Worthy? Crowdfunding the Canadian Health Care and Education Sectors

Crowdfunding, the practice of asking for money from others using the Internet, is a major private means through which Canadians are funding their health care and education. Crowdfunding has proliferated in Canada during the 2010s and continues to grow, approaching the revenues of Canada's major traditional charities. Proponents describe it as an empowering practice from which anyone can benefit. If its gains are inequitably distributed, however, increasing reliance on this private funding mechanism, especially in core areas of welfare state provision, can further exacerbate inequalities of opportunity and income. This study asks why Canadians turn to health care and education crowdfunding and how equitably funds are raised using this novel method. Based on a mixed methods analysis of 319 campaigns conducted on two prominent crowdfunding platforms between 2012 and 2014, we find that crowdfunding users’ needs frequently correspond to known gaps in the contemporary social safety net, including in the area of cancer care, and that campaigns for older and visible minority Canadians face a disadvantage. We argue that health care and education crowdfunding is a response to the shortcomings of Canadian welfare state provision, but one that reproduces offline inequalities with potentially perilous consequences for democratic life and individual suffering.     

The Technologisation of Childhood? Young Children and Technology in the Home

We describe an 18-month empirical investigation of three- and four-year-old children's uses of technology at home, based on a survey of 346 families and 24 case studies. The findings are reported in the context of social commentators' anxieties about the ways in which childhood is being transformed by technology. Although we report evidence of some parental disquiet about the role of technology in children's lives, we illustrate some of the complexities in families' attitudes to, and uses of, technology and conclude that it is not perceived by parents to be the threat to modern childhood that is claimed.     

Reversal of Fortunes or Continued Success? Cohort Differences in Education and Earnings of Childhood Immigrants1

Using several years of Canadian census data, this study examines cohort differences in educational attainment and earnings among childhood immigrants who arrived in Canada between 1960 and 1989. Successive cohorts of childhood immigrants had increasingly higher university completion rates than their Canadian-born peers by age 25–34. We find that this lead was tempered by declining earnings of immigrant parents relative to Canadian-born parents, particularly among the 1980s cohort. Despite rising university completion rates, wages of male (but not female) childhood immigrants lagged behind those of their Canadian-born peers. This gap can be accounted for largely by the rising share of members of racial minority groups and the decreasing incidence of full-time employment.     

Promise or Problem? A Review of the Literature on Men Working in Early Childhood Services

Few men care for, or teach, young children. The 1991 UK census found that less than 1% of nursery nurses were male, while 14% of nursery/primary teachers were male. A similarly gendered picture can be found across European, North American and Australian studies of early childhood services, such as childcare centres and early education. The practice and prospect of men early childhood workers are both encouraged and resisted. The aim of this article is to review the international literature relevant to men working in early childhood services with pre‐school‐aged children. The case for male early childhood workers is reviewed: two pertinent themes from the related field of men working in non‐traditional occupations are highlighted. The review considers how these are applied to the specific context of men and early childhood services. Four aspects of the debate about men and early childhood work are examined: gender stereotypes; senior positions; gendered motives; and risks, allegations and protection. The literature suggests that men's careers have much to gain from working in early childhood services, but that, certainly in the Anglo‐American literature, a recurring theme is the representation of men early childhood workers as a source of suspicion.     

Two? Two and One-Half? Thirty Months? Chronometrical Childhood in Early Twentieth Century America

Child-rearing books and manuals from the early twentieth century indicate that pediatricians and developmental psychologists were prone to divide the life course of children into increasingly precise chronometrical stages, e.g., focusing on changes from one month to the next rather than one year to another. Little is known, however, of whether parents also chronometricalized their children's lives. Working with 206 advice-seeking letters written by fathers and mothers in the 1920s and 1930s to nationally known educator and author Angelo Patri (1876–1965), we develop a text-based measure of chronometrical childhood, employ it in a multivariate analysis, and find that an urban environment heightened parents' tendencies toward chronometricity, while the financial strain of the Great Depression did just the opposite. Our results show how age can be viewed as a social construction, subject to the influence of ideology and economics, and that the scheduling of children's lives can vary in different locales and at different historical moments.     

Direct,Facilitate, Enable—the Juxtaposition of the Duty of Care and the Duty of Disclosure in Social Work Field Education

This article examines the significance of field education placements within contemporary social work field education, particularly considering the increasingly complex issues of the duty of care (to student, agency and field teacher) and the duty to disclose (to student, to field teacher) which schools of social work must negotiate. The dilemmas facing schools and field educators, and the steps taken to resolve them at the University of Melbourne (Australia), are considered to highlight the ongoing liability and accountability difficulties which continue to face social work education.     

Student,Practitioner, or Both? Separation and Integration of Identities in Professional Social Care Education

This paper presents and discusses some of the findings from a qualitative study of identities in work-related learners. The theoretical framework of structural symbolic interactionism is outlined and the two identities of interest, that of student and practitioner, discussed. The aim of professional education is viewed as enabling the practitioner to better deal with ambiguity and change through critical examination of work practices and location of these within theoretical frameworks. It is argued that for knowledge and behaviour to transfer to the work setting, the student and worker identities need to be integrated rather than kept separate. Factors identified as influencing the integration and separation of the social identities of student and social care practitioner are discussed.     

Education in times of conflict and the invisibility of disability: a focus on Iraq?

