Journal articles on the topic 'School children – Australia – Attitudes'
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1
Rigby, Ken, and Dasia Black. "Attitudes toward Institutional Authorities among Aboriginal School Children in Australia." Journal of Social Psychology 133, no. 6 (December 1993): 845–52. http://dx.doi.org/10.1080/00224545.1993.9713947.
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Iner, Derya. "Faith-Inspired Muslim Parents’ School Choices and Attitudes in the Cultural West and Australia." Religions 12, no. 9 (September 10, 2021): 746. http://dx.doi.org/10.3390/rel12090746.
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All parents want the best accessible, available and affordable school for their children. Yet, the literature highlights that school choice for middle-class parents in the cultural West is a deliberate decision and a reflection of their salient identities. For racialised middle-class Western parents, school choice is an instrumental investment to secure social upward mobility and minimise the harms of racism for their children. Research focusing on Western middle-class Muslim parents highlights that accommodation of Muslim identities and ethno-religious values is pivotal in parental school choice. This is expected due to the rise of Islamophobia in the cultural West since 9/11. The semi-structured interviews with faith-inspired middle-class Muslim parents in Australia bring a new dimension to the parental school choice literature. Regardless of carrying more or less similar concerns for their children in an Islamophobic climate, middle-class Muslim parents’ school choices vary based on their childhood schooling experiences in the Australian context, diverse parenting styles and mentalities and their children’s varying personalities demanding a particular type of school setting. This article demonstrates there is no one size fits all Muslim parent in terms of deciding which school is the best for their children in an Islamophobic climate.
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Sanagavarapu, Prathyusha, Maria Said, Constance Katelaris, and Brynn Wainstein. "Transition to School Anxiety for Mothers of Children with Food Allergy: Implications for Educators." Australasian Journal of Early Childhood 41, no. 4 (December 2016): 115–22. http://dx.doi.org/10.1177/183693911604100414.
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PARENTAL CONCERNS FOR THE safety of their children with food allergy greatly increase once they reach ‘school age’, yet those concerns have not been investigated to date, despite the increasing attendance of children with food allergy in schools in Australia and globally. This pilot study explored 10 affected Australian mothers' feelings and perspectives of their children's transition to school. The results from Photo Elicitation Interviews revealed that mothers were anxious, concerned about their children's safety, and they perceived food allergy risks to be comparatively greater in schools than in prior-to-school settings, especially in the school playground. Mothers had a myriad of concerns relating to trusting and transferring the responsibility for their children's safety to school staff, as well as to the children themselves. Additionally, they were concerned about other parents' negative attitudes towards food allergy or affected children and families, and normalising children's school life with food allergy. Although based on a small sample, the findings have important implications for educators to ease parental anxiety and facilitate their child's positive start to school.
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Grigg, Kaine, and Lenore Manderson. "Developing the Australian Racism, Acceptance, and Cultural-Ethnocentrism Scale (RACES)." Educational and Developmental Psychologist 32, no. 1 (April 20, 2015): 71–87. http://dx.doi.org/10.1017/edp.2015.7.
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Existing Australian measures of racist attitudes focus on single groups or have not been validated across the lifespan. To redress this, the present research aimed to develop and validate a measure of racial, ethnic, cultural and religious acceptance — the Australian Racism, Acceptance, and Cultural-Ethnocentrism Scale (RACES) — for use with children, adolescents and adults. Interviews and focus groups were conducted with 30 adolescents in Victoria, Australia, to develop the instrument, which was pilot tested with eight children. The novel 34-item scale consists of three subscales (Accepting Attitudes — 12 items; Racist Attitudes — 8 items; Ethnocentric Attitudes — 4 items) and a 10-item measure of social desirability. The instrument was tested with 296 Victorian school children, 182 adolescents and 120 adults from the Australian community, with data modelled and analysed utilising classical test theory and item response theory. Estimates of internal consistency reliability and factorial, construct, convergent and discriminant validity support the measure. The instrument is the first general attitudinal measure of racial, ethnic, cultural and religious acceptance to be designed and scientifically validated within the Australian context. RACES can be utilised across the lifespan to evaluate attitudes towards all racial, ethnic, cultural and religious groups. RACES has potential to be widely utilised to evaluate anti-racism and pro-diversity interventions implemented within schools and throughout the community, enabling the development of a strong evidence base for initiatives to reduce community levels of racism. However, future research is needed to confirm the psychometric properties and establish the temporal stability of the scale prior to dissemination throughout Australia.
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Izadpanahi, Parisa, and Richard Tucker. "NEP (Children@School): An Instrument for Measuring Environmental Attitudes in Middle Childhood." Australian Journal of Environmental Education 34, no. 1 (February 20, 2018): 61–79. http://dx.doi.org/10.1017/aee.2017.25.
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AbstractWhile there are many environmental education programs for children, few studies have used an appropriately developed scale for evaluating how such education might have on impact on children's environmental orientations. The research presented in this article adapted the NEP (New Ecological Paradigm) for Children scale to develop a new instrument for measuring children's environmental attitudes: the NEP (Children@School). The NEP (Children@School) has been developed by analysing the impact of the design of physical learning spaces on children's environmental attitudes. Factor analysis indicated that NEP (Children@School) has three dimensions: Children's Environmental Attitudes towards Human Intervention, Children's Environmental Attitudes via ESD at School, and Children's Environmental Attitudes towards Eco-Rights. We argue that NEP (Children@School) can meaningfully measure the impact of learning spaces on children's environmental attitudes. While the instrument was developed for use in Australia, it has been designed for global applicability.
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Abdizadeh, Hadis, Jane Southcott, and Maria Gindidis. "Attitudes of Iranian Community Parents in Australia towards their Children’s Language Maintenance." Heritage Language Journal 17, no. 3 (December 31, 2020): 310–31. http://dx.doi.org/10.46538/hlj.17.3.1.
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Issues of language shift (LS) and language maintenance (LM) are inevitable consequences of globalization and increased mobility of human populations. This qualitative case study investigated attitudes of migrant parents from Iran towards Persian community language maintenance (CLM) for their school-age children in Australia. Ten parents residing in Melbourne, Victoria were interviewed in two groups and demographic data were collected. The participants were seven female and three male parents who had at least one school-age child. In this qualitative case study, data were analyzed thematically. Three major themes concerning Persian CLM were identified: parents’ attitudes, strategies adopted for maintenance, and challenges for their children. The parents believed that CLM supported cultural identity, preserved family cohesion, and fostered bilingualism, all of which were considered valuable future skills for their children. Interviewees adopted diverse strategies including the establishment of family language use policies, sending their children to Iranian community language school, frequent contacts with extended family in Iran, and the use of Persian media and literature. The influential role of siblings and peers in their children’s language shift, and a lack of age-appropriate Persian books and visual materials were the main challenges to CLM mentioned by the parents in this research.
