The experience of sole mothers balancing paid work with care for a child with a disability

There are increasing numbers of families in Australia headed by sole parents, but little is known about the experiences of those who also care for a child with a disability. Additional caring responsibilities have previously been shown to impact on the work participation of parents. This study involved qualitative analyses of interview data conducted with sole mothers with school‐aged children with disability (N = 11). Thematic analysis revealed four themes that enabled and supported participation in the workforce: social support; managing appointments; characteristics of the workplace; and the role of the school. Results suggest the importance of practical help from family and friends in facilitating participation in paid employment. Additionally, the importance of flexible appointment scheduling on the part of service providers was highlighted, as well as the importance of workplace flexibility and supportive workplace cultures. Such factors were important in supporting sole mothers to balance work with care, with important implications for personal and family wellbeing.     

可持续生计分析框架下不同子女数量农户家庭生计策略的分析

利用可持续生计分析框架，以湖北4个县市为例，分析了不同子女数量农户的家庭生计策略。研究发现由于子女数量不同，相比子女较多的农户家庭，子女较少的农户家庭生计策略呈现出农业集约化程度较高、生计多样化程度较高以及子女外出务工人数较少的特点，这是子女较少农户为兼顾降低家庭脆弱性和提高家庭收入所做出的适合自身的生计策略。本文还发现，随着父母年龄的变老，子女较少的农户存在潜在的生计隐患。据此，本文提出了提高农户生计资本、以及政府帮助降低农户家庭脆弱性的政策建议。     

我国近三十年聋童领域研究的热点分析

本文使用Bicomb(书目共现分析系统)分析了我国近三十年以来聋童康复和教育领域的研究热点。通过高频关键词分析、共词聚类分析和多维尺度分析发现目前该领域有三大热点：聋童的融合教育；聋童的语言康复训练；聋教育和聋人文化。     

Home and school influences on the behavioral and academic outcomes of low-income children of color

Framed within contextual systems model, this study examines how home and school operate together to shape behavioral and academic outcomes for 544 low-income African American (56%) and Latino/a (44%) elementary school-aged children (mean age?=?7.88 years, SD?=?1.46, 50% male). Using data from Welfare, Children, & Families Study: A Three City Study and multiple group path analysis, we found that for children in kindergarten through third grade, the adequacy of the home resources was positively related to applied problem scores (e.g. math literacy) and negatively associated with externalizing behavior. For fourth- to sixth-graders, the adequacy of classroom resources was negatively associated with applied problem scores. For both age groups positive teacher–child relational quality was also a positive predictor of externalizing behavior. Results revealed that barriers to parental involvement in school were a negative predictor of applied problem scores for low-income children in early and later elementary school. Implications for policy and practice aimed at strengthening opportunities for children and families from marginalized communities are discussed.     

Financial Knowledge and Behaviors of Chinese Migrant Workers: An International Perspective on a Financially Vulnerable Population

ABSTRACT

Making informed financial decisions is crucial to the wellbeing of Chinese migrant workers. Using interview survey data (N = 329), this study examined financial knowledge and behaviors of migrant workers in China. Results showed that participants demonstrated low levels of financial knowledge (51.4%) and beneficial financial behaviors (51.0%). Multivariate results indicated that a modest proportion of the variance in financial behaviors was explained by financial knowledge, attitudes, and socio-demographic characteristics (e.g., marital status and income). Findings underscore the importance of disseminating culturally-relevant educational interventions to financially at-risk, low-paid migrant workers in China.     

Trajectory of problem behaviours of Korean adopted children: using piecewise hierarchical linear growth modelling

This study examined the trajectory of problem behaviours in domestically adopted children in South Korea as they aged. This study used the Panel Study on Korean Adopted Children's longitudinal, three‐wave data (2006, 2008 and 2010). Although data were collected at three time points, our data consisted of six time points, which covered the 5–10 years age range of the adopted children at the time of survey. One hundred sixty‐four children were included in the analysis, 75 of whom contributed to one time point, 74 to two time points and 15 to three time points. The trajectory of the problem behaviours of adopted children was examined using a piecewise hierarchical linear growth model. Because the initial exploration of the data suggested non‐linear changes in behaviour problems over time, we split the growth trajectory into two time periods: Time 1 (5–7 years) and Time 2 (7–10 years). A two‐rate model was used to estimate separate slopes for the two time periods. Results showed that the externalizing and internalizing problems of adopted children have different trajectories. Internalizing problems did not show significant changes after 5 years of age, while externalizing problems increased until 7 years of age and decreased significantly thereafter.     

Disabled children’s childhood studies: a distinct approach?

This paper suggests that the emergence of disabled children’s childhood studies as an area of study offers a distinct approach to inquiry; it represents a significant shift away from the long-standing deficit discourses of disabled childhoods that have dominated western culture and its reaches. On the one hand, contemporary childhood studies contest normative, Eurocentric mantras around the ‘standard child’; while on the other, disability studies critique the medical discourses and the scope of its authority. However, while drawing on these two approaches, disabled children’s childhood studies provide more than this combined critique. In disabled children’s childhood studies, disabled children are not viewed as necessarily having problems or being problems, but as having childhoods.     

Telling and Re‐telling Stories: The Use of Narrative and Drawing in a Group Intervention with Parents and Children in a Remote Aboriginal Community

The Let's Start Parent‐Child Program is a manualised parent‐child program which aims to improve educational, social and emotional outcomes for Aboriginal parents and their four‐ to seven‐year‐old children. It has been implemented in the Northern Territory, Australia on the Tiwi Islands and in Darwin since 2005. This paper outlines the adaptation of the program to include narrative approaches, the sharing of stories and the use of expressive arts as a way to build understanding between program leaders and participating families. An example from a recent program is used to illustrate how the sharing of stories and expressive use of art engages and binds group participants together. It supports parents to tell their own stories, to speak about their lived experience, to reconsider aspects of their own and their children's experiences and to achieve an increased awareness of their personal resources and a sense of self‐empowerment. The program is designed and delivered with sensitivity to individual parents, children and families, where cultural and interpersonal differences and different developmental and family situations can be taken into account.     

贵州省少数民族地区留守儿童心理问题及学校对策

本文对贵州省三个少数民族自治县的留守儿童进行调查。采用问卷法和访谈法,研究总结出农村少数民族留守儿童六类心理问题,并对其产生的原因进行了详细阐述。进而专门从学校角度提出帮助留守儿童心理健康发展的四条对策。     

学前儿童阅读指导初探

针对当前少儿馆不重视学前儿童阅读的现状,从学前儿童身心特点、国际经验、教育部规定和少儿馆性质等方面阐述了开展学前儿童阅读指导的意义;并以钱伯斯“阅读循环”理论为切入口,结合实际,对少儿馆做好学前儿童的阅读指导工作进行了探讨。