Academic literature on the topic 'Photography of children Social aspects Australia'

Post-mortem photography was a transcendental element in the 19th century, which not only democratized portraiture, but also helped in the bereavement process. The comeback of post-mortem photography as a psychological tool helping parents of deceased children to cope with death was only a matter of time. The role and importance of memento-moris has to be taken into account in order to make significant changes in the grieving process, but all of the aspects of this kind of photography need to be considered. The artistic, therapeutic, and ethical dimensions of post-mortem photography in the 21st century has its rules, and those rules need to be followed. The article constitutes only a part of the research devoted to the bereavement process from a sociological perspective.

This study employed a qualitative and social constructionist approach to examine cultural differences in intercultural parenting and how parents negotiated cultural differences. Semistructured, in-depth interviews were conducted with 14 intercultural couples/parents. Thematic analysis was used to analyze data and understand the meanings of participants’ experiences. The findings revealed that while intercultural couples experienced several similar aspects of parenting experienced by monocultural couples, their experiences were exacerbated because of the cultural differences. The most common descriptions of differences and uniqueness in parenting were identified as (a) discipline, (b) sleep patterns, (c) cultural taboos refood and traditional medical practices, (d) children’s socialization process, (e) education, (f) language and communication, (g) role of children, and (h) the role of extended families. Five major conflict resolution strategies were identified: (a) communication, (b) compromise, (c) sphere of rule, (d) asymmetrical decision-making, and (e) individual traits. Practical implications for therapists and counsellors working with intercultural parents/couples are discussed.

The article proves that the socialization of adults and children with musculoskeletal disorders (MSDs) is closely related to development, education, rehabilitation and includes the following neuropsychological aspects: social adaptation, labour adaptation, assessment of prospects for one’s adult life and creation of a non-discriminatory environment in society. Besides, the article shows how the photography club implements such goals, as well as evaluates the effectiveness of its activities. The educational aim of the photography club was to familiarize persons with MSDs with the basic types of working with digital photography and basic computer programmes that enable processing of digital information; to develop their knowledge about the photography and design business, computer skills and independent work skills. The experimental group (EG) consists of 40 leavers (18 males and 22 females) from the Vinnytsia Centre for Social Rehabilitation of Children with Special Needs “Promin”, who were diagnosed with cerebral palsy and six leavers with mild mental disorders. The age requirement for EG is 14-19 years old. The control group (CG) consists of 40 persons diagnosed with CP and seven persons with mild mental disorders (23 males and 17 females). The respondents managed to study different types of shooting: portraits, landscapes, group and individual photography. The photography club used different methods: verbal methods (mini-lectures, stories, explanations, conversations); practical methods (computer exercises, independent work, role-playing games), as well as paid considerable attention to the psychological correction of persons with MSDs. Unfortunately, most options of the respondents for employment are rather passive. Therefore, it is necessary to prepare persons with MSDs for competition in the labour market through psychological training and counselling. It is also crucial to promptly inform them about the dynamics of the labour market. The international relevance of the article lies in an attempt to adjust available electronic and software technologies to labour adaptation of people with MSDs and consider neurophysiological patterns of such a process.

Creating social and physical environments that promote good health is a key component of a social determinants approach. For the parents of young children, a smartphone offers opportunities for social networking, photography and multi-tasking. Understanding the relationship between supervision, mobile phone use and injury in the playground setting is essential. This research explored parent mobile device use (MDU), parent–child interaction in the playground, parent attitudes and perceptions towards MDU and strategies used to limit MDU in the playground. A mixed-methods approach collected naturalistic observations of parents of children aged 0–5 (n = 85) and intercept interviews (n = 20) at four metropolitan playgrounds in Perth, Western Australia. Most frequently observed MDU was scrolling (75.5%) and telephone calls (13.9%). Increased duration of MDU resulted in a reduction in supervision, parent–child play and increased child injury potential. The camera function offered the most benefits. Strategies to prevent MDU included turning to silent mode, wearing a watch and environmental cues. MDU was found to contribute to reduced supervision of children, which is a risk factor for injury. This is an emerging area of injury prevention indicating a need for broader strategies addressing the complex interplay between the social determinants and the developmental younger years.

