Professor Andrew Kendrick, Glasgow School of Social Work. Introduction John Campbell, Senior Lecturer, Glasgow School of Social Work. Strathclyde Faculty Professorial Lectures 12th February 2009.
Netta Maciver, Principal Reporter, Scottish Children's Reporter Administration, http://www.scra.gov.uk.
Session 5 - Changing Children's Services.
Getting It Right for Every Child: Childhood, Citizenship and Children's Services, Glasgow, 24-26 September 2008.
http://www.iriss.org.uk/conference/girfec
Getting It Right for Every Child: Managing the change - Jane AldgateIriss
Professor Jane Aldgate, The Open University, http://www.open.ac.uk.
Session 5 - Changing Children's Services.
Getting It Right for Every Child: Childhood, Citizenship and Children's Services, Glasgow, 24-26 September 2008.
http://www.iriss.org.uk/conference/girfec
Getting It Right for Every Child: Promoting effective change - Bill AlexanderIriss
Bill Alexander. Head of Children's Services for NHS Highland and Highland Council.
Session 4 - Changing Children's Services.
Getting It Right for Every Child: Childhood, Citizenship and Children's Services, Glasgow, 24-26 September 2008.
http://www.iriss.org.uk/conference/girfec
Changes in Support for Children and Families in Iceland: Social capitals, cha...Iriss
Professor Dóra Bjarnason. University of Iceland.
Session 4 - Changing Children's Services. Chair Martha Holden, Project Director, University of Cornell.
Getting It Right for Every Child: Childhood, Citizenship and Children's Services, Glasgow, 24-26 September 2008.
http://www.iriss.org.uk/conference/girfec
Improving Child Health: Discussion of evidence on promoting protective factor...Iriss
Professor Linda de Caestecker, Director of Public Health, NHS Greater Glasgow and Clyde, http://www.nhsggc.org.uk.
Session 2 - Building Better Childhoods, Understanding Contemporary Childhood.
Getting It Right for Every Child: Childhood, Citizenship and Children's Services, Glasgow, 24-26 September 2008.
http://www.iriss.org.uk/conference/girfec
Accentuating the Positive: Resilience and desistance approaches - Malcolm HillIriss
Professor Malcolm Hill. Glasgow School of Social Work.
Session 2 - Building Better Childhoods, Understanding Contemporary Childhood. Chair Dr Bronwen Cohen, Chief Executive, Children in Scotland.
Getting It Right for Every Child: Childhood, Citizenship and Children's Services, Glasgow, 24-26 September 2008.
http://www.iriss.org.uk/conference/girfec
Getting it Right for Looked After Children and Young People: Building a stron...Iriss
Anna Fowlie, Head of Corporate Parenting, Care and Justice Division, Children, Young People and Social Care Directorate. Scottish Government, http://www.scotland.gov.uk.
Session 3 - Building Better Childhoods, Responding to Need. Chair: Professor Andrew Kendrick, Glasgow School of Social Work.
Getting It Right for Every Child: Childhood, Citizenship and Children's Services, Glasgow, 24-26 September 2008.
http://www.iriss.org.uk/conference/girfec
Netta Maciver, Principal Reporter, Scottish Children's Reporter Administration, http://www.scra.gov.uk.
Session 5 - Changing Children's Services.
Getting It Right for Every Child: Childhood, Citizenship and Children's Services, Glasgow, 24-26 September 2008.
http://www.iriss.org.uk/conference/girfec
Getting It Right for Every Child: Managing the change - Jane AldgateIriss
Professor Jane Aldgate, The Open University, http://www.open.ac.uk.
Session 5 - Changing Children's Services.
Getting It Right for Every Child: Childhood, Citizenship and Children's Services, Glasgow, 24-26 September 2008.
http://www.iriss.org.uk/conference/girfec
Getting It Right for Every Child: Promoting effective change - Bill AlexanderIriss
Bill Alexander. Head of Children's Services for NHS Highland and Highland Council.
Session 4 - Changing Children's Services.