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Pirozzo, Ralph. "Australia: A Community-Based Programme for the Gifted." G/C/T 8, no. 4 (July 1985): 32–34. http://dx.doi.org/10.1177/107621758500800415.
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The curriculum required by the gifted is frequently described as qualitatively different. The underlying philosophical assumption is that the gifted child's intellectual ability does not respond to boring and repetitive curriculum tasks. Yet, there are major problems in planning and implementing a differentiated programme for these children due to negative attitudes toward the gifted, limited teachers' expertize in certain subject areas, and lack of school materials. These negative attitudinal factors represent the major obstacle to programming for the gifted because their needs are the lowest priority in most school systems. These negative societal attitudes stem from the public's equation of gifted education with notions of genetic superiority and the establishment of an elite class. Thus, whenever schools are unable/unwilling to provide for these children's needs, the community has an obligation to ensure that these children are provided with programmes that will enable them to achieve at their highest levels. It becomes evident that all available learning resoures must be tapped to enrich and extend these children. Community support is particularly appropriate because it encourages the community to become actively involved in the enhancement of its most valuable natural resource, its bright children. As well, this enables youngsters to interact with practising experts who are willing to share their specialized knowledge and their familiarity with the demands of various professions and occupations. Since 1979, I have demonstrated the feasibility of this notion through my involvement in a community-based enrichment programme. This article describes a rationale for the implementation of a community-based programme and details the procedures used to keep this programme functioning for the last five years.
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Marjoribanks, Kevin. "Attitudes and Environments: Personality Group Differences." Psychological Reports 64, no. 1 (February 1989): 99–103. http://dx.doi.org/10.2466/pr0.1989.64.1.99.
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Discriminant analysis was used to examine personality group differences in children's school-related attitudes and in their perceptions of school learning environments. Personality was assessed by administering The Children's Personality Questionnaire, Form A while scales were constructed to measure children's school-related attitudes and perceptions of their school learning environments. Data were collected from 500 12-yr.-old Australian children. In the analysis the children were classified into four personality groups that were labeled as extravert-adjusted, extravert-anxious, introvert-adjusted and introvert-anxious. The findings supported the general proposition that children of different personality groups construct variable social environments and have different attitudinal dispositions.
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Rigby, Ken. "Attitudes and beliefs about bullying among Australian school children." Irish Journal of Psychology 18, no. 2 (January 1997): 202–20. http://dx.doi.org/10.1080/03033910.1997.10558140.
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Canyon, Deon V., Chauncey Canyon, Sami Milani, and Rick Speare. "Attitudes Towards Pediculosis Treatments in Teenagers." Open Dermatology Journal 8, no. 1 (April 18, 2014): 18–23. http://dx.doi.org/10.2174/1874372201408010018.
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Research on pediculosis has focused on treatment strategies and social aspects have been largely ignored. Pediculosis and its treatment in are associated with negative emotional responses while in developing countries pediculosis and its treatment may provide more an opportunity for positive social bonding. Attitudes to pediculosis have been proposed as important to successful control. Previous studies in Australia found that parents of primary school children say they treat pediculosis once it has been detected. This study retrospectively investigated attitudes towards treatment in teenage high school students in an attempt to collect information from those afflicted rather than from parents. Only participants with a history of pediculosis were recruited from a high school in Western Australia and they were asked to complete an anonymous questionnaire. The sample contained 128 Grade 8 and 9 students, aged 13-15 years old with an even gender split. Negative feelings towards being treated for head lice were observed in 41.5% of males and 54.7% of females and 49.5% of Caucasians and 40% of Asians. Anti-treatment sentiment was expressed by 19.7% of males and 10.9% of females. Shampooing with and without combing were the most preferred treatments overall. The results showed that 63.6% male and 52.7% female high school students were in favour of head lice treatments. This low percentage indicates that current treatments for head lice require improvement to be made more acceptable and that alternative treatments that are less unpleasant need to be developed. Strategies need to be explored to make treatment of pediculosis a more positive emotional experience.
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Alexander, Nita, Theresa Petray, and Ailie McDowall. "More learning, less activism: Narratives of childhood in Australian media representations of the School Strike for Climate." Australian Journal of Environmental Education 38, no. 1 (December 9, 2021): 96–111. http://dx.doi.org/10.1017/aee.2021.28.
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AbstractThe School Strike for Climate campaign led to public discussion about children’s political participation. Children are generally excluded from formal political systems, however this campaign challenges mainstream attitudes that children are not sufficiently competent to participate in politics. This paper presents an analysis of Australian mainstream media representations of adult responses to the School Strike for Climate events held in Australia in March 2019. When analysed against theories of childhood, two primary narratives are reflected in what adults said about children’s participation in the campaign. Anticipatory narratives focus on children appropriately developing into adults, and are represented by the notion that strikers should be in school, be punished for missing school, and are ‘just kids’ who should not be listened to. Protectionist narratives seek to shelter children from adult matters, suggesting strikers were brainwashed and raising welfare concerns. Neither of these narratives regard children as citizens capable of political voice, despite these children acting prefiguratively to create a world in which their civic participation is valued. Social movement theories of prefiguration are also explored in this paper, providing a counter argument to suggestions that children have no political agency and should be excluded from activism and discussions regarding climate change.
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Mertin, Peter, and George Wasyluk. "Incidence of Behavioural and Emotional Problems Amongst Primary School Children." Australian Educational and Developmental Psychologist 7, no. 2 (November 1990): 13–15. http://dx.doi.org/10.1017/s0816512200026146.
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In 1988 the report entitled “Interagency Responses to School Children with Social and Behavioural Problems” was released in South Australia. The investigation, chaired by Ms. Penny Stratmann, was asked to review the current provision of services for children of school age in South Australia who exhibit social and behavioural problems, and to examineinter alia, the extent of the problem.The report stated that the extent of the problem was difficult to assess in numerical terms because; (i) schools do not keep systematic records, (ii) identification of disruptive students is a matter of definition and attitude (some schools would identify student behaviour as disruptive which other schools may be able to prevent or contain), (iii) it is even harderto identify is the number of children whose response to problems is passive (they are often compliant, no trouble, not noticeable), and (iv) small numbers of disruptive students create a disproportionately large amount of havoc in schools and stress in teachers. (These outcomes are the most significant in their impact but the least measurable).
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Andrews, Cheryl. "Teacher Socialisation and Teacher Attitudes Towards Indigenous Children." Australian Journal of Indigenous Education 21, no. 5 (November 1993): 16–32. http://dx.doi.org/10.1017/s0310582200005939.
