion on children’s journeys through the care system, particularly in foster care. This article concludes that irrespective of the level of engagement Muslim heritage children in the care system have with their religious heritage, Islam has an enduring impact on how they perceive their identities. As a result, there is a pressing need for social workers and foster carers who care for these children to gain greater insights into Islam and Muslim culture. Such insights and understandings will help children settle faster and form stronger bonds of attachment with their foster carers, and in the long term, this will enhance life outcomes for these children.
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Shelley, Catherine. "Beating Children Is Wrong, Isn't It? Resolving Conflicts in the Encounter Between Religious Worldviews and Child Protection." Ecclesiastical Law Journal 15, no. 2 (April 10, 2013): 130–43. http://dx.doi.org/10.1017/s0956618x13000355.
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Responding to the death of Victoria Climbié in 2003, the Laming Report stated that cultural differences should never again be a factor in inadequate child protection. Yet since that time there have been further deaths of children involving exorcism and allegations of witchcraft, based in part on particular understandings of Christianity. Situations resulting in forced marriage, cliterodectomy, ‘honour’ killing and corporal punishment are practices often perceived as arising from religious belief, both by those who defend them and by critics. This article explores practices perceived as grounded in religious belief or culture that conflict with current child protection practice and norms about what is harmful to children. The role of religious education, rights to manifest religious belief and different understandings of adoption are also considered as examples of religious difference in understandings about children. Engagement with religious difference through a defence of children's rights and autonomy are proposed as one means to resolve conflicts between religious worldviews and what it means to protect children. The aim is to identify and foster reflection and debate about different understandings of what constitutes harm, in order to enhance consensus over child protection where views of what is harmful differ radically.1
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MacLeod, Andrea A. N., Rabia Sabah Meziane, and Diane Pesco. "Language abilities of children with refugee backgrounds: Insights from case studies." Applied Psycholinguistics 41, no. 6 (August 28, 2020): 1329–49. http://dx.doi.org/10.1017/s0142716420000405.
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AbstractSince 2015, more than 58,000 Syrian refugees have settled in Canada and, at the time of the 2016 national census, more than a fifth had settled in the province of Quebec. The rising numbers of refugees and the risks associated with families’ forced displacement have underscored the need to better understand and support the language of refugee children. The article reports on the oral language of three Syrian children ages five and six years, drawing on data from parent interviews, teacher reports, measures of the children’s language, and observations of their language use in a dual-language stimulation group, StimuLER. By triangulating this data, we were able to develop a rich and realistic portrait of each child’s language abilities. For these three boys, we observed that the home language was vulnerable to delays and weaknesses, and that learning the language of school was a drawn-out process. We also documented that parents and teachers had difficulties communicating with one another, and thus had difficulty meeting the educational needs of these children. We conclude that to foster resiliency in these children who are refugees, schools must find a way to build bridges with the parents to support the children’s language learning in both the language of school and at home.
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Tamášová, Viola, and Silvia Barnová. "Coping with Adversity in the Lives of Children in Foster Care." Acta Educationis Generalis 9, no. 1 (April 1, 2019): 1–19. http://dx.doi.org/10.2478/atd-2019-0001.
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Abstract Introduction:The theoretical-empirical study is based on two particular case studies of families bringing up children from institutional care. It deals with the real needs of foster families, with the foster parents’ perception of fostering and their experiences from the time spent with children in foster care, about the children’s behaviour in adverse situations, which the foster parents must deal with in the period of the child’s adaptation to the new environment of their households. The authors accentuate the importance of communication and emotional education from the aspect of personality development of children placed into new families. These children should be prepared for moving from a known into an unknown environment. In the conclusions, the authors give several specific recommendations within the framework of semantic categories dealt with in the chapters and subchapters of the study. Methods:The study is based on a theoretical analysis of the presented issues. For the purposes of the research, the following research methods were used - Content analysis of official documents (job description of social workers in foster family care). - Case studies of two clients of the offices of Social and Legal Protection of Children and Social Curatorship in the field offices of Central Office of Labour, Social Affairs and Family in Nitra and Bratislava Self-Governing Regions carried out in 2018. - Logical operations - analysis, synthesis, comparison. - Interviews with foster carers (Family 1 and Family 2) carried out throughout the whole year 2018. - Generalization in semantic categories which, at the same time, are the titles of the chapters and subchapters bellow, and also in the conclusions and recommendations for foster care and the social practice. Results:For personal development, children need relationships with others. Maternal and paternal love, and care are the basic elements of these relationships - as confirmed in the interviews with foster parents. Alongside with biological parenthood, the so-called “psychological parenthood” has an important role to play. The role of a psychological parent can be filled by the members of own (i.e. biological) family as well as by adoptive parents, foster parents, the biological parents’ partners (stepmothers and stepfathers) and - under certain conditions - also by personnel in facilities of social care. Their psychological needs and the extent of their satisfaction determine what they will experience and how they will feel. Discussion:It is important to prepare parents to accept the fact that foster parenthood is different from biological parenthood. Prospective foster parents often come to the offices of Social and Legal Protection of Children and Social Curatorship with the opinion that not even biological parents are being prepared for their parental roles. Foster parents already having biological children argue - as it follows from the interviews carried out throughout the research - that they are experienced parents and, so, they can bring up foster children as well. They do not realize that foster children bring something new that biological children have never experienced. Biological and foster parenthood are definitely not the same. Conclusions:In the conclusions, the authors point out that children in foster care identify with their parents’ values and opinions. For children who have faced significant adversity in their lives, it is beneficial if the family environment and education are harmonious. Such good conditions can have a positive impact on the children’s entire future lives. In the process of adaptation, the whole network of relationships within the family must be re-structuralized, which requires well-prepared family members.
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Hatam, S., S. Moss, C. Cubillo, and D. Berry. "Treating children with disinhibited social engagement disorder symptoms: Filial therapy." European Psychiatry 64, S1 (April 2021): S640. http://dx.doi.org/10.1192/j.eurpsy.2021.1700.
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IntroductionChildren affected by social neglect and other forms of abuse are at significant risk of developing mental health problems as well as social, academic, and behavioral functioning difficulties. Some studies have assessed the effectiveness of treatment for children with trauma-attachment disorder. Nevertheless, some questions remain to be answered regarding appropriate treatment.ObjectivesAim This research identified how filial therapy affects the extent to which foster parents are responsive, sensitive, and attentive to the needs of their children in their care. Subsequently, the study explored how this bond, influenced during filial therapy, affects the signs and symptoms of disinhibited social engagement disorder.MethodsMethod This study used case study as the methodology to research the influence of filial therapy (CPRT) in foster children who show the symptoms of disinhibited social engagement disorder- aged three to six. Two sets of foster parents received a 10-session filial therapy model (CPRT) across 10 weeks. Pre and post measures of the parent-child relationship were analyzed.ResultsResult The findings indicate that filial therapy greatly enhances the bond between foster parents and children with DSEDs. Moreover, these improvements in the bond diminished the symptoms of disinhibited social engagement disorder.ConclusionsConclusion The impact of filial therapy as a responsive intervention reduced the symptoms of disinhibited social engagement disorder. The symptoms have declined very likely as a result of rebuilding, regenerating, and enhancing the relationship between foster children and foster parents.DisclosureNo significant relationships.
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Tierney, Len, and Meryl McDowell. "Child Welfare: Reception Centres, Regionalization, and Deinstitutionalization." Children Australia 15, no. 1 (1990): 3–9. http://dx.doi.org/10.1017/s1035077200002522.
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Between 1972 - 1980, eighteen regional offices were opened by state welfare authorities in Victoria, with the long term prospect that a comprehensive set of programmes would be developed in each region. This is part of an extensive policy change in which the reception of children into care will proceed by more diverse and local arrangements. Safe custody options already include small residential units and foster care and the very term “reception centre” is no longer part of official language. Substantial progress has been made along these lines and of the two central reception centres, Allambie (25-150 residents) is in the process of being closed and Baltara (45-70 residents) is to be redeveloped. In the most recently published planning documents redevelopment of these facilities had been anticipated by December 1990.1 However, not a great deal is known about the population of these two centres, about reception processes and why some children proceed quickly through the process and others do not. This paper examines the present status of reception centres in Victoria and reports upon a preliminary study of the reception centre population for the period 1986-1987. An argument is made that there is a case for revising reception policy and practice not only in existing centres but, in proposed new facilities and for giving more attention to services, for children and families who present with unusual difficulties.
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López, Mónica López, Jorge F. del Valle, Carme Montserrat, and Amaia Bravo. "Factors Affecting Foster Care Breakdown in Spain." Spanish journal of psychology 14, no. 1 (May 2011): 111–22. http://dx.doi.org/10.5209/rev_sjop.2011.v14.n1.9.
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Breakdown of foster care has been defined as the situation in which one of the involved parties terminates the intervention before having achieved the goals established for the case plan. This work presents a study carried out with a Spanish sample of 318 closed cases of children who were placed in foster homes and kinship care. The data were collected through the exhaustive review of the child protection and foster placement files, complemented with interviews of the welfare workers in charge of each case. The rate of breakdown of the entire sample was 26.1%, although it was significantly different in kinship care (19.7%) and foster care (31.2%). The results of this study indicate that the variables related to breakdown depend on the placement modality, either in foster care or kinship care. In the first case, the variables related to the child's characteristics are noteworthy, especially behavior and academic problems, with special relevance in the 9-12-year-old group, and in children who were previously in residential care. In contrast, in kinship care, the parents' problems (prison, mental health) and having some measure of guardianship are the most important. The fact of undergoing foster placement after having lived in various residential homes is transcendental. Lastly, the availability of economic resources and even the foster carers' studies seem to be related to foster breakdown.
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Steinhäuser, Cornelia. "Mountain farmers’ intangible values foster agroecological landscapes: case studies from Sierra Santa Victoria in northwest Argentina and the Ladin Dolomites, northern Italy." Agroecology and Sustainable Food Systems 44, no. 3 (June 20, 2019): 352–77. http://dx.doi.org/10.1080/21683565.2019.1624285.
