Family Group Conferencing (FGC) is a family led decision-making approach where practical plans are made by the family to keep children safe and improve their quality of life. FGC has attracted worldwide interest from policymakers, researchers and practitioners for its potential to: involve families in the decision-making process in child and families social work; keeping children safe within a culture of co-operation between the state and families. There is significant empirical research about the impact of the FGC process on families, and its immediate outcomes but less is known about outcomes in the longer-term. This thesis reports on the findings of a retrospective qualitative study, which sought to understand the contribution FGC makes to longer-term outcomes for looked after children at risk of being accommodated, and their families. Eleven FGC examples were studied across five local government areas in Scotland. Each example includes the perspective of different stakeholders in the process including: looked after children, their parents and extended family (n=32), and professionals (n=28) involved with them. Criteria for case selection included: the child and family had originally been referred to FGC service because the family social worker considered the child was at risk of being accommodated; the stages of FGC had been achieved and a family meeting had taken place at least one year prior to the data being collected; the age of the child who was the focus of the meeting was over eight years old wherever possible; and the core family members were prepared to be involved in the study. Individual, joint or group interviews were conducted to provide multi-dimensional perspectives of the FGC phenomena. FGC service documents (n=94) were also analysed, providing data of social activity that occurred prior to the study. This study challenges current outcome focused paradigms, arguing for a more complex and nuanced understanding of outcomes in child welfare, where the child and family,alongside professionals,are valued in the identification and measurement of outcomes. Evidence from this study highlights the need to accept two sets of outcomes when considering FGC contribution: personal and professional. The identification of outcomes in this manner supports three interconnected issues argued throughout the thesis in relation to contribution. Firstly, process matters to the service user and his/her experience of the service and opinion of outcomes. Secondly, what professionals do and how they do it is important to the outcomes of families requiring support -relationships and practice are therefore central concerns in understanding how and why families achieve (or not) longer-term outcomes. Finally, who defines outcomes and to what purpose is significant when conceptualising outcomes. The study draws on empowerment, recognition and partnership theories to better understand FGCs contribution to longer-term outcomes for children and families. The study found the FGC process contributed towards building service users' capacities to reflect on their own and acknowledge others' experiences and situations. Feelings of increased confidence, self-respect and self-esteem, derived from the FGC process, contributed towards improved social relations and a sense of control over their own lives. This increased capacity can support family members to manage future crises and conflict if they arise. FGC offers professional and service users an opportunity to reframe unhelpful attitudes towards each other. In the longer term this can contribute towards families reduced need for social work services and/or improved working relationships between social work and families. This study has significance for all professionals working with looked after children and their families; contributes to the theoretical knowledge applied in social work practice; and is applicable when considering the implementation and impact of child welfare policy in Scotland and internationally.

My thesis, "The Transformation of the Media-Image for Children's Systems of Care" analyzes the system of care for vulnerable children in the Czech Republic, specifically how Act. No 359/1999 Coll. transforms the the socio-legal protection of children. The amendment aims to reform services inthe area of preventive action: the legislation prioritizes the family as the best environment for the child. Under this amendment, a child is placed in institutional care only as a last resort. Additionally, the amendment also professionalizes and standardizes the social-legal protection of children. Transforming a bureaucratic system is always a political process in which different actors are involved, who aim to implement new policies promoting their best interests. The aim of this paper is to describe the image of Czech households in the media depicted by policy actors, and how these images consequently transformed the system of care for vulnerable children. For this purpose, content analysis of media communication, ranging from print media, television networks, radio stations, and websites, and the other complementary methods were applied. The theoretical anchors are grounded in foundational concepts of public policy (public policy network theory) and media sciences (agenda setting theory of media...

