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.
Full textA 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.
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.
Full textKazybekova, 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/.
Full textEdwards, 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/.
Full textBlais, 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.
Full textChukumah, Vincent. "After-School Activities Policy and the Atlanta Fulton Public Library System." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2801.
Full textBaker, 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.
Full textOak, 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.
Full textLatour, Laurie-Carol. "Genealogy of Resilience in the Ontario Looking After Children System." Thesis, 2016. http://hdl.handle.net/1828/7707.
Full textGraduate
Cheers, Deirdre Anne. "Evidence Based Practice in Out-Of-Home Care." 2006. http://hdl.handle.net/2123/1633.
Full textThis 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.
Rasmusson, B., U. Hyvönen, L. Nygren, and E. Khoo. "Child-centered social work practice - three unique meanings in the context of looking after children and the assessment framework in Australia, Canada and Sweden." 2009. http://hdl.handle.net/10454/9060.
Full textThis paper explores different orientations to child-centered social work as conveyed in the training materials and guidelines of Looking After Children and Assessment Framework in Australia. Canada and Sweden. 'Child centered' is shaped by contextual factors and influences social work practices. We found differences in these approaches as needs based and/or rights based and in relation to how each emphasizes the three P's Provision, Protection and Participation. Substantial differences were identified both in how references to a child-centered approach appear in theoretical frameworks, values, motives and use of concepts in training materials and guidelines, and in the instructions given as to how to apply these approaches. It appears that Australia balances needs and rights, while Canada is more needs-oriented and Sweden more rights-oriented. Swedish materials show a more explicit emphasis on participation than Australian and Canadian materials. Differences between the three countries indicate the importance of structural, contextual factors shaping orientations to child-centered practice.
Ko, Hung-Ling, and 柯虹伶. "The Cooperational Experiences of Social Workers on Promoting Children's After Scool Program with School Eductors- An Example of Community Care System for Disadvantaged Children in Central Taiwan." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/75584448507329306222.
Full text東海大學
社會工作學系
100
The main goal of this study was to explore the cooperating experiences of social workers and the school educators in the “Children's After School Program” proposed by “Community Care System for Disadvantaged Children” of the Children's Welfare Bureau, Ministry of the Interior. The research focuses are to explore, 1) how the social workers and the school activate the children's after-school care program; 2) how they consolidates and exploits the resources in the after-school care programs; and 3) the cooperative model of social welfare organizations and schools in the development of after-school care program. This study adopts a qualitative research method, through purposefully sampling out 7 respondents for semi-structured in-depth interviews, all of whom are either social workers or administrative staffs serving at least 2 years from 6 institutions that have been working and is working with schools, all of which are from 17 social welfare institutions which take charges of the “Community care counseling support system for children and teenagers” of Children welfare Bureau in central Taiwan. The study, which is divided into four parts, is mainly from the viewpoints of social worker, exploring the cooperating experiences with schools in after-school care program. The first section introduces the basic backgrounds of the undertaking social welfare institutions and the motivations of executions of after-school care program with schools; Section II is to explore the interactions with school personnel in the program; Section III is to explore the resources integration and utilization in the after-school care program; Section IV is to explore the cooperative model of social welfare organizations and schools in the development of after-school care program. The study shows that in process of cooperation of social welfare institutions and schools for children's after-school care program, the original workloads of social welfare institutions can be consolidated with the projects of the Children's Welfare Bureau. Additionally, with the cooperation of neighborhood magistrate, key figures, the head of the institution and schools, three forms of the social institutions cooperating with schools for after-school care classes have been developed, with counseling director being the main contact window for social workers. As for the resource consolidation and utilization parts, firstly, the resources are the institutions resources, school resources and community resources, of which differences exists in large organizations and small organizations in the resource linking. Secondly, the schools are responsible for the information of disadvantaged families and provide classroom resources. Thirdly, community resources are put into promoting community care for disadvantaged family children. Additionally, the social workers creating a platform for communicating with instructors and parents of disadvantaged family identification for the services are driving force for the cooperation of both sides. On the other hands, the resistances of schools for the community-based organizations, the frequent changes in guidance officers, the disagreements between heads of social welfare institutions on the program and the lack of after-school consulting volunteers are the obstacles of cooperation between the two sides; Social welfare institutions and schools have developed three cooperation models: resource-dependence, power-dependence and partnership. The cooperation model is dynamic and will be affected by different contact window, the resources put into and excreta. The study concludes with the limitations of the research and advices for three stakeholders including policy makers, practitioners and future researchers based on research results and experience of the respondents.