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In this paper I offer an explanation for teacher-held beliefs that contribute to perceptions of school failure by indigenous children and discuss the ends served by these perceptions. Although the validity of using retention rates as an indicator of actual educational outcomes is questioned (Luke, A. et al, 1993:144), there are few other indicators presently available. The figures on Aboriginal and Torres Strait Islander student participation rates-indicate that few children of Aboriginal and Torres Strait Islander descent complete secondary school. The following figures, based on data collected in the 1991 Australian Census, show the number of Aboriginal and Torres Strait Islander school children of a particular sex and age expressed as a proportion of the population of children of the same sex and age, in Queensland.
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de Vlieger, Nienke, Jolien van Rossum, Nicholas Riley, Andrew Miller, Clare Collins, and Tamara Bucher. "Nutrition Education in the Australian New South Wales Primary School Curriculum: Knowledge and Attitudes of Students and Parents." Children 7, no. 4 (March 27, 2020): 24. http://dx.doi.org/10.3390/children7040024.
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In NSW, Australia, the views of primary-school aged children and their parents in regard to the importance of nutrition education at school are unclear. The aim of the current study was to explore children’s knowledge of nutrition and eating habits and to identify gaps that future school nutrition education programs could target. Students aged 9 to 12 years and their parents (n = 21 dyads) were invited to participate in semi-structured interviews, complete a nutrition knowledge questionnaire, and perform a “healthy-unhealthy” food sorting task in a University food laboratory. Among the children, nutrition knowledge scores concerning “serves & portions” of common foods were lowest, identifying a gap in knowledge related to portion size. All children categorized fruits, vegetables, cola, and water correctly as “healthy” or “unhealthy” in the sorting task, but not for the sausage and muesli bar, suggesting that further support categorising processed foods may be needed. The interviews indicated that parents do actively try to teach their children about nutrition, although they reported feeling uncertain about their own level of nutrition knowledge. Children and parents indicated that there is very little nutrition education in school and more is needed. This research could be used to inform future curriculum components related to nutrition education for primary school children.
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Marjoribanks, Kevin. "Ability and Personality Correlates of Children's Attitudes and Aspirations." Psychological Reports 71, no. 3 (December 1992): 847–50. http://dx.doi.org/10.2466/pr0.1992.71.3.847.
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This study examined to what extent personality types are related to children's attitudes and aspirations after taking into account relationships between ability and the attitude and aspiration measures. Data were collected from 500 12-yr.-old Australian children. In the analysis the children were classified into four personality groups who were labeled as extravert-adjusted, extravert-anxious, introvert-adjusted, and introvert-anxious. The findings suggest the general proposition that children's personality types have strong associations with school-related attitudes after taking into account associations between children's intellectual ability and their attitudes. In contrast, children's personalities tended not to be related to measures of educational and occupational aspirations.
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McCarthy, Nicole, Kirsty Hope, Rachel Sutherland, Elizabeth Campbell, Rebecca Hodder, Luke Wolfenden, and Nicole Nathan. "Australian Primary School Principals’, Teachers’, and Parents’ Attitudes and Barriers to Changing School Uniform Policies From Traditional Uniforms to Sports Uniforms." Journal of Physical Activity and Health 17, no. 10 (October 1, 2020): 1019–24. http://dx.doi.org/10.1123/jpah.2020-0116.
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Background: To determine Australian primary school principals’, teachers’, and parents’ attitudes to changing school uniform policies to allow students to wear sports uniforms every day and to assess associations between participant characteristics and their attitudes. A secondary aim was to identify principals’ and teachers’ perceived barriers to uniform changes. Methods: Cross-sectional surveys of principals, teachers, and parents of children in grades 2 to 3 (age 7–10 y) from 62 Australian primary schools (Oct 2017–Mar 2018) were undertaken. Mixed logistic regression analyses assessed the associations between participant characteristics and attitudes toward uniform changes. Results: In total, 73% of the principals (38/52) who responded reported that their school only allowed children to wear a sports uniform on sports days. Overall, 38% of the principals (18/47), 63% of the teachers (334/579), and 78% of the parents (965/1231) reported they would support a policy that allowed children to wear daily sports uniforms. The most commonly reported barrier was the perception that sports uniforms were not appropriate for formal occasions. Conclusions: Although the majority of the principals were not supportive of a change to a daily sports uniform, the majority of the teachers and parents were. Strategies to improve principal support may be required if broader adoption of physical activity–supporting uniforms is to be achieved.
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Barrett, Margaret S., Katie Zhukov, Joanne E. Brown, and Graham F. Welch. "Evaluating the impact of a generalist teacher-led music program on early childhood school children’s singing skills and attitudes to music." Psychology of Music 48, no. 1 (August 16, 2018): 120–36. http://dx.doi.org/10.1177/0305735618790355.
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This article reports on the impact of a generalist teacher-led music program on early childhood school children’s singing skills and attitudes to music. Singing tests and class surveys were administered to students in 11 Australian primary schools where music specialists mentored classroom teachers over the period of one to two school terms. The results show that implementing music activities in early education settings can positively impact young children’s singing skills and attitudes to music regardless of gender, ethnicity and socio-economic standing of the school. The study provides empirical evidence of the benefits accrued by children through access to music education.
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Roberts, Clare, and Chris Pratt. "The Reliability and Validity of a Scale to Measure Teachers’ Attitudes Toward Integration in an Australian Context." Australasian Journal of Special Education 12, no. 2 (November 1988): 31–36. http://dx.doi.org/10.1017/s1030011200021916.
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This paper investigates, in an Australian context, the psychometric properties of reliability and construct validity of a scale to measure the attitudes of teachers toward the integration of handicapped children into regular schools. The responses of a sample of 301 primary school staff were factor analysed to determine the factorial validity of the 30-item scale. The scale was found to have an underlying conceptual framework of five factors, which could be used to investigate various aspects of a teacher’s attitude toward integration. The psychometric characteristics of the scale indicate that it is both reliable and factorially valid in an Australian context and that it is valid to make comparisons between American and Australian data using the scale.
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Osaďan, Róbert, and Yasmin Safir. "A Cross-Cultural Examination of Curriculum and Sexuality Outcomes in Primary School." Acta Technologica Dubnicae 4, no. 2 (December 1, 2014): 67–72. http://dx.doi.org/10.1515/atd-2015-0007.
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AbstractIn this paper, sexuality will be examined with regards to the parental attitudes as well as the public curriculum of various countries across the globe at the primary school level. The outcomes will be explored in relation to the type of education and dissemination of information provided to children and conclusions will be made based on these outcomes. The countries of Canada, the United States, Kenya, Australia and Ghana will be studied in detail. The outcomes will be looked at within some global comparison and proportions.
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Parmenter, Trevor R., and Rieke Nash. "Attitudes of Teachers and Parents in the Australian Capital Territory (A.C.T.) Towards the Integration of Moderately Intellectually Handicapped Children." Australasian Journal of Special Education 11, no. 2 (November 1987): 26–31. http://dx.doi.org/10.1017/s1030011200021783.