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Kjeldsen, Christian Christrup, and Marianne Bruhn Kjeldsen. "When Family Becomes the Job: Fostering Practice in Denmark." Adoption & Fostering 34, no. 1 (April 2010): 52–64. http://dx.doi.org/10.1177/030857591003400106.
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This article by Christian Christrup Kjeldsen and Marianne Bruhn Kjeldsen discusses the provision of foster care in Denmark and considers the results of recent domestic studies of foster carers as well as current debates and changes concerning the substitute care of children. It suggests that Denmark's emphasis on preventative services and the low use of adoption influence the characteristics of children who enter the care system because the separation from their families of children who are at risk of harm is delayed. It is also the case that despite Denmark's reputation as a welfare-oriented state, the fostering system displays many tensions and difficulties similar to those reported in the UK and US. Some of these problems can be attributed to the role afforded to foster carers, especially the requirement not to get too attached to the children, and the division of responsibility between professionals and carers. As a result, it is argued that some children in need of long-term emotional care miss out and their placements disrupt unnecessarily.
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Putra, Purniadi, Akbar Yuli Setianto, Abdul Hafiz, Mutmainnah ., and Aslan . "Etnopedagogic Studies In Character Education In The Millinneal Era: Case Study MIN 1 Sambas." Al-Bidayah: Jurnal Pendidikan Dasar Islam 12, no. 2 (April 30, 2021): 237–52. http://dx.doi.org/10.14421/al-bidayah.v12i2.547.
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The vulnerability of the moral crisis that occurs in millennial children has led to numerous irregularities such as rape, taurine, extortion, bullying and other negative forms of violence. These changes occur due to globalization and the increasing development of technology, thereby leading to deviant behaviours amongst children. Therefore, character education based on Ethno pedagogy in Islamic basic education institutions is important due to its ability to reduce the impact of negative behaviours on primary-age children. The purpose of this research is to describe the meaning of Ethno pedagogy of MIN 1 Sambas in applying local cultural values. This research uses a naturalistic phenomenology approach through participant observation, interview, and documentation techniques with primary data obtained from students, teachers, parents, and community leaders. The results showed the importance of integrating the self-development program of students based on Ethno pedagogy of Melayu Sambas, familiar with fostering character education in creating local cultures such as the Sambas Malay language. Furthermore, ethnology tends to foster a religious character in the millennial generation, namely religious character, such as the attitudes and behaviour of priests and taqwa applied in everyday life.
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Kucirkova, Natalia, David Messer, Val Critten, and Jane Harwood. "Story-Making on the iPad When Children Have Complex Needs." Communication Disorders Quarterly 36, no. 1 (March 6, 2014): 44–54. http://dx.doi.org/10.1177/1525740114525226.
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The two case studies reported in this clinical exchange describe the way in which iPads can foster children’s motivation to engage in communication and literacy-related activities such as story-sharing and story-creation. A detailed description of a particular iPad app (Our Story) is provided, along with observations of the implementation of this app in two special schools. The benefits and limitations of this approach for children with complex language and communication difficulties are identified. Recommendations are provided for future support of children’s literacy-related skills with iPads, with observations made about implementation issues related to the Our Story app.
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Moura, Gabriella Garcia, Gisele Mathias de Souza, and Kátia De Souza Amorim. "Infants’ peer interaction in institutional foster care service." Journal of Human Growth and Development 30, no. 1 (March 27, 2020): 09–23. http://dx.doi.org/10.7322/jhgd.v30.9975.
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Introduction: Based on the perspective of children’s intersubjectivity, it is understood that infants are able to interact with infants from a very early age. These interactions can offer important constitutive experiences for them.
Objective: It was investigated how interactions between infants-infants/toddlers in institutional care occur, describing: the frequency of these interactions; the emotional-communicative resources involved; partners’ responsiveness; and the environmental organization.
Methods: A qualitative, descriptive, and exploratory case study was conducted. Participants were focal baby (aged between 10 and 13 months) and their interactive peers (4 to 17 months) in institutional care. We used weekly video recordings for three months in the naturalistic context. The categories “attention orientation”, “search/maintenance of proximity”, “social exchanges”, and “responsiveness” were quantified and compared with the interaction between infant and caregiver. Interactive episodes were also thoroughly described.
Results: Cribs, strollers, gates, and grids, with few toys available, marked the organization of the physical-social space. It was observed that the infants spent most of their time in individual activities (alone); and their social behaviors were more often directed to caregivers.
The interactions between infants/toddlers were less frequent, although it was with the peers that social exchanges, joint activities, and co-regulated interactions occurred the most (with reciprocity and sharing). Peer responsiveness also involved empathic and pro-social behaviors (with experiences of interpersonal engagement), where attentional, emotional, and motivational processes operated.
Conclusion: Peers interactions between infants/toddlers in institutional care were infrequent. However, when it occurred, the children showed sensitivity and responsiveness to their peers' emotional-communicative expressions. The organization of the institutional environment proved to be a relevant constraint of peer interactions: due to the material/spatial arrangement that made contact between children difficult; and by the absence of the adult as a promoter of these interactions. Finally, we call attention to the need for further investigations about interactive indicators of infants in institutional care.
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Hansen, Patricia, and Frank Ainsworth. "In ‘The Best Interests of the Child’: Critical Reflections on an Overused Construct." Children Australia 36, no. 1 (April 1, 2011): 12–17. http://dx.doi.org/10.1375/jcas.36.1.12.
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The construct ‘the best interest of the child’ is embedded in child protection legislation in all Australian states and territories. This phrase or construct in its modern iteration that dates from 1973 is constantly evoked when decisions are being made about a child's future following the substantiation of a case of child abuse and neglect. The use of the best interests of the child as a standard for decision-making, even though there is no consensus in law or social science as to what the construct means, needs to be questioned. What often follows from reliance on the best interests of the child is the placement of a child in foster care or kinship care in the hope that this will produce a better outcome for the child than if they remained in parental care. No doubt this is true for some children. Recent outcomes studies of foster care point to less than promising results for many children. As a result it can be argued that placing a child in foster care is a gamble with the child's future life.
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Armstrong, Patricia, Brian Sharpley, and Stephen Malcolm. "The Waste Wise Schools Program: Evidence of Educational, Environmental, Social and Economic Outcomes at the School and Community Level." Australian Journal of Environmental Education 20, no. 2 (2004): 1–11. http://dx.doi.org/10.1017/s0814062600002159.
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AbstractThe Waste Wise Schools Program was established by EcoRecycle Victoria to implement waste and litter education in Victorian schools. It is now operating in over 900 schools in Victoria and 300 schools in other Australian states / territories. This paper provides detailed case studies of two active schools in the Waste Wise Schools Program and considers for each school how the Program started, what it meant to the school, the environmental, educational, social and economic outcomes of the Program and the key success factors. It discusses evidence that the Program has changed the thinking and behaviour of many families at the schools, suggesting that the children may be acting as catalysts to influence their parent's waste wise behaviour, i.e. having an intergenerational influence. Guidelines for promoting this influence are proposed.
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Browning, Andrew S. "The impact of complex and unwanted feelings evoked in foster carers by traumatised children in long-term placements." Adoption & Fostering 44, no. 2 (July 2020): 185–96. http://dx.doi.org/10.1177/0308575920920388.
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When looked after children who have been exposed to substantial trauma enter foster care, the manner in which they present can be extremely challenging for the carers and can persist for a substantial period of time. In response, foster carers may attempt to create a nurturing environment for the children. However, the way the children behave can evoke powerful and unwelcome feelings in carers, such as rage and hatred towards those they look after. The manner in which the children present and the frightening feelings this may trigger can overwhelm the foster carers’ capacity to sustain a nurturing stance in relation to the children and jeopardise the placement. In this article, two case studies chart such a dynamic and show that if carers are able to reflect upon the painful and unwanted feelings evoked in them, and acknowledge and take responsibility for what has become enacted in the placement, there may be an opportunity for this harmful dynamic to be processed and repaired. Moreover, there may be a change in the nature of the relationship between carers and children, creating a renewed hope for the life of the placement. The child, too, may benefit from an experience where the frightening, hated aspects of him- or herself are finally felt to be understood and are less overwhelming, enabling them to tolerate these perceptions and contain their enactment in the placement, so increasing their trust and belief in the nurture offered.
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Johanson, Katya, and Hilary Glow. "Being and Becoming: Children as Audiences." New Theatre Quarterly 27, no. 1 (February 2011): 60–70. http://dx.doi.org/10.1017/s0266464x11000054.
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In this article, Katya Johanson and Hilary Glow examine the ways in which performing arts companies and arts policy institutions perceive the needs of children as audiences. Historically, children have been promoted as arts audiences. Some of these represent an attempt to fashion the adults of the future – as audiences, citizens of a nation, or members of a specific community. Other rationales focus on the needs or rights of the child, such as educational goals or the provision of an antidote to the perceived corrupting effect of electronic entertainment. Drawing on interviews with performing arts practitioners, the authors explore some of these themes through case studies of three children's theatre companies, identifying the development of policy rationales for the support of practices directed at children which are primarily based on pedagogical principles. The case studies reveal a shift away from educational goals for children's theatre, and identify a new emphasis on the importance of valuing children's aesthetic choices, examining how these trends are enacted within the case-study organizations, and the implications of these trends for company programming. Hilary Glow is Senior Lecturer and Director of the Arts Management Program at Deakin University, Victoria. She has published articles on cultural policy and the audience experience in various journals, and in a monograph on Australian political theatre (2007). Katya Johanson lectures and researches in the School of Communication and Creative Arts at Deakin University. She has published on Australian cultural policy and on the relationship between art, politics and national identity. With Glow she is the author of a monograph on Australian indigenous performing arts (2009).
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Coon, Jodi C., John T. Rapp, and Erica Ramey. "Reasons why Prescribers Decrease Psychotropic Medication for Foster Youth." Developmental Child Welfare 3, no. 4 (October 29, 2021): 345–60. http://dx.doi.org/10.1177/25161032211055457.
