Relevant bibliographies by topics / Social care work with children Victoria

Academic literature on the topic 'Social care work with children Victoria'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Social care work with children Victoria"

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Markiewicz, Anne. "The child welfare system in Victoria: Changing context and perspectives 1945-1995." Children Australia 21, no. 3 (1996): 32–41. http://dx.doi.org/10.1017/s1035077200007185.

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This paper traces the history of child welfare in Victoria, from the formation of the Children's Welfare Department to the present time. It draws principally upon the Annual Reports of the responsible state government department, to illustrate trends in out-of-home placement for children and young people admitted to care. It describes substantial shifts in direction to the institutions in the 1960s, deinstitutionalisation of the 1980s, and the re-emergence of home-based care as a favoured, economical option.The paper traces the ebbs and flows in numbers, periods of overcrowding and the current reduced number of children and young people in care. It notes events impacting on evolving child welfare history in Victoria, the child migration program, building projects, the establishment of family group homes, regionalisation, external review, the Children and Young Persons Act (1989), and mandatory reporting legislation. Themes emerging include: early child welfare as a period of rescue and reform; the monitoring of standards and re-entry of the department to residential care; the building of institutions and rising numbers in care; redevelopment and the emergence of a community focus; the expansion of child protection; and the phasing out of old models and the search for cost efficient alternatives.A challenge for the 1990s is the need for deliberate and planned monitoring and evaluation as institutional and residential care give way to home-based care, and numbers of admissions decrease. The paper aims to provide useful, historical material for readers with an interest in child welfare work which would benefit from a descriptive review of the past.
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Rodd, Jillian. "A Week in the Life of a Four-Year-Old: A Study of Victorian Children's Patterns of Usage of Early Childhood Services." Australasian Journal of Early Childhood 21, no. 1 (March 1996): 37–42. http://dx.doi.org/10.1177/183693919602100109.

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The study used a form of the International Association for the Evaluation of Educational Achievement (IEA) Preprimary Project which was adapted for the Australian context to investigate the patterns of usage and factors behind parental choices of early childhood services for four-year-old children in the year prior to formal education. Data were obtained from interviews with 175 parents, usually the mother, regarding where, with whom and how their children spent their day and week. The findings revealed that many children in Victoria spent time in a number of services each day. A substantial number also participated in extra-curricular activities and recreational activities. Data collected concerning parental selection of particular services revealed the complex early care and education arrangements that parents were required to make to meet the educational and social needs of their children as well as the work related needs which influenced parental choice.
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O'Brien, Wendy. "Family Support Work–The Alys Key Family Case Model–." Children Australia 13, no. 2 (1988): 22–26. http://dx.doi.org/10.1017/s0312897000001909.

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Alys Key Family Care is a Family Support agency that aims to facilitate change within families experiencing severe problems in rearing their children, so that parents are empowered to take control and responsibility for rearing their children adequately. The Centre was established by the Children's Protection Society (after the Society ceased to run the Victorian welfare-based Protective Service) as a 3-year Demonstration Project with a built-in research component. The research has not only enabled testing of the overall effectiveness of the service in meeting its stated goals, but has created a climate of questioning of practice within the area of Family Support.
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Paton, Kate, Lynn Gillam, Hayley Warren, Melissa Mulraney, David Coghill, Daryl Efron, Michael Sawyer, and Harriet Hiscock. "How can the education sector support children’s mental health? Views of Australian healthcare clinicians." PLOS ONE 17, no. 1 (January 24, 2022): e0261827. http://dx.doi.org/10.1371/journal.pone.0261827.

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Objectives Policy makers in developed countries have long considered the education system an avenue for supporting mental health care for children. Whilst educators have identified many challenges to providing this support (e.g. non-core role, stigma, overcrowded curriculum), understanding clinicians’ views on the role of educators and schools and how clinicians and schools could work together to achieve good mental health outcomes are important questions. However, clinician voices in how schools and health should work together for children’s mental health care are frequently missing from the debate. We aimed to report clinicians’ views about how the education system could support student’s mental health and improve access to mental health care for children and adolescents. Methods 143 clinicians (approximately 35 each of child and adolescent psychiatrists, pediatricians, child psychologists and general practitioners (GPs)) from the states of Victoria and South Australia participated in semi-structured phone interviews between March 2018 and February 2019. Inductive content analysis was applied to address the broad study aims. Findings Key themes emerged: (1) The role of schools in supporting individual children; (2) School based programs to support children and families; and (3) Challenges of implementing these suggestions. Clinicians across all professional groups suggested the education system could play an important role in improving access to mental health services through harnessing existing staff or co-locating mental health clinicians. They also suggested schools could identify at risk children and implement coping and social skills programs. Conclusions Schools and educators could play a key role in prevention and early intervention of children’s mental health problems. However, before recommending exactly how to do this, key evidence gaps need to be addressed.
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Nieuwenhuys, Olga. "By the Sweat of Their Brow? ‘Street Children’, NGOs and Children's Rights in Addis Ababa." Africa 71, no. 4 (November 2001): 539–57. http://dx.doi.org/10.3366/afr.2001.71.4.539.