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The topic of this work is bilingualism in children coming from bilingual families, and children visiting bilingual or foreign language preschools. The theoretical part puts emphasis mainly on the specifics of children's bilingualism and bilingualism in general as well as characteristics of bilingual families and language focused preschool institutions. Furthermore, describes the general language development in children and compares it with the language development at simultaneous bilingual children, ie raised bilingual in the family since birth. The practical part has a mapping study of bilingualism in children with preschool ages. The research method is an online questionnaire presented to parents. The research sample includes 45 children. The data are compared between child-brought up in a bilingual family and children attending bilingual preschools. At the same time indicates a general tendency for bilingual education. An interesting finding is that the parents of children who want to raise their children in this kind of bilingual education do not prepare in any way and that the weaker language of the child, which is learning in pre-school, is reflected in his egocentric speech. Powered by TCPDF (www.tcpdf.org)

Embora exista um corpo de pesquisa dedicado a investigar as relações entre família e adoecimento psíquico, ainda faltam muitas informações sobre como se dão estas interações. Os transtornos mentais apresentam um impacto significativo sobre as famílias e, ao mesmo tempo, podem ser afetados por características da mesma. Além disto, a depender dessas características, a família pode apresentar-se como fator de proteção (suporte, apoio) ou risco ao desenvolvimento do portador de transtorno mental, em especial na infância. Neste contexto, o objetivo deste estudo foi caracterizar as famílias de crianças com transtorno mental em relação ao funcionamento familiar e os recursos ambientais que estas famílias oferecem para suas crianças, buscando identificar associações entre o funcionamento familiar, a disponibilização de recursos no ambiente familiar e as variáveis sociodemográficas. Responsáveis por 33 pacientes de um serviço de Psiquiatria foram entrevistados para o preenchimento de um questionário sociodemográfico, o Questionário de Capacidades e Dificuldades - SDQ, o Inventário de Recursos do Ambiente Familiar - RAF, e a Escala de Avaliação da Coesão e Adaptabilidade Familiar - FACES IV. Foram realizadas análises descritivas e aplicados o teste de correlação de Spearman para verificar associações entre as dimensões de funcionamento familiar e os recursos do ambiente familiar; as variáveis sociodemográficas foram categorizadas e submetidas a análises comparativas, utilizando o teste de Mann Whitney (variáveis dicotômicas) e teste de Kruskal Wallis (variáveis com três categorias). A maioria dos pacientes investigados eram do sexo masculino (69,7%) e frequentavam escola (78,8%). Os diagnósticos mais frequentes foram Transtorno do Déficit de Atenção e Hiperatividade (39,4%) e Transtorno do Espectro Autista (39,4%). Apenas 12,1% das famílias foram consideradas disfuncionais. Os recursos mais presentes no ambiente foram brinquedos (6,9 ±2,0), a família estar reunida para atividades de rotina (6,6 ±2,3), realização de atividades conjuntas com os pais em casa (6,0 ±2,1) e organização dos horários/rotina (5,9 ±2,5). Variáveis sociodemográficas como frequência à escola, o responsável exercer atividade profissional, percepção familiar sobre a gravidade das dificuldades da criança, escolaridade do responsável e classe social mostraram influência sobre funcionamento familiar. Frequência da criança à escola, responsável trabalhar fora, presença de comorbidades, escolaridade do responsável e classe socioeconômica também influenciaram a oferta de recursos pela família. A subescala emaranhada (disfuncional) de funcionamento familiar mostrou associação positiva com sintomas emocionais (r= 0,376; p<0,01) e a subescala satisfação familiar correlacionou-se negativamente com os mesmos sintomas (r=-0,365; p<0,05). As subescalas desequilibradas (desengajada, emaranhada e caótica) apresentaram correlações negativas fracas ou moderadas com os recursos ambientais (variando de r=-0,348 a r=-0,484). As subescalas equilibradas (coesão, flexibilidade, comunicação e satisfação familiar) correlacionaram-se positivamente (variando de r=0,348 a r=0,515) com a maioria dos recursos investigados pelo RAF. A presença de sintomas de hiperatividade e de sintomas emocionais mostrou-se negativamente correlacionada com os recursos investigados. De modo geral, as famílias investigadas apresentam um bom funcionamento, entretanto, há indicadores de disfuncionalidade presentes. Os resultados evidenciam que crianças com transtorno mental têm poucos recursos disponíveis no ambiente familiar que possam promover seu desenvolvimento afetivo, cognitivo e social. Além disto, os achados sugerem que quanto mais dificuldades a criança