Thèses : « Children – Social conditions – Scandinavia »

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Lawson, Michael David. « Children of a One-Eyed God : Impairment in the Myth and Memory of Medieval Scandinavia ». Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3538.

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Using the lives of impaired individuals catalogued in the Íslendingasögur as a narrative framework, this study examines medieval Scandinavian social views regarding impairment from the ninth to the thirteenth century. Beginning with the myths and legends of the eddic poetry and prose of Iceland, it investigates impairment in Norse pre-Christian belief; demonstrating how myth and memory informed medieval conceptualizations of the body. This thesis counters scholarly assumptions that the impaired were universally marginalized across medieval Europe. It argues that bodily difference, in the Norse world, was only viewed as a limitation when it prevented an individual from fulfilling roles that contributed to their community. As Christianity’s influence spread and northern European powers became more focused on state-building aims, Scandinavian societies also slowly began to transform. Less importance was placed on the community in favor of the individual and policies regarding bodily difference likewise changed; becoming less inclusive toward the impaired.

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Mathien, Julie. « Children, families, and institutions in late 19th and early 20th century Ontario ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ58891.pdf.

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Iranmahboob, Jalil. « Childhood mortality and development in Iran : an empirical analysis of Fars province, 1986-91 ». Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35665.

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The primary purpose of this dissertation is to assess the extent to which household characteristics and behaviours exert their effects both directly and indirectly on childhood mortality through the more proximate factors that can be measured within the context of society. A child mortality model, primarily based on Mosley and Chen's framework, is developed by linking individual and societal factors. Then the model is tested with empirical data from the Fars Province of Iran. The survey data were collected in 1991--92 in five counties of Fars. It consisted of 10665 interviews and covered 67 villages 14 towns and one city. Three sampling techniques were employed: (1) proportional stratified sampling; (2) cluster sampling; and (3) simple random sampling.
Three levels of analysis were carried out in this thesis: individual, societal and contextual. Bivariate and multivariate logistic regression analysis were done for subsets of variables based on the child mortality model that were identified to be good predictors of child mortality and which were also identified theoretically as proximate and intervening variables.
The individual level analysis reveals that place of residence, education of the mother, and occupation of the father from the socio-economic, factors; and age of marriage of mothers, pregnancy order, and pregnancy age from demographic factors; and visiting doctors during pregnancy, type of delivery, pregnancy duration, birth weight, and vaccination from the health status factors; and housing quality are the important determinants of child mortality in Fars.
At the societal level, rural setting, the literacy rate of the villages and assets indexed by sheep per capita are the important determinants of child mortality. Also child mortality rate differentials were found to be compatible with that of additive developmental index of regions (counties).
Contextual analysis shows that birth weight, pregnancy duration, pregnancy order, and house facilities are, in Iran, significant predictors of child mortality. Among all the variables, these variables appear to be the most proximate variables and the other variables, including socio-economic and demographic variables, significant intervening variables.
The results of this dissertation support the claim that child mortality can be a sensitive indicator of human development and quality of life both at the individual and societal levels. Most significantly it appears to be prerequisite to fertility decline. The most important finding from these analyses is that child mortality is influenced both by the individual's characteristics as well as by community characteristics. In better words, social organisation as proposed in the child mortality model matters.

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Biehl, Lundberg Andrés. « Social policy and income inequality in the Southern Cone during the 20th century : a comparative perspective ». Thesis, University of Oxford, 2015. http://ora.ox.ac.uk/objects/uuid:ce998341-6b28-41a7-9453-94a22174e47a.

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This dissertation compares the effects of progressive social reform on income inequality in the Southern Cone of South America, Scandinavia, and Australasia. These regions faced comparable economic challenges at the start of the 20th century, but experienced different trends of income inequality after they introduced progressive policies in this period. Australasia and Scandinavia converged on a downward trend while the Southern Cone remained comparatively more unequal. The dissertation concentrates on three areas that significantly predict inequality in contemporary research: labour markets, education, and taxation and spending policies. Existing explanations usually focus on supply-side aspects of policy reform: wage regulation, and increased taxation and spending on education and social insurance, are thought to bring inequality down in the long-run. These reforms are seen as the outcome of the relative power of working class groups over elites. Despite institutional variation, the three regions enacted progressive policies to address distributional conflict and protect their economies from global risks. I study the demand-side of policy reform; policies faced considerable collective action problems to promote compliance and cooperation in order to work in the long-time and include populations at large. The fact that most people were motivated to comply meant that labour markets generated formality and standard wages, education increased human capital, and spending became stable as the tax base increased in Scandinavia and the Antipodes. The opposite happened in the Southern Cone as social actors tried to link selectively with the state while state officials neglected the material constraints that limited access to welfare and education. Each chapter spells out the conditions through which policy addressed collective action problems to motivate cooperation with wage agreements, sending children to school, and compliance with taxation and spending policies. Behind comparable aggregate numbers in these areas, the underlying social processes differed as Australasians and Scandinavians fostered cooperation between state and social actors, while the Southern Cone did not.

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Munoz, Carolina. « Reframing Chilean social care for children ». Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/4798/.

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This thesis explores the implementation of a rights-based policy for children in Chile by examining progress within two programs: rights protection and juvenile imprisonment. By applying a combination of organisational and institutional theories, and relying on multiple sites, case-based, qualitative method, this study explores how organizational and cultural dimensions interact to support or hinder this fundamental shift in the framework for children’s policy. Findings showed the role of power as the major device affecting the implementation process. Structural power in organisational arrangements unveiled a prevalent model of top-down implementation, marked by patronage and symbolic implementation. Institutional power exerted in the cultural and normative Chilean context showed a persistent hierarchical society infused with conservative beliefs based in dichotomous conceptions of people. This resulted in policy implementers distinguishing strongly between those they considered worthy or not worthy, good or bad, service provider or user, either or, with no room for overlap and little appreciation of difference as a positive societal feature. Interplay between organisational and cultural variables evidenced the strong legacy of deep-rooted understandings of the place of child care services in family life. Until this legacy can be effectively challenged, the implementation of a rights-based approach will remain partial and ineffective.

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Poon, Pui-lok, et 潘培樂. « The association between socioeconomic status and dental caries in preschool children : a systematic review ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B46941873.

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Kristensen, Emily, et Boberg Helen Sartz. « How are the conditions ? » Thesis, Malmö högskola, Fakulteten för hälsa och samhälle (HS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-26723.

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The purpose of this study is to describe and analyse how school and social service in the city of Malmö cooperate regarding children at risk and what they do in order to meet their needs. We also aim to explore the view and knowledge of the personnel and their experience of the guardians’ impact during collaboration. The empirical data was collected by personal interviews with personnel from the school and social service. The results have been analysed from a theory of organizational culture and symbolic interaction.The study shows that the organizations have various forms of cooperation, whereof the majority occur in individual cases, and that preventative work is not a priority due to reorganisations and changes in society. One of the central aspects regarding collaboration is intervention in an early stage to meet the childrens needs. We question if this could be done if preventative work would be a low priority. Both parties experiencing frustration from the personnel of the other organization, which mainly occurs from lack of trust and knowledge about the working situation of the other. The personnel from school and social service consider themselves to have an understanding for the personnel of the other organization. However, this is not a comprehension, which the personnel are experiencing from the personnel of the other organization. The view of the personnel between school and social service differs, which could be explained by “language differences” seen from a perspective of symbolic interaction. The differences might decrease and result in a better understanding between the parties if preventative work were to be prioritized for creating networks and strengthen their relations. The results also show that the guardians have a significant impact concerning the organizations to be able to cooperate in individual cases. This is because the confidentiality needs to be removed in order to enable cooperation between the parties. One conclusion based on the results is that visions and guidelines are not conformed in what is possible to integrate in the daily practical work of the personnel. Furthermore, several political decisions have to be made in order to give the personnel in school and social service adequate conditions for cooperation.