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AbstractIn the past two decades NGOs helping ‘street children’ in Addis Ababa have distinguished themselves by their adherence to highly controversial assumptions about the nature of childhood and the failure of the poor to raise their children in ways that they conceive as ‘proper’. The ratification of the UN Declaration on the Rights of the Child by the Ethiopian government has inspired them to stop food relief in order to persuade the children in their care to seek a way out of their miserable ways of life through work on the street. In a remarkable replication of late Victorian philanthropic thinking, NGOs dispel hereby local middle-class fears that relief agencies may foster truancy and idleness and reassuringly define the code—work—that confers legitimacy on children's presence on the streets. Anticipating their escape from undeniably harsh and unjust family relations, the children of the poor are enticed into accepting this solution as the price of a ‘decent’ and morally acceptable childhood. They remain nevertheless highly critical of the rights-based approach, claiming that in the name of their rights they are denied what used to be children's normal entitlement such as protected food prices, free basic health and education. The article is based on the findings of an action research project by social workers among the children assisted by eight Addis Ababa-based NGOs in the period 1996-98.
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Oppenheim, Janet. "A Mother's Role, a Daughter's Duty: Lady Blanche Balfour, Eleanor Sidgwick, and Feminist Perspectives." Journal of British Studies 34, no. 2 (April 1995): 196–232. http://dx.doi.org/10.1086/386074.

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Addressing the Women's Institute in London on November 23, 1897, Eleanor Sidgwick, principal of Newnham College, Cambridge, observed thatThere will always be gaps in domestic life which can best be filled by the unmarried girls and women of the family; help wanted in the care of old people and children and invalids, or in making the work of other members of the family go smoothly, to which a woman may well devote herself at some sacrifice of her own future—a sacrifice she will not regret. This kind of work can best be done by women, not only because they are generally better adapted to it, but because the sacrifice is not so clear nor so great in their case as it would generally be in that of a man. Only let the cost be counted and compared with the gain, and do not let us ask women to give up their chance of filling a more useful place in the world for the sake of employing them in trivial social duties from which they might be spared with little loss to anyone.With these remarks, Mrs. Sidgwick joined the extended debate over the rights and duties of spinster daughters that the Victorian women's movement pursued for decades. For many participants, it was the preeminent issue that women had to confront if they were significantly to improve the condition of their lives.
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Steer, Michael. "Beyond Normalization: Social Role Valorisation." Children Australia 12, no. 2 (1987): 6–7. http://dx.doi.org/10.1017/s0312897000015861.

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AbstractIn 1972, Dr. Wolf Wolfensberger, a renowned American social scientist produced his classic work The principle of normalisation in human services. The principle has become a cornerstone of Government funded services to intellectually disabled children in Victoria. This article presents developments in Wolfensberger's most recent thoughts on normalisation.
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Lazar, Bonnie A. "Why social work should care: Television violence and children." Child & Adolescent Social Work Journal 11, no. 1 (February 1994): 3–19. http://dx.doi.org/10.1007/bf01876100.

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Balen, Rachel, and Helen Masson. "The Victoria Climbié case: social work education for practice in children and families' work before and since." Child & Family Social Work 13, no. 2 (May 2008): 121–32. http://dx.doi.org/10.1111/j.1365-2206.2007.00525.x.

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Hernandez, Sandra. "Social Work Perspective." Pediatrics 83, no. 5 (May 1, 1989): 903–5. http://dx.doi.org/10.1542/peds.83.5.903.

