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

Thesis (PhD)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: One of the cruelest legacies of the apartheid era in South Africa was that it created a situation in which a very large proportion of children in the African and Coloured populations live in households affected by severe poverty. The first aim of this dissertation is to make a contribution to knowledge about the South African child poverty profile and its sensitivity to the adult equivalence scale used in measurement. This contribution is based on the Income & Expenditure Survey 2005. In April 1998, following the recommendations of the Lund Committee, the Child Support Grant (CSG) cash transfer programme was introduced. This programme initially paid a benefit of R100 a month to primary caregivers who passed a means test to help them care for children age 0-6. Currently it offers R250 to primary caregivers of children age 0-15 who pass a means test. The second aim of this dissertation is to synthesize the main findings and knowledge gaps of the performance of the CSG based on an analysis of the existing research on the programme. The questions used to structure the CSG analysis are derived from an application of the Rossi et al. (2004) systematic approach for tailoring a social programme evaluation and cover the logic of the programme‘s impact theory, implementation impact and design. Chapter one considers conceptual and methodological issues in child poverty measurement, thereby providing methodological foundations for the analysis. Chapter two reviews the existing research on child poverty in South Africa and identifies knowledge gaps that the Income and Expenditure Survey of 2005 analysis contributes towards filling. Chapter three presents the findings on the sensitivity of the child poverty profile to changes in the adult equivalence scale as well as on the dimensions of the South African child poverty profile. Chapter four describes the Rossi et al. (2004) method for tailoring a social programme evaluation and applies it, thereby laying the foundations for the CSG programme analysis, presented in chapter five. The conclusion explains how the child poverty analysis in the first half of the dissertation relates to the CSG analysis in the second and draws implications of the dissertation‘s main findings for future research. Setting the poverty line at the 40th percentile of households calculated with different AESs, the scope and composition of child poverty are found to be relatively insensitive to the scale used. This supports the argument that it may be appropriate in South Africa to use a poverty line based on a per capita welfare measure. For the construction of the poverty profile per capita income is used as the welfare indicator, with the poverty line set at the 40th percentile of household. The profile finds that poverty remains more extensive amongst children than adults even after the massive injection of cash via the CSG into poor households with children. Large variations across provinces remain. The child poverty headcount and depth and severity measures are all found to be higher amongst children age 0-4 than children age 15-17, despite the prioritization of very young children in the roll out of the CSG programme. The finding that children age 0-4 are still most in need questions the logic behind the government‘s recent decision to expand coverage of the grant to children age 15-17 instead of allocating additional funds to support this group. The CSG programme impact theory is found to be reasonable. A substantial amount of research on the programme‘s implementation is identified, which shows the massive expansion in its coverage since 2000 and that, in general, it has been well implemented. Delay in reaching very young eligible children, under-representation of children with non-biological caregivers and failure to reach some of the very poorest children who live in remote areas emerge as weaknesses in programme implementation. Barriers to access are identified. The difficulty of distilling the effects of the CSG programme on child poverty and its associated deprivations in the absence of a randomized community trial is explained, as is the need to use direct rather than indirect monetary indicators to isolate the impacts of the CSG on child poverty. A small yet convincing evidence base on the impacts of the programme is identified; this shows that it has been achieving its ultimate objectives of reducing child deprivation and promoting human capital development. It is argued that the existing research and current budgetary context suggests that: the income means test should not be eliminated; the CSG benefit value should not be raised substantially; school