scholarly journals Practice Guidance for Culturally Sensitive Practice in Working with Children and Families Who Are Asylum Seekers: Learning from an Early Years Study in Ireland

2019 ◽  
Vol 26 (3) ◽  
pp. 243-256
Author(s):  
Caroline McGregor ◽  
Colletta Dalikeni ◽  
Carmel Devaney ◽  
Lisa Moran ◽  
Sheila Garrity
Keyword(s):  
Asylum Seekers ◽  
Culturally Sensitive ◽  
Early Years ◽  
Children And Families ◽  
Culturally Sensitive Practice

scholarly journals Cyber-safety and COVID-19 in the early years: A research agenda

2021 ◽  
pp. 1476718X2110149
Author(s):  
Susan Edwards
Keyword(s):  
Young Children ◽  
Research Agenda ◽  
Internet Use ◽  
Early Years ◽  
The Internet ◽  
Children And Families ◽  
Internet Studies ◽  
School Aged Children ◽  
Cyber Safety ◽  
Primary And Secondary School

Young children aged birth to 5 years are known users of the internet, both unsupervised and in collaboration with adults. Adults also use the internet to share details of children’s lives with others, via sharenting and educational apps. During COVID-19 internet use by children and families rose significantly during periods of enforced stay-home. Internet use by children, and by adults on behalf exposes children to conduct, contact and content risks online. These risks mean that cyber-safety in the early years is increasingly necessary, especially concerning increased internet usage during COVID-19. While cyber-safety is well developed for primary and secondary-school aged children this is not the case for young children, their families and educators. This paper proposes a research agenda for cyber-safety in the early years, using critical constructivism and internet studies to define the internet as a non-unitary technology. Three main objects of study concerning cyber-safety in the early years, including the reference to COVID-19 are identified for targeted research, including: technologies, context and policy.

scholarly journals Hospitals and cultural diversity: social worker experiences and reflections

2017 ◽  
Vol 29 (2) ◽  
pp. 96-107 ◽  
Author(s):  
Doris Anne Testa
Keyword(s):  
Social Workers ◽  
Cultural Values ◽  
Narrative Analysis ◽  
Cultural Sensitivity ◽  
Culturally Sensitive ◽  
Small Scale ◽  
Structured Interviews ◽  
Frontline Workers ◽  
Hospital Social Workers ◽  
Culturally Sensitive Practice

INTRODUCTION: Social work accrediting bodies mandate that workers analyse ways in which cultural values and structural forces shape client experiences and opportunities and that workers deconstruct mechanisms of exclusion and asymmetrical power relationships. This article reports the findings of a small-scale qualitative study of frontline hospital social workers’ experiences and understanding of their mandate for culturally sensitive practice.METHODS: The study involved one-hour, semi-structured interviews with 10 frontline hospital social workers. The interviews sought to understand how frontline workers and their organisations understood sensitive practice. Drawing on their own social cultural biographies, workers described organisational policy and practices that supported (or not) culturally sensitive practice. Narrative analysis was used to extract themes.FINDINGS: Data indicate that frontline hospital social workers demonstrated their professional mandate for culturally sensitive practice. Workers were firm in their view that working with the culturally other requires humility as well as a preparedness to value and engage the multiple cultural meanings that evolve in the patient–worker encounter.CONCLUSION: The findings highlight that mandating cultural sensitivity does not necessarily result in such practice. Cultural sensitivity requires an understanding of how cultural and social location may be implicated in sustaining the dominant cultural narrative and signals the need for workers, systems and organisations to facilitate appropriate learning experiences to explore culturally sensitive practice.   

Moral Wounds and Moral Repair: The Dilemmas of Spirituality and Culturally Sensitive Practice

2018 ◽  
Vol 100 (2) ◽  
pp. 139-150
Author(s):  
W. Patrick Sullivan ◽  
Vincent R. Starnino
Keyword(s):  
Personal Values ◽  
Culturally Sensitive ◽  
Moral Injury ◽  
Spiritual Struggle ◽  
Identity Disturbance ◽  
Moral Beliefs ◽  
Assumptive World ◽  
Beliefs And Values ◽  
Injury And Repair ◽  
Culturally Sensitive Practice

As our understanding of trauma is expanding, greater consideration is being given to factors such as moral injury and spirituality. Moral injury appears to be especially pertinent in the case of war-related trauma, as one may not only be the victim of, or witness to, troubling events but also be the perpetrator of acts that run counter to personal values. For some, moral beliefs and values and key elements of the assumptive world are intertwined with spiritual and religious matters. This article discusses moral injury and repair in the context of spiritually and culturally sensitive practice. Strategies for addressing issues such as moral anguish, loss of meaning, identity disturbance, guilt and shame, forgiveness, and spiritual struggle are discussed.

Child-Centred, Family-Centred, Decentred: Positioning Children as Rights-Holders in Early Childhood Program Collaborations

2012 ◽  
Vol 2 (1) ◽  
pp. 26-37 ◽  
Author(s):  
Frances Press ◽  
Sandie Wong ◽  
Jennifer Sumsion
Keyword(s):  
Early Childhood ◽  
Blind Spot ◽  
Research Literature ◽  
Early Years ◽  
Children And Families ◽  
Early Childhood Programs ◽  
Policy And Practice ◽  
Policy Context ◽  
Rights Of The Child ◽  
United Nations Convention

Although the policy context in Australia is conducive to professional collaborations in early years services, understandings of collaboration are highly variable across the domains of research literature, policy and practice. Inconsistent and possibly incompatible approaches to working with children and families, as well as significant philosophical and professional differences, may be disguised by common terminology adopted under the rubric of collaborative practice. A potential blind spot concerns the positioning of the child, whose perspectives, needs and desires are easily subsumed by the intentions of the adults around them, either as professionals or family members. With reference to the United Nations Convention on the Rights of the Child and drawing on extant literature and data from two Australian research projects examining integrated and collaborative practices in early childhood programs, this article interrogates the positioning of the child in interprofessional and transprofessional collaborations, and examines the potential of the early childhood educator to sharpen the focus on children.

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