scholarly journals Against All Odds? Birth Fathers and Enduring Thoughts of the Child Lost to Adoption

Genealogy ◽  
2019 ◽  
Vol 3 (2) ◽  
pp. 13 ◽  
Author(s):  
Gary Clapton

This paper revisits a topic only briefly raised in earlier research, the idea that the grounds for fatherhood can be laid with little or no ‘hands-on’ experience of fathering and upon these grounds, an enduring sense of being a father of, and bond with, a child seen once or never, can develop. The paper explores the specific experiences of men whose children were adopted as babies drawing on the little research that exists on this population, work relating to expectant fathers, personal accounts, and other sources such as surveys of birth parents in the USA and Australia. The paper’s exploration and discussion of a manifestation of fatherhood that can hold in mind a ‘lost’ child, disrupts narratives of fathering that regard fathering as ‘doing’ and notions that once out of sight, a child is out of mind for a father. The paper suggests that, for the men in question, a diversity of feelings, but also behaviours, point to a form of continuing, lived fathering practices—that however, take place without the child in question. The conclusion debates the utility of the phrase “birth father” as applied historically and in contemporary adoption processes.

2019 ◽  
Vol 9 (1) ◽  
pp. 81-94
Author(s):  
Betsy Tretola ◽  
Eloise Coupey ◽  
Laurie Meamber

Purpose Middle school participants in the USA attending an on-campus university informal science program indicate an increase in interest toward careers and disciplines in STEM or STEAM (science, technology, engineering and mathematics and the arts). Parents or guardians confirm the change. The paper aims to discuss this issue. Design/methodology/approach Participants attended “inquiry-based” lectures by scientists and “hands-on” activities conducted by volunteers on campus at a public university over four months, four Saturdays. Participants completed surveys before each lecture and guardians completed surveys afterwards. Findings Interest increased significantly according to paired samples t-tests for each STEM discipline for students who reported low interest on the initial pre-lecture survey. There was a significant linear improvement in interests in engineering using a repeated measures general linear model. Guardians or parents reported that they observed a higher interest in STEM disciplines resulting in more technical-related interaction among peers and within the family. Social implications Findings support STEM with arts “out-of-school” programs sponsored by museums, corporations, government, higher education and others. Inclusion of the “hands-on” activities, some with arts content, to the science and technical learning appears to spark enthusiasm. Originality/value The value is multidisciplinary. The theory of reasoned action from social psychology, sociology, along with related research in science education and the arts are synthesized. Informal extracurricular experiences sustained and improved interests in the disciplines and careers on which the formal educational career pipeline can build.


2020 ◽  
pp. 1-13
Author(s):  
Xueying Tang ◽  
Peta Patterson ◽  
Kristen MacKenzie-Shalders ◽  
Louise A van Herwerden ◽  
Jo Bishop ◽  
...  

Abstract Objective: To critically review the literature regarding workplace breast-feeding interventions and to assess their impact on breast-feeding indicators. Design: A systematic review and meta-analysis was conducted. Electronic searches for workplace intervention studies to support breast-feeding, without restriction on language or study design, were performed in PubMed, CENTRAL, CINAHL, Embase, Web of Science, Business Source Complete, ProQuest-Sociology and ProQuest-Social Science to 13 April 2020. A meta-analysis of the pooled effect of the programmes on breast-feeding indicators was conducted. Results: The search identified 10 215 articles; fourteen studies across eighteen publications met eligibility criteria. Programmes were delivered in the USA (n 10), Turkey (n 2), Thailand (n 1) or Taiwan (n 1). There were no randomised controlled trials. The pooled OR for exclusive breast-feeding at 3 or 6 months for participants v. non-participants of three non-randomised controlled studies was 3·21 (95 % CI 1·70, 6·06, I2 = 22 %). Despite high heterogeneity, other pooled outcomes were consistently in a positive direction with acceptable CI. Pooled mean duration of breast-feeding for five single-arm studies was 9·16 months (95 % CI 8·25, 10·07). Pooled proportion of breast-feeding at 6 months for six single-arm studies was 0·76 (95 % CI 0·66, 0·84) and breast-feeding at 12 months for three single-arm studies was 0·41 (95 % CI 0·22, 0·62). Most programmes were targeted at mothers; two were targeted at expectant fathers. Conclusions: Workplace programmes may be effective in promoting breast-feeding among employed mothers and partners of employed fathers. However, no randomised controlled trials were identified, and better-quality research on workplace interventions to improve breast-feeding is needed.