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Barbeau, Andrée Yvonne. « Childhood sexual abuse : disclosure in the school setting ». Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59555.

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This research attempted to examine the reasons why children and youths disclose their sexual victimization, as well as the manner of their disclosure, specific to the school setting. An original questionnaire was developed, and given out to all the school social workers from one social service agency. Each worker chose, non-randomly one case of sexual abuse disclosure.
It was hypothesized that if a child or youth had decided to disclose their sexual victimization in the school setting they would do so in a planned and overt manner, choosing an adult with whom they had a close, positive and trusting relationship; a positive authority figure. Both hypotheses were borne out, although the strongest predictors of planned disclosure in this study, were that the victim had a positive relationship with the adult they told, knew them fairly well, and that they were being abused by their natural father or live-in father-figure.

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Orme, John, Donna J. Cherry et Mary Ellen Cox. « Measuring Willingness to Foster Children With Disabilities and Special Medical Conditions ». Digital Commons @ East Tennessee State University, 2013. https://doi.org/10.1093/swr/svt013.

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In this article, the authors present the Willingness to Foster Scale - Disabilities and Medical Conditions (WFS-DMC) and report results concerning its psychometric properties. The WFS-DMC is a new measure designed to accurately and efficiently assess the willingness of parents to foster children with special needs, in particular, disabilities and special medical conditions. The authors tested the WFS-DMC with a national sample of 298 foster mothers. Internal consistency reliability was excellent (α =. 90). With reference to construct validity, mothers with higher WFS-DMC scores fostered longer, fostered and adopted more children, and requested the removal of a smaller proportion of foster children. Furthermore, the mothers' WFS-DMC scores were unrelated to demographic characteristics. The WFS-DMC could help guide the decision-making process involved in matching children who have special needs with parents willing to care for them.

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Flores-Martinez, Artemisa. « Women's empowerment and the welfare of children ». Thesis, University of Warwick, 2013. http://wrap.warwick.ac.uk/59698/.

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This thesis investigates whether women's empowerment affects children's wellbeing in two developing countries: Mexico and India. The first chapter provides a background on women's empowerment. The second chapter evaluates a conditional cash transfer (CCT) program, which provides poor women in Mexico with tools to be better mothers, in terms of its impact on birthweight. The third chapter analyses whether empowered women, referred as those who have progressive gender attitudes, are more likely to have a firstborn girl in Delhi, India. Specifically, the second chapter evaluates PROGRESA-Oportunidades, a program that pays mothers cash in exchange of their investment in their children's human capital: education, health, and nutrition. Using quantile regressions, the chapter finds a positive and significant program effect, but babies at the upper tail of the conditional birthweight distribution seem to have benefited the most. Moreover, maternal smoking during pregnancy is associated with a 459-gram decrease on birthweights at the 20th percentile of the conditional distribution, completely wiping out any program benefits. This effect is not picked up by least squares regression estimates, which is the technique used by previous literature on the subject. The third chapter turns to India, a country that has lost millions of girls to sex-selective abortions. The chapter first constructs a women's empowerment (progressivity ) index using a latent factor model, and then assesses whether progressive women are more likely to have a firstborn girl in Delhi. The latter territory has, unlike the Indian average, 'missing' women even among first order births. The results show that a one-standard deviation increase in the progressivity index is associated with a 5.8-percentage point increase in the likelihood of a firstborn girl relative to women who have not yet given birth.

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Chiriboga, Jennifer Ann. « The effects of gender, ethnicity, and social self concept, on behavioral intentions towards children with chronic illness ». Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1317742.

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Athanasiou, Helen. « Working together to protect children : a case study of policy implementation in Greece ». Thesis, London School of Economics and Political Science (University of London), 2016. http://etheses.lse.ac.uk/3516/.

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This is an exploratory case study aiming to describe the current state of the child protection system in Greece by examining both policy interventions and service responses targeted at all the stages of the phenomenon, ranging from detection and investigation to the provision of support or out of home care. This thesis is embedded in EU and international mandates for protecting children, embracing the Convention for the Rights of the Child as the starting point and value base of any developed, contemporary system designed to deal with this complex phenomenon. The main objective is to paint a picture of policy implementation in conjunction with front line interagency and multidisciplinary working. Data is collected and analysed in regards to all three levels; the macro, or policy level; the meso, or organisational/structural level and the micro, or frontline, professional, case specific, grassroots level. The researcher uses first-hand knowledge of the systems of both England and Greece in order to position Greece within the EU continuum of approaches based on the long-standing dilemma of support versus protection. As a result, the study concludes by offering suggestions on how to overcome barriers and improve the current situation in Greece so as to ensure that vulnerable children and their families receive appropriate and adequately designed services that would potentially enhance their life chances and enable better outcomes. This is achieved by distilling lessons to be learned from other more developed systems and adopting them to the Greek reality. This is an opportune moment for such a study as there is significant international movement towards convergence, which advocates unifying responses to such complex social phenomena and utilising international evidence of good practice.

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Lilly, Mary Kristine. « Psychosocial predictors of adherence, school absence, and social development in children with asthma ». Thesis, This resource online, 1995. http://scholar.lib.vt.edu/theses/available/etd-02132009-172454/.

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Vann, Lora J. « Self-concept and creative potential of urban parochial school children : analysis by grade, race, and socio-economic status ». Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/438084.

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The purpose of this study was to analyze scores of urban parochial elementary school pupils for The Piers-Harris Children's Self Concept Scale (behavior, intellectual/school status, and anxiety) and for the Torrance Tests of Creativity (fluency, originality, and elaboration). Second, differences between groups divided according to grade, race, and socioeconomic status (SES) were examined. Third, relationships between self-concept and creative potential were investigated. The sample population included 163 pupils, grades 1-6, in a large midwestern city. Multivariate and univariate analysis of variance were used to test four null hypotheses applying the .05 level of confidence.Findings1. Significant differences were found in mean scores obtained by the total group of parochial school pupils indicating more positive self-concepts and lower degree of creativity when compared with the normative population for the two instruments employed.2. No statistical differences were found between primary and intermediate levels for the total group nor for the non-black subgroup. When the subgroup of Blacks was examined separately, differences indicated that intermediate pupils scored significantly higher in creativity than Blacks at the primary level.3. No statistically significant differences were found between any of the groups when divided between high and low socio-economic status.4. Differences were evidenced within certain subgroups when the subjects were divided into Black/non-black groups on the following variables on the Piers-Harris instrument (behavior and anxiety) and on the Torrance instrument (fluency, originality, and elaboration).Conclusions1. Positive self-concept revealed by the sample might be associated with environmental factors, school setting, selectivity of the study body and influence as reference group, philosophical foundations of the parochial schools, or other contributing factors.2. Lower degree of creativity could result from environmental atmosphere, academic expectations of the schools, and/or parential influences.3. Differences evidenced by Blacks on the variables (behavior, anxiety, fluency, originality, and elaboration) might be related to the influences of peer/referent groups, particularly in intermediate grades.4. Parochial school attendance appears to be a stabilizing influence in self-concept of behavior.5. Black students showed an increase in spontaneity and confidence in measures of creative tendencies. How this related to a reduction in positive experiences of self-concept is less obvious.Recommendations for additional research were provided.

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Bates, Katie. « Double or divergent ? : stuntingoverweightness among children and the 'burden' of malnutrition : a study of Albania ». Thesis, London School of Economics and Political Science (University of London), 2014. http://etheses.lse.ac.uk/998/.

