Multistage Processes of Identifying Children at Risk or Out of Family Care: a Case of DOVCU Project Methods in Uganda

This article reflects different programmes and resource components that may be promoted to keep children with either their own family or within alternative family care, satisfying the rights of their overall development. In India, the concept of promoting family-based care mechanisms through government systems has not been fully realised, owing to lack of synergy between resource allocation and existing government programmes, policies and plans of action for child protection. Additionally, the common public discourse is that Child Care Institutions (CCIs) offer suitable care and protection for children outside the parental care. CCIs continue to be identified as the ultimate and the most common response for children at risk. This practice nullifies the scope to explore opportunities for the child to live with their family or in any alternative family care mechanisms. Child in Need Institute (CINI), 1 1 CINI is a national level development organization working on establishing child-friendly communities through its work on health, nutrition, child protection and education for the last forty-five years in India. partnering with Hope and Homes for Children, have analysed the vulnerability factors that led children to arrive at the selected CCIs in Ranchi and Khunti districts of Jharkhand in India. While working with children in the communities, CINI endeavoured to understand the drivers and vulnerabilities leading to family/child separation and what mechanisms could address the vulnerabilities at source and prevent separation. CINI promoted a participatory governance process with the involvement of community-level institutions along with children’s and women’s groups, incubating safe spaces for children that aided in identifying, tracking and promoting multi-sectoral development plans for children at risk.

Download Full-text

FROM INSTITUTIONAL CARE TO FAMILY SUPPORT: DEVELOPMENT OF AN EFFECTIVE EARLY INTERVENTION NETWORK IN THE NIZHNY NOVGOROD REGION, RUSSIAN FEDERATION, TO SUPPORT FAMILY CARE FOR CHILDREN AT RISK FOR INSTITUTIONALIZATION

Infant Mental Health Journal ◽

10.1002/imhj.21433 ◽

2014 ◽

Vol 35 (2) ◽

pp. 172-184 ◽

Cited By ~ 10

Author(s):

Dana E. Johnson ◽

Svyatoslav V. Dovbnya ◽

Tatiana U. Morozova ◽

Melinda A. Richards ◽

Julia G. Bogdanova

Keyword(s):

At Risk ◽

Early Intervention ◽

Family Support ◽

Russian Federation ◽

Institutional Care ◽

Family Care ◽

Children At Risk ◽

Nizhny Novgorod Region ◽

Support Family

Download Full-text

Research With Young Children at Risk for Speech/Language Development Disorders

Perspectives on Augmentative and Alternative Communication ◽

10.1044/aac8.2.1 ◽

1999 ◽

Vol 8 (2) ◽

pp. 1-2

Keyword(s):

At Risk ◽

Young Children ◽

Language Development ◽

Children At Risk ◽

Language Development Disorders

Download Full-text

Discriminant Validation of the Test of Reading Performance (TORP) for Identifying Children at Risk of Reading Difficulties

European Journal of Psychological Assessment ◽

10.1027//1015-5759.16.2.139 ◽

2000 ◽

Vol 16 (2) ◽

pp. 139-146 ◽

Cited By ~ 17

Author(s):

Padeliadu Susana ◽

Georgios D. Sideridis

Keyword(s):

At Risk ◽

Elementary School Students ◽

Reading Difficulties ◽

Reading Performance ◽

Low Achievers ◽

Children At Risk ◽

School Students ◽

Students At Risk ◽

Group A ◽

The Mean

Abstract This study investigated the discriminant validation of the Test of Reading Performance (TORP), a new scale designed to evaluate the reading performance of elementary-school students. The sample consisted of 181 elementary-school students drawn from public elementary schools in northern Greece using stratified random procedures. The TORP was hypothesized to measure six constructs, namely: “letter knowledge,” “phoneme blending,” “word identification,” “syntax,” “morphology,” and “passage comprehension.” Using standard deviations (SD) from the mean, three groups of students were formed as follows: A group of low achievers in reading (N = 9) including students who scored between -1 and -1.5 SD from the mean of the group. A group of students at risk of reading difficulties (N = 6) including students who scored between -1.5 and -2 SDs below the mean of the group. A group of students at risk of serious reading difficulties (N = 6) including students who scored -2 or more SDs below the mean of the group. The rest of the students (no risk, N = 122) comprised the fourth group. Using discriminant analyses it was evaluated how well the linear combination of the 15 variables that comprised the TORP could discriminate students of different reading ability. Results indicated that correct classification rates for low achievers, those at risk for reading problems, those at risk of serious reading problems, and the no-risk group were 89%, 100%, 83%, and 97%, respectively. Evidence for partial validation of the TORP was provided through the use of confirmatory factor analysis and indices of sensitivity and specificity. It is concluded that the TORP can be ut ilized for the identification of children at risk for low achievement in reading. Analysis of the misclassified cases indicated that increased variability might have been responsible for the existing misclassification. More research is needed to determine the discriminant validation of TORP with samples of children with specific reading disabilities.

Download Full-text