Getting It Right for Every Child: Childhood, Citizenship and Children's Services, Glasgow, 24-26 September 2008.
http://www.iriss.org.uk/conference/girfec
Changes in Support for Children and Families in Iceland: Social capitals, cha...Iriss
Professor Dóra Bjarnason. University of Iceland.
Session 4 - Changing Children's Services. Chair Martha Holden, Project Director, University of Cornell.
Getting It Right for Every Child: Childhood, Citizenship and Children's Services, Glasgow, 24-26 September 2008.
http://www.iriss.org.uk/conference/girfec
Improving Child Health: Discussion of evidence on promoting protective factor...Iriss
Professor Linda de Caestecker, Director of Public Health, NHS Greater Glasgow and Clyde, http://www.nhsggc.org.uk.
Session 2 - Building Better Childhoods, Understanding Contemporary Childhood.
Getting It Right for Every Child: Childhood, Citizenship and Children's Services, Glasgow, 24-26 September 2008.
http://www.iriss.org.uk/conference/girfec
Accentuating the Positive: Resilience and desistance approaches - Malcolm HillIriss
Professor Malcolm Hill. Glasgow School of Social Work.
Session 2 - Building Better Childhoods, Understanding Contemporary Childhood. Chair Dr Bronwen Cohen, Chief Executive, Children in Scotland.
Getting It Right for Every Child: Childhood, Citizenship and Children's Services, Glasgow, 24-26 September 2008.
http://www.iriss.org.uk/conference/girfec
Getting it Right for Looked After Children and Young People: Building a stron...Iriss
Anna Fowlie, Head of Corporate Parenting, Care and Justice Division, Children, Young People and Social Care Directorate. Scottish Government, http://www.scotland.gov.uk.
Session 3 - Building Better Childhoods, Responding to Need. Chair: Professor Andrew Kendrick, Glasgow School of Social Work.
Getting It Right for Every Child: Childhood, Citizenship and Children's Services, Glasgow, 24-26 September 2008.
http://www.iriss.org.uk/conference/girfec
Scottish Autism Toolbox: Policy Overview - Robin McKendrickIriss
Robin McKendrick, Support for Learning Division, Schools Directorate, Scottish Government. Talking About Autism: Scottish Autism Toolbox conference. Friday 29th May 2009, Jordanhill, Glasgow.
Grief Matters, Responding to Loss and Bereavement - Mike O'ConnorIriss
Mike O'Connor, The Notre Dame Centre, http://www.notredamecentre.org.uk
Session 2 - Building Better Childhoods, Understanding Contemporary Childhood.
Getting It Right for Every Child: Childhood, Citizenship and Children's Services, Glasgow, 24-26 September 2008.
http://www.iriss.org.uk/conference/girfec
hsns09:Approaches to network collection for internet health services - Bernie...Iriss
Bernie Hogan, Oxford Internet Institute & Kristen Berg, Netlab, University of Toronto.
http://www.oii.ox.ac.uk/people/faculty.cfm?id=140
Connected Practice Symposium: Human Services in the Network Society, Changes, Challenges & Opportunities. The Institute for Advanced Studies, Glasgow, 14 September 2009.
http://connectedpractice.iriss.org.uk/
What has Changing Lives Changed? Performance Improvement Change Programme - S...Iriss
Sandy Cameron, Chair, Performance Improvement Change Programme, Director of Parole Board, Scotland. What has Changing Lives Changed? 3rd March 2009. Aberdeen Exhibition and Conference Centre.
hsns09:The Scottish telecare development programme:the evaluation - Sophie BealeIriss
Sophie Beale,York Health Economics Consortium,University of York.
http://php.york.ac.uk/inst/yhec/?q=contact/keycontacts
Connected Practice Symposium,Human Services in the Network Society,Changes, Challenges & Opportunities. The Institute for Advanced Studies, Glasgow 14-15 September 2009.
http://connectedpractice.iriss.org.uk/
Forgotten Citizens:Research for the Future - Kate SkinnerIriss
Kate Skinner: Kate tells us how important research into services for people with learning disabilities is and how it impacts on everyone to do with providing services to people with learning disabilities and their families. She outlines the plans her organisation, IRISS, has for supporting people to do good research into services for people with learning disabilities and their families and how this will help us build a better future for everyone, especially people with learning disabilities and their families.
