Early Childhood Development Plus Violence Prevention in Low‐ and Middle‐Income Countries: A Qualitative Study

Violence exposure can negatively impact early childhood development (ECD), yet limited research exists in low‐ and middle‐income countries (LMICs). This study aimed to determine what effective integration of ECD plus violence prevention (ECD+VP) can look like in LMICs. Seventeen key informants were selected using purposive sampling, representing U.N. agencies, donors, implementers and research organisations. Using open coding of semi‐structured interviews, the authors identify five priority areas for promoting an integrated ECD+VP agenda: (i) parenting and parent child relationships, (ii) family systems, (iii) development in an ecological context, (iv) system strengthening and integration, and (v) building and translating evidence.     

Maternal Employment and Parenting Through Middle Childhood: Contextualizing Factors

The authors used data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (N = 1,364) to examine maternal work hour status and parenting (sensitivity and learning opportunities) from infancy through middle childhood. Work hour status was conceptualized as nonemployment, part time, and full time. Adjusting for covariates, mothers employed part time had higher sensitivity scores and higher provision of child learning opportunity scores than did mothers who were not employed, and these differences characterized families during early childhood rather than middle childhood. Mothers' provision of child learning opportunities was greater when she was employed full time (vs. part time) during early childhood. In addition to child age, mothers' ethnic minority status and partner status moderated the association between maternal work hour status and mothers' parenting. In general, the findings supported ideas forwarded by role expansionist theory.     

Socioeconomic and Gender Health Disparities in Diabetes: The Lower Middle Income Case of Ghana

While literature theorizing the relationship between socioeconomic status (SES), gender, and health outcomes is robust in high‐income countries, there is less scholarship examining how SES affects men and women in lower middle income countries (LMICs). Focusing on the LMIC case of Ghana, I use Wave 1 of the World Health Organization Study on Global Aging and Adult Health (SAGE) to examine the relationship between SES and diabetes among Ghanaian women and men. Specifically, I examine how key SES measures such as educational attainment, employment status, and income singly and collectively predict the odds of diabetes for Ghanaian men and women. I also examine the explanatory value of the reversal hypothesis, which posits that those of high SES experience higher rates of non‐communicable diseases. Overall, I find that while Ghanaian men experience increased odds of diabetes with increased education, Ghanaian women have higher odds of diabetes compared to men regardless of educational attainment. Understanding health patterns in LMICs like Ghana is important for sociological inquiry on health disparities seeking to incorporate more global perspectives.     

Advancing global citizens: afterschool and out-of-school time as common ground for civil society

The key importance of after-school and out-of-school time in a democratic society is the experience of activities and programs providing a common ground that extends the play of childhood into leadership opportunities for youthful learning and exploration of the world. The authors hypothesize that by focusing civic attention on the developmental quality of these out-of-school settings and time frames, objectives will also be better understood and reliable.     

Anti‐racism in U.S. early childhood education: Foundational principles

Multiculturalism and anti‐bias education remain a significant area of pedagogical practice and scholarly inquiry for early childhood researchers and practitioners. Yet much less attention has been paid to detailing anti‐racist components within the classroom, and also within the broader field of early childhood education, including its foundational knowledge base. This article addresses this gap by advancing a framework for early childhood education informed by specific tenets of anti‐racism theory. Drawing on an analysis of White power and privilege and systemic racism, it outlines three main principles of anti‐racist early childhood education. Next, it presents a critical exploration of these principles and how they can be used to transform the existing paradigm of U.S. early childhood education, so as to offer equitable learning opportunities for racialized children.     

Using a logic model to evaluate the Kids Together early education inclusion program for children with disabilities and additional needs

Despite clear evidence that learning and social opportunities for children with disabilities and special needs are more effective in inclusive not segregated settings, there are few known effective inclusion programs available to children with disabilities, their families or teachers in the early years within Australia. The Kids Together program was developed to support children with disabilities/additional needs aged 0–8 years attending mainstream early learning environments. Using a key worker transdisciplinary team model, the program aligns with the individualised package approach of the National Disability Insurance Scheme (NDIS).AimThis paper reports on the use of a logic model to underpin the process, outcomes and impact evaluation of the Kids Together program.MethodsThe research team worked across 15 Early Childhood Education and Care (ECEC) centres and in home and community settings. A realist evaluation using mixed methods was undertaken to understand what works, for whom and in what contexts. The development of a logic model provided a structured way to explore how the program was implemented and achieved short, medium and long term outcomes within a complex community setting.Discussion and conclusionKids Together was shown to be a highly effective and innovative model for supporting the inclusion of children with disabilities/additional needs in a range of environments central for early childhood learning and development. The use of a logic model provided a visual representation of the Kids Together model and its component parts and enabled a theory of change to be inferred, showing how a coordinated and collaborative approached can work across multiple environments.     