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Although prescribers frequently use psychotropic medication to treat emotional and behavioral problems for children in foster care, and states are required to monitor psychotropic medication usage with foster youth, few studies have evaluated the extent to which prescribers decrease psychotropic medication. We developed a system to track medication decreases for foster youth to ascertain why deprescriptions occurred. Researchers reviewed case files for 223 children and adolescents in a child welfare system who had received services via a state-funded project from October 2016 through January 2021. We found 99 individuals who had (a) prescriptions for one or more psychotropic medications at intake and (b) received both behavioral and medication review services. Results show only 32 (32%) of individuals in this sample experienced a deprescription of psychotropic medication while receiving services from the project. Analyses for these 32 individuals revealed four key findings. First, the most frequently deprescribed medications were stimulants and antipsychotics. Second, the most common reasons for decreasing any psychotropic medication were (a) medication advocacy and (b) adverse side effects. Notably, only foster youth aged 12 years or younger experienced medication reductions due to adverse side effects. Third, stimulants and antipsychotics accounted for the highest percentage of undesirable side effects. Fourth, practitioners deprescribed stimulants and antipsychotics for adverse side effects two times more often than for behavior or symptom improvement. These findings may contribute to the development of deprescribing guidelines for children in state welfare systems.
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Marsden, Beth. "“The system of compulsory education is failing”." History of Education Review 47, no. 2 (October 1, 2018): 143–54. http://dx.doi.org/10.1108/her-11-2017-0024.
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Purpose The purpose of this paper is to examine the ways in which the mobility of indigenous people in Victoria during the 1960s enabled them to resist the policy of assimilation as evident in the structures of schooling. It argues that the ideology of assimilation was pervasive in the Education Department’s approach to Aboriginal education and inherent in the curriculum it produced for use in state schools. This is central to the construction of the state of Victoria as being devoid of Aboriginal people, which contributes to a particularly Victorian perspective of Australia’s national identity in relation to indigenous people and culture. Design/methodology/approach This paper utilises the state school records of the Victorian Department of Education, as well as the curriculum documentation and resources the department produced. It also examines the records of the Aborigines Welfare Board. Findings The Victorian Education Department’s curriculum constructed a narrative of learning and schools which denied the presence of Aboriginal children in classrooms, and in the state of Victoria itself. These representations reflect the Department and the Victorian Government’s determination to deny the presence of Aboriginal children, a view more salient in Victoria than elsewhere in the nation due to the particularities of how Aboriginality was understood. Yet the mobility of Aboriginal students – illustrated in this paper through a case study – challenged both the representations of Aboriginal Victorians, and the school system itself. Originality/value This paper is inspired by the growing scholarship on Indigenous mobility in settler-colonial studies and offers a new perspective on assimilation in Victoria. It interrogates how curriculum intersected with the position of Aboriginal students in Victorian state schools, and how their position – which was often highly mobile – was influenced by the practices of assimilation, and by Aboriginal resistance and responses to assimilationist practices in their lives. This paper contributes to histories of assimilation, Aboriginal history and education in Victoria.
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Wesselmann, Debra, Stefanie Armstrong, Cathy Schweitzer, Meghan Davidson, and Ann Potter. "An Integrative EMDR and Family Therapy Model for Treating Attachment Trauma in Children: A Case Series." Journal of EMDR Practice and Research 12, no. 4 (November 2018): 196–207. http://dx.doi.org/10.1891/1933-3196.12.4.196.
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This case series study investigated the effectiveness of an integrative eye movement desensitization and reprocessing (EMDR) and family therapy model, specifically the Integrative Attachment Trauma Protocol for Children (IATP-C), for improving traumatic stress, attachment relationships, and behaviors in children with a history of attachment trauma; specifically, adopted children with a history of maltreatment and foster or orphanage care. Of the 23 child participants, one family dropped out at 6 months, and 22 completed treatment in 6–24 months. Mean treatment length was 12.7 months. Statistical analysis demonstrated significant improvement in scores on children's traumatic stress symptoms, behaviors, and attachment relationships by the end of treatment. Statistical analysis of secondary measures showed significant improvement in mothers' scores related to symptomology and attitudes toward their child. Gains were maintained for the 15 families who complied with completion and returning of follow-up measures. Limitations of the study include the lack of a control group and small sample size. Future directions include controlled efficacy studies with larger sample sizes as well as exploration of application of the model to a similar population of children in other cultures and to children who are not residing in permanent placements.
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Fehlberg, Trafford, John Rose, Glenn Douglas Guest, and David Watters. "The surgical burden of disease and perioperative mortality in patients admitted to hospitals in Victoria, Australia: a population-level observational study." BMJ Open 9, no. 5 (May 17, 2019): e028671. http://dx.doi.org/10.1136/bmjopen-2018-028671.
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ObjectivesComprehensive reporting of surgical disease burden and outcomes are vital components of resilient health systems but remain under-reported. The primary objective was to identify the Victorian surgical burden of disease necessitating treatment in a hospital or day centre, including a thorough epidemiology of surgical procedures and their respective perioperative mortality rates (POMR).DesignRetrospective population-level observational study.SettingThe study was conducted in Victoria, Australia. Access to data from the Victorian Admitted Episodes Dataset was obtained using the Dr Foster Quality Investigator tool. The study included public and private facilities, including day-case facilities.ParticipantsFrom January 2014 to December 2016, all admissions with an International Statistical Classification of Diseases-10 code matched to the Global Health Estimates (GHE) disease categories were included.Primary and secondary outcome measuresAdmissions were assigned a primary disease category according to the 23 GHE disease categories. Surgical procedures during hospitalisations were identified using the Australian Refined Diagnosis Related Groups (AR-DRG). POMR were calculated for GHE disease categories and AR-DRG procedures.ResultsA total of 4 865 226 admitted episodes were identified over the 3-year period. 1 715 862 (35.3%) of these required a surgical procedure. The mortality rate for those undergoing a procedure was 0.42%, and 1.47% for those without. The top five procedures performed per GHE category were lens procedures (162 835 cases, POMR 0.001%), caesarean delivery (76 032 cases, POMR 0.01%), abortion with operating room procedure (65 451 cases, POMR 0%), hernia procedures (52 499 cases, POMR 0.05%) and other knee procedures (47 181 cases, POMR 0.004%).ConclusionsConditions requiring surgery were responsible for 35.3% of the hospital admitted disease burden in Victoria, a rate higher than previously published from Sweden, New Zealand and the USA. POMR is comparable to other studies reporting individual procedures and conditions, but has been reported comprehensively across all GHE disease categories for the first time.
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Ingrassia, Marco. "Participatory design games for citizenship education A public space approach with children." Sociology and Social Work Review 6, no. 2 (December 29, 2022): 128–37. http://dx.doi.org/10.58179/sswr6211.
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Citizenship education plays a key role in urban societies, as it supports the construction of inclusive, sustainable and healthy communities, promoting values of responsibility, activism, inclusivity, diversity, collaboration. Civic and Citizenship courses in schools’ curricula worldwide gives positive results, but critical barriers can be noted, including: the difficulty for children to understand complex theoretical and abstract notions. Some scholars suggest that education is more effective when democratic processes are experienced by children through decision-making, including through the use of games. Participatory design strategies for the public space, together with placemaking actions, have been promoted since the 1970s to engage adults in decision making processes, with the objective of collecting proposals on urban transformation, strengthening communities, educating to citizenship, with values of inclusivity, diversity, sustainability, activating the citizen agency by encouraging activism. Participatory design strategies can benefit from the use of gamification strategies and serious game approaches to achieve audience development, engagement and conflict resolution. This research appraises the possibility to use participatory design games, focused on the public space, as tools for citizenship education of children (aged 5-12). Three case studies developed in Spain and Italy are presented, based on the use of digital and analogue interfaces. Case studies are assessed and compared on their capacity to stimulate interest in children through time, foster interaction and active collaboration between peers, educate to conflict resolution, Educate to inclusivity and diversity, promote behavioural change towards sustainability, collect Data on desires in relation to the public space. Results suggest that participatory design games focused are successful as educational tools, regardless of the real implementation of the design solutions.
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Kazubowska, Urszula. "VALUES IN THE FAMILY - THE SPECIFICITY AND TRANSFER IN THE PROCESS OF FORMING THE IDENTITY OF THE CHILD." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 21, 2019): 240. http://dx.doi.org/10.17770/sie2019vol3.3765.
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The issues of family functioning constituted and still constitute an interesting, multidimensional and integral area of learning and research for many sciences and scientific disciplines. Among them, pedagogy, psychology and sociology are the leaders. In a special way, researchers focus on the specificity of family educational and socialization processes and their axiological and normative context. Without it, all family influences as the first and primary educative environment would be half-hearted and ineffective. The family as a primary and basic social group or a natural educational environment is a collection of people who strive for common goals, constitute an autonomous separate whole, where the attitude of building its interior are direct and indirect influences and a system of norms and values. A family understood in this way has a strong, mutual, long-lasting emotional-emotional bond; personal, direct saturation with the emotions of contact between family members; internal consistency and high involvement in activities for other members; informal, spontaneous way of organizing life within the family, community of residence, name, property and spiritual culture, and biological continuity. The family carries out the most important process for the development of the individual, namely education and socialization (Tyszka 2001, 15). Education and socialization in a family saturated with a specific normative dimension directly contribute to the optimal development of the individual in all areas of its functioning and effective fulfillment of various functions in social life. The aim of the research was to learn about the system of values in the family, which significantly contribute to shaping the identity of a child brought up in a professional foster family acting as a family emergency. I draw attention to the fact that I considered this process in a dualistic perspective, i.e. I also took into account the quality of the primary impact of families of origin of children staying in foster families in the context of educational activities of families serving as family emergency services. The presented material is a part of the research project "Foster family - an opportunity for a better future for the child" carried out at the University of Szczecin at the Faculty of Humanities. In the research process, I used a triangulation research model, i.e. I combined survey studies with a qualitative case study. The techniques used in the survey are: questionnaires for foster care coordinators, social workers, family assistants or other people supporting educational and socialization activities towards children growing up in family emergency. However, as part of a case study, qualitative interviews with foster parents and family observation were conducted.