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The ultimate objective of newborn screening for sickle cell disease should be twofold. The first essential step is the identification of the infants at risk. This has been effectively done in New York state as of 1975 through the New York State Newborn Screening Program. However, identifying these children is not enough. Second is the much more complicated task of providing comprehensive follow-up care for families whose children are affected by the disease, including the much needed psychosocial services. This area continues to be sorely neglected. The increased risk of death due to overwhelming infection in the first 3 years of life for children with sickle cell disease has been noted in the literature. When there is no specialized care, 15% to 20% do not survive. Therefore, it is essential for knowledgeable staff to make contact and begin to develop a trusting relationship as soon as possible with parents of infants born with sickle cell disease. Prophylactic penicillin and pneumococcal vaccination can reduce mortality during the early years. Family involvement with a consistent, available team of health care providers is pivotal in understanding this chronic illness and coping effectively with this extraordinary stress. Our staff is available by telephone for consultations with patients or other medical staff during clinic and emergency room visits and hospitalizations. One element that is clear in our experience at the St Luke's-Roosevelt Hospital Sickle Cell Center in New York City is that adjustment to this chronic illness is a lifelong process. One or two counseling sessions at the time of diagnosis are not sufficient to enable families to fully understand the information given or to realize the impact of having a child with a chronic illness.
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Dissertations / Theses on the topic "Social care work with children Victoria"

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Koorn, Margareth L. "An exploration of the latchkey phenomena: Its reasons, victims and options." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1062.

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Smith, Allison Jayne. "Child care workers and HIV infected/affected children." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/11167.

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The objectives of this study are to explore stressors and challenges faced by child care workers working with HIV infected/affected children, their causes, what support is available to them and, finally, current and recommended coping strategies. The study explored the perceptions of 8 child care workers through 2 focus groups using a semi-structured interview schedule as the data collection tool. The findings reveal that the primary challenge experienced is working with traumatised children and working for long hours away from their children, who are often at home alone. It was also found that they not fear infection when working with HIV infected children. The primary recommendation was that child care workers receive regular counselling and that day care centres are established in low income areas to care for their own children.
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Nakayama, Mari. "Educational Advocacy for Children in Foster Care| A Grant Proposal." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10262381.

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There have been several federal and state legislations that were passed to ensure children in foster care receive educational equality. More specifically, federal and state laws are in place which requires child welfare agencies and school districts to ensure children in the child welfare system to continue at their school of origin. However, frequent school mobility remains an ongoing challenge. As a result of sudden separations from their birth and resource families, children experience educational instability and a disruption in their natural mentorship network. Furthermore, children and youths who experience frequent school transfers result in decreased school attendance, low academic performance compared to their peers, and a lower rate of successful high school graduation. The purpose of this project was to develop a grant for the Miles for Education Transportation Program: transportation and natural mentorship program for children and youths in the child welfare system to continue at their school of origin and preserve relationships with their natural mentors in the school setting. The overall goal of the program is to ensure minimal school disruption, increase the high school graduation rate of youths in the child welfare system, and the preservation of natural mentors in the children and youths’ education social network. The actual funding and submission of this grant proposal were not requirements for the successful completion of this project.

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Roman, David. "Foster care prevention for at-risk Latino children| A grant proposal." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527410.

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Zaarour, Micheline. "Enhancing the foster care experience of children with autism| A grant proposal." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10260783.

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This project served to locate a potential funding source and develop a grant to provide foster children with Autism Spectrum Disorder (ASD) in-home based intervention focused on improving the level of care for children with ASD in out-of-home care. The triad that defines the core symptoms of ASD (communication, social, and behavioral) poses concerns on how children with ASD fare while in foster care. The literature review revealed that in home-based intervention would allow the integration of behavioral therapy techniques into parenting, and the transmission of communication, social skills, and behavioral strategies into the child’s natural context, home. The chosen potential funding source is The Ralph M. Parsons Foundation, which focuses on improving quality of care for underserved populations by offering foster parents the services needed to provide better care to children with ASD. The proposed program aims to provide in-home services to children with ASD through partnership with the Alliance Foster Family Agency (AFFA) to assist foster parents in gaining the skills and the knowledge necessary to provide care for children with ASD. If funded, this program will promote a better quality of life for children with ASD. Actual submission of this proposal for funding was not mandatory for the conclusion of this project.

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Hankins, Jamila T. "A study of the impact foster care policies have on permanency outcomes for children in Georgia's private foster care." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2012. http://digitalcommons.auctr.edu/dissertations/636.