related conditions should not have been linked to receipt of the CSG benefit; and, even in the case of children age 16 and above, the grant should be paid to children via the primary caregiver. The research priorities implied by this dissertation are organized into three separate yet interrelated areas of research. The first is further research on the dimensions of multi-dimensional child poverty in South Africa. Here the spotlight needs to be on: understanding more about which children are deprived and in what sense; similarities and differences between the composition of poverty based on indirect monetary measures and other more direct measures of deprivation; the circumstances which ensure that children age 0-4 are still most in need (at least in the resource deprivation sense). The second area is research on the implementation of the CSG programme, in which case the findings from the existing research on the weaknesses in programme implementation and concerns about targeting outcomes need to guide the research. The third area of research identified as requiring further attention is that of the CSG‘s impacts on child deprivation (wellbeing). Here the focus needs to be on establishing which children are benefiting most and least from the grant and why. Towards this end quantitative researchers need to follow the lead of other researchers and use direct indicators of child outcomes. Qualitative research on who controls the resources that flow into the household, as well as how resources are allocated inside the household, can make an important contribution to answering these questions. The CSG‘s potential to generate behavioral effects which could alter household structure and/or income earned from wages is something that is also identified as important for researchers to explore. / AFRIKAANSE OPSOMMING: Een van die wreedste erfenisse van Suid-Afrika se apartheid-era was dat dit ‘n toestand geskep het waarin die grootse gros van swart en kleurling kinders in huishoudings geleef het wat deur armoede geraak is. Die eerste doel van hierdie proefskrif is om ‘n bydrae te lewer tot kennis omtrent die Suid-Afrikaanse kinderarmoedeprofiel en hoe sensitief dit is vir die volwassene-ekwivalentskaal waarmee dit gemeet word. Die empiriese bydrae oor die kinderarmoedeprofiel en sy sensitiwiteit vir die VES is gebaseer op die Inkomste- en Bestedingstudie van 2005. Na die aanbevelings van die Lund-komitee is die Kinderbystandstoelae (KBT), ʼn program van kontantoordragte, in April 1998 bekendgestel. Die program het aanvanklik ʼn voordeel van R100 per maand aan primêre versorgers betaal wat aan 'n middeletoets voldoen het om hulle te help om kinders van 0 tot 6 jaar oud te versorg. Tans word R250 aangebied aan primêre versorgers van kinders van 0 tot 16 jaar wat aan die middeletoets voldoen. Die tweede doel van hierdie proefskrif is om vas te stel wat die belangrikste vrae is wat tans gevra behoort te word omtrent die KBT se vertoning, gegrond op ʼn analise van die bestaande navorsing oor hierdie program, om die bevindings en kennisleemtes hieroor saam te vat. Hoofstuk 1 beskou konsepsuele en metodologiese kwessies rakende die metings van kinderarmoede, wat die metodologiese grondslag vir hierdie analise bied. Hoofstuk 2 gee 'n oorsig van die bestaande navorsing oor kinderarmoede in Suid-Afrika en identifiseer sodoende die kennisleemtes, wat die analise van die IBS help vul. Hoofstuk 3 bied bevindinge oor die ontleding van die sensitiwiteit van die kinderarmoedeprofiel vir die volwasse-ekwivalentskaal wat gebruik word en dateer hierdie profiel op met gebruik van die Inkomste- en Bestedingstudie van 2006. Hoofstuk 4 beskryf Rossi et el. (2004) se metode oor hoe om ʼn maatskaplike program te beoordeel en pas dit toe om belangrike vrae te identifiseer wat oor die KBT gevra behoort te word. Hoofstuk 5 bied antwoorde op hierdie vrae rakende die KBT sowel as bevindinge en kennisleemtes uit die literatuur rakende die KBT-program. Deur die armoedelyn op die 40e persentiel van huishoudings soos met verskillende VES‘e bereken te stel, word gevind dat die omvang en samestelling van kinderarmoede redelik onsensitief is vir die skaal wat gebruik word. Dit ondersteun die argument dat dit toepaslik mag wees om 'n per capita armoedelyn vir berekening van Suid-Afrikaanse armoedeprofiele te gebruik. Dus word die armoedelyn op die 40e persentiel van per capita inkomste gestel vir die konstruksie van die armoedeprofiel. Hierdie profiel toon dat armoede onder kinders meer algemeen is as onder volwassenes, selfs ná die massiewe inspuiting van kontant in arm huishoudings met kinderlede deur die KBT. Daar bly groot onderskeide tussen provinsies. Vir kinders 0 tot 4 is die koppetelling, diepte en intensiteit van kinderarmoede