apresenta, menor é seu acesso a estes recursos. Apesar das dificuldades, recursos pessoais e familiares estão presentes / Although there is a body of research dedicated to investigate the relationship between family and mental illness, still lack a lot of information about these interactions. Mental disorders have a significant impact on families and, at the same time, may be affected by family characteristics. In addition, depending on these characteristics, the family can present itself as a protective or risk factor to the development of the bearer of mental disorder, especially in childhood. In this context, the objective of this study was to characterize the families of children with mental disorder in relation to family functioning and the environmental resources that these families provide for their children, seeking to identify associations between family functioning, the availability of resources in the family environment and sociodemographic variables. Parents of 33 patients from a Psychiatry service were interviewed to complete a sociodemographic questionnaire, the Capacities and Difficulties Questionnaire - SDQ, the Family Environment Resource Inventory - RAF, and the Family Adaptability and Cohesion Evaluation Scale IV (FACES IV). Descriptive analyzes were performed and the Spearman correlation test was applied to verify associations between the dimensions of family functioning and the resources of the family environment; the sociodemographic variables were categorized and submitted to comparative analysis using the Mann Whitney test (dichotomous variables) and Kruskal Wallis test (variables with three categories). The majority of the patients investigated were males (69.7%) and attended school (78.8%). The most frequent diagnoses were Attention Deficit Hyperactivity Disorder (39.4%) and Autism Spectrum Disorder (39.4%). Only 12.1% of the families considered were dysfunctional. The resources more present in the environment were toys (6.9 ±2.0), the family be gathered for routine activities (6.6 ±2.3), carrying out joint activities with parents at home (6.0 ±2.1) and the organization of schedules /routine (5.9 ±2.5). Sociodemographic variables such as attendance at school, the respondent engage in professional activity, family perception about the severity of the child\'s difficulties, schooling of the respondent and social class showed influence on family functioning. Frequency of the child to school, respondent work outside, presence of comorbidities, schooling of the respondent and socioeconomic class also influenced the supply of resources by the family. The enmeshed subscale (unbalanced) showed a positive association with emotional symptoms (r = 0.376, p <0.01) and the family satisfaction subscale correlated negatively with the same symptoms (r = -0.365, p <0.05). Unbalanced subscales (disengaged, enmeshed and chaotic) showed weak or moderate negative correlations with environmental resources (ranging from r = 0.348 to r = -0.484). The balanced subscales (cohesion, flexibility, communication and family satisfaction) correlated positively (ranging from r = 0.348 to r = 0.515) with the majority of the resources investigated by the RAF. The presence of hyperactivity and emotional symptoms were negatively correlated with the investigated resources. In general, families investigated have a good functioning; however, indicators of dysfunction are present. The results show that children with mental disorders have few resources available in the family environment that can promote their affective, cognitive and social development. In addition, the findings suggest that the more difficulties the child presents, the less is the access to these resources. Despite difficulties, personal and family resources are present

Made available in DSpace on 2014-12-17T14:47:06Z (GMT). No. of bitstreams: 1 FernandaCM_DISSERT.pdf: 1137756 bytes, checksum: 7cb24bccd724ebccb062ea10fea94d2d (MD5) Previous issue date: 2014-02-26 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / Popular practices correspond to the resources used by households, lay people and popular therapists, whose perception of knowledge is constructed in the everyday. In this context, the sick child can become vulnerable to be dependent on a family caregiver, who often decide to employ popular practices. Thus, the child care should be shared between carer and health professional. However, they know little about the resources that the family uses to detect a grievance in infant. Therefore, the present research aimed to analyse the use of popular practices by caregivers of children with zero to five years old. We conducted an exploratory and descriptive study with a qualitative approach, together with 15 caregivers of children who were treated at the Joint Unit Felipe Shrimp, located in Natal, Rio Grande do Norte, Brazil. To select the participants, they should be age and above 18 years; be caregivers of children up to five years of age; and reside in the area ascribed the Joint