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Articoli di riviste sul tema "The Parents Circle Families Forum"
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Mazzucato, Claudia. "The Parents Circle-Families Forum – Israeli Palestinian bereaved families for peace: voices and actions from the field of the encounter". International Journal of Restorative Justice 5, n. 1 (aprile 2022): 76–85. http://dx.doi.org/10.5553/tijrj.000106.
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Manchinery, Alessandra Severino da Silva, Suzanna Dourado da Silva e Adnilson de Almeida Silva. "Migrações, Fronteiras e Territórios: O caso de famílias Manchineri na Tríplice BR-BOL-PE". Caderno de Geografia 29, n. 2 (29 agosto 2019): 281–97. http://dx.doi.org/10.5752/p.2318-2962.2019v29n2p281-297.
Testo completoAbstract (sommario):
O trabalho relata a vida de famílias migrantes do povo Manchineri, com destaque, principalmente às redes de migrações, às fronteiras e os territórios. Intencionalmente mostramos como famílias de indígenas que migraram foram obrigadas a constituir e construir novas características de sobrevivência no mundo ocidental, bem como novas territorialidades em distintos territórios em novas zonas e categorias, e se “distribuírem” em recintos desconhecidos e invisíveis. Desta maneira o objetivo foi compreender como tem se perpetuado os circuitos migratórios, suas diversas territorialidades em área de tríplice fronteira, como também seu retorno para as aldeias, ou seja, suas terras de origem. Assim, as migrações indígenas são mostradas de duas maneiras, as circulares e as lineares. As circulares ocorrem quando a família se retira de sua terra de origem e retorna; já as lineares quando a família afasta de sua terra de origem e não retorna, porém continua com a redes de parentesco e amizade com o local de origem. Esses dois tipos de migrações são as mais básicas para a compreensão do que é a mobilidade indígena, seja ela “forçada” ou livre. O que devemos levar em consideração é a hora de migrar, o fato e o histórico da família. A pretensão nesta ocasião é garantir as vozes dos entrevistados durante todo o processo de escrita e compreensão do artigo. O povo Manchineri vive no Departamento de Pando (BOL), Departamento de Madre Dios (PE) e em território brasileiro na cidade de Assis Brasil, Estado do Acre, na TI Mamoadate, TI Cabeceira do Acre e Seringal Guanabara, e outros localizados em centros urbanos nos três países. Como caminho metodológico utilizamos a história oral, as entrevistas e a experiência de vida de cada entrevistado, porque assim participamos de sua vida diária e realidades de sua vivência. O intuito assim é inserir estudo das migrações indígenas, fronteiras indígenas e territórios indígenas nas discussões da Geografia contemporânea com um meio de contribuir com novas discussões na academia e fora da academia, somente assim trabalhamos uma discussão intercultural em âmbito acadêmico e para toda a compreensão da sociedade civil. Neste sentido, levamos em consideração que os estudos sobre questões indígenas precisam com urgência ganhar destaque na atual conjuntura da Geografia Política, já que suas terras indígenas estão sempre em disputa no âmbito por exploração de seus recursos naturais. Essa cena nos mostra o quão esses povos vivem sempre em luta para garantir seu modo de vida e sua terra tradicional, já que hoje foi garantido um enorme retrocesso nas conquistas e direitos dos povos Indígenas. Faz-se necessário fazer esse estudo sobre migrações indígenas dentro da geografia para aproximar essa ciência ocidental em questões nativas e visões de mundo, assim contribuímos com um diálogo de uma Geografia mais equitativa.Palavras-chave: Famílias Manchineri, Migrações, Fronteiras, Territórios.AbstractThis work describes the lives of the migrants' families of Machineri people, highlighting specifically the migrations’ network, the borders and the territories. We intentionally show how the migrated indigenous families were obligated to constitute and build new characteristics of survival in the occidental world, as well as new territorialities in different territories in new zones and categories and divide themselves into unknown and invisible places. Therefore, the main goal has been the comprehension of how the migration circle has been perpetuated, their many territorialities in triple border, as well as their regress to their villages, their hometown. This way, the indigenous migrations are showed in two manners, the circle ones and the linear ones. The circle ones happen when the families leave their village and return later; the linear ones happen when the families leave their village, and they do not return, but they still have parents and relationship in their hometown. These two kinds of migration are the most basics to the comprehension of what is indigenous mobility, obligated or free. What we should take in consideration it is the time of migration, the fact and the family history. The intention in this occasion is to guarantee the voices of the interviewed ones during the whole process of writing and comprehension of the article. Machineri people live in the Department of Pando (BOL), Department of Madre Dios (PE) and in the Brazilian city of Assis Brasil, State of Acre, in Mamoadate’s Land, Cabeceira do Acre’s land and Seringal Guanabara, and other locations in the urban zone in the three countries. As a methodological practice, we took the oral history, the interviews and the life experience of each interviewee; this way, we participated in their daily lives and the realities of their survival. This work aims to write in about the indigenous migration, indigenous borders and indigenous territories in the discussions of contemporary Geography as a way of contributing to new discussions inside and outside the academy, only this way we can have an intercultural discussion in the academy and to all society. Thereby, we take in consideration that the studies of indigenous questions need with urgency gain spotlight in the actual conjecture of political geography, as so that their indigenous lands are always fighting when it is related to the exploration of natural resources. This scene shows us how much these people are always fighting to guarantee their way of living and their traditional land, as so that today they suffer from a regression of the accomplishment and rights of indigenous people. It is necessary to study the migration of indigenous people inside the geography as a way of approaching this occidental science in fundamental questions and world views; thereby we contribute with a dialogue to equitable geography.Keywords: Manchineri people, migrations, borders, territories.