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Today, researchers and policy makers alike are increasingly concerned about the “double burden of malnutrition” in low and middle income countries (LMICs). This ‘double burden’ is understood to be the coexistence of under- and overnutrition within one population. The definition of a ‘double burden’ relies upon the existence of chronic undernutrition among children (indicated by stunting – where children are shorter than expected for their age) and the existence of overnutrition in children or adults (child overweightness as indicated by a greater weight than expected for a given height and adult overweightness/obesity as indicated by a greater weight than height). However, research has failed to consider that children can be concurrently stunted and overweight – known here as ‘stuntingoverweightness’. In failing to consider stuntingoverweightness, the prevalence of stunting and overweightness among children has been overestimated at the population level. Stuntedoverweight children have been ‘double counted’ – once as stunted and once as overweight. This has severe implications for our understanding of malnutrition in LMICs today. The polarisation of malnutrition among children of under- and overnutrition has been exaggerated and a whole group of children have become hidden – the stuntedoverweight. This research addresses this issue. Recalculating stunting and overweightness prevalence accounting for stuntingoverweightness this research shows that, today in LMICs, up to 10.42% of children under-five are stuntedoverweight – yet no policies or programmes exist to understand the determinants of stuntingoverweightness, its effects or how to alleviate them. An individual level analysis of Albania shows stuntedoverweight children are a separate socioeconomic group and should thus be targeted for interventions separately from their stunted and overweight peers. Furthermore, failing to recognise stuntingoverweightness has led to overestimations of the burden of stunting by up to 88.54% (in Albania) and of overweight by up to 295.26% (in Benin) and skewing our understanding of the ‘burden of malnutrition’ in LMICs. The thesis shows that for nutritional strategies to be effective – research needs to consider the diverse burden of malnutrition observed in LMICs today.

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Allen, Chloe. « The development of play and social communication skills in preschool children with autism spectrum conditions ». Thesis, University of Southampton, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.618731.

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Children with autism spectrum conditions (ASCs) show symptoms related to deficits in imagination, social interaction and communication. These differences have an impact on the development of their play skills. Compared to typically developing children, children with ASCs show repetitive and largely sensorimotor play; more developmentally complex forms of play are less apparent. Furthermore, research has demonstrated that play skills are associated with a wide range of other developmental areas, including social cognitive skills. Consequently play is recognised as both a subject of, and platform for. intervention. The literature review explored a variety of interventions aiming to enhance play skills and identified a need for future research to utilise more rigorous methodologies and explore a broader range of outcomes. The empirical paper aimed to build on previous research by using a randomised controlled trial methodology. to explore the effects of the Identiplay intervention for 14 young children with ASCs. Outcome measures included children's developmental level of play, social level of play and frequency of communication behaviours pre and post intervention and at follow up. Teachers were also asked to rate children's prosocial behaviour and peer problems. The results showed children in the intervention group made significant gains in the developmental level of play over time. Children in the comparison group demonstrated significant improvements in the frequency of their social communication behaviours over time. There was no significant change in levels of social play, prosocial behaviour or peer problems in either group over time. The results were broadly consistent with previous research demonstrating that interventions can enhance the developmental level of children's play. The lack of significant change within the intervention group for social play and social communication behaviours is in contrast to previous research. Implications and directions for future research are discussed.

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Hoppe, Margarete. « Perceived Social Support of Children with Severe Chronic Physical Health Conditions : A Systematic Literature Review ». Thesis, Hälsohögskolan, Högskolan i Jönköping, HHJ. CHILD, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-30707.

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Evans, Irene Denise. « The Relationship Between Sociometric Status of Preschool Children and Parenting Styles ». Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3184/.

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The purpose of the project was to examine the relationship between the social development of preschool children and parenting styles. Preschool social development was accessed by the use of sociometry. Parenting styles of mothers and fathers were determined by a questionnaire. The parenting styles and the sociometric status of the children were analyzed to determine a relationship using the chi-square analysis. The analysis indicated that there was no significant relationship between parenting styles and the sociometric status of preschool children. It is recommended that more research be done in the fields of parenting styles and sociometry.

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France-Dawson, Merry. « The social context of health care for minority ethnic groups diagnosed as having sickle cell conditions ». Thesis, University College London (University of London), 1994. http://discovery.ucl.ac.uk/10021509/.

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Health care needs are socially defined and care provision is dependent on these definitions. There is generally poor consideration of the needs of people with genetically determined conditions, especially when they are perceived to be rare. In Britain, sickle cell conditions mainly affect people of African and Caribbean ancestry. Sickle cell is considered to be rare by many health professionals despite the fact that 1 in 10 people from these ethnic groups carry the gene, and that each year more than 200 babies are born with serious sickle cell states in London alone. This study was conducted in two parts. Part 1 examines how much people who with one or more sickle cell genes know about the conditions. It investigates their experiences of and perceived need for health care and their attitudes regarding self-care. The study also examines whether clients have received genetic and other counselling, understood the information provided and whether they were encouraged to use positive health strategies to avoid ill health. Part 2 examines how the socialisation and education of nurses and health visitors may have affected their knowledge of sickle cell conditions. It assesses their experience of caring for people with the conditions and the contributions they could make to patient/client care. Statutory and voluntary sickle cell counsellors were also interviewed regarding the service they provided, their satisfaction with that service and their perceived needs for improving such services. The socialisation of individuals is discussed to show how the different racial groups (ie. largely carers versus clients) involved in the study, develop perceptions of each other, and how this could contribute to misconceptions on both sides as well as to the overall health problems of people with sickle cell conditions. Social environments (ie. housing, employment, education, racism and so on) are also discussed.

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Narea, Marigen. « Who cares for our children matters : early maternal employment, early childcare, and child development in Chile ». Thesis, London School of Economics and Political Science (University of London), 2015. http://etheses.lse.ac.uk/3069/.

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Worldwide, non-maternal care during the first years of life has gradually become more prevalent. However, there is little evidence about the effect of non-maternal care— especially for under-three-year-olds—on child development. Hence, this thesis explores the association between both maternal employment and type of care at different stages during children’s first three years of life and child development in Chile. My results indicate that there is evidence that maternal employment during the child’s first year of life is detrimental to child development and that delaying maternal employment initiation decreases this detrimental effect on child development. On the other hand, the type of care that the child attends during this first year of life also matters. First, children who are looked after by their grandparent during their first year of life exhibit a positive association with child cognitive and socio-emotional development relative to exclusive maternal care. Second, there is a negative association between relative care and child cognitive and socioemotional development compared to exclusive maternal care. Third, there is a positive association between centre-based care and child cognitive development and a slightly positive association with child socio-emotional development. Finally, controlling for unobserved and fixed child characteristics, I analyse whether the positive association between centre-based care at 6 to 12 months old and child development is also observed on children who entered centre-based care between the ages of 24 and 36 months old. The association between centre-based care between centre-based care and child cognitive development is also positive and there is no significant association with child socioemotional development. In each of my empirical chapters, I test whether child vulnerability define as lowly educated mothers, single parent and low income families, moderates the association between early non-maternal care and child development. Overall, the previously described associations are slightly more detrimental for more vulnerable children. In my three empirical chapters, I use a novel Chilean longitudinal panel survey with waves in 2010 and 2012. To deal with selection bias, in two out three empirical chapters I control for an extensive set of child, mother and family characteristics using OLS regressions and propensity score matching techniques. In addition, in the last empirical chapter I control for (unobserved) individual fixed effects.

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Lehane, Maria. « No frills : the governance of children and family services ». Thesis, University of Kent, 2015. https://kar.kent.ac.uk/54556/.