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Permanency for children in care is defined as having a lasting family relationship that is safe and meant to last a lifetime. Child advocates recognize that permanency should be the goal for all children in foster care, but this belief was not actualized for many children who entered and remained in the system until adulthood. This study explored the impact of foster care policies on permanency outcomes for children in one private foster care agency in Georgia, Neighbor To Family. A Mixed Methods Triangulation Design, inclusive of both qualitative and quantitative measures was used to carry out the study. The research questions addressed include the following: Is there a statistically significant relationship between permanency rates of Group 1 and Group 2 and is there a statistically significant relationship between the length of stay rates of Group 1 and Group 2? The chi-square test of association was used to examine the association between permanency outcomes in Groups 1 and 2 and length of stay rates in Groups 1 and 2. The results did not yield a statically significant relationship between thlength of stay and permanency variables. However, further statistical testing of permanency and age variables within Group 1 resulted in a significant relationship at the p
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Bruyns, Cindee. "Perceptions of race of coloured children in a child and youth care centre." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/3839.

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This study was an exploration into the perceptions of race of coloured children in a child and youth care centre, Leliebloem House. The aim of this study was to evaluate the ways in which race is still present in the lives of these children, who were supposedly “untouched” by the former Apartheid dispensation.
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Carmody, Charity. "Alaska Adoption, Recruitment, Privatization, and Permanency Outcomes for Children in Foster Care." Thesis, Alaska Pacific University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10792862.

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This paper explores the answers to two questions. The first question is, How and in what ways is Alaska providing adoption recruitment and matching services for children in foster care? The second is, Should Alaska pursue privatization of adoption recruitment and matching services as a means for increasing permanency outcomes for children in foster care? The qualitative study was conducted using both primary and secondary research. I accessed existing privatization studies in other states, Alaska child welfare records and research, and interviewed child welfare professionals. The findings showed that Alaska currently has some private adoption recruitment efforts but there are currently no private adoption matching efforts. The findings also showed that many states have privatized adoption recruitment and matching efforts, and that Alaska should pursue privatization as a means to achieve better permanency outcomes for children waiting in foster care.

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Lam, Shuk-wah Grace. "An examination of the care and protection order in Hong Kong." [Hong Kong : University of Hong Kong], 1990. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12840488.

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Martell, Nasstajjia. "Caregiver closeness and outcomes for children in out-of-home care." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10147323.

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Children placed in out-of-home care experience challenges while in foster care. The purpose of this study was to examine the relationship between children placed in out-of-home care and the bond and closeness with their caregivers. Secondary data from the Midwest Study About the Crime During the Transition to Adulthood: How Youth Fare as They Leave Out-of-Home Care in Illinois, Iowa, and Wisconsin was used to develop a quantitative study on related variables. Findings indicated no significant relationship between outcomes for children in foster care and caregiver closeness.

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Books on the topic "Social care work with children Victoria"

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C, Fulcher Leon, and Ainsworth Frank, eds. Group care practice with children. London: Tavistock Publications, 1985.

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John, Randall, and Jacques Nicola, eds. Who needs care?: Social work decisions about children. Oxford [Oxfordshire]: B. Blackwell, 1986.

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Children in and out of care. Aldershot: Wildwood House, 1987.

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Beukes, Kathy. An orientation to child and youth care work. Cape Town: National Association of Child Care Workers, 1993.

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C, McColgan Mary, ed. Working with children: Child care. London: Collins Educational, 1995.

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Ruch, Gillian. Post-qualifying child care social work: Developing reflective practice. London: SAGE, 2009.

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E, Courtney Mark, and Thoburn June, eds. Children in state care. Aldershot, Hants, England: Ashgate, 2008.

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Child Welfare League of America., ed. CWLA best practice guidelines: Children missing from care. Washington, DC: Child Welfare League of America, 2005.

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Social justice and children in care. Aldershot, Hants, England: Avebury, 1992.

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Davey, Jill. Introducing child care social work: Contemporary policy and practice. Exeter: Learning Matters, 2009.

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Book chapters on the topic "Social care work with children Victoria"

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Brandon, Marian, Gillian Schofield, Liz Trinder, and Nigel Stone. "Child Care Policy, Children’s Rights and The Children Act." In Social Work with Children, 9–36. London: Macmillan Education UK, 1998. http://dx.doi.org/10.1007/978-1-349-14043-5_2.

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Hanmer, Jalna, and Daphne Statham. "Women and Care for Children and Adults." In Women and Social Work, 60–77. London: Macmillan Education UK, 1999. http://dx.doi.org/10.1007/978-1-349-14567-6_4.