Research conducted in 2018 documented the disaster experiences of 56 women and men in Australia aged between 18 and 93 years. This paper draws out the gendered factors that affected their resilience, and in so doing, begins to address the dearth of research related to gendered aspects of long-term disaster resilience. It is unique in capturing the voices of survivors who spoke of events 9 years after the 2009 Black Saturday fires and of earlier fires and floods in Victoria more than 50 years ago, including the 1983 Ash Wednesday fires. Over decades, gendered expectations of men and women significantly hindered resilience. Men spoke of the long-term cost to them of demands to ‘be strong’ in the worst of disasters and reasons they were reluctant to seek help afterwards. Women spoke of their contributions holding a lesser value and of discrimination. Discussions of violence against women and children after disaster, and suicide ideation in anticipation of future disasters offered critical insights. Protective factors identified by informants were not wholly intrinsic to their character but were also physical, such as essential resources provided in the immediate aftermath, and psychological and community support offered in the long-term. Factors that helped resilience departed from the ‘masculine’ model of coping post-disaster by moving away from a refusal to admit trauma and suffering, to community-wide resilience bolstered by widespread emotional, social and psychological support. Genuine community planning for disasters before they strike builds trust and offers insights for emergency management planners.

This paper focuses on the visualization of eco problems and the latest green technologies, including energy-saving. Today, there are four color-graphic means in advertising: photography, graphics (drawing or computer graphics), font compositions, and often a combination of these. Our study considers the imagery and stylistics of eco poster as a type of public advertising, and ascertains that in the subject of energy-saving a light bulb as the visual stereotype prevails. The paper indicates the importance of system design thinking, the use of creative approaches in the educational process of designers (metaphor, metonymy, hyperbole, association, allegory also) in creating social appeals for a wide audience – from young children to the older generation. Moreover, it emphasized the social value of design, and the aesthetic, moral as well as communicative aspects of visual information of environmental orientation within the context of this study.

Neighbourhood children played lots of games together … no expensive material required … As there was no Presbyterian Church I went to the Methodist Sunday School. This church had a social evening of games every Friday night. Nobody worried about what religion we were, and we would all come home singing along the road.—Les B and Jean H, children of the DepressionOver the last 30 years, many books have appeared on different aspects of childhood in Australia. There has not, however, been an authoritative published history of childhood that is specific to the Depression years. Sue Fabian and Morag Loh'sChildren in Australia: An Outline Historyand Jan Kociumbas'sAustralian Childhood: A Historyinclude chapters that offer overviews of Australian childhood during the Depression, and Lynette Finch's special issue ofQueensland Review, Young in a Warm Climate, is the only major study specific to children in Queensland. This paper makes a contribution to Queensland Depression historiography and the history of Queensland children by exploring how the children of Brisbane's working-class unemployed spent their leisure hours, and what effect — if any — the Depression exerted over the choices that were made. It will show mat there was neither uniformity of experience nor a sharp discontinuity between the Depression years and those that preceded and followed this decade.

Involving children and young people in planning, decision making and the evaluation of services and programs inevitably raises the eyebrows of adults working in the areas of service delivery, program development and policy formulation. Some adults may question young people’s ability to see the ‘big picture’ and to make decisions, and even their right to be engaged in the first place. In challenging these ideas, the Western Australian Office for Children and Youth established a Children’s Advisory Group (CAG) in 2004 – the first of its kind to be created within the Western Australia Government, and one of the first such groups to be set up in Australia.The current Children’s Advisory Group (CAG) is a diverse group often primary school children aged 9-12 years from the Perth metropolitan area. They are actively involved in all aspects of the Office’s operation. The CAG has been evaluated throughout its inaugural year of operation, both in terms of process and impact, and has been found to have a significant impact upon government policy and practice. This paper will outline the process for the establishment and implementation of a CAG and the evaluation of a CAG on government policy. It will highlight evaluation findings and discuss future directions.