alles hoër as vir ouer kinders tot in die groep 15–17. Dit ondersteun die regering se huidige beleid om voorkeur te verleen aan jonger kinders in die stryd teen armoede. Die teorie agter die KBT program se impak word as redelik beoordeel. ʼn Beduidende hoeveelheid navorsing bestaan oor die KBT se implementering. Dit toon die massiewe uitbreiding van die program sedert 2000 en dat die program in die algemeen goed geïmplementeer is. Swakpunte in implementering wat uitgewys word is die sloering om baie jong kwalifiserende kinders te bereik en onderverteenwoordiging van kinders waarvan die versorgers nie biologies verwant is aan die kinders nie. Daar word aangevoer dat die beperkte navorsing oor die KBT-program se impak daarop dui dat dit sy uiteindelike doelstelling bereik om kinderontbering te verminder en menslike kapitaal te bevorder. Die analise van die KBT-program lei tot die slotsom dat die inkomste-middeletoets nie uitgeskakel moet word nie, dat skoolplig-voorwaardes nie vir die program moes ingestel geword het nie, dat die voordeelvlakke van die program nie tans beduidend verhoog moet word nie en dat die toelae ook in die geval van ouer kinders (16 jaar en meer) wel steeds aan die primêre versorger uitbetaal behoort te word. Een duidelike kennisleemte oor die KBT-program is hoe dit gedrag beïnvloed, in die vorm van arbeidsmigrasie, arbeidsaanbod en fertiliteit, sowel as gesinstruktuur en reëlings rondom die versorging van kinders. ʼn Verdere kennisleemte is hoe die program op die vlak van beleid en implementering met ander ondersteuningsmaatsreëls vir kinders geïntegreer is. Die analise wys op die behoefte daaraan om beleidsopsies te verken wat sal help dat kinders wie se versorgers nie biologiese verwante is nie netsoveel sal baat van die inkomste wat weens die KBT in arm huishoudings invloei as ander kinders. Navorsingsprioriteite wat uit hierdie proefskrif se bevindinge spruit kan in drie onafhanklike maar gekoppelde navorsingsgebiede gegroepeer word. Die eerste is verdere navorsing oor die dimensies van multi-dimensionele kinderarmoede in Suid-Afrika. Hier behoort die soeklig te val op: ʼn beter begrip van watter kinders ontbeer en in watter sin; ooreenkomste en verskille tussen die samestelling van armoede gebaseer op indirekte monetêre maatstawwe en ander meer direkte maatstawwe van ontbering; en wat veroorsaak dat kinders in die ouderdomsgroep 0-4 se behoefte steeds die grootste is (ten minste in die hulpbron-ontbering sin van die woord). Die tweede gebied is navorsing oor die implementering van die KBT-program, waar bevindinge oor swakhede in program-implementering uit bestaande navorsing en besorgdheid oor die uitkomste van teikening navorsing behoort te rig. Die derde navorsingsgebied wat verdere aandag verg is die KBT se impak op kinderontbering en -welsyn. Hier behoort die klem daarop te val om vas te stel watter kinders die meeste voordeel trek uit die toelae en hoekom dit die geval is. In hierdie verband word geargumenteer dat kwantitatiewe navorsers ander navorsers se voorbeeld behoort te volg en direkte maatstawwe van kinderuitkomste behoort te gebruik. Kwalitatiewe navorsing oor wie bronne beheer wat die huishouding binnevloei en hoe dit binne die huishouding toegedeel word, kan veel tot die beantwoording van hierdie vrae bydra. Nog iets wat uitgewys word as ʼn belangrike gebied wat navorsers verder moet ontgin is die KBT se potensiële effek op gedrag wat huishoudingstruktuur en/of looninkomste beïnvloed.

Who are talented and gifted (TAG) students and how do we meet their unique needs in the elementary school setting? The body of literature clearly articulates the unique intellectual, social and emotional needs and characteristics of TAG students. Additionally, the literature supports the implementation of differentiated teaching strategies and affective curriculum to help meet these unique needs. This descriptive phenomenological study allowed gifted children, in fifth grade from a Pacific Northwest suburban elementary school, to share their lived experiences through reflective narratives and art. The data collected generated a central theme of Friends and general themes of Awareness, Feelings, Learning, and TAG Programming. Experiences that included friends were, by far, the most commonly shared; however, the participants also shared stories of wanting to be challenged and how they appreciated teachers who were more creative in curriculum delivery. Delisle (2012), Jessiman (2001) and Bergmark (2008) assert that in order to make progress in school reform and/or improvement we need to listen to our consumers and by consumers they are referring to our students. This study captures the gifted child's experience in elementary school and allows their voice to be heard.

