Measuring adolescent well-being: the development of a standardized measure for adolescents participating in orphans and vulnerable children programming

2011 ◽  
Vol 6 (4) ◽  
pp. 346-359 ◽  
Author(s):  
Shannon Senefeld ◽  
Susan Strasser ◽  
James Campbell ◽  
Paul Perrin
Keyword(s):  
Well Being ◽  
Vulnerable Children ◽  
Orphans And Vulnerable Children ◽  
Standardized Measure

scholarly journals Measuring Symptoms of Psychopathology in Zambian Orphans and Vulnerable Children: Scale Validation and Psychometric Evaluation

Assessment ◽  
2018 ◽  
Vol 27 (6) ◽  
pp. 1335-1348 ◽  
Author(s):  
Sarah McIvor Murray ◽  
Paul Bolton ◽  
Jeremy C. Kane ◽  
Daniel P. Lakin ◽  
Stephanie Skavenski Van Wyk ◽  
...  
Keyword(s):  
Psychosocial Problems ◽  
Well Being ◽  
Self Report ◽  
Computer Assisted ◽  
Symptom Scale ◽  
Vulnerable Children ◽  
Internal Reliability ◽  
Retest Reliability ◽  
Orphans And Vulnerable Children ◽  
Test Retest Reliability

There is a paucity of validated mental health measures for assessing psychological well-being among HIV-affected youth. We sought to explore the psychometric properties and validity of the Achenbach Youth Self-Report and Child Posttraumatic Stress Disorder Symptom Scale among orphans and vulnerable children (OVC) living in Lusaka, Zambia. These scales were administered to 210 OVC aged 13 to 17 years via audio computer-assisted self-interview. Confirmatory factor analysis was used to assess scale structure, Cronbach’s alpha for internal consistency, and correlations between scales related to mental or psychosocial health for construct validity. A known-groups validation was conducted using local identifications of youth with and without significant psychosocial problems, and test–retest reliability was assessed. Scales exhibited good internal reliability (α > .80), adequate criterion validity (area under the curve > .70), and moderate test–retest reliability (.62-.68). Findings support the utility of these symptom scales for identifying OVC experiencing significant psychosocial problems in Zambia.

scholarly journals Psychosocial support for children

2005 ◽  
Author(s):  
Alison Clarke ◽  
Sherry Hutchinson ◽  
Ellen Weiss
Keyword(s):  
Operations Research ◽  
Emotional Support ◽  
Psychosocial Support ◽  
Well Being ◽  
Social Needs ◽  
Vulnerable Children ◽  
Human Relationships ◽  
Orphans And Vulnerable Children ◽  
Social And Emotional ◽  
The Face

Masiye Camp in Matopos National Park, and Kids’ Clubs in downtown Bulawayo, Zimbabwe, are examples of a growing number of programs in Africa and elsewhere that focus on the psychological and social needs of AIDS-affected children. Given the traumatic effects of grief, loss, and other hardships faced by these children, there is increasing recognition of the importance of programs to help them strengthen their social and emotional support systems. This Horizons Report describes findings from operations research in Zimbabwe and Rwanda that examines the psychosocial well-being of orphans and vulnerable children and ways to increase their ability to adapt and cope in the face of adversity. In these studies, a person’s psychosocial well-being refers to his/her emotional and mental state and his/her network of human relationships and connections. A total of 1,258 youth were interviewed. All were deemed vulnerable by their communities because they had been affected by HIV/AIDS and/or other factors such as severe poverty.

Social protection for orphans and vulnerable children in Zimbabwe: The case for cash transfers

2010 ◽  
Vol 53 (2) ◽  
pp. 261-275 ◽  
Author(s):  
Mildred T. Mushunje ◽  
Muriel Mafico
Keyword(s):  
Social Protection ◽  
Psychosocial Support ◽  
Cash Transfers ◽  
Vulnerable Children ◽  
Orphans And Vulnerable Children ◽  
Governmental Organizations ◽  
Non Governmental Organizations ◽  
The Social ◽  
Attractive Option

The unprecedented number of orphans and vulnerable children in Zimbabwe has created an urgent need to create innovative ways to provide for the social protection of these children. Innovative packages consisting of educational, food and psychosocial support are being implemented by non-governmental organizations. However, as the orphan crisis continues to deepen, more needs to be done and, learning from the experiences of other countries, the option of cash transfers for social protection for orphans and vulnerable children offers an attractive option for Zimbabwe. This article explores the possibility of using cash transfers for the support of orphans and vulnerable children and highlights the challenges and strengths of this approach.

Are you listening? Echoing the voices of looked after children about their transition to secondary school

2021 ◽  
Vol 45 (1) ◽  
pp. 37-55
Author(s):  
Yvonne J Francis ◽  
Laura Rowland ◽  
Sarah Humrich ◽  
Sally Taylor
Keyword(s):  
Secondary School ◽  
School Environment ◽  
Well Being ◽  
Social Connections ◽  
Research Approach ◽  
Participatory Action ◽  
Vulnerable Children ◽  
Looked After Children ◽  
Action Research Approach ◽  
Childhood Event

Transition to secondary school is a significant childhood event, especially for the most vulnerable children. Many looked after children experience multiple episodes of instability, loss and change which can affect this move. Research shows that school belonging promotes acceptance, inclusion and respect, and impacts positively on school transfer and participation. Asking children for their views on matters that affect them can ease the process and increase their belonging and well-being. This article seeks to echo the voices of 36 children aged 10 to 12 who participated in a therapeutic primary to secondary transition initiative for looked after children. Informed by a participatory action research approach, its focus was to facilitate the child’s voice. Child-friendly, multi-method techniques and activities were used to elicit their views about the transition. Social connections, relationships, feeling safe and belonging within the school environment emerged as key themes. Children specifically highlighted the importance of friendships as a mechanism for supporting their belonging during this time. They also voiced the need for their social connections and belonging to be promoted. This unique intervention provides a framework for facilitating the voices of looked after children and underlines the need for practitioners to listen and understand moves from primary to secondary schools from the child’s perspective.

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