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Pearson, Jolene, e Kate Andersen. "Evaluation of a Program to Promote Positive Parenting in the Neonatal Intensive Care Unit". Neonatal Network 20, n. 4 (giugno 2001): 43–48. http://dx.doi.org/10.1891/0730-0832.20.4.43.
Testo completoAbstract (sommario):
Purpose: To describe and evaluate a parent education program to promote positive parenting in the NICU.Design: Program evaluations completed by parent participants and staff members.Sample: 104 parents (59 mothers and 45 fathers) who attended the Parent’s Circle; also 44 NICU or SCN staff members.Main Outcome Variable: Family and staff evaluations of the Parent’s Circle program.Results: Families reported that attending Parent’s Circle helped them gain perspective on their situation, feel supported, learn key developmental concepts, locate hospital and community resources, and optimize interactions with their fragile infant. Staff reported that the knowledge parents gained from Parent’s Circle influenced their interactions and behaviors in the NICU.
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Wenham, Lucy, Iqra Din e Liam Eaves. "'I no longer trust our son's school': Parents resisting the return to face-to-face teaching". FORUM 63, n. 2 (1 luglio 2021): 74–88. http://dx.doi.org/10.3898/forum.2021.63.2.07.
Testo completoAbstract (sommario):
Not all parents across England are happy about sending their children back to school, following the lifting of lockdown measures in March 2021. Our qualitative research, listening to accounts from eighty-five such families, finds that these concerns stem from Covid-related anxiety, most commonly linked to protecting members of the household at greater risk of severe illness. The experiences of these parents resisting the return to school sheds light on the fragmented nature of our education system – the uneven, haphazard practices across different schools – and how once again this differentially impacts certain students and their families. Particular difficulties for students with a special educational needs diagnosis (SEND), or those from multi-generational households, are underlined. Whilst some parents feel bullied into compliance, others are pressurised to deregister in a spate of what we term 'Covid off-rolling'. Several families have been able to fully embrace a permanent move to genuine home education, further raising criticisms of our competition-driven, performative, neoliberal education system with its narrow curriculum offer. A comprehensive education system with critical pedagogy at its heart is what is called for.
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Tarasov, Ivan. "FEELING OF LONELINESS IN CHILDREN: DATA FROM THE SURVEY OF CHILDREN AND PARENTS IN THE PROJECT “CHILDREN WELLBEING INDEX”". Child in a Digital World 1, n. 1 (2023): 169. http://dx.doi.org/10.61365/forum.2023.140.
Testo completoAbstract (sommario):
The feeling of loneliness is a multiple phenomenon, that affects many sides of children’s wellbeing. In order to realize “Russian Child Wellbeing Index” project since Elena and Gennady Timchenko Charitable Foundation has been collecting “children’s voices” – the survey data of children at the age - and their parents. This information allows us to talk about wellbeing from six points of view in the domains of education, health, material wellbeing, self-realization, security and social relations. Apart from main questions to indicate domain values, there are some supplementary questions, needed for better and wider understanding of wellbeing. One of them is “How often do you feel lonely?” in children’s questionnaire, and the same one in parents’ questionnaire. So, the report is based on the analysis of children and their parents’ responses regarding the feeling of loneliness. The main outcome is that there is a stable connection between the regularity of the feeling of loneliness and general children wellbeing. Students, who often feel lonely also think that their classmates threaten them worse, they more frequently encountered with bulling, at home their parents scream at them more often, than in typical families and the number of scandals in their families is also bigger. The main risk factors for loneliness are identifi ed. They are the inability to be heard by parents and adults (to a lesser extent this applies to peers), as well as psychological or even physical violence against a child. Moreover, children’s loneliness relates with such parameters as overall life satisfaction, the presence of their own items and a room, the presence of bulling at school and some others. In comparison with children responses parents’ assessment often belittle the role of positive factors and exaggerate the role of negative features. Especially it is true for the question about relations between the child and family.