http://www.iriss.org.uk/conference/forgottencitizens
Furrah Arshad: Furrah will introduce us to the work of her organisation Ethnic Enable and how it started up. She will also talk us through some of the major issues affecting people with learning disabilities from black and minority ethnic communities in Scotland. She will also share her thoughts on how best to support and make connections with families from black and minority ethnic communities.
http://www.iriss.org.uk/conference/forgottencitizens
hsns09:Implications of virtual social work: learning for a change-Jackie Raff...Iriss
Jackie Rafferty, Director of Centre for Human Service Technology, University of Southampton.
http://www.chst.soton.ac.uk/
Connected Practice Symposium,Human Services in the Network Society,Changes, Challenges & Opportunities. The Institute for Advanced Studies, Glasgow 14-15 September 2009.
http://connectedpractice.iriss.org.uk/
What has Changing Lives Changed? Practice Governance Change Programme - Andre...Iriss
Andrew Lowe, Chair, Practice Governance Change Programme, Director of Social Work, Scottish Borders Council. What has Changing Lives Changed? 3rd March 2009. Aberdeen Exhibition and Conference Centre.
Reclaiming Childhood: what this means for early years education - Helene Guld...Iriss
Helene Guldberg, author and lecturer, Open University.
Curriculum for Excellence - A Creative Curriculum, Friday 24th & Saturday 25th April 2009, Crawfurd Theatre, Glasgow.
Bobby Miller, Manager Younger Adults at North Lanarkshire Council speaks about the council's journey towards self directed support at North Lanarkshire Council's event Self Directed Support: The Bigger Picture on 8th November 2011.
“When in doubt, go to the library” -Lynn ClarkIriss
North Lanarkshire librarian Lynn Clark speak about the importance of libraries at North Lanarkshire Council's event Self Directed Support: The Bigger Picture on 8th November 2011.
hsns09:Ethical considerations around telecare-Andrew EcclesIriss
Andrew Eccles, Lecturer, Glasgow School of Social Work.
http://www.strath.ac.uk/gssw/staff/gsswstaff/ecclesandrewmr/
Connected Practice Symposium,Human Services in the Network Society,Changes, Challenges & Opportunities. The Institute for Advanced Studies, Glasgow 14-15 September 2009.
http://connectedpractice.iriss.org.uk/
Roddy Thomson, Director of VAMW Care, speaks about self directed support from a provider's perspective. Recorded at North Lanarkshire Council's event Self Directed Support: The Bigger Picture on 8th November 2011.
Self-directed Support, the Scottish Government perspective - Craig FlunkertIriss
Craig Flunkert from Scottish Government's Adult Care and Support Division speak about government's perspective on self directed support at North Lanarkshire Council's event Self Directed Support: The Bigger Picture on 8th November 2011.
Whole System Change, the meaning of personalisation - Simon DuffyIriss
Dr Simon Duffy speaks on the topic of personalisation at North Lanarkshire Council's event Self Directed Support: The Bigger Picture on 8th November 2011.
Taking a lead in promoting choice, control and valued opportunities for socia...Iriss
Peter Bates, from the National Development Team for Inclusion, speaks about the promotion of choice for excluded and vulnerable people. Recorded at North Lanarkshire Council's event Self Directed Support: The Bigger Picture on 8th November 2011.
The Effect of Family Communication Patterns on AdoptedAdoles.docxcherry686017
The Effect of Family Communication Patterns on Adopted
Adolescent Adjustment
Martha A. Rueter and
Department of Family Social Science, 290 McNeal Hall, 1985 Buford Avenue, University of
Minnesota, Saint Paul, MN 55108 ([email protected])
Ascan F. Koerner
Department of Communication Studies, 244 Ford Hall, 224 Church St. S.E., University of Minnesota,
Minneapolis MN 55455
Abstract
Adoption and family communication both affect adolescent adjustment. We proposed that adoption
status and family communication interact such that adopted adolescents in families with certain
communication patterns are at greater risk for adjustment problems. We tested this hypothesis using
a community-based sample of 384 adoptive and 208 nonadoptive families. Adolescents in these
families were, on average, 16 years of age. The results supported our hypothesis. Adopted adolescents
were at significantly greater risk for adjustment problems compared to nonadopted adolescents in
families that emphasized conformity orientation without conversation orientation and in families that
emphasized neither conformity nor conversation orientation. Adolescents in families emphasizing
conversation orientation were at lower risk for adjustment problems, regardless of adoption status.