Unit Felipe Shrimp. The data collection took place between September and October 2013, through in depth interview. This step was preceded by the approval of the Health Department of the city of Natal; the direction of the Joint Unit Felipe Shrimp; as well as, the Committee on Ethics in Research from the Federal University of Rio Grande do Norte with Certificate of Presentation and Consideration Ethics, No 15467013.8.0000.5537. Furthermore, the interviewees formally authorized their participation in the research by signing the consent form. The data were treated according to the technique of content analysis in the form of thematic analysis according to Bardin. This process, four categories emerged: "Types of popular practices used in the care of the child"; "Source of information of popular practices"; "Results obtained with popular practices"; "Factors that hinder the adoption of common practices." The results showed the use of popular practices by caregivers in the case of illness to children such as the homemade preparations with medicinal plants and folk healers. The family environment was referenced as the main learning space and spread of popular practices, which are influenced by cultural relations present in this context. As to the results obtained with popular features, the caregivers said to be satisfactory, and this triggers a feeling of confidence and acceptability of such measures. It is concluded that the use of popular practices in child care persists in everyday most of the participants, despite the hegemony of allopathic therapy. The caregivers stated that such practices are effective and easy to obtain, being secured in context by popular culture. In addition, health professionals, especially nurses, were seldom mentioned by the caregivers as to the information concerning popular resources used by them, which suggests the weakness in dialogic process of negotiating practices between both of them / As pr?ticas populares correspondem aos recursos utilizados pelas fam?lias, pessoas leigas e terapeutas populares, cuja apreens?o do saber se constr?i no cotidiano. Nesse contexto, a crian?a doente pode se tornar vulner?vel por estar na depend?ncia de um cuidador familiar, o qual, muitas vezes decide empregar pr?ticas populares. Assim, o cuidado ? crian?a deveria ser compartilhado entre cuidador e profissional de sa?de. Entretanto, estes pouco sabem sobre os recursos que a fam?lia emprega ao perceber algum agravo no infante. Diante disso, a pesquisa em apre?o objetivou analisar o uso de pr?ticas populares por cuidadoras de crian?as com zero a cinco anos de idade. Realizou-se um estudo explorat?rio e descritivo, com abordagem qualitativa, junto a 15 cuidadoras de crian?as, que eram atendidas na Unidade Mista de Felipe Camar?o, localizada no munic?pio de Natal, Rio Grande do Norte, Brasil. Para escolha das participantes, estas deveriam ter idade igual ou superior a 18 anos; ser cuidadora de crian?a(s) com at? cinco anos de idade; e, residir na ?rea adscrita da Unidade Mista de Felipe Camar?o. A coleta de dados ocorreu entre os meses de setembro e outubro de 2013, por meio da entrevista em profundidade. Esta etapa foi antecedida pela anu?ncia da Secretaria de Sa?de do munic?pio de Natal; da dire??o da Unidade Mista de Felipe Camar?o; bem como, do Comit? de ?tica em Pesquisa da Universidade Federal do Rio Grande do Norte, com Certificado de Apresenta??o e Aprecia??o ?tica, n? 15467013.8.0000.5537. Al?m disso, as entrevistadas autorizaram formalmente a participa??o na pesquisa, atrav?s da assinatura do Termo de Consentimento Livre e Esclarecido. Os dados foram tratados conforme a t?cnica de An?lise de Conte?do na modalidade de an?lise tem?tica, segundo Bardin. Deste processo, emergiram quatro categorias: Tipos de pr?ticas populares utilizadas nos cuidados com a crian?a ; Fonte de informa??es das pr?ticas populares ; Resultados obtidos com as pr?ticas populares ; Fatores que dificultam a ado??o de pr?ticas populares . Os resultados revelaram a utiliza??o de pr?ticas populares pelas cuidadoras, nos casos de adoecimento da crian?a, a exemplo: das prepara??es caseiras com plantas medicinais e da rezadeira. O ambiente familiar foi referenciado como principal espa?o de aprendizado e propaga??o das pr?ticas populares, as quais s?o influenciadas pelas rela??es culturais presentes nesse contexto. Quanto aos resultados obtidos com os recursos populares, as cuidadoras afirmaram ser satisfat?rios, e isto desencadeia um sentimento de confian?a e aceitabilidade de tais medidas. Conclui-se, que o uso de pr?ticas populares no cuidado ? crian?a persiste no cotidiano da maioria das fam?lias estudadas, apesar da hegemonia da terapia alop?tica. As cuidadoras afirmaram que tais pr?ticas s?o eficazes e de f?cil obten??o, estando asseguradas no seu contexto pela cultura popular. Al?m disso, os profissionais de sa?de, sobretudo os enfermeiros, foram pouco citados pelas cuidadoras quanto ?s informa??es referentes aos recursos populares utilizados por elas, o que sugere a fragilidade no processo dial?gico e de negocia??o de pr?ticas entre ambos