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Brandon, Marian, Gillian Schofield, Liz Trinder, and Nigel Stone. "Children who are the Subject of Care and Adoption Proceedings in the Courts." In Social Work with Children, 118–40. London: Macmillan Education UK, 1998. http://dx.doi.org/10.1007/978-1-349-14043-5_6.

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Stanley, Jonathan. "Residential child care policy." In Social Work with Children and Families, 246–57. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-1-137-00567-0_17.

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Pugh, Elisabeth. "Working with Parents and Children at Home." In Social Work in Child Care, 10–22. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003370307-2.

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Jack, Gordon, and Helen Donnellan. "Working with children looked after away from home, placed for adoption or leaving care." In Social Work with Children, 115–35. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-22662-4_8.

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Adams, Robert. "Multiprofessional Work with Children and Families." In Foundations of Health and Social Care, 445–53. London: Macmillan Education UK, 2007. http://dx.doi.org/10.1007/978-0-230-22933-4_49.

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Smith, Mark. "Theory in residential child care." In Social Work with Children and Families, 272–86. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-1-137-00567-0_19.

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Bolger, Janine, and Jeremy Millar. "Residential child care in practice." In Social Work with Children and Families, 304–22. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-1-137-00567-0_21.

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Horner, Jacquie. "Health and Social Care Work with Children." In Foundations of Health and Social Care, 473–82. London: Macmillan Education UK, 2007. http://dx.doi.org/10.1007/978-0-230-22933-4_52.

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Conference papers on the topic "Social care work with children Victoria"

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Cohen Zilka, Gila. "The Elements Way: Empowering Parents, Educators, and Mentors in the Age of New Media." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3701.

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[This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology] Aim/Purpose: This study was designed to examine the effectiveness of mentor’s work with immigrant children and adolescents at risk, using the Elements Way. Background: The New Media offers our “screen kids” a lot of information, many behavioral models, and a new type of social communication. The Elements Way is an educational method designed to enhance openness, development, breakthroughs, goal achievement, and transformation in the age of media and social networks. Methodology: The Elements Way was developed following research on communication in the diversified media, especially new media such as Facebook, WhatsApp, and television reality shows, and the study is an examination of the effectiveness of mentors’ work with immigrant children and adolescents at risk, using the Elements Way. All mentors had been trained in the Elements Way. The study population included 640 mentors working with immigrants’ children in Israel. The work was conducted in 2010-2013. The mixed-methods approach was selected to validate findings. Contribution: Empowering children and enhancing their ability to cope; Creating openness and sharing, making children more attentive to the significant adults in their lives; Supporting children who face the complex reality that characterizes our age. Findings: Significant differences were found in the mentors’ conduct with the children. Work programs were designed and implemented with care and consistency, and mentors succeeded in generating change within the children and achieving desired goals. Of the 640 participating mentors, 62 were not able to promote the child, and interviews with them revealed that their work with the children was not consistent with the Elements Way and began from a different vantage point. Recommendations for Practitioners: Success factors: Self-awareness and awareness of one’s surroundings. Empathy. Willingness to engage in significant interactions. Self-cleansing and self-reflection. Ability to engage in a personal and interpersonal dialogue. Ability to accept and contain the child. Cooperation with the child in creating a work program and assisting the child to achieve the goals that were set in the program. Recommendation for Researchers: Future studies should focus on analyzing the discussions of children and adolescents, to add depth to our insights regarding children and adolescents’ perception of the mentors’ work from their perspective. Impact on Society: Finding the “keys” to openness, development, goal achievement, and transformation in our work with “screen kids.” Future Research: Studies that are designed to examine the effectiveness of mentor’s work with immigrant children and adolescents at risk, using the Elements Way.
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Cobos, Miguel, and Daniel Ripalda. "Production of educational videogame from the design document." In Intelligent Human Systems Integration (IHSI 2022) Integrating People and Intelligent Systems. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe100996.

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This work aims to promote environmental awareness in children, as a philosophy of life, to promote a culture of care for the ecosystem in their family and social environment. From the field of video games, we wanted to achieve the proposed objective, for this we started from the design document, based on Rogers' model. Prototypes were developed, levels were designed, resources were placed in the scenario, physics and mechanics were tested. The agile Scrum methodology and the Unity video game engine with C# scripts were considered for the development. The video game consists of a superhero of nature with three levels, was generated in its initial phase to be tested with the target audience. The results obtained from a control group of children from 7 to 10 years old are presented. A user experience evaluation method was applied by inspection to obtain results related to usability heuristics, Gestalt principles, interactions, and perception of aesthetics.
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Pavlović, Zoran. "PRAVO NA NEZABORAV I OBAVEZE (DECE) PREMA RODITELjIMA." In XVIII Majsko savetovanje. University of Kragujevac, Faculty of Law, 2022. http://dx.doi.org/10.46793/xviiimajsko.607p.

