Relevant bibliographies by topics / Looking After Children System

Academic literature on the topic 'Looking After Children System'

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Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Looking After Children System"

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Cheers, Deirdre, Kathleen Kufeldt, Ross Klein, and Scott Rideout. "Comparing caring: The Looking After Children system in Canada and Australia." Children Australia 32, no. 2 (2007): 21–28. http://dx.doi.org/10.1017/s1035077200011548.

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The Looking After Children (LAC) system is currently used in a number of countries world wide, providing increasing opportunities for international research collaboration. This paper describes early results of one such collaborative effort between Canada and Australia. The LAC system is a child-centred case management approach aimed at enhancing the developmental needs of children and young people in out-of-home care placements. LAC has the capacity to connect research, policy and practice. For research and practice LAC measures and enhances outcomes of care. Aggregation of data collected via the use of LAC allows policy makers to assess current practices in order to monitor and measure the extent to which intended program goals are achieved. LAC promotes and encourages collaboration in the care system, enhancing participation opportunities and partnerships between social workers, direct carers (foster parents and residential workers), parents, children and young people.
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Epps, Kevin. "Looking after children in secure settings: recent themes." Educational and Child Psychology 14, no. 2 (1997): 42–52. http://dx.doi.org/10.53841/bpsecp.1997.14.2.42.

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AbstractThis article begins by looking at the various kinds of secure setting, and the legislation that allows children to be locked up. It moves on to examine, with reference to recent research, the reasons children are detained in secure conditions. The behavioural problems presented by the child, and the social and legal systems which aim to ensure that secure provision is used only when absolutely necessary, have an important bearing on the decision to place a child in secure accommodation. While there is agreement that the use of secure provision is sometimes justified, its use could be reduced through the expansion of appropriate alternative open provision. It is argued that the role of secure provision is still very unclear and poorly managed as a national resource. Secure units often function in isolation and are poorly integrated with other child-care resources. Some young people are moved from placement to placement in an attempt to avoid admission to secure provision, resulting in further damage to themselves and others. There seems to be a failure in the legislation to distinguish between young people who require a short stay in security during a crisis, from those who require a longer stay in an attempt to deal with long-standing antisocial and self-destructive behaviours. This problem has been compounded by the failure to develop an accepted methodology for understanding the behavioural problems presented by this group of young people. The creation of a national agency with specific responsibility for the administration and development of secure provision may help to resolve some of these problems.
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Garrett, Paul Michael. "Questioning the new orthodoxy: The ‘Looking After Children’ (LAC) system and its discourse on parenting." Practice 11, no. 1 (January 1999): 53–64. http://dx.doi.org/10.1080/09503159908412554.

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Dixon, Deirdre. "Looking After Children in Barnardos Australia: A study of the early stages of implementation." Children Australia 26, no. 3 (2001): 27–32. http://dx.doi.org/10.1017/s1035077200010324.

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Looking After Children (LAC), a case management system for children in out-of-home care, has been the subject of pilot implementation in several Australian states. Barnardos Australia, in association with the University of NSW, implemented LAC in all of its out-of-home care programs as part of an Australian Research Council (ARC) research grant, in 1997–99.This study looks at the factors affecting implementation of Looking After Children in Barnardos Australia out-of-home care programs during the initial twelve month period (1997–98). Information collected from interviews with eleven program managers, and examination of records containing LAC material on casework files, are used to explore factors which assisted or impeded LAC implementation. Similarities are highlighted between UK and Australian experiences of LAC implementation, and issues are raised of significance to agencies considering using LAC.
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Phillips, Malcolm, and Dave Worlock. "Implementing the Looking after Children System in RBK&C A Big Step Forward for Children and Foster Carers." Adoption & Fostering 20, no. 4 (December 1996): 42–48. http://dx.doi.org/10.1177/030857599602000409.

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Garrett, Paul Michael. "Producing the moral citizen: the ‘Looking After Children’ system and the regulation of children and young people in public care." Critical Social Policy 19, no. 3 (August 1999): 291–311. http://dx.doi.org/10.1177/026101839901900301.

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Vaughan, Geraldine. "‘Papists looking after the Education of our Protestant Children!’ Catholics and Protestants on western Scottish school boards, 1872–1918." Innes Review 63, no. 1 (May 2012): 30–47. http://dx.doi.org/10.3366/inr.2012.0030.

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When the Education (Scotland) Act was passed in 1872, the Roman Catholic community represented up to a third of the Scottish western urban population. The great majority of Presbyterian schools became Board schools but the Catholic authorities refused to enter the new system because they considered it as unofficially Presbyterian. Yet Catholics were nevertheless involved in the new system as ratepayers and they wanted to get some control over the spending of the educational tax. Thus a number of them became important actors on the newly elected councils. This article explores the ways in which Catholics fought the school board elections as well as the relation between Protestant and Catholic representatives on those boards in the west of Scotland (in Greenock and in the Monklands). It aims at studying the various conflicts which stemmed from inter-denominational collaboration as well as the modus vivendi which slowly emerged from 1872 until the passing of the 1918 Education Act.
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Baynesagn, Ashenafi Hagos, and Etsegenet Hailu Tolla. "Poor Mothers and Begging: How Impoverished Ethiopian Women Support Their Children in the Absence of a Strong State Welfare System." SAGE Open 12, no. 2 (April 2022): 215824402210917. http://dx.doi.org/10.1177/21582440221091725.

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Despite various efforts to achieve women’s empowerment, many women in developing nations still face desperate situations. In countries where social welfare services for the poor do not exist, mothers are expected to support their children by any means possible, including by begging. This is the case in Ethiopia, where poor mothers, especially in urban areas, engage in begging to support their families. To learn more about the lived experiences of these women we conducted qualitative interviews with 17 mother beggars who were identified through purposive sampling. From the interviews, we identified the following themes: begging as a better option; begging as a solution to a crisis; begging as a family identity; and challenges of begging. Children were considered assets as well as burdens by the mother beggars, who believed that more money could be made by using children, while acknowledging the stress of looking after their children when begging. Understanding the realities of these situations can help determine suitable responses to the needs of poor mothers raising children in the absence of strong state welfare systems.
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Wates, Michele. "Disability and Adoption: How Unexamined Attitudes Discriminate against Disabled People as Parents." Adoption & Fostering 26, no. 2 (July 2002): 49–56. http://dx.doi.org/10.1177/030857590202600207.