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This paper is a partial report of an investigation into the integration program at two A.C.T. special schools catering for moderately and severely intellectually handicapped children. Teachers and parents of the children at the special schools completed questionnaires concerning the conduct and outcomes of the program. The opinions of teachers at the regular schools were obtained by personal interview.Overall there were positive attitudes expressed towards the program. Areas of concern include the level of support required for the regular class teacher, the level of preparation the handicapped children required before integration commenced, a worry of parents that handicapped children may be exposed to unnecessary pressures in the regular school system, and the fact that mere exposure of a handicapped child to a regular school environment may not lead to effective integration in the larger community.
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Oliver, Rhonda, Glenys Collard, and Judith Rochecouste. "Attitudes of primary school Australian Aboriginal children to their linguistic codes." Set: Research Information for Teachers, no. 3 (November 1, 2001): 20–24. http://dx.doi.org/10.18296/set.0760.
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Rigby, Ken, and Phillip T. Slee. "Bullying among Australian School Children: Reported Behavior and Attitudes toward Victims." Journal of Social Psychology 131, no. 5 (October 1, 1991): 615–27. http://dx.doi.org/10.1080/00224545.1991.9924646.
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Purdie, Nola, Rhonda Oliver, Glenys Collard, and Judith Rochecouste. "Attitudes of Primary School Australian Aboriginal Children to their Linguistic Codes." Journal of Language and Social Psychology 21, no. 4 (December 2002): 410–21. http://dx.doi.org/10.1177/026192702237957.
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Shen, Chunxuan, and Wenying Jiang. "Chinese Immigrant Parents’ Attitudes, Expectations and Practices regarding Their Children’s Chinese Language Maintenance." Heritage Language Journal 19, no. 1 (August 30, 2022): 1–26. http://dx.doi.org/10.1163/15507076-12340023.
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Abstract This study investigates the attitudes, expectations and reported practices of Chinese immigrant parents with respect to their children’s Chinese language maintenance in Brisbane, Australia. Data were collected by semi-structured interviews with 30 parents. The study found that these parents unanimously agreed on the benefits of maintaining the Chinese language for their children. However, their positive attitudes were neither fully reflected in their expectations nor enacted in their practices. Parental expectations of their children’s Chinese proficiency were not very high, with only four parents hoping that their children would acquire both oracy and literacy in Chinese. Home practices of cultivating Chinese literacy were largely lacking. Our findings suggest that future improvement of Chinese LOTE programs in Australian schools would induce Chinese parents to make more effort in promoting heritage language practices among their children, particularly literacy-related language practices at home.
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Baker, Robert, and John Andrews. "Parental reasons for sending children to a rural day and boarding school." Australian and International Journal of Rural Education 1, no. 1 (March 5, 2019): 21–25. http://dx.doi.org/10.47381/aijre.v1i1.243.
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This article reports results from a survey conducted in 1990 on parental views of various aspects of education in a small independent day and boarding school. While the principal focus of the research was on attitudes towards specific areas of the curriculum, this article presents data on two inter-related questions:
The main reasons for sending a child to the school.
The importance of various possible influences and sources of information in choosing the school.
Most previous Australian research on parental reasons for choosing independent schools has focussed on schools located in metropolitan areas with exclusively or primarily day student enrolment. Data from the present study are drawn from a school located in a rural area. Unlike previous research, comparisons can be made between information provided by parents of three groups of children: day students; boarders who could attend a local school; boarders who do not have access to a local school.
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Potts, Anthony, Nina Maadad, and Marizon Yu. "Children and Television: Vicarious Socialisation Experiences." Research on Education and Media 10, no. 1 (June 1, 2018): 20–29. http://dx.doi.org/10.1515/rem-2018-0004.
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Abstract This article contributes to the understanding of socialisation of children of Filipino immigrants in South Australia by examining their experiences and engagement with media, particularly television. Thirty children, aged 8–12 years, who participated in the study were mainly accessed through social networks. Children’s names, which reflect Anglicised or Spanish influence to Filipinos, were changed to maintain ethical considerations. A qualitative methodological framework grounded the children’s perspectives in symbolic interactionism. The study particularly focused on symbolic interaction concepts of the self (selves) and influence of others, forming perspectives, roles, attitudes of others and coping, as well as how socialisation experiences of children facilitated children’s perspectives on media. These concepts are significant in understanding how children made sense of television content. This discussion on children’s media socialisation is organised into two sections according to children’s engagement with television and parental control of television watching. The children in this article have been exposed to both television content in the Philippines and Australia. Whilst the article focuses on a small cohort of primary school children, the theory and methodology could be applied to children of other cultures and as such may generate comparative results.
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McDougall, Michael, and Peter Hastie. "Cultural Understanding: Teaching about Race Relations in the Primary School." Aboriginal Child at School 17, no. 2 (May 1989): 45–49. http://dx.doi.org/10.1017/s0310582200006738.
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Racism certainly exists amongst primary school children in Australia. Through both experience in school and teaching, the authors have noted marked prejudice amongst students. This prejudice takes the forms of slurs, name calling, recitation of myths and stereotypes, and occasionally violence, and is directed at all minority groups, but notably Aborigines and Asians.Students in minority groups have most likely been on the receiving end of this prejudice during their school lives and, because of this, may have felt alienated and humiliated. In this paper it is proposed that the teaching of race relations and cultural understanding is one method teachers may use to decrease the racial attitudes of the white non-minority students.
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Adams, Dimity, Nadine McKillop, Stephen Smallbone, and Andrew McGrath. "Developmental and Sexual Offense Onset Characteristics of Australian Indigenous and Non-Indigenous Male Youth Who Sexually Offend." Sexual Abuse 32, no. 8 (August 31, 2019): 958–85. http://dx.doi.org/10.1177/1079063219871575.
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The present study sought to address gaps in knowledge concerning Australian Indigenous and non-Indigenous youth who commit sexual offenses. Developmental histories and onset sexual offense characteristics of Indigenous ( n = 81) and non-Indigenous ( n = 130) adjudicated male youth were compared. Results indicate that, in addition to problems affecting both groups, Indigenous youth in this sample were disproportionately exposed to systemic vulnerabilities (e.g., familial antisocial attitudes and incarceration, engagement with antisocial peers, poor school engagement and voluntary school dropout, low socioeconomic status) associated with onset of sexual offending. Differences in the circumstances and context surrounding the onset sexual offense (e.g., use of drugs/alcohol, relationship to person harmed, co-offending, age of person harmed, location, threats/force) were also found. When these analyses were stratified by age of person harmed, these differences were retained only for offenses against children below 16 years. Together, these findings highlight the need for more contextualized primary-, secondary-, and tertiary-level prevention efforts to reduce youth sexual offending in Australia and elsewhere.