Keywords
adjustment; adolescents; adoption; family communication patterns
Recent changes in the modern family have led researchers to pay closer attention to the growing
complexity of family structures, such as step-families, families formed through assisted
reproduction, and adoptive families. Recent reviews attest to particular interest in adoptive
families and in adopted child adjustment (cf. Bimmel, Juffer, van IJzendoorn, & Bakermans-
Kranenburg, 2003; Juffer & van IJzendoorn, 2005; Lee, 2003; O’Brien & Zamostny, 2003;
van IJ-zendoorn, Juffer, & Klein Poelhuis, 2005). These reviews compared adopted,
nonadopted, domestically adopted, and internationally adopted youth on several adjustment
dimensions, including internalizing and externalizing problems, attachment to parents, and
academic achievement. Overall, these reviews reported that most adopted children and
adolescents were well adjusted. A small but notable group, however, experienced significant
behavioral or mental health problems. It is this group that may account for mean differences
in adjustment that often are observed in studies comparing adopted to biological children
(Bimmel et al.; Brand & Brinich, 1999).
Differences in adjustment for this small group have generally been attributed to a number of
factors unique to adopted children. For example, relative to nonadoptees, adopted children
have more likely experienced early childhood adversity that can result in developmental delays
Correspondence to: Ascan F. Koerner.
This article was edited by Cheryl Buehler.
NIH Public Access
Author Manuscript
J Marriage Fam. Author manuscript; available in PMC 2009 August 1.
Published in final edited form as:
J Marriage Fam. 2008 August ; 70(3 ...
What Is This “Home Sweet Home”: A Course-Based Qualitative Exploration of the...AJHSSR Journal
ABSTRACT: This course-based research study explores the meaning of the concept of home for child and
youth care students. Data collection strategies included a conversational open-ended interview and an arts-based
activity. The open-ended interviews were conducted via the Zoom and Google Meet communication
platforms.A thematic analysis resulted in the identification of four main themes: (a) important people in my life,
(b) safety and security, (c) comfortable places, and (d) an authentic space.
KEYWORDS: child and youth care, course-based research, home, qualitative
Constants and change. Conceptualisation of family strengths vary by culture, by generation, and by research methods. Browse this collection of family strengths to sensitise your observations of family life.
Scottish Autism Toolbox: Policy Overview - Robin McKendrickIriss
Robin McKendrick, Support for Learning Division, Schools Directorate, Scottish Government. Talking About Autism: Scottish Autism Toolbox conference. Friday 29th May 2009, Jordanhill, Glasgow.
Grief Matters, Responding to Loss and Bereavement - Mike O'ConnorIriss
Mike O'Connor, The Notre Dame Centre, http://www.notredamecentre.org.uk
Session 2 - Building Better Childhoods, Understanding Contemporary Childhood.
Getting It Right for Every Child: Childhood, Citizenship and Children's Services, Glasgow, 24-26 September 2008.
http://www.iriss.org.uk/conference/girfec
hsns09:Approaches to network collection for internet health services - Bernie...Iriss
Bernie Hogan, Oxford Internet Institute & Kristen Berg, Netlab, University of Toronto.
http://www.oii.ox.ac.uk/people/faculty.cfm?id=140
Connected Practice Symposium: Human Services in the Network Society, Changes, Challenges & Opportunities. The Institute for Advanced Studies, Glasgow, 14 September 2009.