The aim of this study was to investigate unaccompanied migrant children (UMC )experiences, challenges and coping strategies in South Africa as they navigate their lives with no parental care and protection in a foreign country. The continuous inflow of UMC remains a major challenge globally and more so in South Africa. The inflow resulted in unaccompanied migrant children facing adverse challenges such as exploitation, marginalisation, discrimination and violation of human rights. In response to this influx, the South African Government embarked on several commendable initiatives, notwithstanding the national guidelines by the Department of Social Development, which unfortunately could not provide adequate guidance for social workers, on how to respond effectively to challenges facing UMC. The study was qualitative guided by exploratory, descriptive, and contextual designs. A sample was drawn using purposive sampling. Participants sampled for data collection were UMC and social workers tending them, from two shelters; one in the Limpopo and one in the Gauteng provinces, respectively. Data was collected using semi-structured interviews and analysed using Tesch’s eight steps of data analysis in Creswell (2013). The findings confirmed that unaccompanied migrant children do not receive satisfactory services from social workers who are mandated by the Department of Social Development to look after all the vulnerable children in South Africa. In addition, the findings further confirmed the contradictions and misalignment of legal frameworks that make it difficult for social workers to provide effective services to the UMC, thus exposing the latter to a continued plethora of daily challenges. Despite the magnitude of challenges presented by the host country, it emerged that unaccompanied migrant children demonstrate a range of coping mechanisms to survive the challenges experienced within the borders of South Africa. Prominent in the findings was the dissatisfaction of social workers regarding lack of clarity and inconsistencies in the current Social Development Guidelines on; Separated and Unaccompanied Children Outside their Country of Origin in South Africa. Based on these findings, recommendations are made for practice and additional guidelines were developed to enhance service delivery to the UMC. / Social Work / D. Litt. et Phil. (Social Work)

Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished

The purpose of this study was to examine whether or not having social support serves as a tool of encouragement for youth to become skilled in areas preparing them for adulthood.

Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished

Hung Mong-ping. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (leaves 163-173). / Abstracts in English and Chinese. / ABSTRACT (English version) --- p.i / ABSTRACT (Chinese version) --- p.ii / ACKNOWLEDGEMENTS --- p.iii / TABLE OF CONTENTS --- p.iv / LIST OF FIGURES AND TABLES --- p.viii / Chapter CHAPTER 1 --- INTRODUCTION --- p.1 / Chapter CHAPTER 2 --- LITERATURE REVIEW --- p.4 / Chapter 2.1 --- Studies on the Schooling and Social Adaptation of Young NACs from Mainland China --- p.4 / Chapter 2.1.1 --- Difficulties in Finding a School Place --- p.5 / Chapter 2.1.2 --- Enrollment in Lower Grades with Younger Classmates --- p.7 / Chapter 2.1.3 --- Problems in the Learning of Languages --- p.9 / Chapter 2.1.4 --- Relationship with Teachers --- p.11 / Chapter 2.1.5 --- Peer Relationship in School --- p.12 / Chapter 2.1.6 --- Relationship with the Family and Adaptation to the Change of Living Environment --- p.13 / Chapter 2.1.7 --- Community Support for Students --- p.15 / Chapter 2.1.8 --- Limitations of Local Studies on Young NACs and Focus of Current Study --- p.16 / Chapter 2.2 --- Socio-cultural Dimension in Minority Education --- p.18 / Chapter 2.2.1 --- Interpersonal Relationship with Classmates and Teachers --- p.18 / Chapter 2.2.2 --- Role of the Minority Parents --- p.20 / Chapter 2.2.3 --- Cultural Adaptation and Marginality --- p.21 / Chapter 2.2.4 --- Identity --- p.25 / Chapter 2.2.5 --- Summary --- p.27 / Chapter 2.3 --- Effects of Age-based Identity on Learning --- p.29 / Chapter 2.3.1 --- Academic Improvement --- p.29 / Chapter 2.3.2 --- School Dropouts --- p.30 / Chapter 2.3.3 --- Self Concept --- p.31 / Chapter 2.3.4 --- School Adjustment --- p.33 / Chapter 2.3.5 --- Summary --- p.34 / Chapter 2.4 --- Socio-cultural Influences in SLA --- p.36 / Chapter 2.4.1 --- Norton's Theorization about Socio-culturalInfluences on the SLA --- p.36 / Chapter 2.4.2 --- Research Studies Supporting Norton's Theorization --- p.38 / Chapter 2.4.3 --- "Norton (1997,2000)'s Revisit of the SLA Theory" --- p.41 / Chapter 2.4.4 --- Summary --- p.44 / Chapter CHAPTER 3 --- METHODOLOGY --- p.46 / Chapter 3.1 --- Research Method --- p.46 / Chapter 3.2 --- The Case Study Research Approach --- p.47 / Chapter 3.2.1 --- Definition of Case Study --- p.47 / Chapter 3.2.2 --- Merits and Limitations of the Case Study --- p.47 / Chapter 3.2.2.1 --- Merits --- p.47 / Chapter 3.2.2.2 --- Limitations --- p.49 / Chapter 3.3 --- The Case Study approach for the Study of the Young New Arrivals from Mainland China --- p.50 / Chapter 3.3.1 --- Research Design --- p.50 / Chapter 3.3.1.1 --- Multiple-Case Study --- p.50 / Chapter 3.3.1.2 --- Length of Research Period --- p.51 / Chapter 3.3.2 --- Data Collection --- p.52 / Chapter 3.3.2.1 --- Triangulation of Informants and Data Collection Methods --- p.52 / Chapter 3.3.2.2 --- Self-completion questionnaires andQualitative Interviews --- p.53 / Chapter 3.3.2.3 --- Semi-structured Interviews --- p.54 / Chapter 3.3.2.4 --- Audio-recording and Transcription --- p.55 / Chapter 3.3.3 --- Data Analysis --- p.55 / Chapter 3.3.3.1 --- Deductive Data analysis Approaches --- p.55 / Chapter 3.3.3.2 --- Member Checks --- p.56 / Chapter 3.4 --- Selection of Subjects for the Study --- p.57 / Chapter 3.5 --- Profile of Subjects --- p.58 / Chapter 3.6 --- Procedures of the Study --- p.61 / Chapter 3.6.1 --- Stage 1: Pilot-testing of Questionnaires (Late June 2001) --- p.61 / Chapter 3.6.2 --- Stage 2: Interviews with the Teachers (Early July 2001 to early December2001) --- p.62 / Chapter 3.6.3 --- Stage 3: Interviews with the Subjects to Collect Background --- p.63 / Chapter 3.6.4 --- Stage 4: Interviews with the Subjects to Collect In-depth Data (Mid-September 2001 to Mid-January2001) --- p.63 / Chapter 3.6.5 --- "Stage 5: Interviews with the parents (December to February,2001)" --- p.64 / Chapter 3.6.6 --- Stage 6: Data Analysis (March to May) --- p.65 / Chapter CHAPTER 4 --- DATA ANALYSIS AND FINDINGS --- p.67 / Chapter 4.1 --- Reasons for Coming to Hong Kong --- p.67 / Chapter 4.2 --- Scene of Departure and First Day in Hong Kong --- p.70 / Chapter 4.3 --- Schooling in Hong Kong --- p.75 / Chapter 4.3.1 --- First School Day --- p.75 / Chapter 4.3.1.1 --- Feelings before Going to School --- p.75 / Chapter 4.3.1.2 --- New Teachers and Classmates --- p.76 / Chapter 4.3.1.3 --- Cultural Differences and Language Shock --- p.82 / Chapter 4.3.1.4 --- Worries and Concerns --- p.85 / Chapter 4.3.2 --- School Life --- p.87 / Chapter 4.3.2.1 --- Perceived Function of Educationand Academic Goal Setting --- p.87 / Chapter 4.3.2.2 --- Parent's Expectation for the NACs Academic Attainment --- p.89 / Chapter 4.3.2.3 --- Relationship with Teachers --- p.92 / Chapter 4.3.2.4 --- Relationship with Classmates --- p.94 / Chapter 4.3.2.5 --- Language Learning --- p.101 / Chapter 4.3.2.5.1 --- Attitudes towards Different language --- p.101 / Chapter 4.3.2.5.2 --- Cantonese Learning --- p.102 / Chapter 4.3.2.5.3 --- English Learning --- p.104 / Chapter 4.3.2.6 --- Age Gap with Classmates --- p.112 / Chapter 4.3.2.7 --- Participation in Extracurricular Activities --- p.115 / Chapter 4.3.2.8 --- Change to a Different School --- p.116 / Chapter 4.4 --- Family Life and Community Support --- p.119 / Chapter 4.4.1 --- Family Life --- p.119 / Chapter 4.4.1.1 --- Relationship with Family --- p.119 / Chapter 4.4.1.2 --- Living Environment --- p.123 / Chapter 4.4.1.3 --- Family's Economic Situation --- p.125 / Chapter 4.4.1.4 --- Comparison with Hongkongers´ة Family Life --- p.127 / Chapter 4.4.1.5 --- Languages use with Family --- p.129 / Chapter 4.4.1.6 --- Learning of Hometown Cultures --- p.131 / Chapter 4.4.2 --- Community Support --- p.133 / Chapter 4.4.2.1 --- Education Department --- p.133 / Chapter 4.4.2.2 --- School's Support --- p.137 / Chapter 4.4.2.3 --- Community Centers --- p.138 / Chapter 4.4.2.4 --- The Church --- p.139 / Chapter 4.5 --- Identity --- p.140 / Chapter 4.5.1 --- Perception of Self and In-group Members --- p.140 / Chapter 4.5.2 --- Feeling about Different Labels and Desirable Identity --- p.142 / Chapter 4.6 --- Summary --- p.146 / Chapter CHAPTER 5 --- CONCLUSION --- p.148 / Chapter 5.1 --- The NACs' Sense of Self and Socio-cultural Adaptation --- p.148 / Chapter 5.1.1 --- Sense of Self before and after coming to Hong Kong --- p.148 / Chapter 5.1.2 --- Factors Affecting Sense of Self --- p.150 / Chapter 5.1.3 --- Socio-cultural Differences --- p.151 / Chapter 5.1.4 --- Socio-cultural Influences on Learning --- p.152 / Chapter 5.1.5 --- Strategies Adopted by the Young NACs --- p.157 / Chapter 5.2 --- Recommendations and Suggestions --- p.158 / Chapter 5.3 --- Limitations of the Current Study and Suggestions for Future Studies - --- p.162 / reference --- p.163 / appendix --- p.174 / APPENDIX a Number of NACs Admitted to Secondary School (1991-2000) --- p.174 / APPENDIX B The Replication Approach to Multiple Case Study ´ؤ --- p.175 / APPENDIX C Consent Form for NACs Students --- p.176 / APPENDIX D Questionnaires for Young NACs I (Socioculutural Adaptation and Sense of Self) --- p.178 / APPENDIX E Questionnaires for Young NACs II (English Language Learning) --- p.192 / APPENDIX F Consent for NACs´ة English Teachers --- p.206 / APPENDIX G Interview Guide for the NACs' English Teachers -…- --- p.207 / APPENDIX H Interview Guide for Interview with Young NACs I(Sense of Departure & First day in Hong Kong) --- p.209 / APPENDIX I Interview Guide for Interview with Young NACs II (First School Day and the School Life) --- p.211 / APPENDIX J Interview Guide for Interview with YoungNACs III (Family Life) --- p.213 / APPENDIX K Interview Guide for Interview with YoungNACs IV(Perception of Self and Social Life) --- p.215 / APPENDIX L Consent Form (For NACs' Parents) --- p.217 / APPENDIX M Interview Guide for Interview with Young NACs' Parents --- p.219 / APPENDIX N Interview Transcription (Li: Follow-up Interview of the Questionnaire about Adaptation) --- p.221 / APPENDIX 0 Interview Transcription (Li: English Learning) --- p.229 / APPENDIX P Interview Transcription (Li: First Day in Hong Kong) --- p.239 / APPENDIX Q Interview Transcription (Li: First School Day and the School Life) --- p.248 / APPENDIX R Interview Transcription (Li: Family Life) --- p.264 / APPENDIX S Interview Transcription (Li: Perception ofSelf and Social Life) --- p.272 / APPENDIX T Interview Transcription (Li: Interview with Teacher) --- p.281 / APPENDIX U Interview Transcription (Li: Interview with Parent) --- p.287 / APPENDIX V Interview Transcription (Huang) --- p.292 / APPENDIX W Interview Transcription (Chang) --- p.362 / APPENDIX X Interview Transcription (Wong) --- p.431

Lo Wing-sze. / One booklet (14 p. : col. ill. ; 21 cm.) mounted on leaf 156. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2005. / Includes bibliographical references (leaves 100-113). / Abstracts in English and Chinese; questionnaires also in Chinese. / Acknowledgements --- p.ii / Abstract --- p.iii / Abstract (Chinese Version) --- p.v / Publications / Table of Contents --- p.viii / List of Figures --- p.xiii / List of Tables --- p.xv / List of Abbreviations --- p.xviii / Chapter Chapter One: --- Introduction / Chapter 1.1 --- Childhood obesity trends and measurement in Hong Kong and Elsewhere in the recent decade --- p.1 / Chapter 1.2 --- Health consequences of childhood obesity --- p.3 / Chapter 1.3 --- Determinants of childhood obesity --- p.4 / Physical inactivity --- p.4 / High-fat diet --- p.5 / Chapter 1.4 --- Parental eating attitudes on family food environments --- p.6 / Home