scholarly journals SYSTEMIC REFLEXIVITY IN RESIDENTIAL CHILD CARE: A PEDAGOGICAL FRAME TO EMPOWER PROFESSIONAL COMPETENCE

2020 ◽  
Vol 11 (4.2) ◽  
pp. 115-139
Author(s):  
Laura Formenti ◽  
Allessandra Rigamonti
Keyword(s):  
Child Care ◽  
Transformative Learning ◽  
Child Protection ◽  
Professional Competence ◽  
Active Listening ◽  
Self Awareness ◽  
Professional Work ◽  
Self Directed Learning ◽  
Cultural Backgrounds ◽  
Residential Child Care

This position paper offers a pedagogical frame to empower professional work in residential child care. Jobs in this demanding field are characterized by daily relationships with children of different ages, needs, and cultural backgrounds. There is a need for effective communication and interaction with them, their families, co-workers, other professionals, and care agencies, as well as with the larger community. This complexity brings uncertainty and the necessity of thinking and acting in a sensitive way in order to open possibilities for systemic transformation at the micro, meso, and macro levels. In this framework, we focus on reflexivity as a meta-competence — a set of specific postures, competences, and attitudes that characterize expert professional action. A thorough literature review on reflexivity in social work and child protection is aimed at clarifying the meanings, uses, and features of this concept. We claim that systemic reflexivity can be used as a framework, a methodology, and a set of tools to empower professional work by enhancing emotional, cognitive, and epistemic self-awareness, systemic wisdom, abduction, and active listening. To help workers and teams develop these five competences, a self-directed learning module is currently being designed, based on systemic and narrative perspectives, and transformative learning theory.

scholarly journals The Halls Creek Way of Residential Child Care: Protecting Children is Everyone's Business

2013 ◽  
Vol 38 (2) ◽  
pp. 61-69 ◽  
Author(s):  
Kylie A. Hodgkins ◽  
Frances R. Crawford ◽  
William R. Budiselik
Keyword(s):  
Child Care ◽  
Child Protection ◽  
Care Facility ◽  
Models Of Care ◽  
Research Literature ◽  
Community Research ◽  
Aboriginal Community ◽  
Community Acceptance ◽  
Out Of Home Care ◽  
Residential Child Care

This paper describes the collaboration between an Aboriginal community and Western Australia's (WA) Department for Child Protection (DCP) in designing and operating a residential child care facility in a predominantly Aboriginal community. Research literature has established that the effective operation of child protection systems in remote Aboriginal communities requires practitioners and policy-makers to have awareness of local and extra-local cultural, historical and contemporary social factors in nurturing children. This ethnographic case study describes how a newspaper campaign heightened public and professional awareness of child abuse in the town of Halls Creek, in WA's Kimberley region. With its largely Aboriginal population, Halls Creek lacked the infrastructure to accommodate an inflow of regional people. Homelessness, neglect and poverty were widespread. Within a broader government and local response, DCP joined with community leaders to plan out of home care for children. Detailed are the importance and complexities of negotiating between universal standardised models of care and local input. Strategies for building positive relationships with children's family while strengthening both parenting capacity and community acceptance, and use of the facility are identified. Key to success was the development of a collaborative ‘third-space’ for threading together local and professional child protection knowledge.

Clinical Impressions of How Young Children Use AAC at Home and in Child Care Settings: A Canadian Perspective

2010 ◽  
Vol 19 (1) ◽  
pp. 21-28
Author(s):  
Kathryn Wishart
Keyword(s):  
Child Care ◽  
Young Children ◽  
High Tech ◽  
Speech Language Pathologists ◽  
Cultural Backgrounds ◽  
Community Based ◽  
Multicultural Community ◽  
Canadian Perspective ◽  
Communication Devices ◽  
Stakeholder Input

Abstract Speech-language pathologists, working in a multicultural, community-based environment for young children with special needs in Vancouver, Canada, collected information on 84 clients using AAC from a chart review. The speech-language pathologists collected additional usage information and attended a group interview to discuss barriers and facilitators of AAC. Thirty-one percent of the children were using AAC. Children aged between 16 and 72 months typically relied on multiple modes of communication, including sign, communication boards and binders, and low- and high-tech communication devices. All of the children used at least one type of unaided mode. Fifty-five percent used pictures or communication boards/displays, and 29% used technology with speech output. Similarities in usage of AAC were noted in home and child-care settings with increased use of unaided in homes and a slightly increased use of aided communication in child care settings. Speech-language pathologists reported that the time needed for AAC intervention as well as limited funding for high-tech devices continue to be major barriers. Additional research is needed to describe current AAC practices with young children particularly from minority linguistic and cultural backgrounds. Stakeholder input is needed to explore perceptions of children's usage of AAC in daily life with familiar and unfamiliar communication partners.