The topic of this thesis is "Child and childhood in Vietnam". It focuses on the prenatal and the early period of childhood. The thesis uses a cultural anthropological point of view which emphasizes superstitious or taboo behaviour associated with the time of birth - pregnancy, childbirth, puerperium and child care. For the purposes of the thesis, the research was conducted in the north-east urban areas of Northern Vietnam. Since the myths, taboos and rituals tends to change, develop or even perish, it was necessary to limit the topic in terms of time. Therefore the work studies only three generations of Vietnamese women over a sixty-year period. The thesis is based not only on relevant literature but also on the field research conducted in Vietnam. The interviews and unobtrusive observation carried out among involved women extend the information gained from literature and also provide the women's personal point of view on childbirth and early childcare issues. The main objective is to answer how much the so-called "child's world" has changed in the three-generation period and to what extent the rituals, myths and taboos are still relevant to current issues in contemporary Vietnam. Key words: Vietnam, children, childhood, Vietnamese family, birth, child care, taboo, rituals, superstitions.

This thesis is concerned by the problems of foster care from the view of Christian ethics. It presents interpretation of marriage and family in the Bible, in Christian tradition and at present. It deals with the conception of foster care from history to contemporary form and its valid laws of the Czech Republic. It touches on ethical issues related to foster care. It shows the basic Christian principles, which justify the foster care, however the discussion about its specific shape and form is possible.

Made available in DSpace on 2014-07-29T15:13:41Z (GMT). No. of bitstreams: 1 dissertacaodenise.pdf: 1448047 bytes, checksum: 995a2779a0af3816135d096fb57bae2f (MD5) Previous issue date: 2006-10-30 / This research set out to study the meaning and significance of childhood, family and crèche for educators and family members of children attending a philanthropic institute in the southern region of Goiânia. In order to carry out this investigation, the socio-historical-dialectical method was used to study the phenomena of the concrete reality, in ongoing relationships with other phenomena, which are formed in the contradictions of antagonistic forces of movement and transformation. The unfolding of the social reality from a perspective of wholeness requires work of appropriation, organization and exposition of the facts, in which the target is the thought-out concrete reality. This theoretical appropriation involves the exercise of critical interpretation and evaluation of the facts, as a fundamental prerequisite for dialectic thinking. As a result of this epistemological stance, a qualitative approach was proposed for the investigative process and for the treatment of information. To arrive at these, semi-structured interviews were used, in which the subjects co-participants of the research process were able to express their opinions freely about the proposed themes, in order to allow for a broader understanding of the object under investigation. Working from these theoretical methodological presuppositions, an effort was made to understand the different meanings which family members and educators build around the role of the family and crèche, in caring and educating in the early years of childhood. In the analysis of the speech of the subjects, an understanding was sought of the meanings attributed to childhood: those connected to an idealized and naturalized conception of the child or those which permit an understanding of them as social subjects, involved in the concrete reality of social relationships. As well as that, it was hoped to grasp the conception of education, through analyzing the meaning attributed to the family and crèche in the social task of caring for and educating children from birth to the age of three. At different moments throughout this analytical process, it was possible to detail the meaning which the subjects attributed to the proposed themes and relate the similarities and differences between the constructed meanings, in their individual and social journeys. Meaning is understood as the most stable dimension of the word, but only one of the meaning zones which it acquires in the context of a discourse. Meaning is the sum of all the psychological factors which a word provokes in the conscience. It is the most singular aspect of the subject. Even though this distinction is adopted, the concepts of significance and meaning are understood as inseparable in the awareness of the subject, in his/her concrete involvement in life. These two dimensions in the process of meaning express the singularity and universality of social life in which the