Thesis (M.A.) -- Central Connecticut State University, 2006. / Thesis advisor: Rebecca Wood. "... in partial fulfillment of the requirements for the degree of Master of Arts in Psychology." Includes bibliographical references (leaves 26-29). Also available via the World Wide Web.

Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.

Although the field of child and youth care has in recent years attempted to develop a framework for the child and youth care method of intervention, the effective child and youth care intervention is something about which very little has been written. In essence, we know little about why child and youth care interventions are sometimes effective and are, at other times, of no apparent consequence for the youth who experience them. While creative literature within the field has attempted to describe the experience, no research has been conducted into the phenomenon of the effective child and youth care intervention. An interpretative phenomenological inquiry was undertaken into the lived experiences of participants to effective child and youth care interventions. Three (3) dyads of subjects (3 child and youth care workers and 3 adolescents) were engaged in focused narrative interviews to elicit their individual descriptions of a common experience of intervention which the youth had described as effective or meaningful for them. The goal of the inquiry was to understand better the experience of the effective child and youth care intervention. From this inquiry themes relevant to the process and experience of the effective child and youth care intervention emerged. These are presented separately as: (1) themes from the process of intervention identified by the child and youth care workers, (2) themes from the process of intervention identified by the youth and (3) metathemes of effectiveness. The first two are descriptive interpretations of the process and the experience of the participants to the interventions. The third are interpretations by the author of the elements or characteristics of the interventions which may offer some understanding of why the interventions were considered to be effective by the youth. The themes which emerged from the inquiry are integrated with knowledge from the literature of the field and the author then reflects on possible implications for child and youth care practice, based on how he has made meaning of the experience of the inquiry and his conversations about the interventions with the youth and the child and youth care workers. / Graduate

This study is intended to contribute to the existing body of knowledge relative to social protection of Orphans and Vulnerable Children (OVC). It proffers recommendations on sustainable assistance mechanisms which will ensure effective support systems for improved quality of life for OVCs. The impacts of orphanhood and other vulnerability issues on children directly challenge social protection systems and how they support the wellbeing of the children. This presents grave threat to social and economic development as well as the wellbeing of children. Child Support Grant (CSG) is one of South Africa’s largest social protection programmes targeting vulnerable children. The effectiveness of the grants in addressing the concerns of the children is greatly dependent on how it is utilised. The aim of this study is for a review of the support systems for OVCs in South Africa, within the context of social grants to determine its viability to address the challenges of vulnerability. The study is informed by empowerment framework as theoretical paradigm; which postulates that people need to be empowered through sustainable programmes that enhance their capacities to realize their full potentials and become self-sufficient. The study reviewed and appraised relevant approaches that aid empowering OVCs in order to ensure that they are supported to move from state of helplessness to an empowered state. A quantitative research method was used for the survey, data analysis and review. A case study approach was adopted for the study. The population of this study consisted of selected families of OVCs and community volunteers in Port St. Johns and Ndlambe local municipalities of the Eastern Cape Province. The study findings show that the CSG is relevant in the context of providing the needed support for the OVCs, which will enhance their wellbeing and development. It identified CSG as a mechanism which supports the concept of ensuring that OVCs have an adult caregiver who supports them. It shows that the CSG is able to reduce the number of OVCs without an adult caregiver. xii The study identified that many of the caregivers of the OVCs do not have other source of income and this affects their utilisation of the grant to attend to the needs of the children such as caregivers who do not support the wellbeing of the children though they receive CSG. The findings did not identify many challenges with the functioning and management of the CSG scheme. The concerns identified by the study are related to challenges of accessing the grant. The findings show that the caregivers do not encounter obstacles while applying for CSG for reasons related to the fact that some of them are being assisted. It shows that most children that are eligible but are not receiving CSG were for reasons such as caregiver not applying on time for the child or lack of documents required for the application. The study further noted that it was mostly caregivers that were not assisted during the applications process that experienced difficulties. The study observed that supporting the needed infrastructure in resource constrained environment is necessary to assist the children. Building facilities for banking, health care, and recreation as well as educational facilities such as libraries and computer centres were identified as relevant in schemes that aim to improve the quality of lives of children. The study findings revealed that hunger and deprivation could be a defining factor, which influences a child’s interest in education. It concludes that the provision of CSG to families could have strong influence in determining children’s interest in education. The study identified other support systems in the community that complement the CSG mechanism. The supports includes the assistance to process the application for CSG as well as guidance in the utilisation of the grant; after school care programme which provides opportunity for children to receive additional educational support; and material assistance for OVC families. The supports were mostly through community volunteers of organisations in the communities. These supports were found to be useful in supporting the caregivers of the OVCs to support the children.