Global Convergence: Aging and Long-Term Care Policy Challenges in the Developing World

Aging around the world poses a global challenge in eldercare. This challenge is particularly felt in low- and middle-income countries (LMICs), where population aging outpaces the development of aged care policies and services. This Perspective highlights the phenomenon of global convergence in several unsettling trends and challenges shared across LMICs. These include the weakening of informal family care systems for the elderly, growing need for formal long-term care of the frail and disabled who can no longer be adequately supported by family members, and mounting pressures for policy responses to tackle these societal challenges. It is argued that policymakers should take a proactive stance. That is, when family care for the elderly falls short and family caregivers are increasingly under strain, the government should step in and step up support to fill in the gap by developing appropriate policies and a continuum of long-term care services that are accessible and affordable for the majority of older people in need. Three general principles are then suggested with regard to long-term care provision, financing, and quality assurance, which transcend national borders and can be used to guide long-term care policymaking across LMICs.     

Eroticism in infancy and childhood∗

The capacity for sensate experience develops very early in life, begining prenatally. What the child lacks is opportunity, not capacity. Yet children are denied the full range of sexual experiences consistent with their capacity. At least this is true of children brought up in secretive and repressive societies.

On the other hand, the full range of cognitive capacity in humans does not emerge during childhood and is not available until adolescence at best. Management of the sexual life at a rational level appears difficult to attain for persons brought up in secretive repressive societies. Therefore much more thought and attention has to go into the development of quality sex education, education that takes into account the child's cognitive capacity plus any developmental lag in learning resulting from lack of prior sexual experience or the negative effects of furtive sexual encounters and negative parental reactions to such encounters.     

Childhood poverty, early motherhood and adult social exclusion

Childhood poverty and early parenthood are both high on the current political agenda. The key new issue that this research addresses is the relative importance of childhood poverty and of early motherhood as correlates of outcomes later in life. How far are the ‘effects’ of early motherhood on later outcomes due to childhood precursors, especially experience of childhood poverty? Subsidiary questions relate to the magnitude of these associations, the particular levels of childhood poverty that prove most critical, and whether, as often assumed, only teenage mothers are subsequently disadvantaged, or are those who have their first birth in their early twenties similarly disadvantaged? The source of data for this study is the National Child Development Study. We examine outcomes at age 33 for several domains of adult social exclusion: welfare, socio‐economic, physical health, emotional well‐being and demographic behaviour. We control for a wide range of childhood factors: poverty; social class of origin and of father; mother's and father's school leaving age; family structure; housing tenure; mother's and father's interest in education; personality attributes; performance on educational tests; and contact with the police by age 16. There are clear associations for the adult outcomes with age at first birth, even after controlling for childhood poverty and the other childhood background factors. Moreover, we demonstrate that the widest gulf in adult outcomes occurs for those who enter motherhood early (before age 23), though further rein‐forced by teenage motherhood for most adult outcomes. We also show that any experience of childhood poverty is clearly associated with adverse outcomes in adulthood, with reinforcement for higher levels of childhood poverty for a few outcomes.     

Cross cultural transferability in child protection: challenges and opportunities

The paper uses the experience of working in Bolivia in the ?eld of child protection to discuss the usage of international contributions and cooperation in the implementation of child protection measures. The challenges and opportunities involved in the implementation of child protection policy and practice in Bolivia are discussed in the context of the realities faced in many countries of South America. The paper describes how a systemic approach was used to provoke change, to maximize the effectiveness of what resources and capabilities already existed and to promote continuing improvement in multidisciplinary cooperation. Where resources are not available for an integrated multisectorial approach dedicated to child abuse and neglect (CAN), leadership and capacity‐building in this way may be used to enable practitioners to transform the challenges of implementation into opportunities for learning and better practice. Copyright © 2003 John Wiley & Sons, Ltd.     