Evaluating Residential Child Care in England

2000 ◽  
Vol 45 (2) ◽  
pp. 215-216
Author(s):  
Leslie B. Whitbeck
Keyword(s):  
Child Care ◽  
Residential Child Care

Residential child care in practice

2013 ◽  
Author(s):  
Mark Smith ◽  
Leon Fulcher ◽  
Peter Doran
Keyword(s):  
Child Care ◽  
Residential Child Care

scholarly journals Learning in Struggle: Argentina’s New Worker Cooperatives as Transformative Learning Organizations

2014 ◽  
Vol 69 (1) ◽  
pp. 186-218 ◽  
Author(s):  
Marcelo Vieta
Keyword(s):  
Transformative Learning ◽  
Workplace Learning ◽  
Social Relations ◽  
Social Action ◽  
Learning Organizations ◽  
Action Learning ◽  
Self Awareness ◽  
Learning Approaches ◽  
Economic Crises ◽  
Worker Cooperatives

SummaryThis article considers Argentina’sempresas recuperadas por sus trabajadores(worker-recuperated enterprises, or ERTs) astransformative learning organizations. ERTs are illustrative of how workers’ conversions of capitalist firms into worker cooperatives—especially conversions emerging from troubled firms and in moments of deep socio-economic crises—transform workers (from managed employees to self-managed workers), work organizations (from capitalist businesses to labour-managed firms), and communities (from depleted to revitalized and self-provisioning localities).Theoretically, the study is grounded in class-struggle, workplace learning, and social action learning approaches. These theoretical perspectives help the study work through how workplace conversions by workers, when converting troubled investor-owned or proprietary firms into worker coops, act as catalysts for contesting workplace exploitation and capitalist crises, while also beginning to move beyond them by forging new social relations of production and exchange. In the case of Argentina’s ERTs, crises in the political economy and micro-economic crises at the point of production during the collapse of the neoliberal model at the turn of the millennium heightened workers’ self-awareness of their situations of exploitation and motivated collective action. As a result, new worker cooperatives were created that also stimulated the social, cultural, and economic renewal of surrounding communities.The study’s research method relies on extended case studies of four diverse ERTs, which included ethnographic observation and in-depth interviews. Observations of daily workflows were conducted, as well as interviews and informal conversations with founding and newer ERT workers. In a more structured portion of the interview protocol, key-informants were asked to reflect on how they had personally changed after being involved in the ERT, and how production practices and involvement with the community had transformed in the process of conversion.The article concludes by outlining how worker, organizational, and community transformations emerge from workers’ processes ofinformal learningandlearning in struggleas they collectively strive to overcome macro- and micro-economic crises and learn to become cooperators. This learning, the study shows, occurs in two ways:intra-cooperativelyvia informal workplace learning, andinter-cooperativelybetween workers from different ERTs and with surrounding communities. The self-management forged by ERTs thus embodies new, cooperative, and community-centered values and practices for these workers that, in turn, sketch out different possibilities for economic and productive life in Argentina.

Essence and Scope of Strengthening Community-Based Preventive Child Care and Protection Systems in India

2020 ◽  
Vol 7 (1) ◽  
pp. 47-55 ◽  
Author(s):  
Ranjan Kanti Panda ◽  
Lopamudra Mullick ◽  
Subhadeep Adhikari ◽  
Neepa Basu ◽  
Archana Kumari
Keyword(s):  
At Risk ◽  
Child Care ◽  
Child Protection ◽  
Public Discourse ◽  
National Level ◽  
Family Care ◽  
Children At Risk ◽  
Development Organization ◽  
Sectoral Development ◽  
Family Based

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. 

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