Abstract The Hague Convention on the Civil Aspects of International Child Abduction creates an exception to the mandatory return of abducted children if the child objects to being returned to their country of habitual residence and has attained an age and degree of maturity at which it is appropriate to take account of their views. The Australian regulations also require that the child’s objection demonstrates a ‘strength of feeling beyond the mere expression of a preference or of ordinary wishes.’ This article examines this unique requirement and how it has been approached by the Family Court. It finds that many Australian judges treat the “strength of feeling” requirement as an additional hurdle that children must overcome before their objection can be taken into account. This approach is contrary to Australia’s international obligations under the Convention. A less restrictive approach, which some other judges follow, is recommended to ensure that the Convention’s primary objective of protecting children is met.

This paper will focus on the practice of social work within the context of an international Hague Convention concerning children: the 1980 Hague Convention on The Civil Aspects of International Parental Child Abduction. After describing the programmes of International Social Service (ISS) Australia, this organisation's existing approaches to working with families affected by international parental child abduction will be specifically discussed as an example of practice within the context of that Convention. The paper highlights the benefits of social work practice and mediation-based services for families. Dilemmas of practice within a legal framework will then be considered, with particular reference to the trap of uncritical implementation of social work practice as a social control agent of the judicial system. Potential social work contributions in the area of analysis and critique through the perspectives offered by gendered analysis, human rights and children's rights, and the tradition of advocacy as an integral sphere of practice will be discussed, with the paper arguing that for social work to best meet the needs of children affected by this legislation, it must perform its vital functions of social and political critique, and individual and systemic advocacy.

The purpose of this study was to describe the sense of self for a group of urban Western Australian Aboriginal children through analysing their perspectives and experiences in school sport and physical education. A symbolic interaction inquiry paradigm complemented with qualitative data collection methods was utilised. Informal conversational interviews and nonparticipant observations were employed. Interviews were conducted with participants and those whom they reported as their significant others. Participants were also observed in the school sport setting during physical education classes and intra and inter school sport competitions. Eight Western Australian Aboriginal children who resided in an urban suburb of Perth, Western Australia and attended a coeducational state school were the participants. Upper primary students, aged 11 to 12 years were included with an equal representation of both males and females. Data were analysed in accordance with Colaizzi’s (1978) procedure. Significant participant responses were extracted and meanings were identified in order to group the meanings into various themes. It was found that Aboriginal students mostly experienced positive interactions with others in the school sport setting. They demonstrated above average sport skills and were consistently rewarded with praise from their fellow peers and teachers. Aboriginal students did not enjoy physical education since it limited their participation, social interaction with others and their enjoyment. Team sports were preferred, but females reported that they disliked coeducational sport competition. Aboriginal students reported that participating in sport (particularly team sports) made them feel happy about themselves since it provided an opportunity for them to feel proud of identifying as an Aboriginal. Opportunities for equality and acceptance from others were more accessible in the school sport domain, since feedback for performances was constant and contained positive information. Feedback was often supplied immediately after a performance and was directed to the student concerned. For some though, sport participation could also result in students experiencing shame. This occurred when a mistake was performed or when significant "others" were present and observed their participation. In all, school sport provided the opportunities for Aboriginal students to develop positive and favourable self-perceptions, particularly with regard to their Aboriginal identity.