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For many years Michele Wates has been involved in developing peer support and a campaigning network of disabled parents in the UK. She considers that, while disabled children and adoption have been the focus of some debate, the issue of adoption has received far too little attention in relation to disabled adults. This article seeks to redress the balance by looking first at how children with disabled parents are over-represented in the looked after system. The author goes on to discuss the ways in which disabled people are overlooked as potential adoptive parents. In conclusion she outlines the implications for practice regarding both these related areas of concern.
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B, Sadhana, Navya A, Nidhishree ., and Vidhyashree Vishwa. "CHILD MONITORING SYSTEM USING GPS CHILD TRACKING SYSTEM." International Journal of Engineering Applied Sciences and Technology 7, no. 1 (May 1, 2022): 329–37. http://dx.doi.org/10.33564/ijeast.2022.v07i01.051.

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Today, parents are working hard and looking after their kids at the same time. Due to the increasing security risks faced by children, both the parents need to monitor their child & #39; s activities. This paper proposes a system that uses an Android phone to monitor the child & #39; s activities. The system can also provide the parents with the necessary information about their child & #39; s safety. The paper also shows how this system can be used to create a safety zone around the child. The system can monitor the child & #39; s activities and create a safety zone around the child. It can also provide the parents with the necessary information about the child & #39; s location. The system is equipped with a video camera that can be operated using the instructions from the Android phone & #39; s software hand function. The video camera can also be used to capture the child & #39; s movements. This project & #39; s major goal is to create an IoTbased Child Monitoring System that will allow parents to watch and detect their children & #39; s activities even when they are away from home. It is an innovative, smart, and protected Child Monitoring System designed to efficiently nurture a newborn. This approach takes into account all of the minor elements necessary for the child & #39; s care and protection at the institution and elsewhere. The usage of technologies/methodologies such as the Internet of Things (IOT), Live Video Monitoring System, Cloud Computing (Data Storage), and User Friendly Web Application helps to build smartness and innovation (for User Controls). Different Sensors/Modules are fitted to the child in order to detect each and every activity. All data collected from sensors/modules will be kept in the cloud and examined on a regular basis.
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Dissertations / Theses on the topic "Looking After Children System"

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Tregeagle, Susan. "Harnessing information and communication technology for vulnerable children the redevelopment of the Australian case management systems 'Looking After Children' and 'Supporting Children and Responding to Families' /." View thesis, 2009. http://handle.uws.edu.au:8081/1959.7/44013.

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Thesis (Ph.D.)--University of Western Sydney, 2009.
A thesis submitted to the University of Western Sydney, College of Arts, Social Justice and Social Change Research Centre, in fulfilment of the requirements for the degree of Doctor of Philosophy. Includes bibliographical references.
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Koslowski, Alison Smith. "Who cares? : European fathers and the time they spend looking after their children." Thesis, University of Oxford, 2007. http://ora.ox.ac.uk/objects/uuid:ee6e96cb-993e-4070-985f-774c70ff9132.

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Kazybekova, Ulzhan. "How working mothers combine paid work with looking after children and the implications for their pensions." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/43269/.

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This research explores working mothers’ decisions on combining paid work with looking after children and the implications these have for their pensions, and whether they have changed over time. Two cohorts of mothers are interviewed. The first cohort are working mothers aged between 30-40 years with the aim to explore their decisions’ to combine paid work with looking after children and their current situation of financial planning for retirement. The second cohort are mothers who are in receipt of state and/or non-state pensions and are aged between 60-70 years with the aim to explore how they combined paid work with looking after children and how they had planned financially for their retirement. Empirically, this research compares an earlier cohort of mothers who started to receive state and/or non-state pensions with working mothers whose retirement is expected to be around 2050. This research analyses pension provision for women in the United Kingdom through a critical review of Conservative and Labour Governments’ policies between 1979 and 2010 in addressing gender inequalities in pension provision for women. The period 1979 to 2010 covers the beginnings of the gradual and long term shift from state to non-state pension provision by 2050. Welfare state/regimes and sociological theories are used in this research study in order to explore working mothers’ decisions on paid work with looking after children and the implications these have for their pensions, given the policy shift from state to non-state pension provision. Working mothers’ experiences in combining paid work with looking after children show that mothers can hold different gendered moral rationalities and shift between the ideal types of social policy over time. This is shaped by whether they have a choice to decide how to combine paid work with looking after children. This in turn shapes working mothers’ orientations towards paid work and opportunities to contribute towards state and occupational pensions. Combining paid work with looking after children by members of both cohorts varied and was not a straightforward to fit one type of the ideal types of social policy, and the gendered moral rationalities held are subject to change in the lives of working mothers over time.
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Edwards, Lisa Nyree. "Looking after the teachers : an exploration of the emotional labour experienced by teachers of children looked after in Key Stage Two." Thesis, Cardiff University, 2013. http://orca.cf.ac.uk/52040/.

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Whilst outcomes for Children Looked After have extensively been discussed (Millward, Kennedy, Towlson, & Minnis, 2006; Rees, 2012), and the importance of school in the lives of these children acknowledged (Greig et al., 2008), less attention has been paid to the views and experiences of teachers of Children Looked After (Goddard, 2000). It is accepted that Emotional Labour (Hochschild, 1983) is commonplace in the teaching profession (Isenbarger & Zembylas, 2006) but no research has investigated how, and to what extent, teachers experience Emotional Labour during interactions with Children Looked After. The literature review explores research relating to outcomes for Children Looked After and the role of adults in supporting this group of children. The concept of emotion in the teaching profession, teachers’ experiences of emotional management and conceptualisations of Emotional Labour theory are also explored. Fourteen Key Stage Two teachers of Children Looked After participated in the current study by completing semi-structured interviews with a researcher. Results indicate that participants experience Emotional Labour during interactions with Children Looked After and that this may be mediated, to a degree, by factors including role constructions, perceptions of support and self-perceived role facilitators such as perceptions of a professional duty. Findings are discussed in relation to the need for Educational Psychologists to understand better the impact of Emotional Labour on teachers of Children Looked After. Correspondingly, the provision of supervision and systems level support for teachers of this group of children are explored.
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Blais, Angelica. "Looking at the Physical and Psychosocial Outcomes after Participation in a Community Physical Activity Program among Children with Congenital Heart Disease." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/37268.