food purchasing and availability --- p.6 / Family meal frequency and location --- p.7 / Child feeding practices- the food and eating rules --- p.8 / Chapter 1.5 --- The relationship of socioeconomic status and obesity --- p.8 / The economic status of households in Hong Kong --- p.10 / Chapter 1.6 --- Targeting children aged three and four years --- p.12 / Chapter 1.7 --- Conceptual framework and study objectives --- p.13 / Chapter Chapter Two: --- Survey Design / Chapter 2.1 --- Sample design and subject recruitment --- p.15 / Chapter 2.2 --- Survey methods --- p.17 / Anthropometric measurement --- p.17 / Lifestyle questionnaire --- p.18 / Three-day 24-hour dietary intake recall --- p.20 / Chapter 2.3 --- Data management and analysis methods --- p.23 / Anthropometric measurements --- p.23 / Lifestyle questionnaire --- p.24 / Three-day 24-hour dietary intake recall --- p.24 / Socioeconomic status (SES) of the subjects (Households) --- p.25 / Chapter 2.4 --- Ethics --- p.25 / Chapter Chapter Three: --- Results / Chapter 3.1 --- Responses to various components of the survey --- p.26 / Chapter 3.2 --- Socioeconomic status and related characteristics of the households --- p.28 / Chapter 3.3 --- Characteristics of the preschooler and their carers --- p.34 / Preschooler s weight status --- p.34 / Preschooler s growth --- p.35 / Other characteristicsof the preschoolers --- p.37 / Chapter 3.4 --- Home food purchasing and its determinants --- p.40 / Chapter 3.5 --- Family meal frequency and location --- p.43 / Chapter 3.6 --- Preschoolers' meal preparation activities --- p.48 / Chapter 3.7 --- Food and eating rules and mealtime activities --- p.50 / Chapter 3.8 --- Child's sedentary activities patterns and parental perceptions --- p.53 / Chapter 3.9 --- "Parental perceptions of preschooler's height and weight, and eating habits" --- p.57 / Chapter 3.10 --- Nutrient intakes of the preschoolers --- p.59 / Chapter 3.11 --- Food consumption patterns of the preschoolers --- p.63 / Chapter 3.12 --- Meal and snack patterns of the preschoolers --- p.67 / Chapter 3.13 --- Main contribution of food sub-groups to energy and various nutrient intakes for preschoolers --- p.69 / Chapter 3.14 --- Intakes of energy and various nutrients from foods eaten at home and outside home --- p.72 / Chapter 3.15 --- "Associations of parental feeding practices, preschoolers' nutrient intakes and physical activity patterns with childhood overweight and obesity" --- p.75 / Parental feeding practices and attitudes toward healthy eating by preschoolers'weight status --- p.75 / Activity patterns of the preschoolers by weight status --- p.76 / Energy and various nutrient intakes of the preschoolers by weight status --- p.77 / Chapter Chapter Four: --- Discussion / Chapter 4.1 --- Childhood obesity rate by SES group --- p.80 / Chapter 4.2 --- Characteristics of the preschoolers and the households --- p.81 / Chapter 4.3 --- High SES families dined together less frequently than their low SES counterparts --- p.84 / Chapter 4.4 --- Preferences of family members as an influential factor in purchasing fruits and vegetables --- p.86 / Chapter 4.5 --- Encouraging healthy food shopping practices with the preschoolers --- p.87 / Chapter 4.6 --- Food and eating rules imposed by parents may influence preschooler's eating habits and nutrient intakes --- p.88 / Chapter 4.7 --- Preschooler's sedentary activities patterns --- p.89 / Chapter 4.8 --- Incorrect parental perceptions of preschooler's weight --- p.91 / Chapter 4.9 --- Nutrient intakes of the preschoolers overall --- p.91 / Chapter 4.10 --- Comparing the nutrient intakes of the preschoolers with another study carried out in 2000 --- p.93 / Chapter 4.11 --- Parental/preschooler association on fruit and vegetable consumption --- p.94 / Chapter 4.12 --- Main contributors of food sub-groups to energy and various nutrient intakes for the preschoolers by SES group --- p.95 / Chapter 4.13 --- "Differences in family food environments, feeding practices, eating habits and nutrient intakes of preschoolers by maternal education level