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Lu, Jinjin, e Feifei Han. "IDENTIFYING HOME DIGITAL LITERACY PRACTICE IN CHINESE YOUNG CHILDREN". Child in a Digital World 1, n. 1 (2023): 33. http://dx.doi.org/10.61365/forum.2023.018.
Testo completoAbstract (sommario):
The development of children’s digital literacy is essential in the st century. In a digital age, children have an access to various forms of digital tools in early years. Hence, investigating digital literacy of children at home environment has gained an increased attention among parents, early childhood educators, and educational researchers. This paper adopted a mixed research design to examine parents’ belief, practice, and communication with children through various digital tools in a home environment. Chinese parents with children from - years completed a survey on their belief, practice, and communication with their children at home. Parent interview with families further identifi ed the popular technologies used at home, the children’s digital literacy practice, and parents’ concerns about children’s use of digital technologies. The study shows that parents and children have been actively engaged in using various forms of digital technologies to play, learn and complete tasks. Furthermore, parents hold positive attitudes towards using digital technologies in a home environment. One of the important practical implications is to call for more tailored child and family programs to support parents in guiding their children to choose, use, and communicate through digital technologies in a more effective way.
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Sobkin, Vladimir, e Ekaterina Kalashnikova. "LIFE POSITION OF STUDENTS’ PARENTS: ON THE ISSUE OF THE SOCIAL SITUATION OF DEVELOPMENT". Child in a Digital World 1, n. 1 (2023): 165–66. http://dx.doi.org/10.61365/forum.2023.138.
Testo completoAbstract (sommario):
To clarify the characteristics of the infl uence of parents’ emotional and value orientations on the socialization of modern schoolchildren, a study was conducted. The analysis of the answers obtained in the course of anonymous questionnaire surveys of students in grades - of general education schools from regions and parents from regions of the Russian Federation, (surveys /) was carried out. The report analyzes answers to questions related to three indicators of life position: value orientations, emotional assessment of the success of one’s future prospects, assessment of the personal signifi cance of certain social threats. The infl uence of demographic (gender, age) and social stratifi cation factors (fullness of the family) is considered. As a result of a special factor analysis, three bipolar factors were identifi ed, explaining ,% of the total variance. Factor F “social recognition, doubt – social well-being, optimism” with the positive pole determined by values: the presence of close friends, the respect of others, an increase in the level of education, which correlate with doubts about one’s future success. At the negative pole the values of material well-being, a happy family life, a positive assessment of future prospects is found. Military confl icts and unemployment are mentioned among the main threats to the implementation of these orientations. Factor F is “self-realization, pessimism – physical well-being”. Here, the positive pole is determined by the values of creative and professional realization, self-reliance and independence. Such life attitudes are associated with pessimistic assessments of one’s success in life. The negative pole of the factor is represented by the value of physical well-being (“health”). Factor F is “the desire for spirituality – objective threats to existence”. Its positive pole is determined by the values of spiritual and physical intimacy with a loved one, an increase in the cultural level, correlated with the threats of extremism and the tightening of the regime in the country. The negative pole is determined by threats caused by natural phenomena like “epidemics”, etc. The features of parents and students subsamples, taking into account their marital status, gender and age in the space of factors F and F, are considered. It has been established that mothers and fathers from complete families are characterized by an orientation towards family and material well-being. Boys from complete families in the period of study, both in primary and in high school, have doubts about their social success. Girls from complete families studying in primary and high school experience not only doubts about social recognition but also about success in self-realization. A special position is occupied by mothers from single-parent families: they transmit pessimism in relation to their social success and self-realization to the child, which is also refl ected in the life position of high school students from single-parent families.
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Konoshenko, Ksenia. "CHILDREN’S ADDICTION ON THE DIGITAL WORLD: REASONS AND POSSIBLE SOLUTIONS". Child in a Digital World 1, n. 1 (2023): 87. http://dx.doi.org/10.61365/forum.2023.068.
