Search results

There is a growing recognition of the urgency to enhance health outcomes for children and young people residing in out-of-home care (OOHC). Research underscores the need to establish effective pathways to quality health care for children and young people who have been exposed to trauma. Child protection (CP) practitioners should play a vital role in proactively improving health outcomes and navigating the intricacies of healthcare systems. Their involvement in initiating and collaborating on healthcare interventions is pivotal for the well-being of these vulnerable children and young people. However, challenges associated with poor health literacy and the complexities of healthcare systems hinder collaborative service delivery in the Australian context. This review explores how CP practitioners support the health care of children and young people in their care.

A scoping review followed Arksey and O’Malley’s framework, employing a narrative synthesis to assess the selected studies.

Health outcomes for children and young people in OOHC remain under-researched and potentially under-resourced within the realm of CP practice. There is room for enhanced practices and system integration in CP service delivery to better address health needs and prevent further health and well-being disparities.

Through this scoping review and involving industry experts in the discussion of findings, this study contributes valuable insights to the existing knowledge base regarding the active participation of CP practitioners in addressing the healthcare needs of vulnerable children.

The main aim of this study is to investigate the role of fathers and mothers in the intergenerational educational persistence for sons and daughters under two dimensions that characterize the clusters of countries: redistributive policy and governance.

Data from the Global Database of Intergenerational Mobility (GDIM), hierarchical cluster analysis on principal components and panel regression are used in this study to estimate intergenerational educational correlation and to investigate its determinants related to the parents’ and descendants’ education variables in 93 countries grouped in four clusters. The empirical analysis is differentiated by gender combinations of parents and descendants.

In the clusters of countries characterized by high inequalities and poor governance, our findings show that the role of the fathers is stronger than that of the mothers in educational transmission; fathers and mothers are more influential for the daughters rather than for the sons; parental educational privilege is the main driver of intergenerational educational persistence; there is an inverse U-curve in the association between educational inequality of the parents and educational correlation for the sons. Differently, in the countries characterized by high income, low redistributive conflict and better governance, the role of the mothers is stronger and education mobility for the daughters is higher than that for the sons.

The authors’ results remark on the importance of social welfare policies aimed to expand a meritocratic public education system including schooling transfers for lower social class students and narrowing the gender gap in educational mobility between daughters and sons. Social welfare policies should also be oriented to spread high quality child care systems that help to foster greater women equality in the labor market, because the strength of educational persistence depends on the position of the mother in the economic hierarchy.

The distinctiveness of the paper can be found in the fact that this study investigates the parental role differentiating by gender and coupling hierarchical cluster analysis on principal components with panel regression models. This allows us to have a sample of 93 countries aggregated in four groups defined in two dimensions: redistributive policy and governance. Amongst the determinants of educational transmission, we consider not only education’s years of the parents but also other determinants, such as educational inequality and privilege of the parents. We also identify the effects of investment in human capital and educational inequalities for the descendants on education mobility.

A review of the literature on the Filipino elderly reveals that social and cultural expectations of filial duty and obligations are still strong in the Filipino family. Filial piety based on the concept of “utang na loob” or debt of gratitude to parents, and respect for age are important traditional Filipino values as evident in the support given by children to their parents, and in the words and practices showing deference to the older generation. Studies have shown that the most common living arrangement of the elderly is co-residence with children or to have at least one child living close by in the neighborhood. With the generally poor economic well-being of the elderly, they rely heavily on their children both in the Philippines and abroad for support. Caregiving of the elderly is family-based with the children, particularly the daughters, as major providers of care and assistance to maintain their physical well-being. Studies have also shown the importance of intergenerational solidarity for the social well-being and mental health of the elderly through constant communication and visits, with a two-way flow of economic and emotional support between parents and children. Institutionalization of the elderly appears to be a last resort to complement rather than replace the welfare function of the family.

For future research, it is recommended that government laws benefitting the elderly and their implementation be analyzed, including the most effective way to reach those in remote areas in order to disseminate information on their benefits. Studies should also be done to develop programs for caregiving training and incentives, on ways to uphold standards and monitor the quality of facilities of private retirement homes, to establish more government homes or home-care services for the indigent who needs long-term care. It is also recommended that studies on geriatric centers and facilities be done to ensure high-quality of elderly care.

We model the conditions under which parents optimally reallocate time to childcare when an outside agent exogenously restricts the number of hours an employer can demand of a working parent. Theoretically, when the restriction binds, a parent's available time increases. We exploit a series of voluntary and mandated labor-market reforms in South Korea that regulated the statutory and maximum work hours of parents. The government implemented the laws in stages by industry and size of firms. This implementation process generates exogenous variation across families where one or both partners worked at jobs that were or were not affected by the reform. We show the reforms affected work hours and use the predicted changes to investigate the total amount they spent on paid childcare and whether or not they changed the relative use of market and parental care. When fathers get more time (work less), parents spend less money on childcare. A change in mother's work time does not affect expenditures. When parents get more time, they are more likely to spend money on paid childcare for school-age children and more likely to use private academies.