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Bergen, Heather, and Salina Abji. "Facilitating the Carceral Pipeline: Social Work’s Role in Funneling Newcomer Children From the Child Protection System to Jail and Deportation." Affilia 35, no. 1 (December 11, 2019): 34–48. http://dx.doi.org/10.1177/0886109919866165.
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This article examines the intersections of the child protection, immigration and criminal systems, and the carceral logics that undergird all three systems. Taking seriously Patricia Hill Collins’ (2017) call to analyze “intensified points of convergence” (p. 1464), we analyze the role of social work in perpetuating carceral systems and the tools that feminist social work provides for disrupting them. Using a case analysis of a foster child in Halifax, Canada, who in 2018 was faced with deportation after social workers failed to secure his citizenship status, we argue that a pipeline exists between child protection and a growing “crimmigration” system. The carceral logics of this pipeline not only draw from anti-Black, Islamophobic, and settler colonial histories of oppression, but they also position certain noncitizen families as unassimilable and requiring of state intervention rather than social supports. With this carceral pipeline in mind, we then draw from feminist anticarceral and intersectional approaches to consider a range of resistance strategies. Ultimately, we argue for a transformative justice approach that goes beyond reforming the pipeline and instead takes seriously the insights of abolitionist movements as an alternative to purely reformist approaches.
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Onayemi, Olayinka M., David Imhonopi, and Isaac A. Oyekola. "Neglecting the Neglected: Encumbrances to Children’s Successful Transitioning From Orphanages to Adoptive Homes in Nigeria." SAGE Open 12, no. 1 (January 2022): 215824402210799. http://dx.doi.org/10.1177/21582440221079914.
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The majority of children living within institutional care have a history of neglect. Past studies have identified developmental challenges with children in institutional care, for which reasons, orphanages must be transitional. However, placement of some children living in the orphan homes remains difficult. Through an in-depth interview with orphanage managers, social workers, prospective and successful adopters, and foster mothers, the study situates the diverse encumbrances to child placement in observed irregularities within three stages (entry, within the home, and at the exit point) of children’s contact with the orphan homes. The study found that unresolved regulation on the duration for custody of children in orphan homes impedes the placement of children who are merely kept for care and protection. Lack of response to the basic care needs of children within orphan homes poorly influence their chances for adoption, and sometimes disrupt placement processes. Also the legal preference for domestic adoption discourages and sabotages efforts toward inter-country placement of children who are not locally desired. These result into prolonged stay of children in orphan homes, and as such, children outgrow either adoption or fosterage. Child protection policy direction must, therefore, be value-laden, and informed by the unique system/society realities. This study, specifically, makes a case for more political interest in children living in orphan homes.
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Holcomb, Leala, and Kimberly Wolbers. "Effects of ASL Rhyme and Rhythm on Deaf Children’s Engagement Behavior and Accuracy in Recitation: Evidence from a Single Case Design." Children 7, no. 12 (November 26, 2020): 256. http://dx.doi.org/10.3390/children7120256.
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Early language acquisition is critical for lifelong success in language, literacy, and academic studies. There is much to explore about the specific techniques used to foster deaf children’s language development. The use of rhyme and rhythm in American Sign Language (ASL) remains understudied. This single-subject study compared the effects of rhyming and non-rhyming ASL stories on the engagement behavior and accuracy in recitation of five deaf children between three and six years old in an ASL/English bilingual early childhood classroom. With the application of alternating treatment design with initial baseline, it is the first experimental research of its kind on ASL rhyme and rhythm. Baseline data revealed the lack of rhyme awareness in children and informed the decision to provide intervention as a condition to examine the effects of explicit handshape rhyme awareness instruction on increasing engagement behavior and accuracy in recitation. There were four phases in this study: baseline, handshape rhyme awareness intervention, alternating treatments, and preference. Visual analysis and total mean and mean difference procedures were employed to analyze results. The findings indicate that recitation skills in young deaf children can be supported through interventions utilizing ASL rhyme and rhythm supplemented with ASL phonological awareness activities. A potential case of sign language impairment was identified in a native signer, creating a new line of inquiry in using ASL rhyme, rhythm, and phonological awareness to detect atypical language patterns.
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Saunders, Kerryn, John Spensley, Judith Munro, and George Halasz. "Growth and Physical Outcome of Children Conceived by In Vitro Fertilization." Pediatrics 97, no. 5 (May 1, 1996): 688–92. http://dx.doi.org/10.1542/peds.97.5.688.
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Objective. To determine the growth and physical outcome at 2 years of age for children born after assisted reproductive techniques in the state of Victoria. Design. Using a case-matched control study between January 1991 and July 1993, 314 children (196 singletons, 47 sets of twins, 8 sets of triplets) conceived after in vitro fertilization (IVF) and related techniques at the Monash IVF and Royal Women's Hospital Reproductive Biology Unit and 150 control children (113 singletons, 17 sets of twins, 1 set of triplets) randomly selected from the general population using the Victorian Perinatal Data Collection Unit records were enrolled to be examined for minor dysmorphic and major organ abnormalities. Singleton and twin cases were matched for plurality and gestation and date of birth. Triplets were not matched. Results. IVF status was not a significant independent factor for physical outcomes, including malformation rates, nor for days of hospitalization postdischarge and operations. There was no significant interaction between IVF status and mean percentiles for weight and head circumference. The IVF group had a greater mean length percentile. Twins in both groups had significantly poorer physical outcomes than singletons on some measures. Conclusion. This study did not demonstrate an independent IVF effect on the growth and physical outcome of children at 2 years of age when matched for plurality and gestation. The poor outcomes where noted were related to the effects of multiple births. These findings must be viewed in context of the response rates and therefore representativeness of the data. The need for longitudinal studies is demonstrated.
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Hadley, Fay, and Elizabeth Rouse. "The family–centre partnership disconnect: Creating reciprocity." Contemporary Issues in Early Childhood 19, no. 1 (March 2018): 48–62. http://dx.doi.org/10.1177/1463949118762148.
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The purpose of this article is to examine the disconnect happening in relation to family–centre partnerships. Developing partnerships with families is hotly debated and provides challenges for educators teaching in the early childhood sector. Using a comparative case study analysis, several research studies conducted in the states of New South Wales and Victoria, Australia, are examined to illustrate these disconnects. These issues are examined within Belonging, Being and Becoming: The Early Years Learning Framework for Australia, a national framework that is common to all programs across Australia, which identifies practice, principles and learning outcomes for young children. This disconnect is related to the language that is used by the early childhood staff and misunderstood by the parents, the ways communication occurs and its ineffectiveness. The article argues that there is a need to move beyond the current rhetoric of engaging in partnerships with families to a space that allows for transparency, reciprocity and new language.
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Tohari, Khamim, and Imam Machali. "Manajemen Filantropi Islam untuk Pendidikan Studi Program Jogja Cerdas Baznas Kota Yogyakarta." AN NUR: Jurnal Studi Islam 14, no. 1 (June 24, 2022): 1–24. http://dx.doi.org/10.37252/annur.v14i1.197.
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This research described the management of Islamic philanthropic funds for the Jogja Smart program at BAZNAS Yogyakarta City. The Jogja Smart program aimed to improve the quality and quantity of underprivileged students from TK/RA to tertiary institutions. For this reason, a good fundraising, management, and program evaluation strategy was needed so that it could be utilized in accordance with its objectives. This research used qualitative research with case study type. Methods of data collection used observation, in-depth interviews and documentation. The results showed that the Islamic Philanthropy Fundraising Strategy consisted of identifying potential donors, using fundraising methods, managing and maintaining donors and monitoring and evaluating fundraising. The management of the Jogja Smart Program was realized in (1) Foster Children Scholarships (2) Community Dhuafa Children Scholarships (3) Al Qur'an Diniyyah Ta'milyyah Madrasas (4) Productive Student Scholarships (5) Smart Villages (6) Mobile Inspiration. The evaluation of the Jogja Smart program used the CIPP evaluation model. The evaluation results on the components of context, input, process and product were in the good category. The Jogja Smart program provided positive outputs and benefits for the underprivileged in the city of Yogyakarta. However, new innovations were needed in the future to make this program more useful.
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M. Hines, Erik, L. DiAnne Borders, Laura M. Gonzalez, José Villalba, and Alia Henderson. "Parental involvement in college planning." Journal for Multicultural Education 8, no. 4 (November 4, 2014): 249–60. http://dx.doi.org/10.1108/jme-06-2014-0025.
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Purpose – The purpose of this article was to describe Hossler and Gallagher’s (1987) college choice model and emphasize the predisposition phase of the model as the starting point for school counselors’ efforts to help African American parents foster their children’s college planning in the college choice process. Design/methodology/approach – The authors wrote this manuscript as a conceptual approach to helping school counselors work with African American parents in their children’s college planning process by including two case studies as examples. Findings – This is a conceptual article. Practical implications – School counselors should be culturally competent and aware of how African Americans rear their children to help them successfully navigate college planning. For example, school counselors can learn about and share information with families about colleges that have support programs assisting African American students toward college completion. Originality/value – This paper is important to the field of education as it contributes to the literature regarding how school counselors can assist students in becoming college and career ready by working with their parents using a college choice model.
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Vellayati, Fathiana, and Rahesli Humsona. "POLA PEMBENTUKAN PADA PERILAKU TOLERANSI BERAGAMA ANAK (Studi Kasus di LKSA Nur Hidayah Kecamatan Laweyan Kota Surakarta)." Journal of Development and Social Change 3, no. 1 (May 15, 2020): 27. http://dx.doi.org/10.20961/jodasc.v3i1.41676.