Children in upper primary school who have not made progress along the Swimming and Water Safety Continuum may be at a greater risk in an aquatic environment because they have not developed the swimming competency, endurance and skills needed for survival in threatening aquatic situations. Three groups representing different socio-economic and geographical areas were selected to explore the relationships between psycho-social factors and the development of swimming ability among year seven students. Two groups from lower socio-economic areas were chosen. The first group was directly on the coast with easy access to the beach, while the second group was inland in the foothills of Perth. As higher socio-economic areas in Perth are generally not far from the coast only one group from a higher socio-economic coastal area was chosen. The participants were 540 year seven students, 282 of whom were males and 258 of whom were females. The primary variable of interest was the current swimming stage of year seven participants, and the differences between genders and/or locality groups. The primary research questions investigated differences between locality groups and/or genders for; a) perceived athletic competence and global self-worth, b) perceived swimming competency, confidence in deep water and importance placed on learning to swim well. c) perceived social support for sport and swimming activities and d) attendance at Interm, Vacswim and other swimming programs and aquatic venue experience. Relationships between swimming stage and the above variables were analysed. The secondary research questions investigated the most frequent reasons given by the students for not attending or discontinuing participation inVacswim, and whether there were differences between locality groups or genders. Findings indicated that the lower socio-economic groups had a significantly lower swimming stage and lower perceived self-worth than the higher socioeconomic group. Students from the lower socio-economic inland area had the lowest mean swimming stage as well as lower perceived social support for sport and swimming than either of the other two groups in the study. The two lower socioeconomic groups also attended less swimming instruction and placed less emphasis on the importance of learning to swim well than the higher socio-economic group. Despite these findings, the lower socio-economic groups did not view themselves as any less able in terms of athletic and swimming competence. However, as the two lower socio-economic groups have not progressed along the Swimming and Water Safety Continuum to the 'desirable standards' of the RLSSA (1999), these groups could be viewed as at-risk in an aquatic environment. At the same time, there was evidence that attendance at Interm along with attendance at another swimming program enabled participants to reach the 'desirable standards' of the RLSSA (1999). Girls generally had a higher swimming stage than boys in the lower socio-economic areas, attended year seven Interm and Vacswim more than boys, reported more social support for sport and swimming, and placed more emphasis on the importance of learning to swim well than boys. While many of these relationships between swimming stage and psycho-social factors have been intuitively accepted within the swimming teaching industry, we now have a better understanding of the strength and direction of these relationships.

The study produces a genealogy of ‘the child’ as the shifting subject constituted by the confluence of discourses that are utilized by, and surround, Western Australian precompulsory education. The analysis is approached as a genealogy of governmentality building on the work of Foucault and Rose, which enables the consideration of the research question that guides this study: How has ‘the child’ come to be constituted as a subject of regimes of practices of pre-compulsory education in Western Australia? This study does not explore how the historical discourses changed in relation to ‘the child’ as a universal subject of early education, but it examines the multiple ways ‘the child’ was constituted by these discourses as the subject at which government is to be aimed, and whose characteristics government must harness and instrumentalize. Besides addressing the research question, the study also develops a set of intertwining arguments. In these the author contends that ‘the child’ is invented through historically contingent ideas about the individual and that the way in which ‘the child’ is constituted in pre-compulsory education shifts in concert with the changing problematizations about the government of the population and individuals. Further, the study demonstrates the necessity to understand the provision of pre-compulsory education as a political practice. Looking at pre-compulsory education as a political practice de-stabilizes the takenfor-granted constitutions of ‘the child’ embedded in present theories, practices and research with children in the field of early childhood education. It also enables the de- and reconstruction of the notions of children’s ‘participation’, ‘empowerment’ and ‘citizenship’. The continuous de- and reconstruction of these notions and the destabilization of the constitutions of ‘the child’ creates a framework in which improvement is possible, rather than “a utopian, wholesale and, thus revolutionary, transformation” in early education (Branson & Miller, 1991, p. 187). This study also contributes to the critiques of classroom discipline approaches by reconceptualizing them as technologies of government in order to reveal the power relations they silently wield.