Testo completoAbstract (sommario):
% of children and young people all over the world are offi cially diagnosed with addiction. To identify the reasons of the children’s gadgets addiction this research was conducted as a part of the educational activities of the Family, Women, and Children Affairs Committee and the Committee on Education and Science of the public organization “The sovereign course” with participation of teachers and psychologists: Frolova O.S., Fakhrieva O.N., Konoshenko K.N. The research surveys and interviews were conducted with groups: students of a general education school aged from to and their families (parents, siblings and immediate family members). In a secondary school, an observation was made among th and th graders for months in order to identify adolescents’ dependence on phones. Based on the results of all types of research, the problem of addiction to gadgets and its reasons were identifi ed, and steps to overcome this addiction were developed. Parents’ awareness of the illusory perception of the reasons for children’s gadget addiction and the ways how to solve this problem. The necessity to show to a child a cause-and-effect relationship of the gadget addiction and the idea that it is their growth point which is important to let them live a real life. The lack of quality relationships in families has led to teenagers’ smartphone addiction. () If a family realizes their goals, traditions and there are healthy relationships between parents and good quality time together, children do not go into gadgets. () Children’s gadget addiction is formed by parents focusing on their career, not giving necessary attention to their children. In order to treat their children’s addiction to gadgets parents should () support the interests of the kids, help them fi nd answers to any questions, and () to take into account the child’s individuality and strengths.
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Belova, Elena, e Natalia Shumakova. "PARENTAL ATTITUDES TOWARDS THE USE OF DIGITAL DEVICES IN THE FAMILY AND THE DEVELOPMENT OF OLDER PRESCHOOLERS". Child in a Digital World 1, n. 1 (2023): 145–46. http://dx.doi.org/10.61365/forum.2023.120.
Testo completoAbstract (sommario):
At preschool age of children, parents have a crucial infl uence on their development. In this regard, the study of the issues of childhood digitalization determines the importance and relevance of their consideration in the context of family education. The purpose of the study was to study the parents’ attitude to the use of digital devices in the family in the development of senior preschoolers. Participants were presented by pаrents and their children ( boys, girls; Mage=., SD=.) from Moscow. Methods included survey of parents (with questions about both parents), Express- Diagnostics of Intellectual Abilities, and special technique for revealing the creative and intellectual potential, used for children. Results. The attitude of modern parents to the use of digital devices for development of older preschoolers is characterized by a variety of opinions. % of parents believe that interaction with a digital device is harmful to the health and development of the child. However, the majority of parents (%) positively assess its infl uence on the preschoolers’ development. Three groups of parents were divided according to the frequency of a digital device used by children: () rarely; () moderately; () often. The consensus of both parents was observed in .% of families, while in slightly less than half of them (.%) parents were in favor of rare interactions with digital devices. An analysis of the parents’ choice of digital content showed that they are mainly aimed at developing the child’s cognitive sphere by computer programs developing logical thinking (.%), memory (.%), etc. The diagnostics of children development showed the importance of the frequency of a digital device use for their intellectual development: it is higher in children of those parents who considered it better for preschoolers to use digital devices - times a week for developmental purposes.
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Korchagina, Irina, e Lidia Prokofieva. "Unemployment of parents — one of the poverty causes in families with children". Population 26, n. 2 (27 giugno 2023): 40–51. http://dx.doi.org/10.19181/population.2023.26.2.4.
Testo completoAbstract (sommario):
Families with children in Russia are at high risk of poverty. The economic consequences of the coronavirus pandemic and the sanctions imposed in spring 2022 make social policy a priority. It is necessary to pay a stronger attention to groups of population at higher risk of poverty. In recent years the support for families with children has been strengthened and the circle of potential recipients of assistance expanded (raising the age of children, lifting restrictions on the type of family). Additional support measures provided to families with children to reduce the negative effects of the crisis helped to alleviate the severity of poverty but did not change the position of families with children on the welfare scale, they are still the largest group of the poor (according to Rosstat they make 80% of all poor households). It seems important to identify the main factors of poverty of families with children, which include, not least, the limited employment of parents. The main purpose of the study is to show, using the data of the statistical survey (HBS-2019), the scale of unemployment and its impact on families with children as well as gender characteristics of the phenomenon of unemployment. Financial assistance to families with children should be combined with work to activate the actions of families for self-sufficiency.
Tesi sul tema "The Parents Circle Families Forum"
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Thomson, William Wallace. "Conflict intervention and human needs satisfaction : exploring nonviolent approaches to the Israel-Palestine protracted social conflict 1993-2014". Thesis, University of St Andrews, 2014. http://hdl.handle.net/10023/10202.