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Pribesh, Shana L., Jane Smith Carson, Mikaela J. Dufur, Yuanyuan Yue, and Kathy Morgan. "Family Structure Stability and Transitions, Parental Involvement, and Educational Outcomes." Social Sciences 9, no. 12 (December 11, 2020): 229. http://dx.doi.org/10.3390/socsci9120229.
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The family environments children live in have profound effects on the skills, resources, and attitudes those children bring to school. Researchers studying family structure have found that children who live with two married, opposite-sex, biological parents, on average, have better educational outcomes than children living in alternate family structures, perhaps due to higher resources, lower stressors, or different selectivity patterns. Socioeconomic stratification plays a major role in family structure, with low-income families seeing more instability. We argue that the impact of family structure is attenuated by transitions in and out of family structures that may decrease a specific resource important to child academic outcomes: parental involvement. This may contribute to increased academic differences already noted across class gaps. Using waves 1 to 6 of the Growing Up in Australia: Longitudinal Study of Australian Children (LSAC) data, we examine the relationship of family stability and transitions from birth to age 10/11 years on parental involvement and educational outcomes, adjusted for resource, stressor, and selectivity covariates. We find that changes in parental involvement are only apparent for families that experience both a transition and single parenting, and that these differences in parental involvement impact academic outcomes.
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Zincone, Chiara, and Heather Mohay. "Factors Affecting the School Achievements of Asthmatic Children: A Review." Australian Educational and Developmental Psychologist 5, no. 2 (November 1988): 17–19. http://dx.doi.org/10.1017/s0816512200025906.
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ABSTRACTAsthma is a chronic respiratory disease which is experienced by a large number of Australian school children. Although these children are of comparable intelligence to their non-asthmatic peers, they generally achieve less well at school. In the paper we review the literature on the following factors in an attempt to explain the depressed educational achievements: 1) neurological damage resulting from anoxia during asthma attacks; 2) side effects of medication used to control asthma; 3) frequent absence from school, and 4) attitudes and expectations of teachers, parents and peers. Clearly more research is required to investigate the interaction between these factors.
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Macbeth, Allison, Patricia Weerakoon, and Gomathi Sitharthan. "Pilot study of Australian school-based sexual health education: parents' views." Sexual Health 6, no. 4 (2009): 328. http://dx.doi.org/10.1071/sh09040.
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Background: Sexually transmissible infections (STIs) among young Australians increased dramatically between 1997 and 2007 with rates of chlamydia increasing by 528% and rates of gonorrhoea by 169% among 15–19 year olds. High notification rates of STIs and teenage pregnancy point to the need to investigate sexual health education (SHE) in Australian schools. This first quantitative study investigated the attitudes and experiences of parents to SHE in Australian schools. Methods: One hundred and seventeen (117) Australian parents were recruited through purposive sampling and snowballing methods to complete an online questionnaire in 2007. Results: Most respondents (97.4%) support SHE in schools and 95.7% advocate schools and parents sharing responsibility. A majority (82.9%) believe SHE should begin in primary school with discrepancy as to when specific topics should be introduced. There is consensus for a comprehensive curriculum, including topics potentially seen as controversial such as ‘masturbation’. ‘Abstinence’ was chosen by 15.4% of parents to not be included in SHE curricula. Most parents rate the SHE their children have received in school as ‘fair’ in quality, and want access to resources to help them educate their children, including workshops at schools, information about school SHE, literature, and trained sexual health educators. Conclusions: Parents generally support SHE in schools. They want programs to begin in primary school. They consider the current school programs to be ‘fair’ in quality. Parents also point out the need for a more comprehensive curriculum and they want to be involved with schools in the development and delivery of SHE.
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LENTON, SIMON, and FIONA FARRINGDON. "Expected impacts of the Cannabis Infringement Notice scheme in Western Australia on attitudes and drug use of school children." Drug and Alcohol Review 24, no. 4 (July 2005): 337–45. http://dx.doi.org/10.1080/09595230500263913.
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Gutman, Dasia Black. "Aboriginal Children Want to Learn ‘Good School Work’." Aboriginal Child at School 20, no. 2 (May 1992): 12–24. http://dx.doi.org/10.1017/s031058220000777x.
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The study sets out to find out urban Aboriginal children's views of schools and teachers, particularly the things they enjoy and find valuable in their schooling experience and their ideas on what changes they would like to see. Literature indicates that whilst, on the one hand, Aboriginal parents and communities increasingly “want to help my children do better at school” (de Lacy, 1985, p..282), on the other hand very few succeed, especially once they have entered high school. A study by Goodnow and Burns (1985) has shown that primary school children are very discriminating judges of what helps them learn. Thus finding out what Aboriginal children actually say about their school experience may help educators to interpret their behaviour in the school setting more accurately and consequently to communicate with them more effectively. In the fairly extensive literature on Aboriginal children's education a number of relevant themes recur. One is the importance of personal relationships in Aboriginal children's learning. Affiliation is the basis of traditional Aboriginal relationships with individuality of the person secondary to the close knit family group. This is expressed as concern with affectionate relations in Aboriginal children's interactions with teachers and peers. It relates to what Honeyman (1986) calls traditional Aboriginal society's “humane teaching”, where education was through guidance rather than direct instruction. Another theme is the unpredictability of educational outcomes for Aboriginal students, particularly the nature of the acquisition of English literacy. “It is the most puzzling yet most debilitating characteristic of Aboriginal education to be recognised in recent times.” (Willmot, 1989, p.10) There are contradictory findings on Aboriginal adolescents' attitudes to school. Jordan (1984) in her South Australian study found that Aboriginal students had a “positive view of schooling and school personnel” (p.289).
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Stockdale, Rosemary, and Therese Keane. "Influencing the Influencers: The Role of Mothers in IT Career Choices." Journal of Information Technology Education: Innovations in Practice 15 (2016): 181–94. http://dx.doi.org/10.28945/3624.
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This paper reports on the outcomes from a pilot study targeted at mothers of school children in Melbourne, Australia. The aim of the study was to engender a positive view of technology in the participants and to introduce the concept of Information Technology (IT) as a potential career. Mothers were given the opportunity to develop basic IT skills and learn about different IT career pathways for their children with an emphasis on their daughters’ choices. Mothers were offered an evening course over a four week period that was designed to introduce them to a range of social media and Web 2.0 tools. Their opinions were documented using both questionnaires and informal discussions. It explored whether their attitudes towards IT can be changed by up-skilling and introducing them to the technologies their children commonly use. The findings of the pilot study suggest that addressing this demographic has the potential to make the participants question their pre-conceptions about IT careers for women.
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Gambino, Agatha, Julie Davis, and Noeleen Rowntree. "Young Children Learning for the Environment: Researching a Forest Adventure." Australian Journal of Environmental Education 25 (2009): 83–94. http://dx.doi.org/10.1017/s0814062600000422.