http://connectedpractice.iriss.org.uk/
What has Changing Lives Changed? Performance Improvement Change Programme - S...Iriss
Sandy Cameron, Chair, Performance Improvement Change Programme, Director of Parole Board, Scotland. What has Changing Lives Changed? 3rd March 2009. Aberdeen Exhibition and Conference Centre.
hsns09:The Scottish telecare development programme:the evaluation - Sophie BealeIriss
Sophie Beale,York Health Economics Consortium,University of York.
http://php.york.ac.uk/inst/yhec/?q=contact/keycontacts
Connected Practice Symposium,Human Services in the Network Society,Changes, Challenges & Opportunities. The Institute for Advanced Studies, Glasgow 14-15 September 2009.
http://connectedpractice.iriss.org.uk/
Forgotten Citizens:Research for the Future - Kate SkinnerIriss
Kate Skinner: Kate tells us how important research into services for people with learning disabilities is and how it impacts on everyone to do with providing services to people with learning disabilities and their families. She outlines the plans her organisation, IRISS, has for supporting people to do good research into services for people with learning disabilities and their families and how this will help us build a better future for everyone, especially people with learning disabilities and their families.
http://www.iriss.org.uk/conference/forgottencitizens
Furrah Arshad: Furrah will introduce us to the work of her organisation Ethnic Enable and how it started up. She will also talk us through some of the major issues affecting people with learning disabilities from black and minority ethnic communities in Scotland. She will also share her thoughts on how best to support and make connections with families from black and minority ethnic communities.
http://www.iriss.org.uk/conference/forgottencitizens
hsns09:Implications of virtual social work: learning for a change-Jackie Raff...Iriss
Jackie Rafferty, Director of Centre for Human Service Technology, University of Southampton.
http://www.chst.soton.ac.uk/
Connected Practice Symposium,Human Services in the Network Society,Changes, Challenges & Opportunities. The Institute for Advanced Studies, Glasgow 14-15 September 2009.
http://connectedpractice.iriss.org.uk/
What has Changing Lives Changed? Practice Governance Change Programme - Andre...Iriss
Andrew Lowe, Chair, Practice Governance Change Programme, Director of Social Work, Scottish Borders Council. What has Changing Lives Changed? 3rd March 2009. Aberdeen Exhibition and Conference Centre.
Reclaiming Childhood: what this means for early years education - Helene Guld...Iriss
Helene Guldberg, author and lecturer, Open University.
Curriculum for Excellence - A Creative Curriculum, Friday 24th & Saturday 25th April 2009, Crawfurd Theatre, Glasgow.
Bobby Miller, Manager Younger Adults at North Lanarkshire Council speaks about the council's journey towards self directed support at North Lanarkshire Council's event Self Directed Support: The Bigger Picture on 8th November 2011.
“When in doubt, go to the library” -Lynn ClarkIriss
North Lanarkshire librarian Lynn Clark speak about the importance of libraries at North Lanarkshire Council's event Self Directed Support: The Bigger Picture on 8th November 2011.
hsns09:Ethical considerations around telecare-Andrew EcclesIriss
Andrew Eccles, Lecturer, Glasgow School of Social Work.
http://www.strath.ac.uk/gssw/staff/gsswstaff/ecclesandrewmr/
Connected Practice Symposium,Human Services in the Network Society,Changes, Challenges & Opportunities. The Institute for Advanced Studies, Glasgow 14-15 September 2009.
http://connectedpractice.iriss.org.uk/
Roddy Thomson, Director of VAMW Care, speaks about self directed support from a provider's perspective. Recorded at North Lanarkshire Council's event Self Directed Support: The Bigger Picture on 8th November 2011.
Self-directed Support, the Scottish Government perspective - Craig FlunkertIriss
Craig Flunkert from Scottish Government's Adult Care and Support Division speak about government's perspective on self directed support at North Lanarkshire Council's event Self Directed Support: The Bigger Picture on 8th November 2011.
Whole System Change, the meaning of personalisation - Simon DuffyIriss
Dr Simon Duffy speaks on the topic of personalisation at North Lanarkshire Council's event Self Directed Support: The Bigger Picture on 8th November 2011.