(11036142), Ryan D. Kornegay. "EXPLORING DIVERSE RURAL ELEMENTARY STUDENTS INTERESTS AND CONCERNS OF THE FOOD SYSTEM AFTER PARTICIPATING IN A VIRTUAL AGRI+STEM EXPERIENCE." Thesis, 2021.
Find full textSTEM education is a top priority in the educational development of youth across the United States as the country tries to address the need of having a more well equipped, prepared, and educated workforce. Agriculture, food, and natural resources (AFNR) has the ability to provide a relevant context for engaging students in STEM education through experiential learning. Tragically, both STEM and AFNR struggle to reach and engage more diversified audiences, especially students of color. AFNR education provides an authentic avenue to center STEM engagement around addressing societal grand challenges like food and nutritional security, childhood-obesity, and climate change; issues faced by all communities. The approaches and steps taken to address these AFNR related grand challenges can all be explored through the lens of food systems. Food systems is a concept within AFNR that encompasses the interdisciplinary components of AFNR, STEM, and social sciences that provides a breakdown for the process and system involved in getting food from farm to fork. In an era where youth are more disconnected from understanding where their food comes from, food systems education has the ability to reconnect youth to the root of this issue and the potential to lead them to explore finding solutions to the grand challenges facing their generation. Furthermore, food systems education provides a context to engage youth in authentic learning experiences in nonformal and formal classroom settings around relevant issues with the potential to enhance their interests and concerns around these topics.
There were four conclusions for this study. First, students that participated in the Virtual Agri+STEM Camp were motivated and engaged in the learning process while doing the Agri+STEM Camp activities. Second, students that participated in the Virtual Agri+STEM Camp were interested and concerned about the food system before and after participating in the Virtual Agri+STEM Camp. Third, African American student participants reported less previous AFNR experiences, yet they reported more interests and concerns in the food system than Caucasian American participants before and after completing the Virtual Agri+STEM Camp. Lastly, Students that felt more competent, saw the value, and were interested/enjoyed the Agri+STEM experience were more likely to be interested and concerned about the food system. Recommendations for future research and implications for practice and policy were discussed.
Joly, Marie-Pierre. "Mieux comprendre les facteurs associés à la satisfaction des parents d'accueil dans leur rôle." Thèse, 2013. http://hdl.handle.net/1866/10437.
Full textFoster families are an essential part of the youth protection system. However, in the province of Québec the youth protection network faces certain difficulties in recruiting and retaining candidates. Furthermore, two major changes may have an important impact on the practice of fostering children and youth: the implementation of the Looking After Children approach (LAC) and the application of the Act on the representation of family-type resources and certain intermediate resources, which implies the professionalization of the role of foster families. It is therefore imperative to take a closer look at foster parents’ experiences in order to identify better ways to cope with these transformations and challenges. The objective of the present thesis is to better understand the influential factors that affect the level of satisfaction foster parents attain through their role as caregivers. An underlying objective is to determine if the LAC approach affects the level of satisfaction. In order to achieve these objectives, thirteen foster parents from a region of the province of Quebec where the LAC approach has been implemented since 2003 were interviewed using individual, semi-directive interview techniques. An analysis of the thematic content pertaining to their level of satisfaction, their motivation and the challenges that they meet regularly was then conducted. According to the results found, the foster parents identify their level of satisfaction as pertaining to three distinct dimensions: parental, professional and personal. The factors which influence their level of satisfaction are: the parenting issues surrounding long-term foster care, the impacts that fostering has on a foster parent’s own family, and issues surrounding recognition/gratitude. The results also found that the principles and means suggested by the LAC approach may affect the factors evoked, therefore increasing the level of satisfaction of foster parents in their role as caregivers.