Chinese children are viewed not only as the raison d'etre of their parents, but also as contributors to their future well-being. The demands and expectations that shape the nurturing and education of young Chinese children have developed on the basis of these beliefs. In Richmond B.C., a community that has experienced a recent and rapid influx of Chinese immigrants, there has emerged an issue regarding the nature of preschool education. On the one hand, immigrant Chinese parents prefer a highly structured educational environment wherein English-as-a-Second language [ESL] instruction is emphasized. This kind of pedagogical approach, it is believed, will foster their children's integration into mainstream society. Early childhood educators and caregivers, on the other hand, favour an exclusively play-based learning strategy, one devoid of formal training in grammar and phonetics. These practitioners reject the reductionist approach advocated by parents in favour of what they view as a more wholistic pedagogy. This issue is further exacerbated by cultural barriers: first, owing to Confucian prescriptions against challenging authority, there exists a general reluctance on the part of Chinese immigrants to confront school officials; second, communication between the two sides is rendered difficult, if not impossible, by the language barrier. The purpose of this study is to foster better understanding on the part of child care policy makers regarding the educational needs and problems facing Chinese immigrant families residing in Richmond, B.C. Literature relevant to early childhood development within a multicultural framework was reviewed in this study. In particular, the development of ESL education for ethno-cultural preschoolers, the philosophy of early childhood pedagogy, the result of quality child care and issues pertinent to research terminology and techniques were closely examined. The literature reviewed was drawn predominantly from Canadian and American sources. Their texts were served to illustrate differences in philosophical and practical perspectives regarding child care. Chinese sources were also examined in order to explain cultural and ideological differences in the field of child care. A profile of the interviewees was developed based on quantitative data collected during interviews with 75 Chinese immigrant parents. The issues and problems identified in this study emerged from qualitative interviews with Chinese parents and key informants, the latter consisting of, child care practitioners, community workers, and educators. This study found that problems experienced by Chinese parents regarding child care are similar to those of Canadian parents. For instance, the lack of affordable and available quality child care are common concerns. However, as discussed above, one significant difference identified is the Chinese parents' emphasis on a pedagogical approach to early childhood education as opposed to the playbased strategy advocated by preschool child care givers. One other finding is that although most Chinese immigrant children can converse in English, few can read or write basic English. While conversational ability is an integral part of learning a language, reading and writing are more important with regard to the effective and efficient adoption of a second language. This study concludes that preschool ESL training is a vital part of the solution for early and successful integration of Chinese children into Canadian society. How can planning address this problem? This study recommends that the Provincial Ministry of Women's Equality which is responsible for child care together with the Federal Ministries of Immigration, Human Resources and Health share information and develop programs that will provide immigrants with young children information related to the Canadian child care system. At the provincial level, the key is to develop a community-based child care delivery system. Child care policies and programs should be sufficiently flexible and sensitive to deal with immigrant child care requirements. The promotion of culturally sensitized, community-based child care facilities and programs should be developed by the Inter-Ministry Child Care Policy Coordination Committee working closely with relevant ministries and communities. At the Municipal level, it is crucial to establish and maintain up-to-date and accurate data bases to avoid ad hoc child care delivery systems and polices. Coordination and cooperation of the Richmond Planning, Community Services and Health Departments and local School District #38 would benefit not only immigrant children but all children in the community. / Applied Science, Faculty of / Community and Regional Planning (SCARP), School of / Graduate

The purpose of this study was to combine practice and research in a community agency. This study examined the extent and nature of the need for child care in Richmond, B.C. for parents who are employed or attending one of three institutions, located within close proximity of each other. The relationships between different variables were analyzed: age of child, type of care, hours of care and preferred location. The results of 237 families were compiled. Out of 237 families there was an indicated need for 217 children. The results indicated that there was a need for child care for children aged 0-13 years. The major types of care required were group care for children 0-5 years of age and out-of-school care for older children. Preferred location for care ranged from the vicinity of home and school to the parents' place of employment. Even though few preferred a centralized location, respondents indicated they were willing to relocate and assist in the development of a centralized facility. / Arts, Faculty of / Social Work, School of / Graduate

M.S. Florida State College for Women 1928 / Includes bibliographical references

No description available.