and mother's employment status" --- p.95 / Chapter 4.14 --- Strengths and limitations of the study --- p.96 / Chapter Chapter Five: --- Conclusions and Recommendations --- p.99 / References --- p.100 / Appendices / Chapter A1 --- Invitation letter to principals (English version) --- p.114 / Chapter A2 --- Invitation letter to principals (Chinese version) --- p.117 / Chapter B --- Summary of the background information of the participating schools --- p.120 / Chapter C1 --- Consent form and letter to parent(s) or guardian(s) (English version) --- p.121 / Chapter C2 --- Consent form and letter to parent(s) or guardian(s) (Chinese version) --- p.123 / Chapter D --- Paper fans with food and physical activity pyramid pictures --- p.125 / Chapter E --- Health report --- p.126 / Chapter F1 --- Lifestyle questionnaire (English version) --- p.127 / Chapter F2 --- Lifestyle questionnaire (Chinese version) --- p.136 / Chapter G1 --- 24-hour dietary recall forms (English version) --- p.144 / Chapter G2 --- 24-hour dietary recall forms (Chinese version) --- p.150 / Chapter H --- Food photo booklet --- p.156 / Chapter I1 --- Table: Households receiving social benefits by paternal occupations (p<0.001) --- p.157 / Chapter I2 --- Table: Summaries some of the characteristics of the surveyed preschoolers by gender and altogether --- p.158 / Chapter I3a --- Table: Preschooler's parents' age --- p.159 / Chapter I3b --- Table: Parents age by SES --- p.159 / Chapter I4 --- Table: Factors considered by interviewee when buying food items --- p.160 / Chapter I5 --- Table: Cost as a factor of buying queried food items by SES income group --- p.161 / Chapter I6 --- Table: Frequencies of eating out or having takeaway meals in/from different types of caterers by SES group --- p.162 / Chapter I7 --- Type of utensils used to feed the preschoolers by SES group --- p.162 / Chapter I8 --- Preschoolers' activities during dinner by SES group --- p.163 / Chapter I9 --- "Proportion of interviewees with adequate fruit, vegetable, and both fruit and vegetable intakes per day by SES group" --- p.163

The role of natural resources in the lives of rural children impacted by HIV/AIDS remains unexplored. This study highlights wild food use by rural children vulnerable to the impacts of HIV/AIDS as an important and regular activity that supplements their domestic diets. This work found that with an increase in vulnerability to HIV/AIDS, children rely more on wild foods. Through an 18 month project in the Eastern Cape, using a broad quantitative and qualitative school and non-school survey, individual interviews, food diaries, participant observation, interactive photography, and other participatory techniques, a total of 850 children's coping strategies and livelihoods were examined. The quality of children’s domestic diets was, on average, 60% lower than the Food and Agricultural Organization (FAO) guidelines. However, 62% of the children interviewed were supplementing their diets with wild foods, 30% having over half their diet supplemented with wild foods. Dietary diversity showed a 13% increase when wild food supplementation occurred. While traditionally rural children rely on reciprocal networks during times of crisis, we found that these networks were eroding from the pressures of HIV/AIDS. Begging, for some children, was replaced by wild food collection and a significantly larger proportion of children more vulnerable to HIV/AIDS relied on wild foods more than did less vulnerable children. Considering the heightened nutritional and energy needs of children, combined with the impact of HIV/AIDS on household food access, wild foods represent the last freely attainable food sources available to them. Hunting and collection of wild food is a group activity, which was found to have valuable psychosocial benefits. Commercialisation of wild foods was observed among 38% of the children, with significantly more vulnerable children selling wild foods. The use of wild foods by rural children also had positive influences on the preservation of indigenous ecological knowledge.