Education has come to be a key focus of the humanitarian response of international agencies in countries affected by conflict, but disabled children tend to be excluded from these education initiatives. Yet the reconstruction process can provide governments with a unique opportunity to reassess the way they educate disabled children, and consider moving towards more inclusive educational approaches. Indeed, crises can be seen as opportunities to ‘build back better’. A review of the limited literature is followed by an account of a disability study in Iraq, and reflections on the way forward for collaborative research on educational reconstruction in post-conflict societies.     

On the Identification and Early Warning of College Students＇ Psychological Crisis from the Perspectiveof Life Education

心理危机的识别与预警既是预防心理危机发生的重要策略,也是对危机当事人和相关人进行生命教育和促进生命成长的重要机会。心理危机产生的原因具有复杂性,发生过程具有阶段性,危机现象具有特殊性,危机爆发具有极端性,危机发生也具有一定规律性。因此,在进行生命教育过程中,需要关注不同类别的生命个体、不同阶段的生命现象、处在规律中的独特生命个体,同时要注意识别生命危机信号和生命求救信号。     

Do Foster Parents and Care Workers Recognize the Needs of Youth in Family Foster Care with a History of Sexual Abuse?

Children in family foster care have the right to participate in decisions regarding their life, however, adults often advocate on behalf of children. This Q methodological study explored whether shared perspectives among foster parents and care workers resemble shared perspectives of youth regarding the psychosocial needs experienced by youth with a history of sexual abuse. Participants sorted a set of statement cards according to what they thought was most important for youth. By-person factor analyses examined how the Q sorts of foster parents and care workers related to those of youth. The results showed that foster parents mostly recognized the group of youth who value an instrumental relationship with their carers, while care workers mostly recognized the group of youth who value support of both foster and birth parents with regard to their preparation for independent living. The two youth groups characterized by ambivalence and autonomy were barely recognized. Results are discussed in light of the expected roles of foster parents and care workers, and youth’s contact with birth parents. Lastly, this study highlights the importance of youth participation, because youth offer unique and varying perspectives about their needs.     

Crafting the Elastic Self? Gender and Identities in Senior Appointments in Irish Education

This article considers the impact of new managerial reform on the recruitment and retention of women into senior management posts across the Irish education sector. In Ireland as elsewhere, the rhetoric of gender equality permeates new managerial reforms. Yet our data suggest that an emphasis on performativity and an intense commitment to paid work consolidates masculinist management cultures disguised through the ideology of choice. This works to the detriment of women, especially those with caring responsibilities. Drawing on studies of 23 top‐level educational appointments in primary, secondary and higher education, we show how the relentless crafting of an elastic self is required for both those who remain in management positions in education and those who seek them.     

Who Uses Formal,Early Child Care in California? A Comparative Study of Children from Immigrant and Nonimmigrant Families

The purpose of this study is to examine the predictors of formal, early child care usage and to study the differences between immigrant and nonimmigrant families in their use of formal (center-based, preschool, Head Start, and family child care) and informal child care arrangements (grandparent and nanny) among California’s children. Since the California Health Interview Survey (CHIS) had children from California’s immigrant and nonimmigrant families, the data for 897 preschool age children who attended child care for 10 h or more were retrieved from the CHIS 2005 Child Survey. This study found that immigrants are twice more likely (OR = 2.006; p < 0.005) to use formal child care than nonimmigrant families in California. The study concludes with implications for social work.     

Interpretative Phenomenological Analysis of Soldiers’ Experiences of Being Married and Serving in the British Army

ABSTRACT

Research suggests certain aspects of military life, especially operational deployments, may negatively impact military marriages. However, much of this research is from the United States and uses deductive quantitative methods. Qualitative research investigating the lived experiences of forming and maintaining marriages was conducted with six male U.K. Army personnel. Semistructured interviews were analyzed, using Interpretative Phenomenological Analysis, identifying five themes, each representing different dilemmas the soldiers’ had to balance to maintain successful marriages and Army careers. These five themes are best understood as practical, emotional, and cultural dilemmas that can be alleviated with practical and emotional methods; such factors could be used to build resilience in soldier’s marriages. These possible resilience factors could shape the content of interventions to increase resiliency in military marriages.     

Being the best or doing the right thing? An investigation of positional,prosocial and conformist preferences in provision of public goods

Based on a simple theoretical framework, we show that when individuals exhibit positional, prosocial or conformist preferences which are endogenous, the end outcomes in terms of private provision of public goods can differ significantly from traditional neo-classical predictions. Indeed, when a given individual selects a specific subset of preferences according to what others do, he/she will contribute positively to the public good provision. We provide anecdotal evidence to support our theoretical analysis by using data from an Internet survey on a sample of French individuals. Analyses of individual responses confirm our theoretical arguments. For instance, we show that relative concerns matter, that is, for several environmental goods, people might prefer polluting more in absolute terms but less than others in society. Moreover, we also test whether people exhibit a social desirability bias and show that they attribute more (less) positional (prosocial) concerns to others in society.     

All Work and no Play? Understanding the Needs of Children with Caring Responsibilities

This article draws on research with children who provide care for parents with serious mental health problems and signals ongoing research that uses photographic participation methods with these groups of vulnerable children. The intention of this article is to highlight the need to move away from popular and simplistic representations of children with caring responsibilities (young carers) as victims of their parents’ illnesses, as ‘little angels’ whose caring work is condoned through rewards or as (exploited) informal domestic workers whose childhoods are inevitably compromised by the caring activity they undertake. Recommendations are made for generating deeper understanding about the lives and needs of children who are affected by parental impairment that is congruent with the thrust of current UK policy, Every Child Matters and the 2004 Children Act.