This thesis occupies an uneasy space: not within or even at the leading edge of any one tradition, but in the anomalous and almost unoccupied space in which three traditions fail to connect. In keeping with this standpoint, it employs a range of approaches from a cross-paradigm perspective. It draws the main hypothesis that it tests from the cognitive developmental paradigm and develops its main methodological tools from methods of discourse analysis, supplemented by a variety of other instruments, quantitative as well as qualitative. This thesis makes five main claims: (1). Modality judgements, issues and perceptions in relation to television programme content are significant elements in a complex, active and creative process of learning for children in the contemporary world. (2). Children's modality judgements and processes of understanding are significantly different from those of adults in important respects. (3). A further significant developmentally-related phenomenon that emerges from the data is the importance of moments of rupture in developing modality schema and strategies. (4). Children's programme preferences, as refracted through modality structures and strategies typical of different ages, reflect a coherent learning context in which children tackle modality experiences, problems and dilemmas that are well suited to their needs at that point in their development. (5). Children's talk about issues of modality is also a species of social action, in and through which children position and reposition themselves in a variety of social contexts, constructing not only maps and versions of the world, but versions of their selves and tactics to maintain their specific interests. Many of the generalisations in this thesis are still tentative, in need of further development. Some of them, however, are more solidly grounded and would be able to contribute to current debates in education and public life on the role and functions of television in the lives of children.
Doctor of Philosophy (PhD)

The thesis is divided into two sections. Section 1 explores the psycho-social and legal constructions of family, parenting and children that have influenced judicial decision-making in parenting disputes following separation and divorce. Particular attention is paid, first, to the circumstances surrounding the shift from paternal to maternally-based presumptions about the parenting of children; and second, to the more recent and somewhat puzzling shift to a presumption of gender neutrality. The extent to which fault has continued as a less overt decision-making criterion is also considered. In Section 2, judgements in recent closely contested parenting cases in the Family Court of Australia are analysed as contemporary socio-legal narratives. A systematic, in-depth examination of a heterogeneous sample of publicly accessible cases revealed that gender-based assumptions continue to dominate judicial thinking about parenting and family structure. In particular, it was found that outcomes that favoured mothers correlated with perceived evidence of conformity to a maternal stereotype of self-sacrifice on behalf of the child(ren). Outcomes favouring fathers usually resulted from situations in which mothers were judged to fall short of these stereotyped expectations. Fathers� roles, even in cases in which their applications were successful, generally continued to be equated with breadwinning and support. Their capacities as nurturers to their children were either not mentioned or treated with scepticism. In the light of the findings, tensions between continuing gender-based roles in families, public attitudes to parenting and preferred family structure, and recent changes in our scientific knowledge base regarding gender and parenting are reviewed. Implications of the persistence of the breadwinning/nurturing dichotomy both within the Australian culture and family court judgements are discussed. Particular attention is drawn to the impact of the confused circumstances in which gender-neutral parenting principles came about in the 1970s.