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No Frills is a grounded case study enquiry based on a Local Authority in the South of England. The research question asked ‘How do the governance arrangements and the organisational structures of education and children’s social care services inhibit or support transdisciplinary working?’ No Frills raises the varied social location and categorisation of children historically and now, as occupying various policy positions, either as part of, or separate to, family. Children have been, and still are, labelled as socially constructed subjects dependent upon wide ranging and frequently contradictory societal norms, values and expectations. These social constructs have played their part in shaping how organisations have worked with children and their families both in the past and in the more recent policy imperatives to Working Together No Frills is contextualised by the New Labour Government’s policy of Every Child Matters (ECM) and the Common Assessment Framework (CAF) and focus’ upon safeguarding children through the job roles of the wider children’s workforce and the ‘Working Together’ agenda to include parents. The nature of ‘transdisciplinary’ as a form of working together is identified and explored with particular reference to the concept of role release (McGonigel 1994; King 2009), whereby professionals share their expertise with, and release roles to, paraprofessionals, and parents as part of a transdisciplinary team. The literature regarding role release in transdisciplinary work is from the perspective of professionals who release aspects of their job role. In No Frills, the released aspect focused upon is the assessment of children deemed to be in need of safeguarding. The boundaries between safeguarding, prevention and protection are not always clear and this creates uncertainty and concern for members of the wider children’s workforce. No Frills examines the perspective of members of the wider children’s workforce at the receiving end of role release, through the contribution of participants from a cross section of staff, and service users. The role of power in ‘Working Together’ is identified as a pivotal relational dynamic affecting both members of staff and service users in the governance of role release in transdisciplinary working together. The governance of role release obscures the location of responsibility and accountability in children’s safeguarding services. Members of the wider children’s workforce find themselves increasingly responsible for assessing and meeting the needs of children that have complex needs. Members of the wider children’s workforce are not always confident in assessing the ever increasing complexities of need for children’s safeguarding through the CAF. Staff faced with such assessment complexities, often refer children to statutory social care services, which could be seen as an inappropriate referral because of the high threshold criteria to access children’s social care services. This dynamic illustrates that the role of assessment and monitoring has been released to the wider children’s workforce through an auditable outcome based governance. Contextualised by prevailing neoliberal value systems the governance of role release ‘repackaged’ (Newman 2005:4) children’s safeguarding and protection needs into quantifiable categories ‘through the imposition of codified and proceduralised, efficiency-related knowledge’ (Keeping 2008:139).

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Christou, Georgina. « Children out of place with childhood : pupils' assemblies, direct action, serious play and public space in youth's autonomous horizontal politics in Cyprus ». Thesis, University of Sussex, 2018. http://sro.sussex.ac.uk/id/eprint/80677/.

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Seruwagi, Gloria K. « Examining the agency and construction of 'Orphans and Vulnerable Children' in rural Uganda ». Thesis, University of Huddersfield, 2012. http://eprints.hud.ac.uk/id/eprint/17506/.

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The increasing number of “orphans and vulnerable children” (‘OVC’) in sub-Saharan Africa has been the subject of much inquiry and intervention in research, policy and practice. Two major concerns have been highlighted: i) traditional mechanisms for their care and support are overstretched and ii) ‘OVC’ have poor socioeconomic outcomes. Dominant discourses emphasise adults’ central role in ‘OVC’ wellbeing while ‘OVC’ are cast as helpless, passive victims and not active social agents who demonstrate resilience and ingenuity in dealing with difficult circumstances. Focussing on Sheema district in rural Uganda, this study sought to give voice to ‘OVC’ and use their lived experiences to develop a robust framework of care and support. ‘OVC’ were engaged as producers of knowledge and agents of change using innovative child-centred approaches to explore representations of their care and support through verbal and visual representation of their lived realities. This methodology enabled the development of narratives and critical dialogue about social issues with grassroots social activism. For example participatory methods such as draw-and-write, community mapping and daily-routine-diagrams located the conceptual tools and analytic skills in the hands of ‘OVC’. This study found that the majority of existing ‘OVC’ representations are adult constructs not necessarily subscribed to by ‘OVC’ themselves. Acknowledging their difficult circumstances, most ‘OVC’ have devised solutions to their challenges and are optimistic despite being constrained by structural and cultural barriers. Traditional care mechanisms have evolved and require strengthening, particularly at community level. The lens through which most interventions have been commissioned, implemented and evaluated is paternalistic and does not acknowledge ‘OVC’ competencies. ‘OVC’ voices and lived experiences should inform interventions; also they should be constructed in a more balanced light – showing their challenges while acknowledging their agency in dealing with these challenges. This study proposes a more nuanced label for ‘OVC’ and also develops a robust theoretical framework for their care and support.

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Chandra, Vinod. « Children's work in the family : a sociological study of Indian children in Coventry (UK) and Lucknow (India) ». Thesis, University of Warwick, 2000. http://wrap.warwick.ac.uk/81093/.

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This is a sociological study of children's work in Indian families based on research carried out in Coventry (UK) and Lucknow (India). The data was gathered through unstructured and in-depth interviews of children from 10 Indian families in Coventry and 10 Indian families in Lucknow who run small-scale retailing businesses in each city. The research questions the assumptions of the existing literature on children's work in the family, where it is considered as a useful and beneficial task, and something that children ought to learn. Contrary to this understanding which marginalises the importance of children's work in the family, the evidence presented in this thesis demonstrates that children's work in the family is a specific part of their agency, which helps them to construct and reconstruct their own childhood and maintain their family's social order. It is the contention of the thesis that children's domestic activities are to be considered as meaningful 'work' that is not always oriented toward (future) goals of socialization, but rather toward the structuring of social relationships between children and adults. The data shows that although there is a slight difference in the expression of children's agency in Coventry and Lucknow due to different socio-cultural contexts, children's active involvement in housework and shop-work in both cities places them within the division of domestic labour. In particular, children's experiences in family businesses not only demonstrate them to be socially and economically useful members of their families, it also provides them with an opportunity to realise their potential.

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Hart, Nicole Anita. « Social support among emancipated foster youth ». CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2122.

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Williams, Christopher. « 'Street children' and education : a comparative study of European and third world approaches ». Thesis, University of Birmingham, 1990. http://etheses.bham.ac.uk//id/eprint/698/.

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“Street children” appear, within current forms of state provision, an irreversible aspect of the world's 'out of school youth 1. NGOs demonstrate appropriate strategies, but do not have the resources for widespread action. State Educational Systems are inert, but have the possibility of a more general response. The inclusion of these children within state education is therefore investigated in the light of NGO experience. European history depicts a situation equatable with that of the present-day. This provides a basis to compare the relevance of Europe's arrival at a minimised incidence of street existence, with the present third world situation. Current ethnography provides an understanding of the circumstances of street-life, and children's drawings are used as a research/educative technique. Definition is usually a prerequisite of discussions of disadvantaged groups, but it is argued that 'street children' are more usefully considered within a hierarchy of street use which includes all children. Urban entropy is utilised as a conceptual framework applicable to past and present contexts, which proposes social coherence as an educational objective. A non-excluding school is propounded, which has the possibility of accommodating children irrespective of their degree of street use. Field-work was carried out in South Africa, Turkey, and India.

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萬錦鳳 et Kam-fung Angie Man. « The newly arrived children adapting to life in Hong Kong : academic and social adaptability problems of the newlyarrived children ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31972561.

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Lees, Amanda. « Spotlights and shadows : a social work perspective on information sharing to safeguard children ». Thesis, University of Southampton, 2013. https://eprints.soton.ac.uk/364371/.