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The right to old age is a special human right, with an emphasis on the right to help and support for the elderly, especially when they are in a state of need. Existing positive legal solutions need to be harmonized, and the incrimination of behavior where parents are neglected by children is only the last legal mechanism that reacts to the consequences, but does not offer solutions to this issue. The focus of not only this work, but also the attention of the public is focused on the rights and obligations that family members have towards the elderly, which they often do not fulfill. Obligations (of children) towards parents or guardians do not only imply the right to maintenance, because that would exclude all other rights of some and obligations of others. All older members of our society have the right to be remembered so that they can enjoy their right to a dignified old age. Existing legislative solutions in the field of family law protection, labor law, social services or health care should be integrated into the protection system, and the invisible ones should be made more visible in the family and society.
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"Study of parents' perceptions and opinions on COVID-19 vaccination for their children in Jordan: A cross-sectional." In International Conference on Public Health and Humanitarian Action. International Federation of Medical Students' Associations - Jordan, 2022. http://dx.doi.org/10.56950/ylbj6137.

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Background: Developing a potent and secure vaccination for all populations, including children, is an effective method to reduce COVID-19-related morbidity and mortality while also ensuring higher levels of population immunity. Since the COVID-19 epidemic began, numerous vaccinations have been developed. It is required to examine parents' attitudes on COVID-19 immunization for children in order to design an intervention to aid COVID-19 vaccination for children in Jordan. These strategies will eliminate disinformation, promote acceptance of the COVID-19 immunization, and increase the number of children who receive it. Some parents may be wary or skeptical of vaccines in general, and especially of COVID-19. Objective: to investigate the number of individuals who accept the COVID-19 vaccine for their kids and research the factors that led to their attitudes. Method: The design of this study was cross-sectional. The participants were Jordanian . The poll was made accessible on many social media platforms as well as other networks, including public forums, academic blogs, and private groups. Results: Three hundred twenty-eight people answered the questionnaire in which their ages ranged from 21 till 70. A comparison between parents’ characteristics regarding their willingness to vaccinate their children with a COVID-19 vaccine had been done in which graduated parents (69.6%), and who doesn’t work in health sector (67.1%) were more likely to refuse providing their children with COVID-19 vaccine. The following are the most common excuses given by respondents who were not interested in receiving the vaccine: it is inappropriate to acquire a vaccine that requires numerous doses (87.2%), they avoid getting most vaccinations (85.3%), and they are worried about it (83.3%). On the other hand, the most significant factor (90.1%) for individuals who were interested in getting the vaccine was that they were in the recommended category to have it (such as health care practitioners, persons over fifty, and pregnant women). A multinomial regression model was used to evaluate the prediction of parents’ acceptance to vaccinate their children with a COVID-19 vaccine. Parents who are confident about the country health procedures toward covid pandemic was a positive predicator to vaccinate their children. (OR= 1.830; p<0.05; 95 % CI: 1.037-3.230). Conclusion: Parents have diverse views about the frequency and risks of coronavirus illness transmission and medical consequences, as well as the efficacy and side effects of a vaccine. Based on reported parental behavior and positive attitudes, these findings could be used to construct public health surveillance programs and primary prevention programs. Keywords: Parents, Attitude, Vaccination, COVID-19, children; parents’ willingness; Jordan
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Hübelová, Dana, Nikola Mezihoráková, Beatrice Chromková, and Alice Kozumplíková. "Sociální a ekonomická dimenze kvality života rodin chronicky nemocných dětských pacientů." In XXIV. mezinárodního kolokvia o regionálních vědách. Brno: Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.p210-9896-2021-65.