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<p>This study aims to determine the formation of Nur Hidayah LKSA in fostering religious tolerance in children in the community. The theory used in this study is the social practice of Pierre Bourdieu, the formula of social parktik theory is (habitus + capital) x realm. This research is a type of qualitative research with a case study approach. Data collection techniques used are (1) non-participatory observation techniques, namely data collection through nonverbal observations (2) unstructured interview techniques, asking questions jumping from time to time or from one topic to another topic (Slamet, 2006), (3) documentation study, which documented the results of interviews and then made an interview transcript of the recordings and personal notes during the study. The sampling technique in this study used a purposive sample. Data validity uses source triangulation to compare data. Data analysis techniques consist of three activities that occur simultaneously, namely: data reduction, data presentation, drawing conclusions.</p><p>This study shows that (1) the concept of habitus can be seen through LKSA Nur Hidayah provides the formation of religious tolerance in children given through studies twice a week besides LKSA Nur Hidayah teaches about religious and social life, (2) social capital undertaken LKSA Nur Hidayah can give birth to an open attitude and accept differences, peace and tolerate the inconveniences of life. That is because between the community and LKSA Nur Hidayah trust each other, running the norms that apply in the community. LKSA Nur Hidayah frees her foster children to make friends with anyone, but still maintains her own faith and is not influenced by others, (3) cultural capital that is realized is the community invites orphanage children to mutual cooperation and children join mutual cooperation with the community, ( 4) Symbolic capital is a palebelan or assessment of others, a pretty good citizen education and has a modern mindset so that tolerance can be created between Nur Hidayah LKSA and the community, (5) economic capital is closely related to finance, the obligation of Nur Hidayah LKSA is to finance foster children's schooling and paying caregivers and holding social services.</p>
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Jeong, Bok Gyo, and Sara Compion. "Characteristics of women’s leadership in African social enterprises: The Heartfelt Project, Bright Kids Uganda and Chikumbuso." Emerald Emerging Markets Case Studies 11, no. 2 (May 21, 2021): 1–22. http://dx.doi.org/10.1108/eemcs-11-2019-0305.
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Learning outcomes This trio of cases is appropriate for upper-level undergraduate classes or for postgraduate programs in non-profit management, leadership and community development, international development, global studies, women’s and gender studies and social entrepreneurship. It allows the instructors and students to engage with classical leadership tenets and emerging social entrepreneurship literature. Upon completion of the case study discussion and assignments, students will be able to: identify diverse obstacles that African women face in starting social enterprises; understand the ways that African women leaders build a social dimension to their enterprise; and identify characteristics of women’s leadership and critique the value of women’s leadership for establishing sustainable social enterprises. Case overview/synopsis The case stories of the three African social enterprises portray how female leaders have fostered sustainable organisations through prioritising social, over economic and governance investments. Martha Letsoalo, a former domestic worker, founded the Heartfelt Project in South Africa, which now employs fifteen women, ships products all around the world and enriches the community of Makapanstad with its workshop, training and education centre. Victoria Nalongo Namusisi, daughter of a fisherman in rural Uganda, founded Bright Kids Uganda, a thriving care facility, school and community centre that educates vulnerable children, empowers victims of gender-based violence and distributes micro-loans to female entrepreneurs. Gertrude, abandoned in Lusaka, Zambia, founded Chikumbuso, a home of resilience and remembrance to educate children and offer women employment in a cooperative business. Each case documents the founding years of the social enterprise and outlines some of the shared women’s leadership approaches. The case dilemma focuses on why and how women start social enterprises in socially and economically difficult contexts. Complexity academic level This trio of cases is appropriate for undergraduate or graduate-level programs in non-profit management, leadership and community development, international development, global studies and social entrepreneurship. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes. Subject code CSS 3: Entrepreneurship. Supplementary materials Teaching notes are available for educators only.
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Stier, David M., John M. Leventhal, Anne T. Berg, Lyla Johnson, and JoAnne Mezger. "Are Children Born to Young Mothers at Increased Risk of Maltreatment?" Pediatrics 91, no. 3 (March 1, 1993): 642–48. http://dx.doi.org/10.1542/peds.91.3.642.
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Previous case-control or cross-sectional studies have provided conflicting results about whether children of teenage mothers are at increased risk of maltreatment compared with children of older mothers. This study is the first to examine this question using a longitudinal, cohort design and the first to address important methodologic issues such as detection bias. Subjects were 219 consecutive index children born to inner-city women who were 18 years or younger and 219 sociodemographically similar comparison children born to women 19 years or older. Data were collected by reviewing the medical records of each child through the fifth birthday. Three outcomes were examined: maltreatment, poor growth, and a change in the child's primary caretaker. Maltreatment was ascertained by having two experts, one of whom was blind to the group status, review each injury documented in the records. Predefined criteria were used to distinguish unintentional injuries from maltreatment (abuse, neglect, or sexual abuse). Maltreatment occurred more frequently in the children of young mothers (12.8%) than in the comparison group (6.4%) (risk ratio [RR] = 2.00; 95% confidence interval [CI] = 1.17, 3.64). Poor growth, defined by growth criteria, occurred in 6.9% of the index group and in 4.1% of comparison children (RR = 1.67; 95% CI = 0.75, 3.73). A change in the child's primary caretaker, either because of placement in foster care or because the mother left the home, occurred in 12.8% of the index group and in 3.2% in comparison children (RR = 4.00; 95% CI = 1.80, 8.87). Children of teenage mothers, compared with children of older mothers, are at increased risk of maltreatment and of changes in their primary caretakers.
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Hamid, Abdul. "DAMPAK PERKEMBANGAN PENDIDIKAN ANAK KELUARGA TKW DI PROBOLINGGO." AL-MUADDIB: Jurnal Kajian Ilmu Kependidikan 3, no. 2 (September 3, 2021): 163–77. http://dx.doi.org/10.46773/muaddib.v3i2.153.
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Education is a learning, knowledge, skills, and habits of a group of people that are passed down from one generation to the next. Through teaching, training or research, education is also a science or teaching material that we can apply or teach to our students in order to achieve a good learning process. We can also apply education and we get it at home, in the school environment and in the community. In this case education is also very influential in life in the present and in the future. The development of children's education is very important for us to know so that the development of our children can develop properly so that they can grow according to what we expect. When a parent works as a TKW abroad, a child needs a role or someone else's figure to replace the parents in monitoring the development of their child's education. Thus, it is necessary to have a discussion that describes the Impact of the Educational Development of Children who are abandoned by their parents to become TKW. This study aims to describe the Impact of the Educational Development of the Children of TKW Families in Probolinggo City. This type of research is qualitative. Data obtained through interviews, observations, and field studies. The data show that the role of foster parents will have different impacts.
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Charkova, Krassimira Dimitrova. "Early foreign language education and metalinguistic development." Annual Review of Language Acquisition 3 (December 31, 2003): 51–88. http://dx.doi.org/10.1075/arla.3.04cha.
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Studies with bilingual and multilingual subjects suggest that bilingualism and multilingualism foster the development of certain aspects of children’s metalinguistic skills. The purpose of the present study was to find out if learning foreign languages facilitates children’s metalinguistic ability to define words. It compared Bulgarian monolingual, bilingual and trilingual subjects on their word-definition performance in the L1. The relationship between L1 definition performance, L2/L3 proficiency, and L2/L3 definition performance within the bilingual and trilingual groups was also investigated. The study found that early foreign language education has a positive effect on the quality of children’s definitions in their L1. The bilingual and trilingual children performed significantly better than the monolingual children. The results specific to the bilingual and trilingual groups showed that second/third language proficiency was a significant and powerful predictor of the performance of the bilingual and trilingual subjects on the word-definition tasks in their second/third language. L1 word-definition ability was a weaker predictor of the subjects’ performance on the word-definition task in their second or third language. However, in the case of genetically closely related languages (Bulgarian and Russian) the transfer was easier as compared to genetically more distanced languages (Bulgarian and English).
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Davey, Dolores, and Andrew Pithouse. "Schooling and Looked after Children: Exploring Contexts and Outcomes in Standard Attainment Tests (SATS)." Adoption & Fostering 32, no. 3 (October 2008): 60–72. http://dx.doi.org/10.1177/030857590803200308.
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Dolores Davey and Andrew Pithouse outline the findings from a longitudinal case study which ran from 2002 to 2006 and explored the educational achievement of all the young people looked after (in foster and residential care) in one local authority in South Wales. Among this group were 14 young people at a point one year before taking their Standard Attainment Tests (SATS), which are applied universally in UK schools. They were then followed up to the age at which they could complete any General Certificate of Secondary Education (GCSE) exams. Hence, the young people's school history was tracked from the beginning of school Year 9 (sample age 13 years), at the end of which they took their SATS, through to the end of school Year 11 (sample age 15 years), at which point GCSEs are normally taken. This article focuses mainly on the outcome of the SATS and the looked after arrangements of the 14 young people in the year leading to these important tests. The authors' concluding comments refer briefly to their Year 11 outcomes in order to indicate continuities and changes in attainment. The SATs results are presented in a context of school attendance, the type and stability of care placements and education moves. Associations between schooling and separation are explored using an analysis of trajectories and outcomes that reveal how and why some young people clearly achieve while others do not. In doing so, the article seeks to add to studies and policy pronouncements in this field that too often represent looked after children by their collective statistical failure rather than by notable differences in educational outcomes and related circumstances.
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Mukherjee, Sumantra, Subhadeep Adhikary, and Neepa Basu. "Alternative Care Mechanisms in Jharkhand: Analysing the Implementation Barriers; Its Potential to Prevent Family Separation and Strengthening Family-based Care of Vulnerable Children in Jharkhand." Institutionalised Children Explorations and Beyond 8, no. 2 (July 2, 2021): 249–59. http://dx.doi.org/10.1177/23493003211021188.