Maternal knowledge,stimulation, and early childhood development in low‐income families in Colombia

Theoretical models assume that parental knowledge about child development and caregiving motivates parental stimulation, shaping child development. Evidence supporting these models is scarce in low‐ and middle‐income countries (LMICs). This study tests the relations between maternal knowledge, stimulation, and child development in a Colombian sample of 1,277 low‐income mothers and their children under the age of five. Mothers showed diverse knowledge about child development and caregiving. Moreover, maternal knowledge when children were 9–26 months old indirectly predicted growth in children's cognitive, receptive language, and gross motor skills at ages 27–46 months, partially through maternal engagement in stimulating activities with the child.     

Looking,listening and learning: A rationale for involving student social workers in dementia care

This paper promotes the inclusion and development of learning opportunities in the field of dementia care for student social workers studying for the Diploma in Social Work at both undergraduate and postgraduate levels at the University of Hull in the UK. The importance of these learning opportunities is indicated in the light of changing demography, health and social care, and developments in training and learning for social work practitioners. The research base and prior professional experiences of the staff team at the University of Hull allowed for the further development and promotion of these learning opportunities.     

Early parenting and depression: The mediating role of anger control

Applying an attachment theoretical perspective, this study examined the relationship pattern between childhood parenting experience and adulthood depression and how it was mediated by anger control. The data were based on the National Comorbidity Study Replication (2001–2003), in which 1,579 participants met DSM-IV criteria for lifetime major depressive disorder (17%) and 2,242 participants (24.2%) reported that they perceived their anger to be out of control. The mediation hypothesis was tested with logistic regression models. Results showed that childhood parenting experience was significantly related to major depressive disorder and anger control. A significant indirect effect of anger control was detected through bootstrap analysis, supporting the partial mediation hypothesis. This study represents the first attempt to examine the mediating role of anger control in the relationship between early parenting and depressive disorder. The findings of this study suggest that early parenting experience may be an important factor for consideration in research aiming to understand the sequential relationship between anger control and depression.     

Addressing inequality: Educators responding to the contexts of young children’s lives?

A child's early relationships and experiences influence their long-term development and learning. In Australia, some children can face complex levels of deprivation when compared to their peers. This study sheds light on how educators are responding. Data analysed consist of individual interviews with early childhood educators working in diverse communities. The findings highlight educators’ accounts of responsiveness as narrowly framed with attention focused on children's cultural heritage which overshadows other equity groups. The paper argues that by becoming sensitive to the contexts of children's lives, there is potential to build the early childhood workforce's capacity for addressing inequalities in childhood.     

Wer Wind s?t, wird Sturm ernten

The present study deals with the theoretical and empirical analysis of the intergenerational transmission of violence. Within the framework of a systematic theory comparison, the self-control theory (Gottfredson und Hirschi 1990) and the social learning theory (Bandura 1979a, b) are used to analyze the mechanisms relating the experience of parental violence in childhood to the use of violence in adolescence (the so-called cycle of violence). The analyses are based on a survey of ninth-graders from schools in Dortmund and Stuttgart (n?=?4583) conducted by the Criminological Research Institute of Lower Saxony (KFN) in 2005. Data analyses are carried out based on linear structural equation modeling. The results reveal that both self-control and social learning processes mediate between the experience of violent parenting and the prevalence of juvenile violence; however, a greater relative share of the cycle of violence can be traced back to social learning processes. The systematic theory comparison points out that the social learning theory provides the superior explanation of the cycle of violence. The results of the study are discussed with regard to their implications for further theory development.     

Exploring in Silence: Hearing and Deaf Infants Explore Objects Differently Before Cochlear Implantation

Infant development has rarely been informed by the behavior of infants with sensory differences despite increasing recognition that infant behavior itself creates sensory learning opportunities. The purpose of this study of object exploration was to compare the behavior of hearing and deaf infants, with and without cochlear implants, in order to identify the effects of profound sensorineural hearing loss on infant exploration before cochlear implantation, the behavioral effects of access to auditory feedback after cochlear implantation, and the sensory motivation for exploration behaviors performed by hearing infants as well. The results showed that 9‐month‐old deaf infants explored objects as often as hearing infants but they used systematically different approaches and less variation before compared to after cochlear implantation. Potential associations between these early experiences and later learning are discussed in the context of embodied developmental theory, comparative studies, and research with adults. The data call for increased recognition of the active sensorimotor nature of infant learning and future research that investigates differences in sensorimotor experience as potential mechanisms in later learning and sequential memory development.     