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Information sharing has often been identified as an area of weakness in inter-agency practice (e.g. Lord Laming, 2003). Failures in inter-agency communication seem to haunt professional practice and are repeatedly cited in public inquiries and serious case reviews relating to harm to children (Reder & Duncan, 2003). This is despite a long-standing governmental drive to improve the systems and practices of information sharing (Thompson, 2010). In considering the disparity between the attention received and improvements affected within the field of information sharing, this thesis suggests that the assumptions that have underpinned governmental responses to communication failures are problematic. Whilst policy makers have tended to assume that information sharing should be a straightforward matter, this research is grounded in a belief that, in fact, it is likely to be a highly complex task, affected by the emotional dynamics and contextual constraints of day to day child protection practice. Using a psycho-socially informed case study of three local authority children’s services teams, the research seeks a deeper understanding of what information sharing entails for front line children’s social work practitioners and how it is experienced at an emotional level. Findings from the research highlight the centrality of information work and the diversity and complexity of the tasks involved. Attention is drawn to a disparity between the resources, opportunities or skills described as necessary for the fulfilment of information tasks and those actually occurring within the context of 21st century welfare organizations. Findings suggest that the anxieties inherent within the research setting around lack of resource and high demand, have given rise to a number of socially structured defences against anxiety which influence the way in which work is carried out. The thesis concludes with a number of practical steps that could offer enhanced support for practitioners undertaking the complex and emotionally laden tasks of information sharing.

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Muhrisun. « Failing the forgotten : intervention programs for street children in Yogyakarta Indonesia ». Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=83159.

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This study focuses on the implementation of national intervention programs for street children in the province of Yogyakarta, Indonesia. A two-fold research methodology was employed, a combination of analyzing the pertinent documentation relating to policy and intervention programs along with interviews of key informants from government offices and non-governmental institutions. The current programs fail to address the root causes of the economic, political, and social barriers encountered by street children. National policies and programs are not intertwined with efforts of empowerment at the provincial and regional levels. To compound these deficiencies, adaptive strategies incorporating local culture, conditions, and needs are also absent in the planning and implementation of official programs. Alternative efforts are required to rectify the inadequacies endemic to current approaches for assisting street children. A number of recommendations are presented in this study, which take into consideration the complex problems presented by existing programs and suggest a rethinking and a redesign of contemporary methodologies in Indonesia.

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Evans, Michelle Louise. « Socioeconomic status and domains of creativity : Is the artist really starving ? » CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3240.

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Socioeconomic status (SES) influences many aspects of a person's life, and stereotypes concerning level of SES and the domain of creativity exist. It was hypothesized that children classified as low SES would perform more creatively in the visual arts and language arts domains of creativity than in the mathematic and scientific domains.

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Hu, Bo. « Education for migrant children : policy implementation in the changing urban education system in China ». Thesis, London School of Economics and Political Science (University of London), 2012. http://etheses.lse.ac.uk/616/.

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This thesis aims to examine the extent to which migrant children’s education policy is implemented and identifies the factors that affect the implementation of this policy in the Chinese context. In the last two decades, urban China has witnessed a rapid increase in the number of children of rural-urban migrants. It has become a public concern that migrant children do not have access to education and cannot receive as good an education as do urban children in the cities, even though there are policies formulated by the central government to tackle this issue. The thesis adopts mixed research methods to examine the implementation of migrant children’s education policy. Main sources of the evidence include semi-structured interviews, statistical data, government documents and internal reports by local schools. The thesis divides migrant children’s education policy into three parts: funding and school access policy, equal opportunity policy and school support and social integration policy. It is found that policies for migrant children are selectively or partially implemented. Some policy goals have been achieved, while others have not. Certain groups of migrant children have access to urban public schools and receive high quality education while others do not. A policy analysis shows that migrant children’s education policy is ambiguous in goals and weak in incentives, which grants local governments and schools scope to act with discretion. Non-implementation of sufficient funding and school access policy result from self-interested and habitual decisions of local governments. Implementation of equal opportunity policy is affected by the workings of the exam-oriented education system in China. Social integration policy appears to be well-implemented due to effective school support available to migrant children and good intergroup relationship between migrant and urban children. The findings imply that further policy reform is needed to improve the educational opportunities of migrant children. In particular, special attention should be focused on those policy areas not effectively implemented and more support should be directed to those migrant children who are more disadvantaged.

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Earnshaw, Samantha Sibusisiwe. « The health and living conditions of children in child-headed households in Siteki, Swaziland ». Diss., Access to E-Thesis, 2007. http://upetd.up.ac.za/thesis/available/etd-05312010-142537/.

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Kristjansdottir, Oveny Ingunn. « Effects of extended intervention conditions on levels of physical activity exhibited by young children ». Scholarly Commons, 2019. https://scholarlycommons.pacific.edu/uop_etds/3614.

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Physical activity is an important health-related behavior, and The Centers for Disease Control and Prevention (CDC) recommends that children engage in at least 60 minutes of moderate-to-vigorous-physical activity (MVPA) daily (CDC, 2015). However, worldwide, many children do not reach those requirements and health problems associated with physical inactivity are becoming more prevalent (CDC, 2015; World Health Organization [WHO], 2016). Recently, a few studies have conducted an intervention analysis to evaluate implications for function-based interventions to increase physical activity (Larson, Normand, Morley, & Miller, 2014; Zerger, Normand, Boga, & Patel, 2016). However, intervention analyses, indicate an overall decrease in levels of MVPA. This limitation could hinder further improvements of function-based interventions to increase physical activity, and is thus important to investigate. The current study partially replicated Zerger et al. (2016), and investigated the effects of alternating FA test conditions and repeated presentation of single condition exposure on maintenance of levels of MVPA in children. Additionally, the current study also evaluated the effectiveness of a more intermittent contingent schedules of reinforcement (i.e., fixed-interval limited-hold schedule) during intervention conditions. Results suggest it might be beneficial for caretakers and parents to deliver reinforcement in the form of social reinforcement to increase MVPA in preschool children. Additionally, the data suggest to promote MVPA, a more intermittent schedule of contingent social reinforcement does not reliably promote stable levels of MVPA.

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Brough, Clayre D. « Medieval children and surrogate mothers : a study of maternal sensibility ». Thesis, McGill University, 1985. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=65430.

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Hurd, Azora Josephine. « Children and young people's participation : how effectively do public and third sector organisations encourage and engage with children and young people to participate in decision making processes affecting their lives ? » Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3647/.

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What rights do children and young people have to participate in the decisions that affect their lives? And what benefit, if any, can be gained from their participation in the democratic process? Through the adoption of an interpretative perspective the research undertakes a case study exploration of these issues working directly with child and young people across a number of public and third sector organisational settings, utilising a Participatory Action Research methodology (in the form of an Interactive Group Work Programme) in order to examine their engagement in decisions that affect their lives. The research examines the factors that both inhibit and promote participation with young citizens and how this is affected by the individual organisation’s context and practice. It explores through the proposition of a new paradigm shift in the ‘adultism’ (Bell, 1995) discourse that identifies an ‘awkwardness’ in the way adults engage with children and young people arising from a lack (and/or loss) of the skills necessary to respect, relate and respond appropriately to them. A shift that the researcher has termed the ‘Three R’s of Awkwardness - Respect, Relate and Respond’. The research identifies a new distinction between forms of communication which are ‘instructive’ and those which are ‘expressive’ in nature and the benefit of participatory dialogue. In so doing, it has demonstrated the aim of the research in seeking to express the importance of the participation agenda and the value that can be gained through it.

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Pan, Peng. « School situation and social conditions of children with ASD in mainland China : A Systematic Literature Review from 2011-2017 ». Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, CHILD, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-43190.