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The required operational framework of a community-based care mechanism as envisaged under the Revised Integrated Child Protection Scheme and the National Plan of Action for Children 2016, fails to both prevent and effectively respond to the vulnerabilities of children in need of care and protection. Resonance of such unplanned community programming shifts the focus towards institutionalisation of children, thus grossly violating ‘institutionalization as a measure of last resort’, one of the fundamental principles governing the Juvenile Justice (Care and Protection of Children) Act 2015. The act critically justifies the need to empower vulnerable families to care for children and re-emphasises the preventive role in ensuring family-based care or keep children in alternative care setting. The alternative care (sponsorship and foster care) guidelines in Jharkhand was launched in 2018. Since then, it has been found that the state is struggling to implement it. Though there has been some progress in the sponsorship scheme implementation, the kinship and foster care remains completely neglected. Child in Need Institute (CINI) is partnering with Hope & Homes for Children (HHC) since 2017 for pushing the agenda for deinstitutionalisation of children through a two-pronged approach of model creation and district-level technical support to the ICPS system. Working closely with communities in preventing family separation, led to the understanding that there is a huge need to address the structural gaps for implementing the alternative care guidelines in true spirit. The purpose of the article is to do a systematic analysis of the implementation of the alternative care guidelines in the state and map out the implementation bottlenecks/barriers (systemic, structural and operational), hindering its smooth implementation. Besides that, the article will also try to establish a causal linkage between implementation of alternative care guidelines and dependency on institutional care, thus reflecting the potential of such mechanisms in promoting deinstitutionalisation. The research methodology will be a mix of qualitative and quantitative tools. Tools like content analysis of the key informants’ interviews and case studies will be used to understand the implementation barriers. A quantitative analysis of the secondary data on sponsorship scheme implementation will be done to analyse the gaps. Besides that, the experiences of children and their parents who have been linked with alternative care will also be analysed. District stakeholder consultations in 2 districts will be done to enlist the recommendations for the state. Thus, the key research question that would guide this article are: (a) What are the barriers to implementation of the alternative care program in its current form? and (b) What are the changes that should be made in the guidelines and its implementation process? The article will thus be an advocacy tool for influencing the state government for enhanced priority and investments in alternative care program and reduced focus on institutional care.
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Roper, William L., Stephen B. Thacker, and Steven M. Teutsch. "Translating Science Into Practice in Child Day-Care Settings." Pediatrics 94, no. 6 (December 1, 1994): 1112–14. http://dx.doi.org/10.1542/peds.94.6.1112.
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We trust our children, indeed our world's future, to care givers in day-care settings for as much as 8 to 10 hours each day. Through hard work and good science, the US and other countries have established rigorous health standards for day care, but we must do more. We must give others—the institutions and the individuals who care for our children—the tools to foster a healthful environment and promote healthy behaviors. The vision of the Centers for Disease Control and Prevention (CDC) is "healthy people in a healthy world to achieve a quality life." We must work together to make that vision a reality for our children in day care. Our paper addresses translating scientific knowledge into practice and making prevention a practical reality. We outline the concepts underlying the assessment of the effectiveness of prevention activities and illustrate its use in three case studies from child day care. We close with a description of the prevention effectiveness program recently initiated at CDC. PREVENTION EFFECTIVENESS It is important to assess the effectiveness of prevention practices to ensure that public health programs are built on scientifically sound strategies for improving the quality of life and reducing unnecessary morbidity and premature mortality.1 There are three basic approaches to prevention: clinical, behavioral, and environmental. Clinical prevention strategies rely on the one-on-one, provider-to-patient interaction, which underlie immunization and screening programs. These interactions usually occur within our regular health-care delivery system. Behavioral techniques use a broad array of strategies to encourage lifestyle changes, such as exercise and healthful diets.
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Rawal, Tina, Soumyadeep Bhaumik, Radhika Shrivastav, Gaurang P. Nazar, Nikhil Tandon, and Monika Arora. "Kids and Diabetes in Schools (KiDS) intervention in India: Participants’ perspectives." Health Education Journal 80, no. 7 (March 28, 2021): 851–60. http://dx.doi.org/10.1177/00178969211005499.
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Objectives: The purpose of this study was to assess the experience and satisfaction of teachers and parents of children with and without diabetes, with the Kids and Diabetes in School (KiDS) intervention. Project KiDS aimed to foster a safe and supportive school environment to encourage the management of type 1 diabetes and prevention of type 2 diabetes. Design: This qualitative evaluation involved semi-structured, face-to-face, in-depth interviews with a purposive sample of 35 respondents, including teachers and parents of children with and without diabetes attending the selected schools at 1 and 3 months post-intervention implementation. In total, n = 5 schools (3 government and 2 private) were selected out of 15 schools in which the KiDS project was implemented. Methods: In total, 65 interviews were conducted in two rounds. The sample comprised teachers ( n = 20 in round 1; n = 18 in round 2), parents of children with diabetes ( n = 3 in both the rounds) and parents of children without diabetes ( n = 15 in round 1; n = 6 in round 2) attending five schools. Data were analysed using the thematic framework method. Results: Teachers reported gaining new knowledge as a result of the KiDS intervention. They felt more confident in assisting children with diabetes. Suggestions to strengthen the KiDS resource pack were the inclusion of case studies and audio-visual aids. Parents of children with diabetes reported that the project reinforced information and improved diabetes management skills. Their suggestions for strengthening KiDS materials included the provision of additional technical information. The parents of children without diabetes reported that the resource pack aided a better understanding of diabetes and clarified myths and misconceptions. Suggestions for strengthening the pack included the regular reinforcement of information on diabetes among children. Conclusion: Findings support the upscaling of KiDS work elsewhere in India through the engagement of multiple stakeholders to promote the management and prevention of diabetes in school.
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Morelli, Gilda, Naomi Quinn, Nandita Chaudhary, Marga Vicedo, Mariano Rosabal-Coto, Heidi Keller, Marjorie Murray, Alma Gottlieb, Gabriel Scheidecker, and Akira Takada. "Ethical Challenges of Parenting Interventions in Low- to Middle-Income Countries." Journal of Cross-Cultural Psychology 49, no. 1 (December 19, 2017): 5–24. http://dx.doi.org/10.1177/0022022117746241.
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This article explores ethical issues raised by parenting interventions implemented in communities in low- to middle-income countries (LMICs) with rural, subsistence lifestyles. Many of these interventions foster “positive parenting practices” to improve children’s chances of fulfilling their developmental potential. The practices are derived from attachment theory and presented as the universal standard of good care. But attachment-based parenting is typical primarily of people living Western lifestyles and runs counter to the different ways many people with other lifestyles care for their children given what they want for them. Thus, such parenting interventions involve encouraging caregivers to change their practices and views, usually with little understanding of how such changes affect child, family, and community. This undermines researchers’ and practitioners’ ability to honor promises to uphold ethic codes of respect and beneficence. Support for this claim is provided by comparing positive parenting practices advocated by the United Nations International Children’s Emergency Fund (UNICEF; with the world health organization [WHO]) Care for Child Development (CCD) intervention with parenting practices typical of communities with rural, subsistence lifestyles—the most common of lifestyles worldwide and largely observed in LMICs. As UNICEF has a considerable presence in these countries, the CCD intervention was selected as a case study. In addition, parenting interventions typically target people who are poor, and the issues this raises regarding ethics of fairness and justice are considered. Recommendations are made for ways change agents can be sensitive to the living conditions and worldviews of communities, and, thus, be appropriately effective and ethically sensitive to the diverse needs of different communities.
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Robinson, Rachel K., Kati Heinonen, Polina Girchenko, Marius Lahti-Pulkkinen, Eero Kajantie, Petteri Hovi, Aulikki Lano, et al. "Optimism in adults born preterm: Systematic review and individual-participant-data meta-analysis." PLOS ONE 16, no. 11 (November 18, 2021): e0259463. http://dx.doi.org/10.1371/journal.pone.0259463.
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Aim Preterm birth(<37 gestational weeks) is associated with numerous adversities, however, data on positive developmental outcomes remain limited. We examined if preterm and term born(≥37 gestational weeks) adults differ in dispositional optimism/pessimism, a personality trait associated with health and wellbeing. We assessed if birth weight z-score, neurosensory impairments and parental education modified the outcome. Methods We systematically searched PubMed and Web of Science for cohort or case-control studies(born ≥ 1970) with data on gestational age and optimism/pessimism reported using the Life-Orientation-Test-Revised in adulthood(≥18 years). The three identified studies(Helsinki Study of Very Low Birth Weight Adults; Arvo Ylppö Longitudinal Study; Avon Longitudinal Study of Parents and Children) provided data for the two-step random-effects linear regression Individual-Participant-Data meta-analysis. Results Preterm and term borns did not differ on optimism(p = 0.76). Preterms scored higher on pessimism than term borns(Mean difference = 0.35, 95%Confidence Interval 0.36, 0.60, p = 0.007), although not after full adjustment. Preterm born participants, but not term born participants, with higher birth weight z-score, had higher optimism scores (0.30 raw score units per standard deviation increase, 95% CI 0.10, 0.49, p = 0.003); preterm vs term x birth weight z-score interaction p = 0.004). Conclusions Preterm and term born adults display similar optimism. In preterms, higher birth weight may foster developmental trajectories promoting more optimistic life orientations.
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Kohl, Sebastian, and Jardar Sørvoll. "Varieties of Social Democracy and Cooperativism: Explaining the Historical Divergence between Housing Regimes in Nordic and German-Speaking Countries." Social Science History 45, no. 3 (2021): 561–87. http://dx.doi.org/10.1017/ssh.2021.16.
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AbstractThe historical-comparative study of social democracy and cooperative organization are the foster children of historical sociology. This article offers a first account of systematic ideological differences in social-democratic ideology regarding private ownership and different cooperative traditions in the housing sphere of Northern European and continental German-speaking countries. The long-run trajectory of housing welfare regimes in these two country groups has been one of divergence: Nordic countries have moved to Anglo-Saxon levels of high homeownership, high levels of mortgage indebtedness, and house price increases, whereas private tenancy, lower indebtedness, and lower price increases still characterize their German counterparts. Based on historical case studies of Germany and Norway, we argue that the divergence in these two countries can be understood by the different social-democratic and cooperative solutions to the urban housing question from the 1920s onward. Supported by a pro-ownership social democracy, Norway started to develop housing cooperatives of the owner cooperative type, whereas German social democracy was in favor of associations of the tenant cooperative type. The differential growth of these two types of cooperatives and disparities in social democratic party ideology contributed to the urban housing divergence between the two country groups that has been observed ever since. We argue, more generally, that varieties of social democracy and welfare-anticipating cooperative organizations are important in helping us understand the welfare differences between countries.
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Nagata, Toshimitsu, and Reo Kimura. "Developing a Disaster Management Education and Training Program for Children with Intellectual Disabilities to Improve “Zest for Life” in the Event of a Disaster - A Case Study on Tochigi Prefectural Imaichi Special School for the Intellectually Disabled –." Journal of Disaster Research 15, no. 1 (February 1, 2020): 20–40. http://dx.doi.org/10.20965/jdr.2020.p0020.