Although language variation is widespread and natural,it is subject to judgement. Where a standard language has developed, other varieties tend to be judged against its "standards". While a number of overseas studies have found that this type of linguistic bias occurs in education and negatively impacts on dialect speakers, there has been little research in Australia. The research reported in this thesis investigates how teachers perceive the speech of school-aged students and whether the socio-economic status or level of schooling of the students influence these perceptions. Further, it examines the relationships between the teachers' background, the way they define Standard Australian English, their attitude to language variation and the way they perceive student speech. The research was undertaken as three separate but related studies. Thirty six teachers from twelve different schools were involved - three teachers from four different schools (n=l2) participating in each of the three studies. In Study One, the teachers kept observational notes on the problems they identified in their students' speech for a period of a week. In Study Two, the teachers participated in school-based focus groups to discuss those features they deemed to be problematic in their students' speech. In Study Three, the teachers ranked tape-recorded samples of speech from students who were not known to them. All the teachers provided background information, wrote their own definition of Standard Australian English and completed a questionnaire about their attitude to language variation in general and to the use of particular variants of English. The teachers in the three studies identified aspects of pronunciation, vocabulary, grammar and language use as problematic in student speech. The teachers' judgement of what was problematic and their perception of what caused these problems differed according to the socio-economic status of the students. Many of the features teachers identified as problematic were variants of Australian English. The teachers of low SES students tended to see this variation as evidence of their students' language deficiency and to be the result of their "restricted" backgrounds. The teachers of high SES students identified fewer problems in their students' speech and tended to view variation as developmental, inappropriately informal use of language or the result of deterioration in "standards". The teachers' perceptions of speech also varied according to the year level they were teaching. These perceptions reflected the teachers' own backgrounds, their personal definitions of Standard Australian English, their own "idealised" speech and their view of the relative status of Australian accents. The written form of the language also greatly influenced the teachers' perceptions of student speech. The results of this research have important implications for pedagogy, particularly in relation to equity and social justice. In an education system which increasingly relies on teacher judgements to assess the progress of students, the often negative influence of factors related to a student's background should be of serious concern. A failure to recognise the impact of non-standard features in speech on the educational opportunities and achievements of students would compromise their basic rights and limit the social and economic contributions they would otherwise be able to make.

Burns are one of the most painful and traumatising injuries an individual can sustain and constitute a serious global health threat to children. Despite the magnitude of this public health problem, little research has examined the psychological burden of these injuries. This study used a mixed-methods approach to investigate the effect of paediatric medical trauma on children who have sustained a burn, their parents and the healthcare professionals caring for these patients. The paediatric medical traumatic stress model provided a theoretical framework for this study. Firstly, this study aimed to gain an understanding of the lived experience of children who sustain a burn. Using phenomenology as a methodology, the first paper in this thesis provided an in-depth understanding of children’s perceptions, thoughts and feelings about the lived experience of sustaining a burn. The findings identified two phases of trauma that are central to the burn experience. The paper found that children experience ongoing trauma in addition to the initial trauma of sustaining the burn, resulting in a cumulative trauma experience. Six themes were identified in the data describing the child’s experience: ongoing recurrent trauma; return to normal activities; behavioural changes; scarring-the permanent reminder; family functioning and adaptation. The methodology of this research provided a voice for the child’s perspective of the burn experience and the findings can be used to inform clinical care at all stages of the burn journey. The second paper, a cross-sectional study, aimed to investigate the impact of exposure to paediatric trauma on parents of children with a burn and to identify risk factors and relationships between psychological distress and resilience. The results indicated that parents experienced significantly more symptoms of post-traumatic stress disorder than a comparative population. Factors including having a daughter, witnessing the event, feeling helpless or having past traumatic experiences significantly influenced symptoms of psychological distress and resilience. Findings from this study highlight that health professionals should screen parents to identify those at greatest risk and provide effective evidence-based interventions aimed at improving resilience and reducing stress, as part of standard, routine care. The aim of the third paper was to gain an understanding of the lived experience of parents of a child with a burn injury. Using a phenomenological, qualitative methodology allowed aspects of the parents’ experience not collected in standardised outcome measures to be identified, enabling triangulation with the quantitative results found in the second study. The findings demonstrated that the experience of parents reflected a journey that was represented by three phases: the event, the inpatient phase and the return to the community. Within the three phases, themes of external stressors, emotional and behavioural responses and coping strategies were identified. These findings can be used for the development of protocols to underpin a comprehensive information and social support management plan for families. This would complement the surgical and medical treatment plan, providing direction for comprehensive service delivery. Children, parents and health professionals are interconnected in a professional relationship. The aim of the fourth paper was to investigate the effect of exposure to paediatric medical trauma on multidisciplinary teams and the relationships between psychological distress, resilience and coping skills. Health professionals experienced significantly more symptoms of psychological distress and less resilience than comparative groups. Non-productive coping was associated with adverse psychological outcomes and younger health professionals were more vulnerable to psychological distress than those aged 25 years and above. Findings from this study may assist in developing organisational systems to facilitate optimal mental health and coping strategies in health professionals, with the aim of the maintenance of a healthy workforce. Overall findings from this research provide evidence for health professionals to optimise a holistic clinical service at all stages of the burn journey. These findings provide previously unknown knowledge about the impact of paediatric medical trauma on children, parents and health professionals within a paediatric hospital.