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This study focuses on the situation and social conditions in school for primary and secondary school students with ASD in mainstream schools in Mainland China. Based on the current situation in China, although compulsory education has been popularized at an early stage, under the system of examination-oriented education, the distribution of educational resources is very uneven. Searches for published journals and articles with relevant program for children with ASD have been carried through several databases, and six articles are included as results. Few relevant studies concerning the current situation in mainland China exist. The social condition and school situation of children with ASD is complex and vary between environments. Thus it is hard to determine what education mode that is the most appropriate for children with ASD as well as the support they need. Limitation of the study and future research is also discussed in the thesis

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Ntaote, Grace Makeletso. « Exploring ways of assisting Lesotho educators to offer care and support to children orphaned and rendered vulnerable by HIV and AIDS ». Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1320.

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The HIV and AIDS pandemic has resulted in 14 million children being orphaned worldwide. In Lesotho alone, where this study was carried out, there are about 180 000 of these children (UNAIDS, 2007). Teachers, especially in Lesotho‘s primary schools need to be equipped to better deal with the challenges that result from having these children in their classrooms. At the Lesotho College of Education, where I have worked for 12 years as a teacher educator, pre-service and in-service student teachers are not trained to offer care and support to orphans and vulnerable children. They experience problems in the classroom emanating from the needs of these children. This study followed an action research design to find ways to support teachers to better deal with the issues they face as a result of having orphans and vulnerable children in their classes. Using a qualitative approach, educators perceptions, feelings, attitudes and experiences in dealing with orphans and vulnerable children in their schools were identified, and it became apparent that educators were negatively affected on a personal and professional level. It was concluded that the development of resilience in educators would help them to better cope with orphans and vulnerable children in their classes. The chosen intervention Resilient Educators Programme (REds) was implemented and evaluated and findings revealed that it was beneficial in increasing educator resilience. Recommendations, based on the findings of the study, were made for future teacher education in this area.

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Fernandes, Marli Elisa Nascimento 1962. « Variaveis clinicas e sociais em crianças com constipação cronica funcional e suas relações com a resposta clinica ». [s.n.], 2008. http://repositorio.unicamp.br/jspui/handle/REPOSIP/309094.

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Orientador: Elizete Aparecida Lomazi da Costa Pinto
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Ciencias Medicas
Made available in DSpace on 2018-08-11T16:13:23Z (GMT). No. of bitstreams: 1 Fernandes_MarliElisaNascimento_M.pdf: 1571742 bytes, checksum: 4b3a46e1eae73a74cb8cde35bb206ed6 (MD5) Previous issue date: 2008
Resumo: Nas crianças com constipação, garantir a adesão às orientações terapêuticas representa um desafio para o pediatra. Em estudos internacionais sobre tratamento da constipação, a recuperação dos pacientes pediátricos ocorre em tempo menor que o visto em pacientes acompanhados num serviço terciário no Brasil. Foi realizado estudo observacional, com desenho transversal e descritivo, sendo elegíveis todos os pacientes com diagnóstico de constipação intestinal crônica grave, em acompanhamento no ambulatório de Gastroenterologia Pediátrica do Hospital de Clínicas da Universidade Estadual de Campinas (UNICAMP), no período fevereiro de 2004 a fevereiro de 2007. Os responsáveis cuidadores de 75 pacientes foram entrevistados e a resposta ao tratamento, identificada pelos dados anotados pelos médicos nos prontuários, foi estudada com base em presença de associação a variáveis clínicas e sociais. A resposta ao tratamento foi categorizada em abandono, favorável e desfavorável. Em 49% dos pacientes, a resposta ao tratamento foi definida como favorável, 14,7% abandonou o serviço e 36% foram categorizados em resposta desfavorável. Não houve associação significativa da variável resposta ao tratamento da constipação em relação à escolaridade do cuidador, informação prestada pela mãe e/ou responsável à respeito da importância do uso de fibra alimentar; consumo de fibras alimentares pela criança, se apreciava fibras, idade da criança no primeiro atendimento, idade de início da constipação, retardo na eliminação de mecônio e início da constipação quando da introdução de fórmulas artificiais. Relato de seguimento de todas as orientações terapêuticas foi significativamente associado à resposta favorável (p=0,019), assim como a menor média no número de recidivas (p=0,00). Nesse grupo de pacientes, as características clínicas e o número de recidivas estudadas se associaram ao tipo de resposta ao protocolo de tratamento. As condições sociais dos pacientes indicam a necessidade de acompanhamento clínico que identifique e considere possíveis situações de vulnerabilidade social
Abstract: In children with constipation, treatment adherence is a challenge for pediatricians. International studies on constipation therapy report higher success rates than those found in a Brazilian pediatric tertiary care unit. A cross-sectional and descriptive study was conducted in patients followed up in an outpatient clinic of pediatric gastroenterology at Hospital de Clínicas da Universidade Estadual de Campinas (UNICAMP), from February 2004 to February 2007. Parents of 75 patients were interviewed regarding on social and clinical variables. Clinical outcome was defined as successful or unsuccessful according patient¿s charts during follow up. Patient¿s outcome was categorized as successful in 49% of children, 14.7% patients abandoned treatment and 36% were classified as unsuccessful evolution. There was no significant association between patient¿s evolution and following social variables: mothers¿ education level, income by person, patient¿s dietary fiber ingestion, family dietary fiber appreciation, age of constipation first symptoms, constipation duration, delay in meconium elimination, and constipation beginning with artificial formula administration. Reference of adherence to all clinical recommendations (p=0.019) and fewer number of relapse episodes (p<0.000) were associated to successful evolution. In this group of patients, most clinical characteristic the number relapse episodes were associated to clinical outcome; social conditions indicated a vulnerable condition that should be considered in functional constipation management
Mestrado
Saude da Criança e do Adolescente
Mestre em Saude da Criança e do Adolescente

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Stecksén-Blicks, Christina. « Epidemiological studies of dental caries in groups of Swedish children ». Doctoral thesis, Umeå universitet, Pedodonti, 1986. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-100548.

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In a cross-sectional study the extent and distribution of dental caries was studied in 817 children, 4, 8 and 13 years old in three areas inSweden. The importance of dietary habits, sugar intake, social conditions, professional dental care, oral hygiene and the use of fluorides on caries prevalence was analyzed. In a subsample, consisting of 88 8-year-olds and 91 13-year-olds the net caries increment during aone-year period was studied.In this longitudinal study, the salivary levels of lactobacllli and S. mutans were determined and correlated to sugar intake and caries increment. The cross-sectional study showed obvious differences in caries prevalence among the studied areas. These differences could mainly be explained by variations in the age from which children had received professional dental care, frequency of tooth-brushing and the use of topical fluorides. There were no differences in dietary habits or sugar intake that could explain the differences in caries prevalence among the areas studied. Examples are given of how changes in some determinants may affect the caries prevalence by means of path analysis. The longitudinal study showed that caries Increment was higher when sugar intake and meal frequency were high (> the mean value for the age group). The highest mean caries increment was found in children with high prevalence of lactobacllli and S. mutans in the saliva combined with a high sugar intake. Groups of children with high salivary levels of both Iactobac ì II i and S. mutans developed 3-4 times more caries than other children. This relation did not always exist in the Individual case. Children with a low caries Increment during one year (0-2 surfaces) brushed their teeth more often and rinsed their mouths more frequently with fluoride solution than children with a high caries increment (> 3 surfaces). The use of fluoridated toothpaste was somewhat more common, however, in the low carles increment group only in the.8-year-oIds. The gingival status was used as a measure of oral hygiene and gingivitis scores revealed statistically significant differences between groups with a low caries increment and a high carles increment (p < 0.01, p < 0.05) in the two age groups, respectively. With the variables frequency of meals, total sugar intake, salivary level of lactobacilli and S. mutans, oral hygiene and use of topical fluorides the net caries increment during one year could be correctly predicted in 79 % of the 8-year-olds and 81 % of the 13-year-olds when the children were divided Into two groups according to their net caries increment; 0-2 surfaces and > 3 surfaces.