Testo completoLibri sul tema "The Parents Circle Families Forum"
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Forum mishpaḥot Yiśreʼeli-Falasṭini beʻad ha-shalom. Parents circle family forum: Highlights from 2011. [Tel Aviv?]: Israeli Palestinian bereaved families foe reconciliation and peace, 2011.
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Brooks, Carolyn Seval. Families in recovery: Coming full circle. Baltimore: Brookes, 1997.
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Rugh, Andrea B. Within the circle: Parents and children in an Arab village. New York: Columbia University Press, 1997.
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Ann, Mason Mary, Skolnick Arlene S. 1933- e Sugarman Stephen D, a cura di. All our families: New policies for a new century : a report of the Berkeley family forum. 2a ed. New York: Oxford University Press, 2003.
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Klinger-Lesser, Lee. Making room in the circle: Lesbian, gay, bisexual and transgender families in early childhood settings. San Rafael, CA: Parent Services Project, 2005.
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Klinger-Lesser, Lee. Making room in the circle: Lesbian, gay, bisexual and transgender families in early childhood settings. San Rafael, Calif: Parent Services Project, 2005.
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Ann, Mason Mary, Skolnick Arlene S. 1933- e Sugarman Stephen D, a cura di. All our families: New policies for a new century : a report of the Berkeley family forum. New York: Oxford University Press, 1998.
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Solomon, Andrew. Far From the Tree: Parents, Children and the Search for Identity. New York, USA: Scribner, 2012.
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Far From the Tree: Parents, Children and the Search for Identity. New York, USA: Scribner Classics, 2014.
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Solomon, Andrew. Far from the Tree: Parents, Children and the Search for Identity. Vintage, 2014.
Cerca il testo completoCapitoli di libri sul tema "The Parents Circle Families Forum"
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Lebowitz, Eli R., e Bekir B. Artukoğlu. "Psychoeducational Interventions". In Tourette Syndrome, a cura di Eli R. Lebowitz e Bekir Artukoğlu, 407–20. 2a ed. Oxford University Press, 2022. http://dx.doi.org/10.1093/med/9780197543214.003.0024.
Testo completoAbstract (sommario):
Abstract This chapter both reviews research about the role of psychoeducation in coping with and treating Tourette syndrome and serves as a psychoeducational resource, summarizing key information about the disorder. Providing patients and families with accurate, nuanced, and up-to-date knowledge about Tourette syndrome is important to promoting better coping, helping them become informed consumers of resources and supports, and combating negative stigma that can be attached to the disorder. This chapter examines many of the features of Tourette syndrome that contribute to its complexity and discusses psychoeducational interventions for patients and families. Parents of children with tics and other commonly comorbid psychiatric problems face practical and emotional challenges, and addressing these challenges is another important objective of psychoeducation. Children with tics also face educational and social difficulties in school and are often targets of peer victimization. Psychoeducation for school staff as well as peers may alleviate these difficulties. Advocacy organizations can offer helpful and informative resources to individuals and families living with tics and can provide a forum for social support. Finally, adults with tics often face discrimination and social victimization in the workplace and tend to be underemployed. Psychoeducation for employers and colleagues about tics as well as about the legal obligations toward individuals with disabilities may mitigate such discrimination.
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Sudakov, Oleg Valerievich, Dmitrii Valerievich Sudakov, Evgenii Vladimirovich Belov, Olga Igorevna Gordeeva e Andrei Vladimirovich Khatuntsev. "Study of Psychosocial Interactions in Families of Medical Students during Distance Learning caused by the Pandemic of the New Coronavirus Infection COVID-19". In Pedagogy and Psychology of Modern Education, 127–41. Publishing house Sreda, 2022. http://dx.doi.org/10.31483/r-103664.