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Chronic diseases affect the quality of life of families of sick people on the level of their physical, economic, mental, and subjective well-being. The aim of the paper is two-folded: a) to determine the economic and social consequences of the child's illness for families and b) to identify the factors that may influence the origin and development of asthma in the child population. The data come from a survey we carried out on a sample of parents with children who are treated in the Children's Speleotherapy Sanatorium in Ostrov near Macocha (a total sample of 201 respondents). We checked for any association by use of correlation analysis, Kruskal-⁠Wallis and Chi-square test. More than half of the families reported that the child's illness negatively influences the involvement in the labour market, families show an increase in financial costs associated with rehab and a financial loss during the care of a sick child. One third of the children’s patients has problems with missing classes at school, the average absence is 8 weeks in the school year, and every tenth child has difficulty in establishing social contacts. Analyses of external factors in relation to asthma show the effect of education on smoking in the family, but did not confirm the effect of age and mother's education on the birth weight of the child or the type of birth. From the results, it is clear that asthma adversely affects the quality of life of the asthmatic child and his family. The disease is thus associated with social and psychological consequences, which limits the performance at school for children and work activities for parents and other activities. All in one, it has not only health, but also socio-economic consequences.
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Lima, Cláudia. "Design Practices within Contemporary Societies." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001369.

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This paper addresses pedagogical practices developed in the context of the Communication Design BA at Lusófona University in Porto, Portugal, aimed at highlighting the importance of social design innovation as a fundamental field of application for the area of design hence promoting a socially aware design practice towards human needs and global sustainability. These practices are based on collaborations made with local social institutions, such as Portuguese Red Cross, Alzheimer Portugal Association, and Eu Sou Eu - Association for the Social Inclusion of Children and Young People, and are anchored on three axes: (i) the need to integrate students in the professional activity, through the development of specific projects for real contexts; (ii) the inexistence of curricular units structured in the scope of Social Design in the curricular programs of Design BAs in Portugal; (iii) the difficulty of social institutions to harness the potential of Design tools and methodologies to respond to the needs of both the institution and the community it serves, due to the lack of human and financial resources. Since 2018, several projects have been developed with students including fundraising campaigns, cognitive stimulation materials for individuals with dementia, signage for day care centres and visual identities. These projects provided students with a professional context, requiring direct contact with the client, in-depth knowledge of the institution and awareness of the community it serves to achieve suitable solutions. For their development, Design Thinking methods were used as the basis of a work process divided into three essential phases: (i) problem definition which included meetings with the client, visits to the institution, interviews with its collaborators, research on issues related to the institution and the community it serves; (ii) project ideation where ideas were discussed and tested, the financial and material feasibility was assessed, as well as the suitability of the project under development regarding the defined problem; (iii) project implementation which included the production and dissemination of the project and possible future developments, envisaging the materialization of a professional relationship between student and institution beyond the academic context. These projects highlighted the importance of the designer's role as a social agent: students were confronted with real social problems found in the community (situations of poverty, domestic violence, special educational needs, dementia), and the needs of the institutions themselves. At the end of each project, the knowledge acquired was not limited to the domain of academic design exercises, but extended to social learning, humanitarian values and ways of acting through design projects aimed at citizenship. It is argued that in times of change, marked by the growing identification of social needs, the Designer can assume an essential role as a social agent. Hence the need to integrate social issues in Design curricular programs, envisaging an approach to Design that is more oriented towards human needs and in line with the global sustainability and social equality. In this paper, design methodologies adopted for these projects are described with a view to the replication of this pedagogical model in other contexts.
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Reports on the topic "Social care work with children Victoria"

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Rost, Lucia, Amber Parkes, and Andrea Azevedo. Measuring and Understanding Unpaid Care and Domestic Work: Household Care Survey Toolkit. Oxfam, October 2020. http://dx.doi.org/10.21201/2020.6775.

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This toolkit provides guidance on using Oxfam’s Household Care Survey (HCS) methodology, which was developed by Oxfam as part of the WE-Care initiative to transform the provision of unpaid care and domestic work (UCDW). UCDW underpins all our lives yet is overwhelmingly provided by women and girls. Recognising UCDW is essential for any initiative that aims to understand and address gender inequality. The HCS is a quantitative survey tool that generates context-specific evidence on how women, men and children spend their time, how care is provided, by whom, and the main factors that affect people’s responsibilities for UCDW, such as access to care services, infrastructure and social norms. The HCS can be used to generate a baseline, or to measure the impact of a specific policy or programme. The methodology can be integrated into different projects with different objectives and adjusted for use in various contexts. The HCS toolkit is designed to be used by development practitioners, policy makers, employers, academics and researchers. Part A provides guidance for planning, collecting, analysing and using HCS data. Part B provides guidance for understanding, adjusting and using the HCS questions. Both sections should be read before undertaking the survey.
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Hall, Sarah, Mark Vincent Aranas, and Amber Parkes. Making Care Count: An Overview of the Women’s Economic Empowerment and Care Initiative. Oxfam, November 2020. http://dx.doi.org/10.21201/2020.6881.