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Background: Children with congenital heart disease (CHD) often face barriers unique to their diagnoses, making participation in community physical activity programs difficult. This pilot, feasibility study evaluated the appropriateness (i.e. feasibility and enjoyment ) of the Sportball program among a group of children with CHD. This study also sought to observe any changes in physical literacy outcomes and to explore physical activity perceptions of participants, in order to better inform the future use of community-based interventions for this population. Methods: This study employed a mixed-methods evaluation of a 10-week community-based intervention. Data from two focus groups (baseline and post-intervention) and field notes after each intervention session were collected. Physical literacy outcomes were determined using the Canadian Assessment of Physical Literacy. Results: Participants with CHD (n=9) successfully participated in Sportball, as demonstrated by the ability of all participants to complete program activities, participants’ overall enjoyment of the program and fair attendance (approximately 80% of intervention sessions). Improvements in motor skill and torso strength were observed, with a statistically significant difference (p < 0.01) in motor skill classification. Participation in Sportball facilitated positive social interactions during sport and was influenced by personal, social and environmental factors. Conclusion: Overall, participation in Sportball is appropriate for children with CHD who may have motor development delays and/or activity restrictions.
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Chukumah, Vincent. "After-School Activities Policy and the Atlanta Fulton Public Library System." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2801.

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Public libraries are evolving from their traditional role as promoters of literacy to a new role as providers of community resources, including after-school activities for teenagers. A policy mandate for such activities appears to be lacking though, which might impact negatively their effectiveness. The purpose of this study was to get a better understanding of the existing policy and implementation mechanisms of after-school activities offered by the Atlanta Fulton Library System in Georgia to at-risk teenaged patrons. Moore's theory of innovation and public value provided the theoretical framework for the study. An embedded case study research design was used to explore the perceived role of the public library, guiding policy framework, and factors constraining the implementation of after-school activities in 3 of the system 20 branches serving at-risk youth; semi-structured interviews with 21 participants comprising teenagers engaged in after-school activities, parents, librarians, library managers, and members of the Friends of the library; observations of teenagers' behaviors in the library setting; and publicly available document on the subject. The data were inductively coded and then subjected to a content analytical procedure, which revealed 5 after-school themes: bridging a digital divide, teen and community needs, public policy, and public service. The key finding of this study indicates an absence of a system-wide formal policy in how after-school services are provided across library branches for at-risk teenagers. The study concludes with recommendations to reexamine the existing after-school programs in a way that better incorporates the unique needs of library patrons and to align policies with these needs in order to better serve at-risk youth within the context of their communities.
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Baker, Stephanie Geraldine. "Using grounded theory to establish the views of Looked After Children, specifically around their experiences in the education system." Thesis, University of Bristol, 2009. http://hdl.handle.net/1983/88707509-3202-48f1-95b7-c2621fe23e65.

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The focus of this study is Looked After Children and their experiences and perceptions of school. Its focus is the views of the Looked After Child, their perceptions, their experiences as well as those key adults around the children such as carers and teachers. It investigates the views of Looked After Children and the views or labels that the adults around these children use to describe them. The focus of the study emerged following a review of the literature around Looked After Children and their experiences in education. It was felt that there was a gap in the literature whereby the views of Looked After Children were rarely sought with researchers preferring to work with retrospective accounts of being in care or through working with adults around the child in care. The empirical stance of the study is interpretivist in nature while Grounded Theory was chosen as both process and analytical tool to interpret the thoughts and beliefs of the children and adult. The data is presented through a case study format. Therefore, an interpretative stance was taken using Grounded Theory to guide my work and semistructured interviews were used to gather information from ten participants (four children in care, three carers and three teachers). Key findings emerged as identity; the way the child viewed himself or herself and the identity that others 'gave' them due to their 'vulnerable' status. Other areas of importance emerged as friendships, behaviour and feelings, outside professional involvement, and relationships and avoidance techniques. The study concludes with emerging theory from the data which states that there is a tension between government and individual needs and wants, therefore highlighting the importance of the voice of the individual i.e. the child in care in this instance. The study opens with a definition of being a Looked After Child and moves onto an examination of social policy, the governmental context and historical aspects of care. Relevant literature is presented which provides a rich variety of ideas related to being a Looked After Child. In particular the literature review highlights the fact that there has been much research into the care of Looked After Children and the importance of their achievement within education (albeit within a quantitative context). The notion of the importance of social networks is also examined. Based on the conclusions of the research, a number of areas that may have implications for Educational Psychologists are discussed as suggestions for future research.
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Oak, Eileen Barbara. "'Quality Protects' and looked after childrens educational attainment : a study of the experiences of children within the public care system and the impact of a social policy initiative on their educational attainment." Thesis, University of Salford, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.490520.

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The study sought to establish whether the Quality Protects (QP) initiatives were successful in one of their aims, which was to raise the educational attainment of Looked After Children. The method employed was a mixed triangulation method; incorporating, a pilot questionnaire, the statistics of Looked After Children GCSE cohorts for the period from 1999 to 2002, followed by interviews and focus groups with the stakeholders. The source of the study was a small local authority In the south of England.
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Latour, Laurie-Carol. "Genealogy of Resilience in the Ontario Looking After Children System." Thesis, 2016. http://hdl.handle.net/1828/7707.

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Resiliency has become common in child welfare parlance in recent decades and producing resilient youth is touted as the panacea to improving notoriously poor outcomes for youth in care, when compared to youth not in the care of the state. The Looking After Children (LAC) system emerged in the U.K out of neoliberal and managerial policies of the 1990s. The LAC system, and its corresponding Assessment and Action Record (AAR), was subsequently imported to Canada and has been heralded to foster resilience in youth in care. The AAR is composed of hundreds of tick box questions posed to young people in care, child welfare workers, and foster parents; these questions are pedagogical and the mined data from the AAR is aggregated to inform child welfare policy. The Looking After Children: A Practitioner’s Guide (Lemay & Ghazal, 2007) instructs workers how to administer the AAR, Second Canadian adaptation (AAR- C2), and it informs workers how to do their job. The notion of resilience in the Practitioner's Guide and the AAR-C2 are based in normative development and day to day experiences (Lemay & Ghazal, 2007). My interest in the LAC system emerges out of my experiences as a child welfare worker and my experience of being a youth in care. I wondered how it was, given the oppressive track record of child welfare in Canada, that the state could initiate a system to produce normal youth. This was a particularly salient question given the massive over- representation of Indigenous youth in foster care. With this critical curiosity as a point of departure I employed a Foucauldian inspired discourse analysis of the Looking After Children: A Practitioner’s Guide (2007, University of Ottawa Press), and three versions of its corresponding Assessment and Action Record, Second Canadian adaptation (AAR- C2) (2006, 2010, 2016, University of Ottawa). My analysis asked the question: How have we come to this ideal of resiliency? What were the contingencies and complex set of practices that enabled this specific notion of resilience to emerge in child welfare? What are the material outcomes of this notion of resilience? My findings suggest that: Youth in care are produced as deviant and outside of normal development, versus the desired resilient youth; youth in care and foster parents are responsibilized to produce resilient outcomes, which can never actually be achieved; the AAR-C2 acts as a surveillance system to enable to production of neoliberal subjects; the LAC system and the AAR-C2 are a method of colonization of Indigenous youth in care.
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Cheers, Deirdre Anne. "Evidence Based Practice in Out-Of-Home Care." 2006. http://hdl.handle.net/2123/1633.