S. 1-43: sammanfattning, s. 45-116: 5 uppsatser

digitalisering@umu

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Devine, Katrina Michele. « Vacation spots or homes ? : Children who live in motels ». CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2850.

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Social workers who work with homeless children need to understand the challenges in the homeless culture. The purpose of this study was to discover the needs that were reported by homeless children who live in motels, in order to provide agencies with information that will help them better provide services to this population.

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Masson, Helen. « Children and young people who sexually abuse : a study of a decade of growing recognition and uncertain development ». Thesis, University of Huddersfield, 2000. http://eprints.hud.ac.uk/id/eprint/5977/.

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Children and young people who sexually abuse others have emerged as a problem since the early 1990s in the UK. This thesis attempts to provide a reflexive account and analysis of developments in policy, procedures and services in England during the past decade. It is based on empirical research undertaken primarily during the period 1994-1996 but complemented by analysis of available information drawn from the early 1990s and post 1996. Based on the premise that the problem of children and young people who sexually abuse is both a `real' and a socially constructed phenomenon, my research strategy was exploratory and descriptive in nature. The research began with the analysis of documents which, in the early 1990s, comprised the only official and semi-official guidance for welfare professionals on how to respond to children and young people who sexually abuse others. In the context of this guidance developments in policy, procedures and services in 106 local Area Child Protection Committee areas (ACPCs) in England, in respect of young sexual abusers, were then researched using a variety of data collections methods. These included documentary analysis of ACPC annual reports and inter-agency guidance, telephone and face-to-face interviews with individual professionals and welfare agency representatives, and a national survey by questionnaire of professionals involved in this area of work. The findings from the research indicate that the problem of children and young people who sexually abuse is characterised by much complexity and continuing uncertainty, with uneven, varying and often minimal developments in policy, procedure and services across ACPC areas. A child protection discourse about the nature of the problem and how young sexual abusers should be managed and responded to, which was identified during the research, emerges as contested and problematic, with professionals and agencies struggling with both lacks in resources and more fundamental philosophical, conceptual and procedural dilemmas. It is argued in the thesis that this complexity and uncertainty can be more fully understood only when reference is made to wider theoretical debates about the nature of childhood and childhood sexuality and with reference to shifting policies and legislation in respect of child welfare and youth crime. The thesis concludes by assessing the strengths and limitations of the study and suggesting directions for future research. In addition, some final reflection is offered on how, over time, my role as researcher became somewhat modified as a result of the work I undertook. Specifically, having conducted research into an aspect of study in relation to young sexual abusers hitherto virtually unexplored in England, I found that I was being called on to make various contributions to the shaping of future policy and procedure.

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McDonald, Kimberly Sue. « The effect of length of participation in a parent support group on reported stress levels of parents of children with autism or other developmental disorders ». CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1970.

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Lodemel, Ivar. « The quest for institutional welfare and the problem of the residuum : the case of income maintenance and personal social care policies in Norway and Britain 1946 to 1966 ». Thesis, London School of Economics and Political Science (University of London), 1989. http://etheses.lse.ac.uk/107/.

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This study focusses on the relationship between social assistance and personal social services on the one hand and various forms of social insurance on the other hand. During the period the expressed objective was in both nations to replace the Poor Law with insurance, leaving only a small last resort assistance scheme. While Norway continued the pre-war practice of breaking down the Poor Law "from without" through the gradual extension of insurance, Britain attempted a more immediate transition through the creation of a universal National Insurance and a National Assistance freed from the cash-care multifunctional nature of the Poor Law. The comparison of the ensuing development rests on two postulates. First, Norwegian social insurance will be seen to have experienced a more favourable development in terms of coverage and levels of benefits. Second, in the case of assistance the Norwegian scheme covered a decreasing proportion of the population with a service bearing strong resemblance to those of the Poor Law. Britain, by contrast, experienced a growth in the number covered by assistance, in terms of numbers as well as need categories. The services obtained bear, however, less resemblance to the Poor Law compared to their Norwegian counterpart. For both nations it will be hypothesised that the scope and nature of assistance can be largely explained by the development of social insurance. The findings will be discussed in relation to Titmuss' models of welfare. The hypothesis is that while Norway on the whole has reached an income maintenance closer to the institutional model compared to Britain, a paradox emerges when we see that Norway also features a more residual assistance in comparison to services offered to equivalent groups in the UK. These findings are also discussed in relation to theories about the social division of welfare as well as different interpretations of determinants of welfare. The study is in two parts: Institutional and residual welfare. In the first we analyse first the emergence of the models of insurance in the two countries and, second, the 1946-1966 development of old age and disability pensions. The second part focusses on assistance and the changing nature of social work in the local authority personal social services.

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Patzuk-Russell, Ryder. « The development of education and Grammatica in medieval Iceland ». Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7224/.

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This study explores how education and the medieval intellectual and pedagogical discipline of 'grammatical' developed in Iceland during the medieval period, defined roughly from the official conversion to Christianity c.1000 to the Reformation c.1550, The first chapter deals with social, institutional, and financial aspects of teaching and learning in medieval Iceland, surveying key figures and places, but also arguing that more attention shoulder be paid to the costs of learning and the effect of that on poor students. The second chapter addresses Latin education, discussing the importance of Latinity in medieval Iceland and the types of education that would involve Latin. It also addresses the idea of bilingual education and suggests ways in which extant venacular writings can provide evidence for how Latin was taught and learned using the vernacular, using the model of Old English bilingual education. Finally, the third chapter addresses vernacular topics of learning, focusing on the development of a venacular \(grammatical\) which is focused on the interpretation and normalization of Old Norse texts, rather than the understanding and use of Latin. Discussing these three components of educational history together is fundamental to understanding the intellectual and pedagogical dynamics behind the extant medieval Icelandic textual corpus.

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Tuwangye, Edreda. « Parents' construction of emotional abuse and neglect of children aged birth to six years in a rural district in Uganda ». Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2000. https://ro.ecu.edu.au/theses/1525.

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Child abuse and neglect are endemic not only in Western countries but also in developing countries such as Uganda. An investigation was conducted to establish how parents living in rural Uganda construe child abuse and neglect. The study is of theoretical interest on two counts. First, there is evidence to suggest that Western accounts of child abuse and neglect may not apply to developing countries, a matter of importance given the dominance of Western research in the thinking of policy and intervention studies. Second, most of the research assumes that abuse and neglect are self-evident constructs and there is seldom effort to see whether the perpetrators or the victims of the 'abuse' and 'neglect' construe the relevant actions in these terms. This study is notable for its attempt to examine child abuse and neglect through the eyes of parents and children

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Berry, Lizette. « The social assistance needs of children with chronic health conditions : the application and comparison of two international instruments in the South African context ». Master's thesis, University of Cape Town, 2002. http://hdl.handle.net/11427/7771.