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AbstractField experiences for young children are an ideal medium for environmental education/education for sustainability because of opportunities for direct experience in nature, integrated learning, and high community involvement. This research documented the development - in 4-5 year old Prep children - of knowledge, attitudes and actions/advocacy in support of an endangered native Australian animal, the Greater Bilby. Data indicated that children gained new knowledge, changed attitudes and built a repertoire of action/advocacy strategies in native animal conservation as a result of participating in a forest field adventure. The curriculum and pedagogical features that supported these young children's learning include: active engagement in a natural environment, learning through curriculum integration at home and at school, anthropomorphic representations of natural elements, making connections with cultural practices, and intergenerational learning. The paper also highlights research strategies that can be usefully and ethically applied when conducting studies involving young children.
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Zarnowiecki, Dorota, Natalie Sinn, John Petkov, and James Dollman. "Parental nutrition knowledge and attitudes as predictors of 5–6-year-old children's healthy food knowledge." Public Health Nutrition 15, no. 7 (December 14, 2011): 1284–90. http://dx.doi.org/10.1017/s1368980011003259.
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AbstractObjectiveYoung children's knowledge about healthy food may influence the formation of their eating behaviours, and parents have a major influence on the development of children's knowledge in the early years.DesignWe investigated the extent to which parental nutrition knowledge and attitudes around food predicted young children's knowledge of healthy foods, controlling for other influences such as socio-economic status (SES) and parent education levels in a cross-sectional research design. Children were given a healthy food knowledge activity and parents completed questionnaires.SettingTwenty primary schools in Adelaide, Australia, stratified by SES.SubjectsWe recruited 192 children aged 5–6 years and their parents.ResultsStructural equation modelling showed that parent nutrition knowledge predicted children's nutrition knowledge (r= 0·30,P< 0·001) independently of attitudes, SES and education level.ConclusionsNutrition education for parents, targeted at low-SES areas at higher risk for obesity, may contribute to the development of healthy food knowledge in young children.
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Starr, Rebecca Lurie, Andre Joseph Theng, Kevin Martens Wong, Natalie Jing Yi Tong, Nurul Afiqah Bte Ibrahim, Alicia Mei Yin Chua, Clarice Hui Min Yong, et al. "Third culture kids in the outer circle: The development of sociolinguistic knowledge among local and expatriate children in Singapore." Language in Society 46, no. 4 (August 10, 2017): 507–46. http://dx.doi.org/10.1017/s0047404517000380.
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AbstractChildren acquiring sociolinguistic knowledge in transnational migration settings must learn to evaluate multiple languages and dialects in a fluid, multifaceted social landscape. This study examines the sociolinguistic development of local and expatriate children in Singapore and investigates the extent to which they share sociolinguistic knowledge and norms. One hundred fourteen children ages five to nineteen completed a region identification task and an occupation judgment task, focusing on their perception of four regional English varieties: Australian English, Northern-China-accented English, Filipino English, and Singapore English. While all groups performed well on the region identification task, expatriate children outperformed locals within the youngest age group. Singaporean and expatriate children attending local schools showed greater familiarity with local norms than international school students in their occupation ratings. Participants mapped speakers to occupations by general prestige level, suggesting that children rely on indirect knowledge of social status rather than direct experience with speakers in their development of sociolinguistic evaluation. (Children's sociolinguistic development, transnational migration, language attitudes)*
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Clyne, Michael. "Bilingual Education—What can We Learn from the Past?" Australian Journal of Education 32, no. 1 (April 1988): 95–114. http://dx.doi.org/10.1177/000494418803200106.
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This paper shows that bilingual education has a long tradition in Australia. In the 19th century, primary and secondary schools operating German-English, French-English or Gaelic-English programs, or ones with a Hebrew component, existed in different parts of Australia. The most common bilingual schools were Lutheran rural day schools but there were also many private schools. They believed in the universal value of bilingualism, and some attracted children from English-speaking backgrounds. Bilingual education was for language maintenance, ethno-religious continuity or second language acquisition. The languages were usually divided according to subject and time of day or teacher. The programs were strongest in Melbourne, Adelaide and rural South Australia and Victoria. In Queensland, attitudes and settlement patterns led to the earlier demise of bilingual education. The education acts led to a decline in bilingual education except in elitist girls or rural primary schools and an increase in part-time language programs. Bilingual education was stopped by wartime legislation. It is intended that bilingualism can flourish unless monolingualism is given special preference.
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Biggs, Sarah N., Violeta A. Pizzorno, Cameron J. van den Heuvel, J. Declan Kennedy, A. James Martin, and Kurt Lushington. "Differences in Parental Attitudes Towards Sleep and Associations With Sleep–Wake Patterns in Caucasian and Southeast Asian School-Aged Children in Australia." Behavioral Sleep Medicine 8, no. 4 (September 23, 2010): 207–18. http://dx.doi.org/10.1080/15402002.2010.509197.
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Petersen, Lindy. "STOP THINK DO: Treatment and prevention of social-behavioural problems." Journal of Psychologists and Counsellors in Schools 1 (November 1991): 63–70. http://dx.doi.org/10.1017/s1037291100002387.
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This paper outlines a cognitive-behavioural-motivational social skills training program for children and adolescents in a clinic or school setting, with a treatment or preventive focus. The approach is didactic and experiential, reflected in its core skill and process – the STOP THINK DO method of social problem solving and relating, following the traffic light cue. The program is broad based to include essential social supports, namely parents, teachers and peers to encourage transfer and maintenance of social skills and pro-social attitudes. Essentially, STOP THINK DO is a behaviour management method for adults and social skills training method for children. A future direction involves the implementation of a curriculum based program as a primary prevention strategy through the formal promotion of social competence in Australian school children. This application represents the confluence of theory, research and practice in social development, plus the interface between developmental, systems and community psychology.
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Netfa, Faeza, Catherine King, Cristyn Davies, Harunor Rashid, Mohamed Tashani, Robert Booy, and S. Rachel Skinner. "Knowledge, Attitudes, and Perceptions of the Arabic-Speaking Community in Sydney, Australia, toward the Human Papillomavirus (HPV) Vaccination Program: A Qualitative Study." Vaccines 9, no. 9 (August 24, 2021): 940. http://dx.doi.org/10.3390/vaccines9090940.