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Master of Social Work
This research is about evidence based practice, which is an area of increasing interest and emphasis in social work today. Initially apparent in medical and health care settings, evidence based practice now has widened applicability to a broad range of contexts and professional disciplines. The ways in which research evidence is translated into policy and practice is itself a topic area for social work research. The study investigates evidence based practice in child welfare, specifically the out-of-home care system. Out-of-home care provides alternative placements for children and young people who cannot live with their families because of abuse and neglect, and generally consists of placement with foster carers or in a residential/group care setting. This research is an exploratory study which investigates through individual interview how nineteen out-of-home care Senior Managers and Team Leaders in the states of New South Wales, Western Australia and the Australian Capital Territory interpret and understand evidence based practice, and the degree and depth of knowledge they transfer from research awareness into out-of-home care practice and policy development. The research has three main objectives. Firstly to investigate the understanding of out-of-home care managers of evidence based practice, secondly to determine the influence of relevant research on practice and policy in out-ofhome care, and thirdly to explore potential barriers to evidence based practice. Looking After Children, a social work case management system for children and young people in out-of-home care, provides the context for this research, in which evidence based practice is critically examined. A thematic analysis of the interview data identified five major themes. These included: the benefit of broadening definitions of evidence based practice to include a wide range of influences on practice; the value and importance of 2 considering a broad range of research approaches in connecting research with policy and practice AND the potential for influencing outcomes of social work intervention via research based and influenced guided practice systems and techniques; factors which constitute barriers and also those that enhance the implementation of evidence based practice; the potential for instigating and supporting new research via the use of evidence based practice for purposes such as data aggregation, in addition to practice development and enhancement of client outcomes. Implications and conclusions are drawn from this study in relation to out-ofhome care policy and practice, with particular reference to use of the Looking After Children case management system in the Australian context. These include the potential of a consistent system such as LAC to provide common language and assessment tools and procedures in a welfare sector that is fragmented by lack of national legislation, and the potential for development of national out-of-home care research projects as a result of cross agency LAC implementation resulting in data aggregation opportunities.
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Books on the topic "Looking After Children System"

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Levete, Sarah. Looking after myself. Brookfield, Conn: Copper Beech Books, 1998.

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Lemay, Raymond A. Looking after children: A practitioner's guide. Ottawa: University of Ottawa Press, 2007.

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Looking after children: A practitioner's guide. Ottawa, ON: University of Ottawa Press, 2007.

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Daniel, John. Looking after: A sons' memoir. Washington, DC: Counterpoint, 1996.

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Wise, Sarah. The UK Looking After Children approach in Australia. Melbourne: Australian Institute of Family Studies, 1999.

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Petrie, Pat. After school and in the holidays: The responsibility for looking after school children. London: University of London Institute of Education, 1986.

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Board, Guernsey States Children. Nurseries, pre-schools, childminders & others looking after other people's children. Guernsey: States of Guernsey, 2003.

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Families, One Parent, ed. Looking after children with difficult behaviour: The guide for lone parents. London: One Parent Families, 2004.

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Miranda, McIntosh, and Scotland. Social Work Inspection Agency., eds. Looking after the family: A study of children looked after in Kinship care in Scotland. Edinburgh: Social Work Inspection Agency, 2006.

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Great Britain. Department of Health. Looking after children: Guidelines for users of the assessment and action records. London: H.M.S.O., 1991.

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Book chapters on the topic "Looking After Children System"

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Colton, Matthew, Robert Sanders, and Margaret Williams. "Looking after children." In An introduction to working with children, 167–214. London: Macmillan Education UK, 2001. http://dx.doi.org/10.1007/978-1-349-91274-2_6.

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Lynch, Gordon. "Flawed Progress: Criticisms of Residential Institutions for Child Migrants in Australia and Policy Responses, 1939–1945." In UK Child Migration to Australia, 1945-1970, 55–90. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69728-0_3.

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AbstractThe positive view of child migration held by UK Government officials in the inter-war period was not based on any regular system of inspections of the institutions in Australia to which children were sent. During the Second World War, UK Government officials became more of reported problems at several of these institutions, relating to standards of accommodation, management, care, training and after-care. This chapter traces the growing awareness of these problems and the UK Government’s response to them. Whilst policy-makers’ positive assumptions about child migration were challenged, and specific issues and institutions were known to require significant improvement, overall confidence in the value of child migration remained. Despite evidence of organisational failings in Australia, Australian welfare professionals were trusted to address these problems, and suggestions about the need for greater control from the United Kingdom were seen as a backward-looking attempt to limit the autonomy of Britain’s Dominions.
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Sayer, Tony. "The Looked-after Children’s System." In Critical Practice in Working With Children, 110–21. London: Macmillan Education UK, 2008. http://dx.doi.org/10.1007/978-1-137-01918-9_6.

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Yeatman, Anna, and Joanna Penglase. "Getting to Count: The Looking After Children (LAC) Initiative." In Individualization and the Delivery of Welfare Services, 141–64. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230228351_9.

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Walker-Gleaves, Caroline, and Alan Gleaves. "Digital Stories: Helping Children to Develop and Prevail with Digital Media." In Looking after Literacy: A Whole Child Approach to Effective Literacy Interventions, 163–78. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: Learning Matters, 2017. http://dx.doi.org/10.4135/9781529714814.n11.

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Sealey, Clive. "Children in Need/Looked-After Children: Analysing the Adequacy of the Care System." In Social Policy, Service Users and Carers, 145–61. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69876-8_9.

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Walker-Gleaves, Caroline, and Janet Degg. "The Language of Mathematics and the Particular Difficulties of Children with Foetal Alcohol Spectrum Disorders." In Looking after Literacy: A Whole Child Approach to Effective Literacy Interventions, 179–92. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: Learning Matters, 2017. http://dx.doi.org/10.4135/9781529714814.n12.