Mental health reflects an array of causal influences that span biological, psychological, and social circumstances, with resultant underlying causal pathways to poor mental health outcomes in childhood that are complex. Key features of this complexity are reciprocal interactions between person and environment that take place over time. The core of this thesis seeks to attend to the complexity of development to move the field of developmental health forward toward greater explanation, and more successful prediction and prevention. The focal point of the thesis is the psychosocial determinants of childhood mental health, the resource domain of the developing child, and the interplay between characteristics of the individual child, the family, and the community. The eventual goal is to better understand why and how socioeconomic circumstances impact on developmental health. One component of this thesis focuses on the expansion of extant developmental theory. The other component focuses on the development of an analytic strategy that more appropriately reflects the intricacies of this theoretical expansion. In the process, data are analysed, principally as a heuristic strategy, to illustrate the analytical approach needed to support the theoretical framework. The specification of a bioecological conceptual framework suitable to guide research and policy in developmental health is the first principal objective of the thesis. A critical examination of the resource framework proposed by Brooks-Gunn, Brown, Duncan, and Anderson Moore (1995) reveals it to be centred on family and community resources, but otherwise silent with respect to the physical and psychological resources of the child. The quintessential point of this thesis is that theory in developmental health must be able to account for the contribution individuals make to their own development. A modified resource framework is proposed that acknowledges financial, physical, human, and social capital, within the domains of the individual child, the family, and the community. The second principal objective of the thesis, the development of analytical methods that focus on the individual child and the complexity of data generated by this theoretical approach, is then introduced. Theory and method are thus integrated when comprehensive measures of characteristics in multiple domains across developmental periods are modeled using longitudinal data from the Western Australian Pregnancy Cohort (Raine) Study (Newnham, Evans, Michael, Stanley, & Landau, 1993). The mothers of 2,860 children were enrolled at 18 weeks in pregnancy and the children have been followed at birth, one, two, three, five, and eight years of age. Eighty-nine per cent (2,537 /2,860) of families were available for follow-up at eight and 74 per cent (2,126/2,860) of families responded. Extensive demographic, psychological, and developmental data were available for the children and their families and a limited amount of data were available for the communities in which they reside. A measure of mental health morbidity, the Child Behaviour Checklist (Achenbach, 1991), was available for the children at two, five, and eight years of age. In the first instance, dichotomous summary variables are derived for the demographic, psychological, and developmental variables of interest. Variables are then selected for inclusion in one of several explanatory models. To create a mathematical representation of resource characteristics, the information for each child is concatenated as a series of binary strings. Frequency tabulation is then used to aggregate the data and odds ratios are calculated to determine the degree of risk associated with each string of code, or pattern of factors relative to a nominated mental health outcome. The results provided a scaffold from which this theoretical and analytical approach is compared and contrasted with the reviewed literature. Two principal themes of investigation are pursued. The first theme to be examined is the interplay between characteristics of the child, family, and community and the contribution children make to their own development. The specific approach models the interaction between selected characteristics of the child, family and community in each of four developmentally significant time periods. The theoretical position adopted in the present study suggests that the effect of any personal or contextual factor on later development, if a relationship does truly exist, is most likely to be differential. That is, it is a combination of influences that determines developmental outcomes for children, not any single factor acting independently. The modelling process demonstrates that, for the children involved, personal and contextual factors impact mental health differentially depending on various other individual, family and/or community characteristics. The modelling process identifies patterns of factors that impact relatively small, but significant, numbers of children because the models focus on the effect for individual children rather than the effect for the group. For example, one model suggests that the effect of intra-uterine growth restriction for the group as a whole may be minimal, but the impact for some children could be critical depending on the combination of family and community influences, such as the mothers level of education, the family’s experience of significant life stress, and residence in a relatively disadvantaged community. The second theme to be examined is the possibility that the accumulation of resource deficits or risk characteristics, over time, amplifies the likelihood of mental health problems in childhood. The approach models selected characteristics of the child in each of the four periods of development collectively, and it also models selected characteristics spanning each of the four time periods discretely. The results suggest that latency, pathway, and recency effects may operate simultaneously, and that timing and accumulated burden may both be important determinants of risk. For example, with regard to children whose family experienced life stress, these three effects operated in a systematic way to increase the degree of risk of a mental health problem. In summary, the aggregation of data at the individual level is a productive approach in seeking to explain population level social phenomena. While seemingly paradoxical, the identification of the joint, interactive effects between individual, family, and community characteristics, better allows for the quantification of family and community characteristics operating through multiple causal pathways.