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Across the globe, unpaid care and domestic work (UCDW) sustains communities and economies, provides essential care for children, sick and elderly people and those living with disabilities, and keeps households clean and families fed. Without unpaid care, the global economy as we know it would grind to a halt. Yet this work falls disproportionately on women and girls, limiting their opportunities to participate in decent paid employment, education, leisure and political life. Heavy and unequal UCDW traps women and girls in cycles of poverty and stops them from being part of solutions. To help address this, Oxfam, together with a number of partners, has been working in over 25 countries to deliver the Women’s Economic Empowerment and Care (WE-Care) programme since 2013. WE-Care aims to reignite progress on gender equality by addressing heavy and unequal UCDW. By recognizing, reducing and redistributing UCDW, WE-Care is promoting a just and inclusive society where women and girls have more choice at every stage of their lives, more opportunities to take part in economic, social and political activities, and where carers’ voices are heard in decision making about policies and budgets at all levels. This overview document aims to highlight the approaches taken and lessons learned on unpaid care that Oxfam has implemented in collaboration with partners in sub-Saharan Africa and Asia.
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Bano, Masooda. Narratives of Success against the Odds: Why Some Children in State Schools Go Far in Life—Evidence from Pakistan. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/104.

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What makes some children succeed despite studying in failing education systems? Are these children exceptionally gifted, or do other psychological or sociological factors and family circumstances contribute to success? To address the learning crisis in state schools in developing countries, development agencies have primarily focused on identifying inputs that can improve state education provision. Yet, even from low-performing state schools, some children do manage to successfully complete primary and secondary education cycles, pursue higher education, and record upward social mobility, but we know very little about the factors that facilitate this success. This paper addresses this gap in the literature. Tracing life histories of successful alumni of state schools supported by CARE, an education foundation in Pakistan, this paper identifies children’s motivation to succeed as having a major impact on educational performance. However, for most this motivation is not a product of an innate desire to excel, it is a product of contextual factors: parental encouragement; an acute desire to make parents happy and to alleviate their sufferings; the company of friends, cousins, and peers who are keen on education and thus help to create an aspiring, competitive spirit; encouragement given by good teachers; and exposure to new possibilities and role models that raise aspirations by showing that what might appear to the child unachievable is in fact attainable. High motivation in turn builds commitment to work hard. Equally important, however, is the provision of financial support at critical points, especially when transitioning from secondary school to college and university. Without financial support, which could be in the form of scholarships, loans, or income from part-time work, at critical junctures, even highly motivated children in state schools cannot succeed. The paper thus argues that rather than being focused solely on education inputs, development agencies should also seek to explore and understand the factors that can motivate children in state schools to aim high and work hard to succeed.
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Bano, Masooda. Narratives of Success against the Odds: Why Some Children in State Schools Go Far in Life—Evidence from Pakistan. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/104.

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Abstract:
What makes some children succeed despite studying in failing education systems? Are these children exceptionally gifted, or do other psychological or sociological factors and family circumstances contribute to success? To address the learning crisis in state schools in developing countries, development agencies have primarily focused on identifying inputs that can improve state education provision. Yet, even from low-performing state schools, some children do manage to successfully complete primary and secondary education cycles, pursue higher education, and record upward social mobility, but we know very little about the factors that facilitate this success. This paper addresses this gap in the literature. Tracing life histories of successful alumni of state schools supported by CARE, an education foundation in Pakistan, this paper identifies children’s motivation to succeed as having a major impact on educational performance. However, for most this motivation is not a product of an innate desire to excel, it is a product of contextual factors: parental encouragement; an acute desire to make parents happy and to alleviate their sufferings; the company of friends, cousins, and peers who are keen on education and thus help to create an aspiring, competitive spirit; encouragement given by good teachers; and exposure to new possibilities and role models that raise aspirations by showing that what might appear to the child unachievable is in fact attainable. High motivation in turn builds commitment to work hard. Equally important, however, is the provision of financial support at critical points, especially when transitioning from secondary school to college and university. Without financial support, which could be in the form of scholarships, loans, or income from part-time work, at critical junctures, even highly motivated children in state schools cannot succeed. The paper thus argues that rather than being focused solely on education inputs, development agencies should also seek to explore and understand the factors that can motivate children in state schools to aim high and work hard to succeed.
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