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Bibliography: leaves 109-114.
Children with chronic health conditions in South Africa are a vulnerable group of children, whose additional needs resulting from their condition places financial strain on their caregivers and families. Poverty plays a significant role, and often exacerbates the situation for these children and their caregivers. They are a group of children who require additional assistance from the State - social assistance (a term used for financial aid in South Africa) is one form of support that can be extended to these children. The present social assistance provisioning for these children Iimited, and assessment processes and instruments are unsatisfactory. This study is an examination of the application of international social assistance assessment instruments to the South African context, namely the Australian Child Disability Assessment Tool and the United Kingdom's Disability Living Allowance Claim Form. The study purposed to make recommendations for the development of an appropriate South African social assistance assessment instrument. Secondly, it aimed to demonstrate through the application of these international tools that there are areas of need related to chronic health conditions that are presently not provided for by the current South African social assistance programme. The study design assumed the form of a descriptive, comparative study of existing international instruments. Non-probability sampling was employed, and the findings of the study are analysed via a combination of quantitative and qualitative data analysis.

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Weier, Katrina. « Lessons from an interactive exhibition : Defining conditions to support high quality experiences for young children ». Thesis, Queensland University of Technology, 2000. https://eprints.qut.edu.au/36628/1/36628_Digitised%20Thesis.pdf.

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During their early years, young children are exposed to a range of learning settings, both formal and informal. This study focused on young children's engagement and reflection in an informal museum context. Using qualitative research methodology, a three-week community art project, The Art of Eric Carle, was examined. This setting combined an interactive art exhibition and an art studio workshop, to resemble the informal learning context characteristic of popular, contemporary, interactive museum venues of all kinds. Through a descriptive interpretative analysis, the study aimed to document the experiences and abilities of young children (aged birth to eight years) as artists and art appreciators within this environment. A broader aim of the study was to identify a range of conditions that support high quality experiences for young children in informal learning settings in general. A detailed set of ideal criteria, encompassing the physical, programming and social components of the learning setting was developed and applied to The Art of Eric Carle project. The findings of the study clearly demonstrated that certain conditions enhance young children's engagement and reflection in informal learning settings. While physical, programming and social factors all play a role in forming young visitors' experiences, it is the social component of the learning environment, specifically children's interactions with adults, that determines the quality of their encounters. Social exchanges assist children to interpret the museum environment and its exhibits and to successfully take part in the learning experiences offered. A synergistic relationship exists between physical, programming and social factors, and with equal attention given to each of these aspects of the informal learning setting, high quality experiences can be provided for young children.

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Greenfield, Lawrence Frederic. « Toys, children, and the toy industry in a culture of consumption, 1890-1991 ». The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1247843037.

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Camacho, Ortiz Carolina. « Generating socio-emotional learning in children and adolescents living in vulnerable conditions : : Perceptions of practices ». Thesis, Linnéuniversitetet, Institutionen för socialt arbete (SA), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-97792.

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Many children and adolescents that live under vulnerable social conditions in Latin America and Colombia do not have access to quality programmes that focus on psychosocial education based on socio-emotional learning. Research evidence on practices used by programme facilitators is still underdeveloped in the region. This study explores facilitators’ perceptions of practices that are considered to generate socio-emotional learning in children and adolescents who participate in related programmes in Bogotá-Colombia. The main objective of this exploratory, non-experimental research study is to provide an account of existing methodologies and practices as perceived by facilitators belonging to the fields of social work, education, and psychology. An interview guide was designed to invite respondents to share their views and experiences of socio-emotional learning. Then, content analysis procedures were used to find out the relevant themes and categories shared by the respondents, and thereby identify the critical factors related to the stated research problem. Respondents were invited to answer a predetermined sequence of questions following an interview guide. This process resulted in two main themes: (1) Conditions that contribute to socio-emotional learning and (2) Factors considered relevant for programme operation. Emerging categories explore the following topics: further observation of needs among children; social, emotional and pedagogical skills among facilitators; parents’ current situation with parenting and social and emotional skills; ways to plan and implement activities or interventions; examples of key partnerships; and ways to follow up the impact of practices on children. In this study, respondents’ shared experiences show that socio-emotional learning is key to resilience processes. With the enacted legislation and some design and management of programmes to promote mental wellbeing through social and emotional education, continued research from psychosocial and education fields is needed to assess the impact of programme practices in schools, families, and communities. Research is also needed on how to revise social and emotional learning approaches implemented in school settings for use by participants in other contexts with increased levels of aggressiveness and violence. These aspects must be considered in regard to a family’s or a community’s willingness to learn and adopt socio-emotional skills.
Muchos niños, niñas y adolescentes que viven en condiciones sociales vulnerables en América Latina y Colombia no tienen acceso a programas de calidad que se enfoquen en la educación psicosocial basada en el aprendizaje socioemocional. La evidencia acerca de la investigación sobre las prácticas utilizadas por los facilitadores en programas relacionados aún está poco desarrollada en la región. Este estudio explora las percepciones de facilitadores sobre prácticas que se consideran generadoras de aprendizaje socioemocional en niñas, niños y adolescentes que participan en programas relacionados en Bogotá-Colombia. El objetivo principal de esta investigación exploratoria, no experimental, es dar cuenta de las metodologías y prácticas existentes tal como las perciben los facilitadores pertenecientes a los campos del trabajo social, la educación y la psicología. Se diseñó una guía de entrevistas para invitar a los participantes a compartir sus puntos de vista y experiencias sobre el aprendizaje socioemocional. Luego, se utilizaron procedimientos de análisis de contenido para derivar temas y categorías relevantes compartidos por los encuestados, y así identificar factores críticos relacionados con el problema de investigación planteado. Se invitó a los encuestados a responder una secuencia predeterminada de preguntas siguiendo una guía de entrevista. Este proceso resultó en dos temas principales: (1) Condiciones que contribuyen al aprendizaje socioemocional y (2) Factores considerados relevantes para la operación del programa. Las categorías emergentes exploran los siguientes temas: mayor observación de las necesidades de los niños; habilidades sociales, emocionales y pedagógicas entre los facilitadores; la situación actual de los padres en relación a la crianza y sus habilidades sociales y emocionales; formas de planificar e implementar actividades o intervenciones; ejemplos de asociaciones clave; y formas de hacer un seguimiento del impacto de las prácticas en los niños. En este estudio, las experiencias compartidas de los participantes muestran que el aprendizaje socioemocional es clave para los procesos de resiliencia. Con la legislación promulgada y algunas iniciativas de diseño y administración de programas para promover el bienestar mental a través de la educación social y emocional, se hace necesaria el desarrollo de una investigación continua desde los campos psicosociales y educativos para evaluar el impacto de las prácticas de programas en las escuelas, las familias y las comunidades. También se requiere investigación sobre cómo evaluar los enfoques de aprendizaje social y emocional implementados en entornos escolares para revisar el uso las habilidades aprendidas en otros contextos con mayores niveles de agresividad y violencia. Estos aspectos deben considerarse en relación con la disposición de una familia o una comunidad para aprender y adoptar habilidades socioemocionales.

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Kihara, Ivy Evonne Wanjiku. « The Impact of Terrorism and Counter-Terrorism on the Right to Education ». Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1099_1318496212.

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After the 9/11 terrorist attacks in the United States of America, there has been a shift in the policies of many countries to combat terrorism. Terrorism has had a devastating effect on many citizens of the world. These include âthe enjoyment of the right to life, liberty and physical integrity of victims. In addition to these individual costs, terrorism can destabilise Governments, undermine civil society, jeopardise peace and security, and threaten social and economic development.â1 All of these also had a real impact on the enjoyment of human rights. Therefore the fight to curb further terrorist attacks is paramount. States are charged with the responsibility of curbing terrorism by their citizens. But with responsibility comes obligations to the citizenry.2 States should therefore not engage in policies or actions that further deprive others of their enjoyment of human rights. This is well put by Hoffman when he says âhistory shows that when societies trade human rights for security, most often they get neither.

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Thèses sur le sujet « Children – Social conditions – Scandinavia »

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