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In this study, we first discuss the current status and issues of disaster management education in the context of special support education in Japan, in view of the casualties of those with disabilities during major past earthquakes in Japan. We highlight that there are very few examples of practical implementation of, instructional material for, or previous studies on disaster management education for disabled children, or an established systematic instructional method. As a result, disaster management education tailored to the specific type of disability has been implemented on a school-to-school basis among Special Support Schools for children with disabilities. In many cases, teacher-led evacuation drills have been considered disaster management education. This is an indication that the disaster management education currently practiced in Special Support Schools is inadequate to achieve the goal of “fostering the attitude of acting on one’s initiative” as set forth by the Ministry of Education, Culture, Sports, Science and Technology (MEXT). In view of the situation in Japan, where casualties due to natural disasters continue to occur frequently since the Great East Japan Earthquake, it is urgent that we promote practical disaster management education to foster the Zest for Life among disabled children. This paper is a case study of disaster management education that targets those with intellectual disabilities, which is the largest reported disability type among children enrolled in Special Support Schools in Japan. We applied the ADDIE (Analyze, Design, Develop, Implement, Evaluate) process in instructional design to develop an earthquake disaster management program designed to heighten the capacity of disabled children to foresee and circumvent danger to themselves, so as to protect their lives from large earthquakes which occur frequently in Japan. Specifically, the objective is to apply the earthquake disaster management education program, developed by the authors in a previous study, to children with intellectual disabilities. To this end, we implemented the program at the target school and verified its educational effect while taking into consideration the degree or condition of disability and the learning characteristics of the intellectually disabled and developed a valid program for intellectually disabled children. The program allows the teachers of Special Support Schools to practice disaster management education in the context of daily classroom study with students without the need to dispatch a disaster management expert to the school each time a program is implemented. Additionally, the program can be customized by the onsite teacher for individual schools, which can lead to a systematic program in disaster management education. In addition, we propose a framework to establish a network of stakeholders, including disaster management experts or organizations and educational institutions to effectively and strategically promote disaster management education. This framework makes it possible to implement the present program the most impactful way, and to maximize the benefits to the schools in Tochigi prefecture.
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Nuragung Prayiti, Siti Syifa, and Dadang Danugiri. "Parents Role in Growing an Interest in Reading." KOLOKIUM Jurnal Pendidikan Luar Sekolah 9, no. 1 (April 22, 2021): 30–36. http://dx.doi.org/10.24036/kolokium-pls.v9i1.456.
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This research are aiming to describe how the role of parents in fostering children’s reading interest in Anggrek Early Childhood Education Adiarsa Timur and children’s reading interest in Anggrek Early Childhood Education Adiarsa Timur. This research uses a qualitative approach with a case study method. This research was conducted in Anggrek Early Childhood Education Adiarsa Timur. The subject of the research is the source od information consisting of three parents of student, and the source of infomant consisting of one principal and one educator. Determination of research subjects using porposive sampling techniques. Research data obtained through observation, interviews, documentation studies, and triangulation. The research stages consist of orientation phase, exploration stage, and member check stage. Data analysis consists of data collection, data reduction, data display, and final conclusions. The result of research showed that parents have an important role as the first and foremost educator in fostering children’s interest in reading early on. The thing that parents can do at home is to give an example to children that reading is important, give special time to read together, and buy books that children love with reading materials that are appropriate to the age of the child. And the children’s interest in reading in Pre-school Anggrek Adiarsa Timur is very high, students in Anggrek Early Childhood Education Adiarsa Timur have a high sense of curiosity which makes them eager to learn to read. High interest needs support from several aspects such as learning resources, learning environment, dan learning facilities. Developed intererst will greatly influence behavior not only during the childhood period, but also afterwards, because it is very important for parents to foster children’s interest in reading early on.Keywords: The role of parents, Interest in reading, Early Childhood Education
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Ruszkowska, Marzena Urszula. "EDUCATIONAL PROBLEMS AMONG CHARGES FROM EDUCATIONAL CARE CENTRES (ON THE EXAMPLE OF LUBELSKIE VOIVODESHIP)." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 21, 2019): 371. http://dx.doi.org/10.17770/sie2019vol3.3752.
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In times of ongoing changes, schooling and education have become the areas at particular threat since they need to comply with the requirements of time and expectations of both the children and their parents or guardians. Education is perceived as the basic task in the life of each human being, conditioning his or her obtainment of education which determines chances of success in professional activity as well as participation in the social and cultural life. When a child is brought up outside the family environment, thus, in foster custody, the meaning of schooling and education becomes particularly crucial. The research, for the purposes of this publication, was conducted on the territory of Bialski and Krasnostawski districts, which are part of the Lubelskie voivodeship. Its implementation was planned within the framework of the project "Education, levelling developmental and educational deficits deficiencies of children under the care of family-run children's houses homes as well as the educational care centres care and educational institutions (on the example of the selected poviats of the Lublin province)". The method of diagnostic survey as well as individual research study were applied in the following research. Within the range of the survey, not only proprietary questionnaire intended for the dependants brought up at educational care facilities and family-type children’s homes but also interview questionnaire dedicated for counsellors employed at both family and institutional facilities were applied. The individual case studies study of individual cases involved the use of an observation sheet and interviews with coordinators of the researched care and educational centres, directors of family-run children’s houses. The subject of the article reads: educational problems among children from educational care centres. The aim of the research was to determine whether the charges of family and institutional facilities exhibit educational difficulties, how are educational gaps compensated, and what factors affect the proper satisfaction of educational needs? The aim of the research was to determine whether the dependants of both family and institutional facilities display educational difficulties. The author also attempted to answer the question how educational deficiencies are compensated and what factors influence the appropriate satisfaction of educational needs. The analysis of the results allowed to conclude that the foster care pupils display numerous educational deficiencies conditioned by previous educational negligence. The greatest problem for them is the acquisition of knowledge in the field of mathematics. A large group of children participating in the research (over 40%) stated that there are no problems with studying at all. However, contrary to the statements of the dependants, educators and guardians argue that the main problem many dependants face are not only falling behind with the schoolwork and negligence, but also lack of regularity, lack of a learning habit as well as inability to organize learning. Among the indicators determining the proper satisfaction of educational needs the following should be mentioned: location of educational care facilities; willingness and motivation to learn, time devoted to learning, dependants’ age, lack of interest in studying, lack of educational-professional aspirations, lack of patterns connected with learning observed at home as well as pretty low level of intellect.
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Paskočiumaitė, Greta. "Narrative of the Anti-Soviet Partisan War: a Family Case." Tautosakos darbai 63 (July 20, 2022): 35–61. http://dx.doi.org/10.51554/td.22.63.02.
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The subject of the article is the narrative of the partisan war maintained by family members of the partisans from the Vytis Partisan District Antanas Žilys and Zofija Žilienė. This case study aims at revealing the memory of struggle for freedom from the perspective of the families that had lived prior to the beginning of the anti-Soviet resistance. It includes circumstances under which the narrative was shaped, the peculiarities of its content and change, its influence on the personal attitudes of the family members and the fundamentals of its transferring from one generation to another. Stories recorded in 2019–2020 embrace three generations of the family: Algimantas the son of the partisans, Jurga and Gediminas their grandchildren, and Gaudutė their great-granddaughter. In order to perceive the background of the story, the author uses memoirs by the freedom fighters connected to the Žiliai Family, and by Zofija Žilienė, published at the onset of the Lithuanian independence. According to the author, a person telling his / her life story or relating its separate events presents an original interpretation of the past and shapes his / her identity; therefore, such narrative is of utmost importance in terms of understanding the partisans and their closest surroundings.
The members of the partisan community exhibit a remarkably positive attitude towards the Žiliai Family, both because of their resistance activities and their personal traits. Published memoirs and artistic works by the partisans depict not only Antanas and Zofija but also their three children who had to grow up with a number of foster-parents. According to their former brothers in arms and family members, the family ties were damaged during the partisan war, albeit still partly maintained, since the parents used to visit their children, contributing to their upbringing. After Antanas was killed in May of 1949, and Zofija subsequently arrested, the family ties weakened even more; however, the narratives preserved in the memory of family members assume that the experiences of resistance and repressions as well as similar reaction towards them bounded them all together. The study revealed that the partisan war and Antanas’ death became subjects of a more open discussion in the family only in the eve of the Lithuanian independence in the 90s, although during the Soviet occupation the family members had already intuitively felt a complicated history lurking behind. It should be noted, however, that the memories of the partisan war are not merely directly transferred: the narrative is shaped considerably by certain omissions and by the family members’ behavior during the Soviet period, attempting by various means to shield their close ones from the attention of Soviet repressive structures. According to their narratives, every member of the Žiliai Family appreciates freedom as the main value of life, although painful experiences have forced Zofija and her son Algimantas to adapt to the Soviet regime. However, stories by Zofija’s grandchildren clearly exhibit their subconscious desire to oppose the system and longing for the independence. All narrators seem to be proud of their family members’ involvement in the struggle for freedom, despite their understanding of the cruel impact it had on the family life. Knowledge of the family history is valued as a responsibility to be passed on and appreciated. The younger the generation, the more remote its connections to the resistance; this enhances their impartiality and a lack of authentic experience. Grandchildren of the partisans already tend to speak more openly about the painful experiences of their family members, thus revealing the complicated reality of the struggle for freedom.
Narratives by the partisans’ son display clear traces of immediate communication with the partisans, including details from their everyday life and connections with their families, as well as authentic memories of the family relationship. Algimantasʼ mind is more occupied by the image of his slain father. Subsequent generations have mostly preserved memories of interactions with Zofija, supplementing her stories with their own insights in the partisan struggle and attitude towards the Soviet regime. The chief storyteller in the family is still Algimantas, sharing his parents’ and his own experiences both with the family and with the general public.
The study reveals that experiences of resistance and repression have influenced the self-perception of several generations. The narrative preserved by the partisan families expands the notion of their fight and supplements the history of struggle for freedom with new and significant details.