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Background: Little is known about acceptability of the human papillomavirus (HPV) vaccine among parents of adolescents from culturally and linguistically diverse backgrounds in Australia. This study aimed to explore the knowledge and attitudes of parents from Arabic backgrounds towards HPV vaccination offered to their children in the national school-based vaccination program. Methods: Qualitative interviews were conducted in Western Sydney, with parents of adolescents from Arabic backgrounds. Recruitment was via informal personal contacts and passive snowballing. Face-to-face semi-structured interviews were conducted in Arabic. These were audio-recorded, transcribed, and translated into English. Thematic analysis was used to identify emerging themes. Results: Commonly identified themes across fifteen interviews included: (1) lack of awareness and knowledge of HPV and its vaccination, (2) awareness and understanding of the government vaccination information sheet, (3) parents’ preferences for information provision, (4) the role of parents’ religious beliefs in forming attitudes about HPV vaccination, and (5) lost opportunities to educate parents about HPV vaccination during general practitioner (GP) visits. Conclusion: The findings point to the need to address cultural, language, and communication barriers to improve awareness and acceptability of HPV vaccination in the Arabic community. Educational strategies should be tailored to this community based on their specific information needs and preferences.
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McInnes, Elspeth. "Bystander Attitudes to Hearing Family Violence: An Australian Survey." International Journal of Criminology and Sociology 11 (April 20, 2022): 48–54. http://dx.doi.org/10.6000/1929-4409.2022.11.06.
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Male violence against women and children is a pernicious global problem responsible for a high burden of injury, illness, and premature death across societies and cultures. Socio-cultural beliefs, attitudes, and practices underpin the conduct of perpetrators, targets, bystanders, and responding service providers, including police, health, and social welfare services. Bystanders’ willingness to act to help targets of family violence is a key dimension framing the social environment of using violence against family members. An anonymous internet survey of 464 Australians, mainly women, identified that around three-quarters of respondents would respond if they heard a cry for help from a nearby home. Most said they would call the police. The key deterrents to taking action were fears for their safety and their confidence that calling the police would lead to effective action. Despite their willingness to act, most believed that the typical Australian public would not do so. They attributed reluctance to take action to bystanders’ fears for their safety, beliefs that it was not their business, and not wanting to get involved. Respondents wanted more financial, housing, and legal support for victims of violence to end abusive relationships. Nationally consistent FDV laws, changes to media reporting, and school-based education were nominated as key strategies to prevent and reduce family and domestic violence.
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Larsson, Yvonne. "Teachers' Attitudes and Perspectives on Educational Provisions for “Gifted” and “Talented” Children in New South Wales, Australia and Essex, England." Gifted Education International 6, no. 3 (January 1990): 174–81. http://dx.doi.org/10.1177/026142949000600311.
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This paper focuses on teacher attitudes to educational provisions for gifted and talented children in two countries. A questionnaire was distributed to 100 teachers in Sydney, New South Wales and to 100 teachers in Essex, England. Both groups represented a range of primary and secondary schools. Teachers had between 5 and 20 years experience and most were aged between 30 and 40 years. The common factor was acceptance of provisions within the comprehensive framework of education but rejection of any provisions that might be interpreted as elitist. It was also considered that there should be pre-service and in-service training in teaching methods for gifted education for all teachers so that the individual talents of children can be accommodated according to their needs within the comprehensive system.
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Sitoayu, Laras. "The Effect of Animated Media on Knowledge and Attitudes Regarding Physical Activity." Jurnal PROMKES 10, no. 2 (September 15, 2022): 179–86. http://dx.doi.org/10.20473/jpk.v10.i2.2022.179-186.
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Background: There is an increasing prevalence of obesity, and lack of physical activity is the cause of changes in physical activity patterns. Educating children about physical activity is necessary to increase knowledge and change their attitudes and behavior. The media that can be used is animation media. Objective: This study aims to describe the behavior and effect of animated media regarding changes in knowledge and attitudes towards physical activity for 8th-grade students. Methods: A quasi-experimental study with a non-equivalent control group using 51 samples from JUNIOR HIGH SCHOOL Wahidin Cirebon and JUNIOR HIGH SCHOOL 220 Jakarta and proportioned stratified random sampling. The variables were knowledge and attitudes. The animation media for the control group was from the Ministry of Health, while for the intervention group was created by researchers from the Australian Government (Department of Health) (2019) and the U.S. Department of Health and Human Services (2008). The sample’s criteria included having a stable signal and Gmail, being able to use Google Meet, and filling out the pre-test and post-test. Data collection was in one day on April 22nd 2021, for Junior High School Wahidin Cirebon, and June 2nd 2021, for Junior High School 220 Jakarta using Google Form with 29 questions. Data analysis used T-Test Independent, Wilcoxon, and Mann-Whitney. Results: The average knowledge scores in control group with animated media from Ministry of Health during pre-test and post-test were 61.00 and 66.00, while intervention group with researcher’s animation media during pre-test and post-test were 69.68 and 84.52. The average scores of attitudes in control group during pre-test and post-test were 86.03 and 78.26, while intervention group during pre-test and post-test were 78.77 and 87.73. Positive behavioral descriptions for control group and intervention group were 55% and 48,4%. Conclusion: The results showed a change in knowledge and attitudes after intervention for the intervention group and the opposite for the control group. Animated media about physical activity can be used as an educational media because it has more effect on increasing knowledge and attitudes than comparison animation media. Suggestions for further research consist of adding behavioral change variables and intervention more than once during the study.
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Marjoribanks, Kevin. "Individual-Environment Correlates of Children's Reading Performance." Perceptual and Motor Skills 67, no. 1 (August 1988): 323–32. http://dx.doi.org/10.2466/pms.1988.67.1.323.
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An interactionism framework was used to examine relationships between reading performance and measures of intellectual ability and school-related attitudes for children from different family environment backgrounds. Data were collected from 900 Australian families. Each family had an 11-yr.-old child and the analyses related to those children (458 boys, 442 girls). Regression surfaces were constructed from models that included terms to account for possible linear, interaction, and curvilinear associations among the variables. The findings showed the possible complexity of relationships between children's reading performance and individual-environment variables. The study indicated that, although the identification of alterable environment variables is an important task for increasing our understanding of the variation in children's reading performance, it is also necessary to consider such measures in association with children's individual characteristics.
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Smith, Bradley P., and Ashley A. Dale. "Integrating animals in the classroom: The attitudes and experiences of Australian school teachers toward animal-assisted interventions for children with Autism Spectrum Disorder." Pet Behaviour Science, no. 1 (February 5, 2016): 13. http://dx.doi.org/10.21071/pbs.v0i1.3994.