Dialogue and Challenge: Involving Service Users and Carers in Small Group Learning with Social Work and Nursing Students

This paper examines the rationale for service user and carer involvement in professional education and reflects on an initiative in which social work and nursing students undertook a sequence of joint learning in relation to mental health theory and practice. Central to this initiative was the promotion of opportunities for dialogue, both between students from different professional disciplines and between students, service users and carers. To enable this, much of the learning took place in small groups facilitated by either a service user or a carer.

Evaluation of this initiative indicated that, for the majority of social work and nursing students, learning from this shared experience had a major impact on their professional development. However, a small but significant minority found it hard to enter into a dialogue with others on a basis of equality and a sharing of their human as well as their professional experience. Some students indicated that they would have preferred a focus on acquiring more specialist professional knowledge and skills. This raises important issues in relation to the changing expectations of professionalism and professional education—and what really makes someone ‘fit for practice’.     

Advances in monitoring and evaluation in low- and middle-income countries

Data to inform and improve health care systems in low- and middle-income countries (LMICs) has been facilitated by the development of monitoring and evaluation (M&E) systems. The drivers of change in M&E systems over the last 50 years have included a series of health concerns that have animated global donors (e.g., family planning, vaccination campaigns, and HIV/AIDS); the data requirements of donors; improved national economies enabling LMICs to invest more in M&E systems; and rapid advances in digital technologies. Progress has included the training and expansion of an M&E workforce, the creation of systems for data collection and use, and processes for assessing and ensuring data quality. Controversies have included the development of disease-specific systems that do not coordinate with each other, and a growing burden on health care deliverers to collect data for a proliferating number of health and process indicators. Digital technologies offer the promise of real time data and quick adaptation but also raise ethical and privacy concerns. The desire for speed can cast large-scale evaluations, considered by some to be the gold standard, in an unfavorable light as slow and expensive. Accordingly, there is a growing demand for speedy evaluations that rely on routine health information systems and privately collected “big data” from electronic health records and social media.     

Transition within transition: How young people learn to leave behind institutional care whilst their carers are stuck in neutral

This paper discusses findings from a qualitative longitudinal study which explored the process of leaving long-stay institutional state care in Romania during 2002-4, a period at the heart of accelerated EU-enforced childcare reform. 28 young people were interviewed before leaving care and 17 were tracked up to 8 months after discharge. 18 practitioners were also interviewed.The findings confirmed Pinkerton's (2006) emphasis on the impact of global and national factors on the individual experience of leaving care. This study took place in a country undergoing widespread change. The care leavers' irreversible transition took place within the simultaneous professional transition of their carers and that of the community with which they needed to integrate. This insight is widely relevant in the current context of public funding cuts and changes in welfare policy in many countries, including the Central and Eastern European (CEE) countries.Bridges (2009) was used to understand the experiences of care leavers and their carers. Bridges stresses the role of the leader in creating protective conditions for traversing three unavoidable transition stages: 1. ending old identity/behaviour; 2. a neutral zone of deconstruction and transformation; and 3. a new beginning. Preparation for leaving care can be viewed as learning to end care, followed by the neutral zone which begins at discharge. When lacking family support, formal carers are the young people's main transition guides. However, their professional transition also needs management. Because of top-down, accelerated childcare reforms, the Romanian carers' transitions appeared stuck in the neutral zone, affecting preparation for leaving care. Yet, the availability of learning opportunities after discharge changed the nature of the neutral zone for most of the sample who did better than expected at follow-up. This, supported by Bridges' proposal that learning during transition influences future coping, offers a foundation for new theory.     

A journey of embedding mental health lived experience in social work education

Abstract

The value of learning from mental health lived experience is widely acknowledged, however, the nature of lived experience involvement in Australian social work education seldom extends beyond guest lecturing. Further, few opportunities exist that build the capacity of people with lived experience to become educators within tertiary settings. In this paper we present the Valuing Lived Experience Project (VLEP), an initiative led by a Lived Experience Academic (LEA) that seeks to systematically and meaningfully embed lived experience into the social work curriculum at a Western Australian university by providing significant opportunities for the capacity building of both individuals with mental health lived experience and academics. Given the relative infancy of service user involvement in Australian social work education, the VLEP offers a number of opportunities for reflection and consideration. A long-standing partnership between a LEA and Social Work Academic is described, the activities and key learnings of the VLEP to date are outlined, and we offer our reflections on challenges encountered throughout the journey. We hope that our experiences and learnings can be drawn upon to progress lived experience participation in tertiary settings and further legitimise lived experience involvement in the education of social workers.