This chapter examines early childhood pedagogy in Germany. It developed in the wake of the Programme for International Student Assessment (PISA) education debate, and the expansion of higher education led to new types of application-oriented courses. For a long time, child day care in Germany was not seen as a subject of theoretical worth. Vocational training for kindergarten teachers, overwhelmingly employed in day care centers, has not yet been academized. The academic study of childhood pedagogy is a thereof separate project, taught especially at universities of applied science. Nevertheless, constructions of new disciplines are directed toward professional fields, for which they claim relevance with their academic training. With its focus on “Bildung” childhood pedagogy in Germany claims to offer a scientifically based solution to the practical problems of action in child day care. This chapter discusses the specific content of the curricula statistical figures of graduates at universities and in the fields of practice. It provides first empirical clarification on observable phenomena of a scientific “penetration” of cognitive rationality in kindergartens. It fosters an academic habitus that induces a distancing from direct interaction with children, leads to a diversification of tasks in day care centers, and promotes hierarchical processes of professional role differentiation in the field of childcare.

Listening to and considering children's voices shows respectful regard for children's needs, interests and experiences, and helps discern what is meaningful for them in a particular subject or situation. Creating opportunities for the expression of children's voices implies child-centred practice: recognising children as active agents, with evolving competences and capacity to understand, think and choose with some degree of autonomy, thus being able to influence decision-making. Therefore, the commitment to listen to children's voices represents a fundamental step towards empowering children and supporting their participation rights. Importantly, children have the right to be heard and to have their voices considered from the earliest ages, in their significant relational contexts, such as early childhood education and care (ECEC). Listening to and valuing children's multiple voices in ECEC can be done in many ways, ensuring the context, children's background, characteristics and preferences are respected. In this chapter, we address the specificities of listening to children's voices and taking them into account in ECEC. We discuss common challenges that may prevent the full expression and consideration of children's voices, and ways to overcome them, to ensure children's meaningful participation in what matters to them and support them in becoming active citizens in society.

This chapter demonstrates the ways in which digital inclusion functions as a super social determinant of health, particularly within the arena of family carework and healthcare for vulnerable disabled US communities. The focus on vulnerable populations, including the elderly, chronically ill, young disabled, neurodivergent, and/or medically complex children and the families that care for them, is a useful case to present a compelling argument for the need to take seriously digital inclusion to maximize health, safety, and well-being for growing populations of Americans today. The authors argue that digital inclusion is an increasingly influential social determinant of health and a key dimension of health equity that offers important benefits and potentials, especially for vulnerable patient populations, for whom in-home and family-centered care are necessary parts of health maintenance, prevention, and well-being. The chapter ends with a discussion of ways that the US government can mitigate digital barriers and facilitate equitable access to broadband internet and e-health resources that address the intersections of digital, health, and care inequalities, with significant impacts in all three dimensions.

This chapter discusses how to involve children and young people in decisions and encourage them to express their needs and participate in the decision-making process to develop a quality intervention. By describing the different aspects of projects involving a participatory approach, it shows how giving voice to children and young people unlocked new perspectives regarding the Hungarian child protection system. Participation of children in research is limited in Hungary, partly due to the challenging legislation and authorisation process. This chapter shows how research to develop child-friendly digital tools can contribute to collecting children's views on their needs related to child protection support, and how the process of listening to children can improve parenting and caregiving responses to the needs of younger and older children living with their families or in the child protection system. The chapter analyses the effect of digital applications on children's and young people's capacity to advance towards autonomy, including applications and a video campaign with short video clips created by young people. These projects gave an opportunity for children and youth in the public care system to describe their lives and wishes for the future. The analysis found: (a) for a functional child protection system and to promote development for children and young people, children's voices need to be amplified; (b) by expressing their voices, children become more autonomous; (c) children's voices contribute to decreasing social prejudices against children and young people in public care; and (d) listening to children and youth who age out of care can help professionals working in the child protection system better understand their beneficiaries.

Children who are refugees and who live with disabilities are among the most at-risk groups for marginalization due to compounded disadvantages from the intersection of risk factors such as refugee status and disability status. Despite their high risk, there is no systematic data collected on this group and scant literature on the topic contributing to a feeling of invisibility. The purpose of this study is to better understand the experiences of Syrian refugee families with children living with disabilities.

The authors conducted a narrative inquiry into the experiences of two Syrian refugee families with children living with disabilities. Narrative inquiry is a way to understand experience as a storied phenomenon.

In attending to the families’ stories of their experiences across time, place and social contexts, two narrative threads resonated across their experiences including waiting and a struggle for agency as well as disruption and continuity.

Narrative inquiry does not produce generalizable results but, rather, gives insight into the unique experiences of individuals.

To understand the complexities of the experience of a refugee family with a child living with disabilities, attending to their lived and told stories is essential.

To reveal the emotions and information needs expressed by Chinese parents of children with autism spectrum disorder (ASD) in an online forum, and their relationship.

The 10,062 data were from “Yi Lin”, China’s largest online forum for ASD. Open coding identified parents’ emotions and information needs, and a chi-squared test explored the correlation.

First, parents’ emotions were categorized into four themes: emotions about coping with their child’s care, emotions about the parents’ own behavior, emotions about social support with other parents and emotions about anticipating the future. Parents’ overall emotions were negative (72.47%), while the tendency of emotions varied among the four themes. Second, five information needs topics were expressed: intervention and training of ASD, parenting experiences, schooling issues, social interaction and support and future development. Different information needs topics contained different themes of emotions. Third, the tendency of emotions and expression of information needs were significantly correlated. Negative emotions had a statistically significant correlation in expression of information needs.

This study reveals the relationship between the emotions and information needs expressed by parents of children with ASD. The ASD forum could develop emotional support modules and functions for parents and facilitate emotional communication between parents.