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Ueda, Norishi, and Hideyuki Iwayama. "Hyperinsulinemia Tends to Induce Growth Without Growth Hormone in Children with Brain Tumors After Neurosurgery." In Tumors of the Central Nervous System, 73–89. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7217-5_7.

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Metzger, Martina. "25 Years After the Collapse of the Bretton Woods System: Still not Having Found What We Were Looking for." In Challenges for International Organizations in the 21st Century, 89–108. London: Palgrave Macmillan UK, 2000. http://dx.doi.org/10.1007/978-1-349-62715-8_5.

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Chistyakova, Guzel, Lyudmila Ustyantseva, Irina Remizova, Vladislav Ryumin, and Svetlana Bychkova. "RISK FACTORS OF BIRTH OF PREMATURE CHILDREN." In CHILDREN WITH EXTREMELY LOW BODY WEIGHT: CLINICAL CHARACTERISTICS, FUNCTIONAL STATE OF THE IMMUNE SYSTEM, PATHOGENETIC MECHANISMS OF THE FORMATION OF NEONATAL PATHOLOGY, 11–24. au: AUS PUBLISHERS, 2022. http://dx.doi.org/10.26526/chapter_62061e70dcd948.10387409.

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The purpose of the monograph, which contains a modern view of the problem of adaptation of children with extremely low body weight, is to provide a wide range of doctors with basic information about the clinical picture, functional activity of innate and adaptive immunity, prognostic criteria of postnatal pathology, based on their own research. The specific features of the immunological reactivity of premature infants of various gestational ages who have developed bronchopulmonary dysplasia (BPD) and retinopathy of newborns (RN) from the moment of birth and after reaching postconceptional age (37-40 weeks) are described separately. The mechanisms of their implementation with the participation of factors of innate and adaptive immunity are considered in detail. Methods for early prediction of BPD and RN with the determination of an integral indicator and an algorithm for the management of premature infants with a high risk of postnatal complications at the stage of early rehabilitation are proposed. The information provided makes it possible to personify the treatment, preventive and rehabilitation measures in premature babies. The monograph is intended for obstetricians-gynecologists, neonatologists, pediatricians, allergists-immunologists, doctors of other specialties, residents, students of the system of continuing medical education. This work was done with financial support from the Ministry of Education and Science, grant of the President of the Russian Federation No. MK-1140.2020.7.
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Conference papers on the topic "Looking After Children System"

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Katsumi, Osamu, Tatsuo Hirose, and Mehul C. Mehta. "Measuring Visual Function in Infants and Young Children with Visual Impairment." In Noninvasive Assessment of the Visual System. Washington, D.C.: Optica Publishing Group, 1990. http://dx.doi.org/10.1364/navs.1990.ma5.

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For evaluating vision in infants and young children, optokinetic nystagmus (OKN), preferential looking (PL), and pattern reversal visual evoked response (PVER) are now available. Each method has its own advantages and disadvantages, as has been extensively reported elsewhere (1), and their use has resulted in a much clearer understanding of the overall pattern of visual development during childhood.
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Chukoskie, Leanne, Ahmad Soomro, Jeanne Townsend, and Marissa Westerfield. "‘Looking’ better: Designing an at-home gaze training system for children with ASD." In 2013 6th International IEEE/EMBS Conference on Neural Engineering (NER). IEEE, 2013. http://dx.doi.org/10.1109/ner.2013.6696166.

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Mashevskiy, Gleb, and Polina Dubrovina. "System for Predicting the Origin of Neurological Symptomatics in Children after an Ischemic Stroke." In 2020 IEEE International Conference on Electrical Engineering and Photonics (EExPolytech). IEEE, 2020. http://dx.doi.org/10.1109/eexpolytech50912.2020.9243867.

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Dobson, V., and N. A. Carpenter. "Acuity Card Assessment of Visual Acuity in High-Risk Infants: Interobserver Agreement in a Subjective Test Procedure." In Noninvasive Assessment of the Visual System. Washington, D.C.: Optica Publishing Group, 1987. http://dx.doi.org/10.1364/navs.1987.wa4.

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The acuity card procedure (McDonald et al 1985; 1986a,b) was developed to be a rapid procedure for the measurement of grating acuity in infants and young children. It is a modification of the forced-choice preferential looking (FPL) procedure, a laboratory-based procedure for the objective measurement of visual function in non-verbal subjects (Teller 1979).
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Dobson, Velma, and Nancy Carpenter. "Interobserver Agreement and Observer Bias in the Acuity Card Procedure." In Noninvasive Assessment of the Visual System. Washington, D.C.: Optica Publishing Group, 1991. http://dx.doi.org/10.1364/navs.1991.mb1.

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The Acuity Card Procedure is a rapid, subjective method for estimating grating acuity in infants and young children. In the procedure, the child is shown a series of gray cards, 28 by 58 cm in size, each of which contains a black-and- white square-wave grating located to the left or right of a small (4 mm diameter) central aperture. The tester, who is unaware of the location of the grating on each card, watches the child's eye movements through the aperture and decides, on the basis of the child's looking behavior, which cards contain gratings that can be resolved by the child. Acuity is estimated as the spatial frequency of the finest grating that the tester judges that the child can resolve, as indicated by the child's consistent looking toward the location of the grating upon repeated presentations of the card.
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Eriksen, K. Jeffrey, Kenneth W. Wright, Tracey J. Shors, and James P. Ary. "Pattern Visual Evoked Potentials Recorded Under Chloral Hydrate Sedation." In Noninvasive Assessment of the Visual System. Washington, D.C.: Optica Publishing Group, 1986. http://dx.doi.org/10.1364/navs.1986.md1.

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The accurate assessment of visual function in infants and preverbal children is crucial to the appropriate management of pediatric eye disorders. Decisions regarding pediatric cataract surgery, corneal surgery, the dispensing of glasses, and patching therapy are dependent upon knowledge of visual function and the presence of amblyopia. Unfortunately, there are only a few quantitative methods available to test infant vision and these have not been accepted for routine clinical use [1,2]. The two most widely used methods are preferential looking [3,4] and the pattern visual evoked potential (P-VEP) [5,6], Fixation preference testing has also been used to detect amblyopia in preverbal children, but this test does not quantitate visual function [7,8]. A common shortcoming of these tests is the requirement for patient cooperation.
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Preston, Karen L., and Davida Y. Teller. "The Acuity Card Procedure: Rapid Clinical Assessment of Visual Acuity in Infants and Non-Verbal Patients." In Noninvasive Assessment of the Visual System. Washington, D.C.: Optica Publishing Group, 1986. http://dx.doi.org/10.1364/navs.1986.mb5.