2017 ◽  
Vol 16 (04) ◽  
pp. C03 ◽  
Author(s):  
Aleksandra Berditchevskaia ◽  
Cindy Regalado ◽  
Stephan Van Duin

New public participatory modes of practice are emerging in fields as diverse as politics, healthcare and research. In part, these DIY and citizen-led initiatives have gained momentum from the optimism of new technologies, which allow unprecedented access to previously inaccessible knowledge and tools. Equally, they are the result of a growing frustration with power hierarchies and systems that reinforce elites. Experts are increasingly regarded with suspicion as trust in public institutions is eroded and individuals begin to give more weight to personal accounts, and information shared within networks of peers. In this climate there is a critical need for improved knowledge transfer practices based on improved empathy, understanding and communication of shared values and motivations. In this session we questioned the role of expertise in a changing landscape of knowledge production and practice. Using the lens of science & technology communication and hands-on DIY practices, we explored how to move towards a more inclusive model of knowledge transfer, where different types of expertise are acknowledged and valued.


2003 ◽  
Vol 17 (6) ◽  
pp. 431-434 ◽  
Author(s):  
Khalid El Gaidi

The CDIO initiative began as a joint endeavour involving four engineering schools in Sweden and the USA. The number of schools joining the project is increasing constantly. CDIO focuses on four activities – curriculum development, teaching and learning, workshops, and assessment projects – with a view to improving engineering education programmes by redesign and through the introduction of real engineering skills as well as hands-on experiences.


1997 ◽  
Vol 21 (1) ◽  
pp. 29-36 ◽  
Author(s):  
Gary Clapton

A great deal of research has been carried out on birth mothers and the intense grief and sense of loss they feel on giving up their children for adoption. Much less is known about the experiences of birth fathers. In turning his attention to this neglected group, Gary Clapton begins by surveying existing research, mainly in the USA and Australia. Based on this and his own ongoing work, charting and interpereting the experiences of some 25 men, he goes on to ask some key questions about the nature of fatherhood and how certain answers to these might have implications for current policies and practice.


2018 ◽  
Vol 78 (4) ◽  
pp. 441-450
Author(s):  
Bryan Johnston ◽  
Ahmad El-Arabi ◽  
Krista Tuomela ◽  
David Nelson

Background: Children in the USA face increasing nutrition-related health risks, including obesity rates of 16.9% – a figure that has more than tripled over the past four decades. Nutrition education is beneficial to improve children’s health through obesity prevention and the promotion of healthy habits, and the elementary school years are a key time to implement health education interventions. Objective: To develop a medical student created and operated nutrition education intervention for urban underserved elementary school students. Design: The Food Doctors (TFD) programme is a hands-on, interactive, in-class nutrition education pilot initiative for elementary school students and adheres to the established tenets of effective in-class nutrition education whenever possible: (1) interactive hands-on curriculum, (2) use of culturally relevant topics and (3) the inclusion of effective evaluation techniques. Setting: Urban elementary school classrooms in Milwaukee, Wisconsin, USA. Method: A literature review and feedback from partner schools’ needs informed curriculum development. Institutional review board approval was sought and study materials prepared. The pilot programme was carried out at partner schools during class time. Results: A total of 83 students participated in the pilot study: 46 third-grade students and 37 fourth graders. Evaluation focused on assessing student baseline knowledge and exploring post-programme nutrition knowledge gains. Conclusion: TFD pilot programme demonstrated gaps in baseline nutrition knowledge among elementary school students and showed improved post-programme ability to correctly answer basic nutrition knowledge questions.


2022 ◽  
Author(s):  
Elizabeth Mary Byrne ◽  
Paul G. Ramchandani

WHY DID WE DO THIS RESEARCH?Hands-on learning activities with physical objects – or physical manipulatives (PMs) – can be great at encouraging children’s active participation in learning. Cast your mind back to your own childhood: do you remember using items like counters, shapes, or fraction bars in school? If so, you were using PMs! We wanted to find out what kind of research has been done on educational programmes involving PMs.WHAT DID WE DO?We conducted a scoping review – a type of literature review used to identify and broadly describe a body of research according to certain inclusion criteria. We searched several academic databases for studies that have tested the effectiveness of PM interventions with primary-age children; 102 studies met our inclusion criteria and were synthesised in the review.WHAT DID WE FIND?Most studies involved children between 4-6 years in school settings. They spanned 26 different countries, but almost all took place in high- or middle-income contexts, typically the USA. The interventions involved different PMs and hands-on activities (e.g., block building, shape sorting, paper folding), and evidence relating their effectiveness was mixed. Whilst some studies reported benefits to children’s math, spatial, or literacy skills, others did not, and many were hindered by methodological shortcomings. This means we must be cautious when drawing conclusions about the overall effectiveness of PM interventions. Nevertheless, the findings illustrate the many ways hands-on experiences with PMs can facilitate children’s active engagement in learning. Going forward, higher quality research is needed, as well as more studies testing PM interventions in lower-income contexts.


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