Testo completoAbstract (sommario):
The article is devoted to the study of some psychosocial and psychoemotional aspects of medical students and their parents and relatives living together. The work is relevant, as the pandemic of the new coronovirus infection COVID-19 is currently ongoing in Russia and in the world. The study is also interesting in that despite a number of works by various authors – scientists and teachers of higher education studying aspects of the psychoemotional state of students, very few works are devoted to their relationship and the dynamics of these relationships with their loved ones – parents and relatives, especially against the backdrop of a pandemic of a new viral infection., which was the aim of this study. The objects of the study were 359 people. The 1st and 2nd groups included 100 students, men and women, of the medical faculty of VSMU. N.N. Burdenko (5 course); Group 3 consisted of 159 people, men and women, who were related to representatives of group 2 and lived together with them. The study was based on an anonymous questionnaire specially developed by the authors, aimed at studying the gender and age composition of the respondents, identifying the main psychosocial and psychoemotional interactions of the objects of study, including determining the conditions of their residence and determining the circle of persons living with them; determining the main aspects of their interpersonal relationships, including their «warmth» and the frequency of quarrels and omissions; determination of susceptibility to stress in the objects of study, the severity of anxiety in certain periods of life and the possible presence of true depressive or depressive-like states in them. The data obtained are of particular interest not only for scientists and researchers involved in sociology and psychology, but also for higher education teachers involved in the educational process of medical universities. student, family, distance learning, COVID-19, anxiety, stress, depression
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Glatt, Stephen J., Stephen V. Faraone e Ming T. Tsuang. "Is Schizophrenia Inherited?" In Schizophrenia. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198813774.003.0011.
Testo completoAbstract (sommario):
We have known for some time, from family studies done in Europe in the first half of the 1900s, that schizophrenia runs in families. These studies found the risks for the parents, brothers, and sisters of people with schizophrenia to be between 4% and 14%— on average about ten times as high as that for the general population. For children of those with schizophrenia, the risk was 12%, nearly 15 times the general population risk. When both parents had schizophrenia, the risk increased to about 40%. The risk to uncles and aunts, nephews and nieces, grandchildren, and half- brothers or -sisters was roughly three times the risk in the general population. This risk was much lower than the risk to the relatives in the immediate family circle. On the whole, these pioneering studies showed thatthe closer the blood relationship of a person to an individual with schizophrenia, the higher the risk for the disorder.Modern studies using morestrict research methods and reliable definitions of schizophrenia also found the disorder to run in families. However, they find risk estimates that are a bit lower than those found in earlier studies. For example, in a large family study from Iowa, Tsuang and his team reported the risk of schizophrenia to brothers and sisters of individuals with schizophreniato be about 3%. This level of risk was five times greater than the risk to relatives of persons without schizophrenia. Other modern studies found similar results. Diagnostic practises seem to play a strong role in these different estimates. The early European studies usually used a fairly broad definition of the illness while the modern studies used a strict criterion- based diagnosis developed for use in research. Indeed, modern researchers have noted that their family risk figures for schizophrenia are similar to the figures obtained by the earlier European studies when atypical cases are included in the definition of schizophrenia. In other words, the level of risk that we can pin on a family history of schizophrenia depends on how broadly we define the disorder and whether or not we include atypical cases and spectrum disorders.
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Alderfer, Melissa A., e Anne E. Kazak. "Family Issues When a Child Is on Treatment for Cancer". In Comprehensive Handbook of Childhood Cancer and Sickle Cell Disease. Oxford University Press, 2006. http://dx.doi.org/10.1093/oso/9780195169850.003.0009.
Testo completoAbstract (sommario):
When a child is diagnosed with cancer, his or her entire family is affected. Parents are shocked and devastated when they learn of the cancer diagnosis and soon after diagnosis are responsible for making difficult treatment decisions that may cause their child pain and fear. Siblings may witness the physical and emotional pain of their brother or sister and their parents and experience sudden, extended separations from them. Family roles and responsibilities shift to accommodate cancer treatment and to attend to the needs of the ill child. These new demands must be balanced with the family’s previous dynamics and their implicit goals of fostering growth and development within the family. Furthermore, the reactions of individual family members have an impact on each other and can influence the way in which the child approaches cancer treatment (i.e., procedure-related distress and adherence). The purpose of this chapter is to discuss issues pertinent to the family when a child is on treatment for cancer. Like all childhood illnesses, childhood cancers occur within a complex network of social systems, such as health care, school/peers, and the family (Kazak, Rourke, & Crump, 2003). A helpful framework for conceptualizing the important social contexts that influence and are influenced by a developing child is the social ecology model (Bronfrenbrenner, 1977). This model proposes that the child is at the center of many nested social systems, typically depicted as a series of concentric circles surrounding the child. Large macrosystems such as culture and societal values comprise the outermost circle, and smaller, more immediate microsystems such as the family, neighborhood, and school are depicted nearer to the child. Although all of these systems are important in the development of a child and useful for understanding adaptation of children with chronic illnesses (Kazak, 1989; Kazak & Christakis, 1996), the most important and immediate social system that involves the child is his or her family. Our most basic conceptualizations of the ways in which families work stem from biologically based general systems theory (Engle, 1980; von Bertalanffy, 1968). Systems theory is inherently integrative and complex and highlights principles of organization and interrelatedness.