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The acuity card procedure1 is a recently developed variation of preferential looking (PL) for use in the behavioral assessment of the visual acuity of infants and young children. The procedure is suitable for use in clinical settings because it is fast, accurate, and may be used across a wide range of ages to assess the acuity of patients with diverse clinical disorders. The purpose of this paper is to introduce the acuity card procedure to clinical psychophysicists and invite discussion of the potential usefulness of the cards in routine clinical application.
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Kulkova, I. "Socio-Psychological Factors Influencing Procreative Behaviour: Results of an All-Russian Sociological Survey." In XIII Ural Demographic Forum. Global challenges to demographic development. Institute of Economics of the Ural Branch of RAS, 2022. http://dx.doi.org/10.17059/udf-2022-2-4.

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The article analyses the results of a sociological survey concerning the influence of certain socio-psychological factors on the decision-making process of Russian women to give birth to a/another child. The survey was conducted by the author in all federal districts of the Russian Federation in 2021. It was determined that socio-psychological factors of close-knit family, love between spouses and psychological readiness to have a child have a strong influence on procreative behaviour; the grandparents’ willingness to provide assistance looking after the child/children has a medium impact. It was also revealed that the ideal number of children in the family according to the respondents cannot ensure the simple population reproduction in the country.
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Holley, D., A. Theriault, S. Kamara, V. Anewenter, D. Hughes, and M. J. Johnson. "Restoring ADL function after wrist surgery in children with cerebral palsy: A novel Bilateral robot system design." In 2013 IEEE 13th International Conference on Rehabilitation Robotics (ICORR 2013). IEEE, 2013. http://dx.doi.org/10.1109/icorr.2013.6650463.

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Dobson, Velma, and Beatriz Luna. "Grating Acuity in Infants: Prototype vs Teller Acuity Cards." In Noninvasive Assessment of the Visual System. Washington, D.C.: Optica Publishing Group, 1990. http://dx.doi.org/10.1364/navs.1990.ma3.

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The acuity card procedure1 is a modified version of the forced-choice preferential looking procedure (FPL)2 that has been used for the past fifteen years to measure grating acuity in individual infants in laboratory settings. In the FPL procedure, the observer's task is to watch the infant through a small peephole and to judge, based on the infant's eye and head movements, whether a black-and-white grating is located to the right or to the left of the peephole. After numerous presentations of at least four spatial frequencies of gratings, acuity is estimated as the (interpolated) spatial frequency that produced a score of 75 percent correct by the observer.
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Reports on the topic "Looking After Children System"

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Ogenyi, Moses. Looking back on Nigeria’s COVID-19 School Closures: Effects of Parental Investments on Learning Outcomes and Avoidance of Hysteresis in Education. Research on Improving Systems of Education (RISE), March 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/040.

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In this Insight Note, we explore how COVID-19 and related school closures impacted Nigerian schools, parents, and students. National data collected by the National Bureau of Statistics in 2020 through a monthly phone survey show that children had extremely limited contact with the education system during this time, and that families preferred low-cost alternatives such as in-home tutoring and increased parental involvement in education to e-learning tools. Additional data collected by the RISE Nigeria Team in a survey of 73 low-cost private schools in Abuja suggest that some schools did maintain contact with students during mandated school closures, that students experienced absolute learning losses equivalent to about 5-6 months of school missed in other contexts (Cooper et al, 1996), despite participation in alternative learning activities, and that the pandemic led to severe financial hardships for schools and teachers.
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Bain, Luchuo Engelbert, and Darja Dobermann. Malaria, HIV and TB in the Democratic Republic of the Congo: Epidemiology, Disease Control Challenges and Interventions. Institute of Development Studies (IDS), March 2022. http://dx.doi.org/10.19088/k4d.2022.034.

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Malaria, human immune deficiency virus (HIV) and tuberculosis (TB) are leading causes of death and public health threat to millions in Democratic Republic of Congo (DRC). The DRC is the second most malaria affected sub-Saharan African country after Nigeria, with malaria being the leading cause of death in children under 5 years (Lechthaler et al., 2019). The HIV prevalence in the country in the adult population stands at 1%, with extensive variations by region (UNAIDS, 2021c). The DRC is considered a high burden country for TB and HIV infection (Linguissi et al., 2017). This rapid review emphasizes significant elements of the epidemiology of malaria, HIV, and TB in DRC, as well as limitations in prevention, detection, and treatment, and examines a few interventions that aim to address these limitations. Evidence utilised is a mixture of the most recent grey literature NGO (programme reports and related documents) literature supplemented by peer reviewed academic literature from the past five years and national survey data when available. Although the clinical disease aspects of malaria, HIV and TB are well-researched there is less research available on socio-demographic variation, disease control challenges and interventions targeting these in the DRC. This is part of a series of reports looking into Epidemiology of Malaria, human immune deficiency virus (HIV) and tuberculosis (TB) across a set of African Nations.
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Ha, Wei, and Ye Xiao. Early Childhood Development and Poverty Reduction in the People’s Republic of China. Asian Development Bank, September 2021. http://dx.doi.org/10.22617/wps210299-2.

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The People’s Republic of China (PRC) has eliminated absolute poverty in 2020. Its recent national 14th Five-Year Plan (2021–2025) highlights improving the quality of human capital as an essential goal. Research has shown that investing in early childhood development generates the highest rates of return and leads to better education, health, social, and economic outcomes. After decades of neglect, the government has been increasing investment in preschool education targeting children in ages 3–6 years since 2010. This paper recommends that a comprehensive and equitable early childhood development service system must be a priority in building essential public service systems.
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Shaw, Kristi Lee, and Geoff Bridgman. Creating Appreciation and Community Support for Mothers Caring for a Child with an Anxiety Disorder. Unitec ePress, February 2023. http://dx.doi.org/10.34074/mono.097.

