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Pub Date: |
2013-03-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Adolescents; Attachment Behavior; Coping; Structural Equation Models; Family Programs; Peer Relationship; Self Esteem; Role; Interpersonal Competence; Prediction; Security (Psychology); Residential Care; Empathy
Abstract:
This study analyzes the contribution of peer attachment in predicting active coping and self-esteem in a sample of 109 institutionalized adolescents. It also explores the mediating role of social skills in the association between peer attachment, coping, and self-esteem. Structural equation modeling identified a model able to predict a positive and direct contribution of peer relationships on self-esteem. Results confirmed the mediating role of social skills but only between quality of peer attachment and the development of active coping. From an ecological perspective, quality of relationships with significant peer figures can contribute to the development of a secure base, especially in adolescents without family support. Consequently, institutionalized adolescents who perceive quality in their peer relationships seem to be more able to express their feelings and ideas. As a result, they can become able to establish positive and empathic relationships with others, which can lead to the development of active coping skills. The quality of peer relationships can also increase the self-esteem of these adolescents because they feel they have a source of personal support and can share their difficulties.
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Author(s): |
Messenger, Wendy |
Source: |
European Early Childhood Education Research Journal, v21 n1 p138-149 2013 |
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Pub Date: |
2013-00-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Foreign Countries; Educational Change; Expertise; Semi Structured Interviews; Family Programs; Organizational Culture; Cooperation; Interprofessional Relationship; Integrated Services; Organizational Theories; Information Dissemination; Nursery Schools; Child Care Centers; Communication (Thought Transfer); Knowledge Management
Abstract:
This study attempts to examine the relationship between professional culture and collaborative working in Children's Centres in a region of England. In Children's Centres, professionals from different professional backgrounds and different organisations are required to work together towards common goals as required by the Children Act 2004. Children's Centres serve to provide a place where children and families can access a number of services or be signposted to them. Anning (2001), Anning et al. (2006) suggested that some of the main difficulties appeared to be those of trying to combine the cultures of distinct services and professions into new ways of working and sharing professional knowledge. This research is considered with reference to professional journeys, professional identity and perceptions of knowledge. It builds upon the work of Robinson, Atkinson, and Dowling (2008) with reference to inter-professional processes and knowledge distribution, as well as previous work of ["name deleted to maintain the integrity of the review process"] in relation to common threads that draw professionals together. Socio-cultural theory, cultural identity theory, and organisational theory form the basis of the theoretical framework. The research considers how knowledge between different professionals is perceived and shared with reference to Bourdieu (1984), regarding the notion of "habitus" and Bhabha (1994) with reference to the creation of a new culture in terms of a "Third Space." It is based firmly within a qualitative paradigm and is phenomenological in nature. Twenty-five semi-structured interviews were undertaken in order to listen to the voices of different professionals from health, education and family support. Since 1997 and the election of New Labour in Britain, integrated working has been high on the political agenda. At the time of writing it is less certain as to the direction of the new coalition government elected in May 2010. "Integrated working" is considered to be the integration of all services who work with children by working towards common goals by sharing information and expertise. These services include health, education and social care, but may also include psychological services, the police and services provided by voluntary organisations.
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Pub Date: |
2013-01-00 |
Pub Type(s): |
Reports - Evaluative |
Peer Reviewed: |
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Descriptors:
Family Programs; Financial Support; Integrated Services; Low Income Groups; Middle Schools; Program Effectiveness; Coordination; Organizational Communication; Educational Environment; Cultural Differences; Age Differences; Privacy; Barriers; Parent Attitudes; Interviews; Case Studies
Abstract:
A commonly held belief is that children whose families are struggling with poverty--and the housing, health, safety, and other concerns that often go with it--cannot focus on learning unless their nonacademic needs are met. This belief is supported by research showing that the children of poor parents who receive income supplements and other supports tend to do better in school. Consequently, in order to successfully educate low-income children, schools might benefit from finding ways to partner with other organizations in order to improve the well-being of their students' families. However, in practice, schools and their community partners often face significant challenges in accomplishing this objective. This issue brief uses data from Chapin Hall's evaluation of the Elev8 Full-Service Schools Initiative as a case study to reflect on the potential challenges and benefits of offering economic support services to families at schools. The findings suggest that a small group of parents who used the services felt that they helped improve their family's financial well-being. In addition, staff members of the various Elev8 partner organizations reported that a major success was the ability of the economic supports staff to make individual connections to families. However, a number of factors made reaching larger numbers of parents a significant challenge. These included difficulties coordinating school and economic support efforts, as well as parents' concerns about sharing their private information within the school setting. Based on these findings, the authors present recommendations for future efforts to integrate economic support services into schools. These strategies include hiring long-term staff members to build trusting relationships with parents, offering economic support services in conjunction with a broader array of services, ensuring clear lines of communication between partner organizations, and taking steps to ensure parents' privacy. (Contains 9 footnotes.)
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Pub Date: |
2013-04-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Parent Child Relationship; Language Dominance; Social Capital; Path Analysis; Acculturation; At Risk Persons; Family Programs; After School Programs; Intervention; Low Income; Hispanic Americans; Profiles; Bilingualism; Spanish; English (Second Language); Second Language Learning; Emotional Response; Child Behavior; Parent School Relationship; Correlation; Outcomes of Education
Abstract:
This person-centered study examines the extent to which parents' language dominance influences the effects of an after school, multi-family group intervention, FAST, on low-income children's emotional and behavioral outcomes via parents' relations with other parents and with school staff. Social capital resides in relationships of trust and shared expectations, which are highly dependent on whether parents share the language of other parents and teachers. This study is based on a community epidemiologically-defined sample of Latino families (N = 3,091) in San Antonio, Texas and Phoenix, Arizona. Latent profile analyses revealed three language profiles of parents across the two cities: English-dominant, Spanish-dominant, and bilingual. Path models revealed that FAST did not have a direct or indirect effect on children's emotional and behavior functioning, although FAST increased parent-parent and parent-school social capital among Spanish-dominant parents in Arizona and these parent-parent relations were associated with better child outcomes. Implications for interventions are discussed.
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