Atti di convegni sul tema "The Parents Circle Families Forum"
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McKay, Maxine, e Lorna McKay. "Children with Disabilities and Distance Education: Experiences of Primary School Teachers and Parents: Covid-19 Lockdown". In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.6009.
Testo completoAbstract (sommario):
This study highlights the experiences of parents of children with disabilities and primary school teachers who taught these children via Distance Education during the COVID-19 Lockdown. The teachers who participated in the study teach children ages 10-14 with varying disabilities. The teachers are from three districts located in Belize (Belize, Orange Walk, and Cayo). The 30 parents were chosen based on recommendations made by the teachers. A phenomenological approach was used as the research method because this approach allowed the researchers to make in-depth analyses and provide thematic descriptions. Research data was collected through semi-structured interviews and analyzed using the inductive method. The researchers asked vital questions and the results show that teachers experienced various issues while using Distance Education. Teachers noted that although they made all attempts to cater to the needs of the children and their families via modalities like Zoom, WhatsApp and Googlemeet, children struggled regardless of the platforms used. The results also show that children did complete assignments, did not log on at times, did not follow directions without the help of the teachers, and the content was too challenging. Teachers also noted that they were not given adequate time nor support from Government, their school management, or their immediate supervisors. The teachers also reported a financial, psychological, and emotionally challenging experience while teaching via Distance Education. The teachers also noted that the parents expected them to work when they were available rather than schedule times. Teachers also noted that parents were rude when they sought clarification and insulted them on the platforms and in writing. Teachers also noted that it was hard to cater to the various exceptionalities. On the other hand, parents reported that teachers' assignments were challenging and not innovative. The teachers offered little support during Distance Education to their children, who struggled to keep up. Parents also noted that teachers seemed ill-equipped to deliver their lessons via Distance Education; they did not give quick feedback, which delayed their children's learning. Parents also reported that the teachers were late and at times did not meet deadlines they had set. Lastly, parents noted that they prefer face-to-face because their children get better support in the classroom.
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Elhag, Saba, Ibrahem Abdalhakam e Manar Abel-Rahman. "Prevalence of Consanguinity among ASD Individuals: Systematic Review & Meta-analysis". In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0163.
Testo completoAbstract (sommario):
Aim: We aim to estimate the global prevalence of consanguinity among the ASD families and compare that among different populations. Methods: Meta-analysis of observational studies reporting prevalence of consanguinity among ASD families was searched systematically in important databases including EMBASE, PubMed and Academic Search Complete. Individual studies were screened by two reviewers independently, extracted data and assessed the risk of bias using a risk of bias tool (Hoy’s tool). Random Effect model was used to calculate pooled weighted estimates due to considerable heterogeneity. Subgroups analysis was also calculated. Results: 10 publications were identified based on our inclusion criteria from 8 different countries, 4 of them were from the Gulf Cooperation Council (GCC) and the rest were from: Lebanon (2 studies), Egypt, Jordan, Iran, and Israel). Studies varied in ASD cases numbers as it ranged between 49 -500, and the total ASD individuals in all studies were 1581. All studies address consanguinity among the ASD families despite the variation in the methods. The pooled estimate of consanguinity among ASD families was 24% Subgroup analysis by the study country led to a higher pooled estimate of consanguinity of 38% in the GCC countries compared to other than GCC countries with a pooled estimate of 16%. In addition, the overall odd ratio calculated from the case-control studies included in our meta-analysis was 1.5. Discussion: To our knowledge, this is the first meta-analysis that studied the prevalence of consanguinity among ASD families worldwide. Children born to consanguineous parents have been reported to have lower social behavior and cognitive ability, which are the main problems with ASD children. Our study qualitatively reviewed the prevalence of consanguinity among ASD families throughout the world and 10 eligible studies from eight countries were identified. We quantitatively synthesized the results and the key findings of this study showed a 24% overall pooled estimate of consanguinity among ASD families. GCC countries showed a high estimated pooled prevalence of consanguinity among ASD families as 38% compared to countries other than GCC 16%, which was higher than our overall pooled prevalence. This high estimate among GCC countries can be related to the high rates of consanguineous marriage in the GCC countries compared to the worldwide rates (20%). In Qatar, the rate of consanguineous marriage reported as 54%. This high rates among GCC countries may be due to factors like rooted cultural beliefs, social life and customs in addition to, economic benefits of keeping wealth within the families. Conclusion: The globally estimated pooled consanguinity prevalence among ASD patients was 24%, GCC countries showed a higher pooled prevalence (38%)
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Saleem, Muhammad. "The Impact of Life-Skills Blended Girls Secondary Education on Girls, their Families and Communities". In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.6412.