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This research examined a unique approach to anxiety disorder, one of the most prevalent and growing mental health concerns internationally. It uncovered the mostly invisible and challenging experiences of mothers caring for a child with an anxiety disorder and the value of their reciprocal relationships with their children for both their health and wellbeing. In addition, it explored social identity in making meaningful connection using a generative action-oriented social approach to address anxiety in the community. An appreciative inquiry, using social constructionist theory, and underpinned by elements of kaupapa Māori values, was utilised to explore the research questions. The data was collected via paired interviews, focus groups and small questionnaires with three to four mothers, after which thematic analysis was undertaken to identify important themes.There were four key themes discovered in the findings: (1) the mothers’ ongoing and challenging experiences of being silenced and isolated on the fringes, navigating the quagmire of social and institutional systems to help them help their children; (2) the mothers’ learning to cope by creating calm in the home, the child, and in themselves, often requiring them to ‘suspend’ their lives until their children become more independent; (3) the mothers employing a mother as advocate identity to face the challenges, and co-creating a mother as advocate group identity to continue to face those challenges to design a collective initiative;and (4) the value of freedom that the mothers experienced participating in the appreciative inquiry process with other mothers facing similar challenges and sharing their stories.This study demonstrates how appreciative inquiry is aligned with and supports the value of social identity theory and creating meaningful connections to help position and address anxiety disorder in the community. A key insight gained in this study is that our current social and institutional systems create disconnection in many facets of Western life, which contributes to the generation and perpetuation of stigmatisation, isolation and anxiety disorder. Within a Western capitalistic and individualistic culture, mental illness has become predominantly pathologised and medicated, positioning anxiety disorder within the child, and relegating the social dimension of the biopsychosocial approach as almost irrelevant. As mothers in this system spend valuable energy advocating for more support for their children, they put their own mental health at risk. There is no one solution; however, this study demonstrates that when mothers are supported through an appreciative inquiry process, strengthening their personal and social identities, there is the potential for health and wellbeing to increase for them, their children and the community.
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Barjum, Daniel. PDIA for Systems Change: Tackling the Learning Crisis in Indonesia. Research on Improving Systems of Education (RISE), September 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/046.

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Indonesia is facing a learning crisis. While schooling has increased dramatically in the last 30 years, the quality of education has remained mediocre (Rosser et al., 2022). Teacher capability is an often cited weakness of the system, along with policies and system governance. Approaches focused primarily on adding resources to education have not yielded expected outcomes of increased quality. “It is a tragedy that in the second decade of the twenty-first century, some children in Indonesia are not completing primary school and are turned out into the workforce as functional illiterates.” (Suryadarma and Jones, 2013; Nihayah et al., 2020). In the early 2000s, Indonesia began a process of decentralising service delivery, including education, to the district level. Many responsibilities were transferred from the central government to districts, but some key authorities, such as hiring of civil service teachers, remained with the central government. The Indonesian system is complex and challenging to manage, with more than 300 ethnic groups and networks of authority spread over more than 500 administrative districts (Suryadarma and Jones, 2013). Niken Rarasati and Daniel Suryadarma researchers at SMERU, an Indonesian think tank and NGO, understood this context well. Their prior experience working in the education sector had shown them that improving the quality of education within the classroom required addressing issues at the systems level (Kleden, 2020). Rarasati noted the difference in knowledge between in-classroom teaching and the systems of education: “There are known-technologies, pedagogical theories, practices, etc. for teaching in the classroom. The context [for systems of education] is different for teacher development, recruitment, and student enrollment. Here, there is less known in the public and education sector.” Looking for ways to bring changes to policy implementation and develop capabilities at the district level, SMERU researchers began to apply a new approach they had learned in a free online course offered by the Building State Capability programme at the Center for International Development at Harvard University titled, “The Practice of PDIA: Building Capability by Delivering Results”. The course offered insights on how to implement public policy in complex settings, focused on using Problem Driven Iterative Adaptation (PDIA). The researchers were interested in putting PDIA into practice and seeing if it could be an effective approach for their colleagues in government. This case study reviews Rarasati and Suryadarma’s journey and showcases how they used PDIA to foster relationships between local government and stakeholders, and bring positive changes to the education sector.
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Mazurkiewicz, Marek. ECMI Minorities Blog. German minority as hostage and victim of populist politics in Poland. European Centre for Minority Issues, February 2022. http://dx.doi.org/10.53779/fhta5489.

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On 4 February 2022, the Polish Journal of Laws published a new ordinance of the Minister of Education and Science, implementing cuts in the funding of education of German as a minority language. Consequently, the hourly length of such lessons will be significantly reduced. This regulation applies exclusively to the German minority, and the official motive for introducing discriminatory measures is to improve the situation of Polish diaspora in Germany. This is the first time after 1989 when the Polish state authorities introduce a law limiting the rights of Poland’s citizens belonging to a national minority (in this situation children), as a retaliation for the alleged situation of a kin-community elsewhere. Importantly, the adopted regulations are not only discriminatory towards one of the minorities; their implementation may in fact contribute to the dysfunctionality of the entire minority education system in Poland. This is also an obvious violation of the constitutional principle of equality before the law, the right of minorities to ‘maintain and develop their own language’, international standards of minority rights protection, as well as a threat to the very functioning of human rights protection mechanisms in the country.
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Pritchett, Lant, Kirsty Newman, and Jason Silberstein. Focus to Flourish: Five Actions to Accelerate Progress in Learning. Research on Improving Systems of Education (RISE), December 2022. http://dx.doi.org/10.35489/bsg-rise-misc_2022/07.

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There is a severe global learning crisis. While nearly all children start school, far too many do not learn even the most foundational skills of reading, writing, and basic mathematics during the years they spend there. The urgent need to address this crisis requires no elaborate reasoning. If one starts with love for a child, a human universal, it is easy to see that in the modern world a child’s dignity, self-worth, and freedom to define their own destiny require an adequate education. An adequate education is what will then enable that child to lead a full adult life as a parent, community member, citizen, and worker in the 21st century. To enable every child to leave school with the foundational skills they need will require fundamental changes to education systems. Since 2015, the Research on Improving Systems of Education (RISE) Programme, with which we are affiliated, has been conducting research exploring how to make these changes through country research teams in seven countries (Ethiopia, India, Indonesia, Nigeria, Pakistan, Tanzania, and Vietnam) and crosscutting teams on the political economy of education reform. Drawing on the cumulative body of research on learning outcomes and systems of education in the developing world, both from the RISE Programme and other sources, we advocate for five key actions to drive system transformation. (See next page.) A message cutting across all five actions is “focus to flourish”. Education systems have been tremendously successful at achieving specific educational goals, such as expanding schooling, because that is what they committed to, that is what they measured, that is what they were aligned for, and that is what they supported. In order to achieve system transformation for learning, systems must focus on learning and then act accordingly. Only after a system prioritises learning from among myriad competing educational goals can it dedicate the tremendous energies necessary to succeed at improving learning. The research points to these five actions as a means to chart a path out of the learning crisis and toward a future that offers foundational skills to all children. The first section that follows provides background on the depth and nature of the learning crisis. The remainder of the document explains each of the five actions in turn, synthesising the research that informs each action, contrasting that action with the prevailing status quo, and describing what the action would entail in practice.
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Tipton, Kelley, Brian F. Leas, Nikhil K. Mull, Shazia M. Siddique, S. Ryan Greysen, Meghan B. Lane-Fall, and Amy Y. Tsou. Interventions To Decrease Hospital Length of Stay. Agency for Healthcare Research and Quality (AHRQ), September 2021. http://dx.doi.org/10.23970/ahrqepctb40.