subject is, at the same time, product and producer. Thus, in this study, meaning and significance were analyzed at the same time, in the search for an understanding of the dialectic between the two. However, preference was given to the analysis of significance in order to make a comparison possible between two groups of interlocutors: family members and educators. The organizing plank of this investigation was the family, understood both as the milieu and as the social group, made up of people who assume different roles, and live out complex affective exchanges. They construct and reconstruct their understanding of the world and of themselves, mutually influencing each other to the extent that they are organized to satisfy individual and group necessities. Their involvement in the educational milieu of the crèche by means of the child provokes a construction of meanings and significance permeated by conflict and tensions in the social group. / A presente pesquisa tem como objeto de estudo os sentidos e significados de infância, família e creche atribuídos por educadoras e familiares de crianças atendidas por uma creche filantrópica da região sul de Goiânia. Para empreender esta tarefa investigativa, optou-se pelo método sócio-histórico-dialético, que estuda os fenômenos da realidade concreta em permanente articulação com outros fenômenos, constituídos nas relações de contradições entre forças antagônicas, de movimento e transformação. Foi necessário, para tanto, retomarmos a leitura dos clássicos que contribuíram para a construção da concepção dialética de mundo e de homem que orientam essa opção metodológica: Marx (1985 e 1980), Marx e Engels (2005), Gramsci (1987), Kosik (1986), Vasquez (1986), Wallon (1981, 1975), bem como seus interpretes mais recentes: Barbosa (1997), Barbosa, Magalhães e Alves(2003), Rey (2003 e 1997), Andery (2000), Ianni (1985), Carone (1984), Frigotto (1989), Gamboa (1989), dentre outros. Como decorrência desta postura epistemológica, propôs-se uma abordagem qualitativa, no processo investigativo e no tratamento das informações. Na obtenção dessas, optou-se pela entrevista semi-aberta, em que os sujeitos - co-participantes - do processo de pesquisa puderam manifestar livremente suas opiniões sobre os temas propostos, a fim de possibilitar uma compreensão mais ampla do objeto investigado. Na análise das falas dos sujeitos, buscou-se compreender que significados são atribuídos à infância: aqueles ligados a uma concepção idealizada e naturalizada de criança ou aqueles que permitem compreendê-la como sujeito social, inserido na realidade concreta das relações sociais. Além disso, pretendeu-se captar a concepção de educação, analisando o significado atribuído à família e à creche na tarefa social de cuidar e educar as crianças na idade de zero a três anos. Neste processo de análise, em vários momentos, foi possível explicitar os sentidos que os sujeitos atribuíam aos temas propostos e relacionar as semelhanças e diferenças entre os significados construídos, em suas trajetórias individuais e sociais. Para tanto, partiu-se do referencial teórico de Vygotsky (2001, 1989, 1987) e Bakhtin (1999). O eixo articulador desta investigação foi a família, compreendida como meio e como grupo social, constituído por sujeitos, que assumem determinados papéis, vivenciam complexas trocas afetivas, constroem e reconstroem sua compreensão de mundo e de si mesmas, influenciando-se mutuamente, na medida em que se articulam para a satisfação das necessidades individuais e do grupo. Sua inserção, por meio da criança, no ambiente educativo da creche provoca no grupo social a construção de sentidos e significados permeados por conflitos e tensões.

The diploma thesis deals with assisted contacts of parents and children in the Czech Republic. A functioning family is essential for a child's successful development and future life. Today, many families live where stability and well-functioning family relationships are not a matter of course. Family breakdowns are becoming a more common reality that not only adults but also children have to deal with and learn to live with. In today's world we can find many forms of family. A situation where a child grows up with only one parent may in some cases be more convenient than living in a dysfunctional conflicting family that does not provide the child with enough love. Nevertheless, the child is affected by this fact. The parents' attitude in how they deal with divorce or separation represents an important factor for successful development of a child.. If the parents manage to explain the situation clearly and appropriately, given the age to the child, or whether the parents manipulate the child and draw them into their problems, the child perceives it all. This manipulation can take place in the form of so-called child programming. The way parents appear in front of their children, how they communicate with each other and whether they vent their problems in front of their children will fundamentally...