Wagner, Jennifer Lynne. "Effects of coadministration of D-Napvsipq [NAP] and D-Sallrsipa [SAL] on spatial learning after developmental alcohol exposure." Thesis, 2013. http://hdl.handle.net/1805/5066.
Full textDespite warnings about the dangers of drinking during pregnancy, little progress has been made in reducing alcohol drinking among women of childbearing age. Even after the recognition of pregnancy, 15% of women continue to drink, 3% of which admit to binge drinking. Because we cannot stop women from drinking during pregnancy, and many children with fetal alcohol spectrum disorders (FASD) are adopted, there is a significant need to develop postnatal interventions that can improve the long-term outcome of children adversely affected by prenatal alcohol exposure. This thesis aims to evaluate one promising new treatment in the rehabilitation or rescue of specific learning deficits long after the damage has occurred. The treatment evaluated herein (40µg D-NAP + 40µg D-SAL) has long been used in the prevention of the detrimental effects of long-term and binge-like alcohol exposures in rodent models of fetal alcohol syndrome and FASD. Until recently this peptide treatment had only been shown to be effective in preventing some of the consequences of alcohol exposure when administered concurrently with the prenatal alcohol exposure. A recent report by Incerti and colleagues (2010c), however, reported that these peptides could completely reverse a profound spatial learning deficit induced by one episode of a heavy binge-like alcohol exposure (5.9g.kg in a single intraperitoneal injection) on gestational day 8 (G8) in C57BL/6 mice. In that report, the peptide treatment was administered starting in late adolescence, beginning three days prior to and throughout water maze training, and the profound deficits in their alcohol-placebo group were completely eliminated in the alcohol-peptide group. There are currently no FDA-approved treatments for FASD. An effective treatment for the cognitive and behavioral dysfunctions suffered by the 1% of people born today could potentially improve the lives of millions of children and adults. The first aim of this thesis was to determine whether the peptide treatment could reverse the significant spatial learning deficits we have demonstrated in adult C57BL/6 mice given high-dose binge-like alcohol exposure (2.5 g/kg in each of two intraperitoneal injections separated by two hours) on postnatal day (P)7. When administered three days prior to and throughout water maze testing (P67-76), the peptide treatment had no effect on spatial learning. The second aim sought to determine whether the same peptide treatment could reverse water maze spatial learning deficits in G8 binge-like exposure models, as reported by Incerti et al. (2010c). For this analysis, the first study used a different binge-like alcohol exposure model that is more commonly used than that employed by the Incerti et al. (2010c) study, namely administration of 2.8g/kg in each of two intraperitoneal injections separated by four hours (Sulik et al., 1981). This model has been shown to produce high peak blood alcohol concentrations and neuroanatomical aberrations in the hippocampal formation and septal regions (Parnell et al., 2009), which have been implicated in learning and memory. Surprisingly, this G8 binge-like alcohol exposure failed to produce a spatial learning deficit, undermining the usefulness of this model in evaluating the peptide effects. In direct contrast to the outcomes of Incerti et al. (2010c), the G8 Webster alcohol exposure was also unable to produce any deficits in acquisition of spatial learning in the Morris water maze. Surprisingly, neither of the heavy binge-like alcohol exposures on G8 were able to produce spatial learning deficits in the Morris water maze. The binge-like alcohol exposure on P7 did yield the expected spatial learning deficit, but the peptide treatment was unsuccessful in recovering water maze learning. These findings fail to support oral administration of 40µg D-NAP and 40 µg D-SAL as a potential therapy for postnatal alcohol-induced spatial learning deficits in adult mice.