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Background. Timely discharge of hospitalized patients can prevent patient harm, improve patient satisfaction and quality of life, and reduce costs. Numerous strategies have been tested to improve the efficiency and safety of patient recovery and discharge, but hospitals continue to face challenges. Purpose. This Technical Brief aimed to identify and synthesize current knowledge and emerging concepts regarding systematic strategies that hospitals and health systems can implement to reduce length of stay (LOS), with emphasis on medically complex or vulnerable patients at high risk for prolonged LOS due to clinical, social, or economic barriers to timely discharge. Methods. We conducted a structured search for published and unpublished studies and conducted interviews with Key Informants representing vulnerable patients, hospitals, health systems, and clinicians. The interviews provided guidance on our research protocol, search strategy, and analysis. Due to the large and diverse evidence base, we limited our evaluation to systematic reviews of interventions to decrease hospital LOS for patients at potentially higher risk for delayed discharge; primary research studies were not included, and searches were restricted to reviews published since 2010. We cataloged the characteristics of relevant interventions and assessed evidence of their effectiveness. Findings. Our searches yielded 4,364 potential studies. After screening, we included 19 systematic reviews reported in 20 articles. The reviews described eight strategies for reducing LOS: discharge planning; geriatric assessment or consultation; medication management; clinical pathways; inter- or multidisciplinary care; case management; hospitalist services; and telehealth. All reviews included adult patients, and two reviews also included children. Interventions were frequently designed for older (often frail) patients or patients with chronic illness. One review included pregnant women at high risk for premature delivery. No reviews focused on factors linking patient vulnerability with social determinants of health. The reviews reported few details about hospital setting, context, or resources associated with the interventions studied. Evidence for effectiveness of interventions was generally not robust and often inconsistent—for example, we identified six reviews of discharge planning; three found no effect on LOS, two found LOS decreased, and one reported an increase. Many reviews also reported patient readmission rates and mortality but with similarly inconsistent results. Conclusions. A broad range of strategies have been employed to reduce LOS, but rigorous systematic reviews have not consistently demonstrated effectiveness within medically complex, high-risk, and vulnerable populations. Health system leaders, researchers, and policymakers must collaborate to address these needs.
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Financial Stability Report - Second Semester of 2020. Banco de la República de Colombia, March 2021. http://dx.doi.org/10.32468/rept-estab-fin.sem2.eng-2020.

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The Colombian financial system has not suffered major structural disruptions during these months of deep economic contraction and has continued to carry out its basic functions as usual, thus facilitating the economy's response to extreme conditions. This is the result of the soundness of financial institutions at the beginning of the crisis, which was reflected in high liquidity and capital adequacy indicators as well as in the timely response of various authorities. Banco de la República lowered its policy interest rates 250 points to 1.75%, the lowest level since the creation of the new independent bank in 1991, and provided ample temporary and permanent liquidity in both pesos and foreign currency. The Office of the Financial Superintendent of Colombia, in turn, adopted prudential measures to facilitate changes in the conditions for loans in effect and temporary rules for rating and loan-loss provisions. Finally, the national government expanded the transfers as well as the guaranteed credit programs for the economy. The supply of real credit (i.e. discounting inflation) in the economy is 4% higher today than it was 12 months ago with especially marked growth in the housing (5.6%) and commercial (4.7%) loan portfolios (2.3% in consumer and -0.1% in microloans), but there have been significant changes over time. During the first few months of the quarantine, firms increased their demands for liquidity sharply while consumers reduced theirs. Since then, the growth of credit to firms has tended to slow down, while consumer and housing credit has grown. The financial system has responded satisfactorily to the changes in the respective demands of each group or sector and loans may grow at high rates in 2021 if GDP grows at rates close to 4.6% as the technical staff at the Bank expects; but the forecasts are highly uncertain. After the strict quarantine implemented by authorities in Colombia, the turmoil seen in March and early April, which was evident in the sudden reddening of macroeconomic variables on the risk heatmap in Graph A,[1] and the drop in crude oil and coal prices (note the high volatility registered in market risk for the region on Graph A) the local financial markets stabilized relatively quickly. Banco de la República’s credible and sustained policy response played a decisive role in this stabilization in terms of liquidity provision through a sharp expansion of repo operations (and changes in amounts, terms, counterparties, and eligible instruments), the purchases of public and private debt, and the reduction in bank reserve requirements. In this respect, there is now abundant aggregate liquidity and significant improvements in the liquidity position of investment funds. In this context, the main vulnerability factor for financial stability in the short term is still the high degree of uncertainty surrounding loan quality. First, the future trajectory of the number of people infected and deceased by the virus and the possible need for additional health measures is uncertain. For that reason, there is also uncertainty about the path for economic recovery in the short and medium term. Second, the degree to which the current shock will be reflected in loan quality once the risk materializes in banks’ financial statements is uncertain. For the time being, the credit risk heatmap (Graph B) indicates that non-performing and risky loans have not shown major deterioration, but past experience indicates that periods of sharp economic slowdown eventually tend to coincide with rises in non-performing loans: the calculations included in this report suggest that the impact of the recession on credit quality could be significant in the short term. This is particularly worrying since the profitability of credit establishments has been declining in recent months, and this could affect their ability to provide credit to the real sector of the economy. In order to adopt a forward-looking approach to this vulnerability, this Report presents several stress tests that evaluate the resilience of the liquidity and capital adequacy of credit institutions and investment funds in the event of a hypothetical scenario that seeks to simulate an extreme version of current macroeconomic conditions. The results suggest that even though there could be strong impacts on the credit institutions’ volume of credit and profitability under such scenarios, aggregate indicators of total and core capital adequacy will probably remain at levels that are above the regulatory limits over the horizon of a year. At the same time, the exercises highlight the high capacity of the system's liquidity to face adverse scenarios. In compliance with its constitutional objectives and in coordination with the financial system's security network, Banco de la República will continue to closely monitor the outlook for financial stability at this juncture and will make the decisions that are necessary to ensure the proper functioning of the economy, facilitate the flow of sufficient credit and liquidity resources, and further the smooth operation of the payment systems. Juan José Echavarría Governor
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