Testo completoAbstract (sommario):
Girls’ access to secondary education is a serious challenge, especially in remote rural areas of Pakistan. At the primary level, 32 per cent of girls are out of school, by grade six the percentage of out of school-girls reaches 59 per cent and only 13 per cent make it to the 9th grade. It has a very serious bearing on their capacities to claim their full potential, achieve their basic human rights and attain an acceptable standard of living. // Bedari, a women and girls’ rights civil society organization in Pakistan has supported 1000s of girls from rural areas of Pakistan to complete their secondary education. The support included community mobilization around the benefits of girls' education and financial incentives to bear the school expenditures. Along with ensuring girls' access to formal education, Bedari trained these girls on life skills and basic human rights. It also trained parents and community volunteers on the rights of girls and the importance of secondary education. It also did intensive community mobilization in the partner communities. Bedari implemented these projects during the last 12 years. It is high time to evaluate the impact of these projects. This research aims to see the impact of these innovative efforts on the lives of girls, their families and communities. It will also see the challenges of girls' secondary education in semi-tribal societies such as the district of Chakwal, Pakistan. // The researcher will conduct a random selection of partner villages and the girls who participated in these projects. We will conduct FGDs and In-depth Interviews of selected stakeholders of all kinds. The indicators will include the role of girls in decision-making at individual, family and community levels, SRHR status, age at marriage, family size and birth spacing, income and wellbeing of the family. More indicators can be added if suggested by the communities during the field research. The paper will give a clear picture of the impact of the innovative approach. // The author will present the results of the research already conducted.
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Abdelalim, Rasha Mohamed Gamal. "The Quality of Cooperation between families of people with disabilities and Education Specialists through the Social Media". In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0274.
Testo completoAbstract (sommario):
This study is aimed to identify the stages of cooperation between families of people with disabilities and education specialists and the importance of social media in supporting this cooperation and parental participation in the school and civil society institutions, in addition to knowing the dimensions of this participation and its effectiveness in special education programs and educational institutions, including teachers and specialists. Also, others who work in the field of special education. The study followed the quantitative and qualitative approach. The researcher used the two measures of cooperation, acceptance and parental rejection of Khalifa (2007). The researcher used the quantitative and qualitative method to answer the study questions. The study sample consisted of ten parents who have a child with a dependency. The results of the analysis of the parental participation questionnaire showed that the principle of family rights ranked first with a rate of 94.8%, and the highest percentage of responses from the sample members to this variable was 100%, while the lowest percentage of responses was 80%. The defense of the rights of the child comes in second place with a rate of 94.4%, while the principle of commitment is ranked third by a rate of 91%, and the principle of equality came in the fourth rank with a slight difference of 90.5%, and the principle of communication comes in the fifth order with a rate of 90%. Social communication, it ranked sixth by 90%, the principle of respect comes in seventh with a rate of 85%, then the principle of professional competence came in eighth place with a rate of 82%, and finally trust comes in ninth and last place with a rate of 81.5%. Whereas the specialist’s answers to the interview questions indicated the importance of using social media in the process of parental participation in education, which was in agreement with the responses of the families of the disabled, while the specialist’s responses agreed with the families ’responses on the importance of the principle of positive communication with the families of the disabled, and building positive relationships with them. Which will lead to building the principle of mutual trust, as the responses of the specialist indicated that it fully applies the values of parental partnership at a rate of 100% for each value, which did not agree with the responses of the families of students with disabilities.
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Mandikiana, Brian. "Choice and Expenditure: A Double Hurdle Model of Private Tutoring in Qatar". In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0261.
Testo completoAbstract (sommario):
To shed light on the demand for private tutoring, this paper presents new evidence for the case of Qatar. The household demand for private tutoring is estimated using the double hurdle model using a sample of 1226 participants from the 2012 Qatar Education Survey. Using statistical model selection criterion, the Cragg model is preferred overall to establish the demand for private tutoring in Qatar. The findings show that nationality of parents, mother’s educational background, the grade the student attends, and the type of school attended pose a significant influence on the likelihood of using private tutoring and the amount. These findings suggest that without monitoring, access to high quality education will be unequal. In particular, students from well-off families will benefit the most from additional hours of education and build an advantage that could eventually lead to the creation of an unequal society.