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<p>The introduction of animals into school classrooms has been posited as a beneficial intervention for individuals with Autism Spectrum Disorder (ASD). Whilst evidence that animal-assisted interventions or activities can positively influence classroom behaviour and learning outcomes is emerging, little is known about the experiences and attitudes of those who implement it. We presented a series of open and close-ended questions via an online survey to Australian school teachers working with students on the autistic spectrum. Whether teachers had experienced companion animals in the classroom or not, companion animals were believed to provide a means for improving social skills and engagement within the classroom, as well as decreasing stress, anxiety, and the occurrence of problematic behaviours. Yet, despite an overall positive attitude, and 68% having had animals or pets in their classroom, only 16% of respondents had experience with ‘formal’ animal-assisted interventions. Explanations for why both formal and informal animal-assisted interventions were either not being adopted, or was not currently being considered, included a lack of knowledge, lack of support and resources, reactions of the student in relation to allergies and behaviour, and issues relating to animal welfare. It was also acknowledged that the evidence-base for animal-assisted interventions for students with ASD is currently lacking, and that such interventions were not suitable for all students, or all classroom situations. Moving forward, it is important that the inclusion of companion animals and more formal based animal intervention programs in classrooms be adequately designed and evaluated, because implementing or promoting time consuming and financially costly strategies without the evidence is problematic.</p>
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Block, Karen, and Lisa Gibbs. "Promoting Social Inclusion through Sport for Refugee-Background Youth in Australia: Analysing Different Participation Models." Social Inclusion 5, no. 2 (June 29, 2017): 91–100. http://dx.doi.org/10.17645/si.v5i2.903.
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Sports participation can confer a range of physical and psychosocial benefits and, for refugee and migrant youth, may even act as a critical mediator for achieving positive settlement and engaging meaningfully in Australian society. This group has low participation rates however, with identified barriers including costs; discrimination and a lack of cultural sensitivity in sporting environments; lack of knowledge of mainstream sports services on the part of refugee-background settlers; inadequate access to transport; culturally determined gender norms; and family attitudes. Organisations in various sectors have devised programs and strategies for addressing these participation barriers. In many cases however, these responses appear to be ad hoc and under-theorised. This article reports findings from a qualitative exploratory study conducted in a range of settings to examine the benefits, challenges and shortcomings associated with different participation models. Interview participants were drawn from non-government organisations, local governments, schools, and sports clubs. Three distinct models of participation were identified, including short term programs for refugee-background children; ongoing programs for refugee-background children and youth; and integration into mainstream clubs. These models are discussed in terms of their relative challenges and benefits and their capacity to promote sustainable engagement and social inclusion for this population group.
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Mwanri, Lillian, Nelsensius Klau Fauk, Anna Ziersch, Hailay Abrha Gesesew, Gregorius Abanit Asa, and Paul Russell Ward. "Post-Migration Stressors and Mental Health for African Migrants in South Australia: A Qualitative Study." International Journal of Environmental Research and Public Health 19, no. 13 (June 28, 2022): 7914. http://dx.doi.org/10.3390/ijerph19137914.
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We conducted a qualitative study involving African migrants (n = 20) and service providers (n = 10) in South Australia to explore mental health stressors, access to mental health services and how to improve mental health services for African migrant populations. This paper presents the views and experiences of African migrants about the post-migration stressors they faced in resettlement that pose mental health challenges. The participants were recruited using the snowball sampling technique. To align with the COVID-19 pandemic protocol, the data collection was conducted using one-on-one online interviews through Zoom or WhatsApp video calls. Data analysis was guided by the framework analysis. The post-migration stressors, including separation from family members and significant others, especially spouses, imposed significant difficulties on care provision and in managing children’s attitudes and behavior-related troubles at school. African cultural practices involving the community, especially elders in care provision and disciplining children, were not consistent with Australian norms, compounding the mental health stressors for all involved. The African cultural norms, that do not allow young unmarried people to live together, also contributed to child–parent conflicts, enhancing parental mental stressors. Additionally, poor economic conditions and employment-related difficulties were post-migration stressors that the participants faced. The findings indicate the need for policy and intervention programs that address the above challenges. The provision of interventions, including social support such as subsidized or free childcare services, could help leverage their time and scheduled paid employment, creating time for effective parenting and improving their mental health and wellbeing. Future studies exploring what needs to be achieved by government and non-governmental institutions to support enhanced access to social and employment opportunities for the African migrant population are also recommended.
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Johnston, Robyn, Lydia Hearn, Donna Cross, Laura T. Thomas, and Sharon Bell. "Parent voices guide smoking intervention development." Health Education 115, no. 5 (August 3, 2015): 455–69. http://dx.doi.org/10.1108/he-03-2014-0024.
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Purpose – While parents’ influence on their children’s smoking behaviour is widely recognised, little is known about parents of four to eight year olds’ attitudes and beliefs around smoking cessation and how they communicate with their children about smoking. The purpose of this paper is to explore parents’ perceptions of quitting smoking and their beliefs and actions related to the use of parenting practices to discourage smoking by their children. Design/methodology/approach – Four focus groups and 17 interviews were conducted with parents (n=46) of four to eight year old children in Perth, Western Australia. Findings – Many parents indicated their children strongly influenced their quitting behaviours, however, some resented being made to feel guilty about their smoking because of their children. Parents were divided in their beliefs about the amount of influence they had on their children’s future smoking. Feelings of hypocrisy appear to influence the extent to which parents who smoked talked with their child about smoking. Parents recommended a variety of resource options to support quitting and talking with their child about smoking. Practical implications – Interventions aimed at parents who smoke and have young children should: reinforce parents’ importance as role models; highlight the importance of talking to children about smoking when they are young and provide strategies for maintaining ongoing communication; be supportive and avoid making parents feel guilty; and emphasise that quitting smoking is the best option for their child’s health (and their own), while also providing effective harm minimisation options for parents who have not yet quit. Originality/value – Parents of children of lower primary school age can be highly influential on their children’s later smoking behaviours, thus, effective interventions that address the current beliefs and practices of these parents may be particularly advantageous.
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Hayden, Jacqueline. "Available, Accessible, High Quality Child Care in Australia: Why we haven’t moved very far." Children Australia 17, no. 1 (1992): 10–15. http://dx.doi.org/10.1017/s1035077200030091.
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In a recent article in Children Australia (16:2, 1991) Moore points out how our system of social services and community work reinforces traditional concepts of family (especially mother) responsibility for the care of children with disabilities. This same attitude reflects a fundamental ambivalence in our society towards the provision of state assisted child care. Like care for the disabled, out-of-home care for young children is assumed to rest within the private sphere, so that state assistance in any form becomes gratefully accepted as a generous gift.Child care in Australia moved into the political realm with the enactment of the Child Care Act in 1972. This legislation described the conditions under which the Commonwealth Government would distribute funds for capital expenses, and provide some wage supplements to non-profit groups delivering child care services in formal centre settings. Since that time, promises of increased Commonwealth funding to meet increasing demand have become more and more ambitious – 20,000 spaces were promised in 1984; 30,000 in 1988; and by 1990, the promise had expanded to 78,000 new child care spaces to be funded by the Labor Party. As it turned out, many of the 78,000 spaces promised during the 1990 election campaign were not ‘new’ at all, but represented already existing private spaces, now made eligible for funding by a change in policy. The bulk of the spaces meanwhile were targeted for after-school care (much less expensive to fund), when research clearly indicated the dearth of spaces and critical need for infant care (very expensive to fund).