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Grinberg, Jaime Gerardo Alberto. "“I Had Never Been Exposed to Teaching like That”: Progressive Teacher Education at Bank Street during the 1930s." Teachers College Record: The Voice of Scholarship in Education 104, no. 7 (October 2002): 1422–60. http://dx.doi.org/10.1177/016146810210400702.
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What happens in a teacher education program when control is neither exercised by formal professional or state standards nor by traditional dominant “disabling” market influences (Labaree, 1994)? To answer this question, the focus of this paper is on looking at teacher education through the lenses of pedagogical practices and discourses not in traditional institutions such as normal schools, colleges, and universities but in an alternative institution. Thus, this paper presents detailed accounts and analyzes the practice of the preparation of teachers in a progressive program during the 1930s in New York at Bank Street College of Education. Mostly, these accounts are grounded in the participants’ perspectives, providing data about how this progressive teacher-education program was experienced, and in particular on Lucy Sprague Mitchell's teaching based on data especially composed to describe two courses: (1)Environment (a mix of what today can be called social foundations and social studies methods) and (2)Language (mostly about the writing process). Bank Street, initially called the Cooperative for Student Teachers and intrinsically connected with experimental schools and a well-known institution among practitioners and progressive educators, was formed in 1930, which were times with heavy ideological discussion given the social and economic American and international contexts. Teaching at Bank Street centered on making experience a subject matter of study, while making connections between learning about children, the self, the world (the social contexts), and schooling, to foster progressive practices in the classroom. This case about pedagogical practices suggest a need to pay closer attention to the teaching of progressive teachers as an important aspect of learning to teach and teacher education improvement beyond dominant discussions about standards, organization, regulations and control of teacher education. This paper shows that it was possible to have a highly intellectual and inquiry-oriented teacher-education program, with a rigorous study of experience, with passion to understand children, subject matter, social contexts, and the self, and with a commitment to justice.
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Alkindi, Salam, Anil Pathare, Shoaib AlZadjali, Ali AlMadhani, Hamood AlHaddabi, Shanmugaonkar Muralitharan, David Gravell, J. David Dennison, and Rajagopal Krishnamoorthy. "Hb Barts’s Quantitation in Neonatal Cord Blood Screening Samples." Blood 112, no. 11 (November 16, 2008): 5426. http://dx.doi.org/10.1182/blood.v112.11.5426.5426.
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Abstract Background: a-thalassaemia is known to be prevalent in the Sultanate of Oman. However, there are no studies on the effects of a-thalassaemia on red cell indices in the new born children from the Sultanate of Oman. Materials & Methods: In a prospective study over a period of 2 years, cord blood samples from 7837 neonates, from the two prominent cities i.e Muscat and Sohar in the Sultanate of Oman, were analyzed for complete blood counts [CBC] and high performance chromatography[HPLC]; as part of ongoing studies related to the national neonatal cord blood screening programme. HPLC was performed on the Biorad Variant II™ using the beta thalassaemia short programme for qualitative assessment and alpha thalassaemia short programme for quantitation of Haemoblobin Barts, which was considered as diagnostic of alpha thalassaemia on the cord blood samples.(Biorad Laboratories, Hercules, CA, USA) The positive samples were then further studied with molecular methods for confirmation by GAP PCR with direct sequencing and Genescan studies on ABI 3100 Genetic Analyzer®. (Applied Biosystems, Foster City, CA, USA) Results: There were 4042 samples(51.58%) with normal HPLC (HbA + HbF). [Table] The remaining 3795 cases(48.42%) were associated elevated Hb Barts, indicative of the presence of a-thalassaemia. Amongst these subjects, 229 cases additionally also had HbS, 28 cases had HbD, 30 cases had HbE, and 3 cases had HbC. Overall, a total of 773 cases (9.86%) showed an abnormal hemoglobin like HbS(429), HbC(6), HbD(73), HbE (60)or beta thalassaemia(206). Reference range for Cord Blood in Ethnic Omani newborn children(Mean ± SD) Hb RBC Hct MCV MCH MCHC RDW HbA HbF (g/dl) (×1012/L) (%) (fl) (pg) (g/dl) (CV%) % % † Significant (P<0.05) compared with Normal (A+F) #Barts Subgroups classified as per alpha thalassaemia short programme [Manufacturer’s instructions] Normal [A+F] 15.38 ±2.04 4.69 ±0.68 50.5 ±7.18 107.66 ±7.75 33.61±4.07 30.98 ±3.44 17.01 ±2.17 22.88±8.03 77.02±8.04 a-thal [A+F+Barts] 14.79† ±2.9 5.09† ±0.77 49.7† ±7.4 97.29† ±13.8 29.74† ±11.8 30.39† ±3.6 18.09† ±2.56 25.74† ±9.05 73.96† ±8.91 #Barts <1% N=625 15.81 ±1.58 4.54 ±0.52 47.92 ±5.03 105.72 ±5.64 34 ±2.27 33.03 ±1.23 16.27 ±1.24 23.78 ±8.6 81.55 ±10.2 #Barts 1–3% N=1847 15.78 ±2.03 4.74 ±0.66 48.25 ±6.99 101.57 ±5.44 33.38 ±2.69 32.71 ±1.17 16.25 ±6.46 21.14 ±8.1 84.65 ±9.75 #Barts 3–10% N=1323 14.96 ±2.01 5.29 ±0.69 47.46 ±6.8 89.87 ±5.39 28.47 ±2.1 31.65 ±1.39 17.3 ±1.82 24.11 ±8.5 81.42 ±9.5 Hb Barts levels between 1–3% and 3–10% were seen amongst 48.68% and 34.87% cases respectively. Genescan studies revealed that 61.23% cases had nondeletional type and 38.77% subjects showed deletional.(-a3.7 ) types of a-thalassaemia.[figure] which were confirmed by GAP PCR for deletional cases whereas in non-deletional cases both a2 and a1 genes were selectively amplified and directly sequenced. Conclusions : The incidence a-thalassaemia in this cohort of neonates was 48.42%. a-thalassaemia gene significantly reduced the MCV, MCH, MCHC, Hct, RBC count and the Hb and increased the RDW in the cord blood samples of neonates screened in this study. There was an excellent correlation between qualitative and quantitative estimation of Hb Barts by the two techniques. Importantly, we did not encounter any case of Hb H disease or hydrops faetalis in this study. Figure Figure
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Ishimaru, Ann M. "When New Relationships Meet Old Narratives: The Journey towards Improving Parent-School Relations in a District-Community Organizing Collaboration." Teachers College Record: The Voice of Scholarship in Education 116, no. 2 (February 2014): 1–56. http://dx.doi.org/10.1177/016146811411600206.
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Background/Context Faced with rapidly changing demographics, districts are increasingly looking to partner with parents to support and improve student learning. Community organizing holds promise for pursuing educational equity through the development of low-income parent participation and leadership, but previous research has focused primarily on the use of structural social capital theory in qualitative studies to understand school-based organizing mechanisms and impacts in traditional urban centers. Focus of Study The aim of this study was to examine whether district-level organizing efforts might be associated with improved parent-school relations in schools and how such efforts to build a new relationship may be enacted and negotiated at the school level within the context of a district-organizing group collaboration in a “new immigrant” destination. Research Design This mixed-methods sequential explanatory study used social capital and the concept of institutional scripts to quantitatively investigate the relationship between Latino parent organizing and parent-school relations across a district, then qualitatively explore the dynamics of parent-school social capital in a nested case study of one school. Data Collection and Analysis Using teacher-survey data from a stratified random sample of teachers in schools across the district, I fit multilevel regression models to examine whether schools with more organizing engagement had greater structural and functional parent-school social capital. I subsequently analyzed interview, observation, and document data to examine how organizing efforts sought to build positive parent-school relations at an elementary school that represented a key focal point for the district-organizing group collaboration. Findings/Results Schools with high organizing had greater structural social capital than schools with little or no organizing, but high organizing schools did not have greater functional social capital in the form of teacher-parent trust. The case study findings suggested that the dominant institutional scripts about the role of parents were simultaneously rewritten and reinforced even as organizing approaches worked to foster a new relationship between parents and educators. Conclusions/Recommendations Districts and schools that collaborate with community organizing groups can augment their social resources and expertise, particularly in reaching out to low-income Latino parents and effectively educating their children. Yet, the dominant institutional scripts in schools – about the role of parents, professional authority, and control – suggest the complexity of efforts to improve parent-school relations. Those seeking to build meaningful parent and community participation in schools would do well to move beyond traditional forms of parent involvement in the journey toward deeper engagement and collaboration.
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Simmons, Michaela Christy. "The Racial Origins of Foster Home Care: Black Family Responsibility in the Early Welfare State, New York City, 1930s–1960s." Du Bois Review: Social Science Research on Race, January 3, 2023, 1–23. http://dx.doi.org/10.1017/s1742058x22000248.
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Abstract Black family values and behavior have long been at the center of policy solutions to intergenerational poverty. But in the early twentieth century, the Black family took on paradoxical significance as a solution to child poverty and neglect through the foster family. This was part of a broad realignment in child protection that upheld the “Home” as the best place for children—yet the concept came to mean something different for White and Black youth. Using New York City as a case by which to study broad transformations in child protection ideology and local child welfare response, I find that in the 1930s substitute care underwent a dramatic transformation with many White children cared for in their own homes or in therapeutic institutions, while previously excluded Black youth gained disproportionate access through race-matched foster families. Though a seemingly progressive approach, I argue that the prioritization of the foster home over the biological home illuminates how the family was envisioned as a solution to poverty in the context of racial inequality. Child welfare workers imagined that patterns of placement in race-matched foster families could be manipulated to overcome segregation and exclusion from the emerging welfare state. But as more non-White children entered substitute care, the conditions of poverty and distress in segregated communities necessitated a return to congregate care for “hard-to-place” minority youth as Black families seemingly failed to take care of their own. This case is important because it highlights the way in which official foster care systems emerged not as an extension of Black kinship care strategies, but as an experimental solution to dependency and neglect that mobilized the Black family to resolve the many consequences of state abandonment.