Capes
Essa pesquisa pretende refletir sobre as interações socioculturais no uso técnico-estético da fotografia. Para tanto, seguiu-se uma metodologia de análises de imagens, e observações de práticas de oficinas de fotografia com jovens e crianças de Curitiba e Região Metropolitana, realizadas pela autora anteriormente a esse estudo. As análises basearam-se em estudos da imagem e semiótica visual. Contudo, tornou-se essencial estimular a compreensão dos sistemas de representações como construção social e possibilidades de expressão através da fotografia, tema desafiador em um tempo em que as representações visuais são naturalizadas, sem uma percepção crítica do que nos é colocado diante dos olhos. Partindo de um breve histórico da fotografia, seus modos de utilização na transformação social, buscou-se articular a prática e a apropriação fotográfica na construção do olhar de si, do outro e do entorno. Considerando a percepção um processo interativo e criador, atualizada nos usos da fotografia, tanto como linguagem quanto como aparato tecnológico, faz-se necessário despertar novos olhares e dar sentido a interpretações além das próprias imagens.
This research aims to reflect on the socio-cultural interactions in the techno-aesthetic use of photography. To do so, it was served as a method data analysis and observations of practices in photography workshops with youth and children in the metropolitan region of Curitiba, applied by the author before this research. The analyzes were based on studies of image and visual semiotics. Hence, it became essential stimulate the understanding of the systems of representations as a social construction, and the possibilities of expression through photography, challenging theme in a time when visual representations are naturalized, without having a critical awareness of what is placed in front of our eyes. We start with a brief historical analysis of photography, its modes of using it in social transformations, seeking to articulate the practice and photographic appropriation, the look construction the of yourself, of the others, and of the environment. Considering the perception as an interactive and creative process, and updated in different uses of photography, and it is used both as language and as a technological device, it became necessary to arouse new looks ans give more sensibility to other interpretations beyond the images themselves.

In the third decade of the 21st century, it is difficult to think of an aspect of children’s education in industrialised, first-world nations that is more important, yet sadly, more contested, than reading instruction. Ironically, reading and how to teach it, is also one of the most widely researched aspects of child development. A number of branches of psychology, such as cognitive, experimental, educational, and developmental neuropsychology have devoted hundreds of thousands of hours to outputs in academic journals and research theses, conference presentations, blogs, social media posts, and private and public debates. The publication of three national inquiries (the US in 2000, Australia in 2005, and England in 2006) heralded something of a false dawn in putting the major debates to rest, unanimously highlighting the importance of an early focus on explicitly and systematically teaching children (as readers and writers) how the English writing system works, alongside supporting their development in phonemic awareness, vocabulary, fluency, and comprehension.