Thematic Analysis of Stories of Parents’ Engagement With Early Intervention Services (original) (raw)
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The moral economy of early intervention
MAT, 2017
In November 2015, protests erupted in Oxford in response to the decision of the Oxfordshire County Council to cut, among other things, forty-four Children’s Centres and seven Early Intervention Hubs. The debate about whether these centres could be considered as disposable or not did not get to an agreement. I argue that the main cause of this outcome is that the opposing arguments were based on moral positions that were not only incompatible but fundamentally incommensurable. Those in favour of reducing deficit spending argue that cuts to social services (including family and children services) are unavoidable. Parents, however, refuse to accept austerity measures that will undermine the rights of their children to access services that will improve their chances in life. Neither position is based on incontrovertible evidence. On the one hand, the decision to cut a given service always involves the arbitrary evaluation of that service against other services that will not be cut. On the other, the demand to fund those services is based on the hope that early intervention initiatives will benefit children, even if the evidence that early intervention works is unconclusive or thin. On the basis of a thematic analysis of twenty-seven stories written by Oxfordshire parents, I interpret this conflict using the notion of moral economy, and argue that such an approach allows an appreciation of the link between health economics, perinatal mental health, the morality of parenting, and the early intervention discourse.
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Historical Trauma and Indigenous or Native Annotated Bibliography 1
Mutuyimana, C. and A. Maercker (2023). "Clinically relevant historical trauma sequelae: A systematic review." Clinical psychology & psychotherapy. Objectives: The purpose of this systematic review (SR) was to present the current state of research on historical trauma, and the topics closely related to its semantic space that include intergenerational trauma, collective trauma, and extended cultural bodily and mental responses, in order to identify gaps in the literature that need to be addressed.; Methods: A search of empirical studies from 1990 to 2022 was performed via Scopus, Web of Science, MEDLINE, EBSCOhost-PsychInfo, and Embase, following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) checklist.; Results: The initial search yielded 1012 studies, 52 of which were included in the current review. The results show that the historical trauma concept has a high potential for new research in the field of Global Mental Health. Gaps in the literature were identified, including a lack of standard features of historical trauma, and assessments of historical trauma in additional contexts than its original fields of application with Indigenous Americans.; Conclusion: Although the introduction of the concept of historical trauma was intended to fill the gap of trauma-related difficulties not covered by the criteria of post-traumatic stress disorder (PTSD), this concept needs further scientific refinement.
Chapter 21: Childhood and culture in society
Routledge eBooks, 2023
The Early Years Handbook for Students and Practitioners is a comprehensive and accessible course text for all degree level students undertaking programmes related to early years and childhood studies. Designed and written by the SEFDEY Professional Association and a team of new expert contributors, this text provides a balanced approach to the subjects discussed and encourages you to consider and challenge perceptions of early years and to promote good professional practice. This edition has been extended to cover the learning and development of children from birth to 8 years and features new chapters on research, risk, neuroscience, the environment and more. Divided into four parts-The Student-Practitioner-Professional; The Learning and Development of Children 0-8; The Child, Family and Society; and The Senior Practitioner-Professionalthe book covers all aspects of working with young children and engages you with theory that is explicitly linked to your practice. In each chapter, the book seeks to help you develop your professional identity and includes the following: • Activities to help you to reflect on your own practice. • Debates and dilemmas to promote discussion between students and colleagues. • Real-life case studies and photographs to illustrate key points. • Extended "reflective thinking" boxes outlining key research in the field and implications for practice. • Suggestions for key projects to help those looking for research topics. The book is supported by a companion website featuring, for students, links to useful websites and video material and an interactive flashcard glossary. Online support for lecturers includes ideas for tasks and activities to use in class and the diagrams and images in the book available to download.
Health screening and preventative health care in refugee women: A qualitative analysis
Contemporary Nurse, 2020
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9th European Conference on Rare Diseases & Orphan Products (ECRD Vienna 2018)
Orphanet Journal of Rare Diseases, 2018
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2019
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Qualitative Evaluation of Child Friendly Public Places in the Indonesian Urban Poverty Context
Background: Since 2015, more than 300 designated child-friendly public places, or RPTRA (Ruang Publik Terpadu Ramah Anak), have been built in Jakarta. These are intended to support children's development and wellbeing, especially those living in poor and densely populated neighbourhoods. The program was developed specifically for Jakarta but is now projected to be a national model for other Indonesian cities and to comply with the Child-Friendly City Initiative (CFCI), yet little is known about how children perceive and use these spaces to improve their healthy development. This thesis aims to evaluate the childfriendliness of RPTRA sites and programs by exploring their affordances that meet the psychosocial needs of children from two low-income neighbourhoods. Research problem: The research problems this study addresses are built on practical and theoretical gaps regarding the implementation of CFCI in the Global South, particularly Indonesia, and its implications for improving children's urban environments and acknowledging their rights to city. This study draws on lacunae in the literature in terms of what everyday spaces mean for children's psychosocial developmental outcomes. The study's main research question is, 'How friendly are RPTRA site and program in terms of supporting the psychosocial development of children from low-income neighbourhoods?' Research framework: Using my psychology background, I created a 'developmental affordances' framework to address the research questions. Developmental affordances are ways in which an individual perceives and uses the affordances of a place to undertake activities that can fulfil their developmental needs. This framework combines child development and affordance theories to explore children's perceptions and uses of RPTRA sites and the sociocultural factors that might support and restrict their activities in these spaces. In conversations with children, I identified how children's experiences in these settings might support their psychosocial development outcomes. QUT Verified Signature xiii Acknowledgements All Praise and Gratitude be to the Almighty Allah, the Lord of the universe and all beings. I have been very blessed to have a great supporting system that made this PhD marathon meaningful despite its ups and downs and, in my final year, the COVID-19 pandemic. First and foremost, thank you to my supervisory team, Associate Professor Debra Flanders Cushing and Professor Evonne Miller, for their continuous support and guidance despite their tight schedule and responsibilities. I also would like to thank Dr Mirko Guaralda, Dr Lisa Stafford, and two external reviewers for their feedback on my thesis. Special thank goes to the HDR officers at QUT and Kate Harbison for the academic resources. My high appreciation is to Dr Carody Culver, and Dr Morgan Batch for the proofreading and language services. I acknowledge the supportive institutions and communities behind my study. Through the QUTPRA scheme, QUT has provided me with a generous scholarship to study and live in Australia. YARSI University has given me a valuable grant for fieldwork. During data collection, I was also helped by Arkonin, DPPAPP, TGR community, the community of RPTRA Cililitan and Rasela. Tiwi, Abdillah and Vira also helped me with observations. During my PhD journey in QUT, I made a wonderful friendship with many beautiful souls, especially Parisa, Stacey, Linda, Kelli, Islam and Fransisca, John and Cristel. Lastly, I am indebted to my family. To my mama and papa, Netty and Alifanus, I am deeply grateful for their unconditional love. To my best friend and husband, Tyan, for accepting the crankiest me during the PhD time capsule. To my son, Attar-you are my main reason for finishing this thesis so that I can pay you back all the playtime I skipped (I am deeply sorry for that).