Taking a lead in promoting choice, control and valued opportunities for socia...Iriss
Peter Bates, from the National Development Team for Inclusion, speaks about the promotion of choice for excluded and vulnerable people. Recorded at North Lanarkshire Council's event Self Directed Support: The Bigger Picture on 8th November 2011.
The Effect of Family Communication Patterns on AdoptedAdoles.docxcherry686017
The Effect of Family Communication Patterns on Adopted
Adolescent Adjustment
Martha A. Rueter and
Department of Family Social Science, 290 McNeal Hall, 1985 Buford Avenue, University of
Minnesota, Saint Paul, MN 55108 ([email protected])
Ascan F. Koerner
Department of Communication Studies, 244 Ford Hall, 224 Church St. S.E., University of Minnesota,
Minneapolis MN 55455
Abstract
Adoption and family communication both affect adolescent adjustment. We proposed that adoption
status and family communication interact such that adopted adolescents in families with certain
communication patterns are at greater risk for adjustment problems. We tested this hypothesis using
a community-based sample of 384 adoptive and 208 nonadoptive families. Adolescents in these
families were, on average, 16 years of age. The results supported our hypothesis. Adopted adolescents
were at significantly greater risk for adjustment problems compared to nonadopted adolescents in
families that emphasized conformity orientation without conversation orientation and in families that
emphasized neither conformity nor conversation orientation. Adolescents in families emphasizing
conversation orientation were at lower risk for adjustment problems, regardless of adoption status.
Keywords
adjustment; adolescents; adoption; family communication patterns
Recent changes in the modern family have led researchers to pay closer attention to the growing
complexity of family structures, such as step-families, families formed through assisted
reproduction, and adoptive families. Recent reviews attest to particular interest in adoptive
families and in adopted child adjustment (cf. Bimmel, Juffer, van IJzendoorn, & Bakermans-
Kranenburg, 2003; Juffer & van IJzendoorn, 2005; Lee, 2003; O’Brien & Zamostny, 2003;
van IJ-zendoorn, Juffer, & Klein Poelhuis, 2005). These reviews compared adopted,
nonadopted, domestically adopted, and internationally adopted youth on several adjustment
dimensions, including internalizing and externalizing problems, attachment to parents, and
academic achievement. Overall, these reviews reported that most adopted children and
adolescents were well adjusted. A small but notable group, however, experienced significant
behavioral or mental health problems. It is this group that may account for mean differences
in adjustment that often are observed in studies comparing adopted to biological children
(Bimmel et al.; Brand & Brinich, 1999).
Differences in adjustment for this small group have generally been attributed to a number of
factors unique to adopted children. For example, relative to nonadoptees, adopted children
have more likely experienced early childhood adversity that can result in developmental delays
Correspondence to: Ascan F. Koerner.
This article was edited by Cheryl Buehler.
NIH Public Access
Author Manuscript
J Marriage Fam. Author manuscript; available in PMC 2009 August 1.
Published in final edited form as:
J Marriage Fam. 2008 August ; 70(3 ...
What Is This “Home Sweet Home”: A Course-Based Qualitative Exploration of the...AJHSSR Journal
ABSTRACT: This course-based research study explores the meaning of the concept of home for child and
youth care students. Data collection strategies included a conversational open-ended interview and an arts-based
activity. The open-ended interviews were conducted via the Zoom and Google Meet communication
platforms.A thematic analysis resulted in the identification of four main themes: (a) important people in my life,
(b) safety and security, (c) comfortable places, and (d) an authentic space.
KEYWORDS: child and youth care, course-based research, home, qualitative
Constants and change. Conceptualisation of family strengths vary by culture, by generation, and by research methods. Browse this collection of family strengths to sensitise your observations of family life.
Corinne Reczek The Ohio State UniversityAmbivalence in GayAlleneMcclendon878
Corinne Reczek The Ohio State University
Ambivalence in Gay and Lesbian Family
Relationships
Intergenerational ambivalence—the simulta-
neous presence of both positive and negative
dimensions of a parent–child tie—is a con-
cept widely used in family studies. Scholars
have clarified the measurement of psycho-
logical ambivalence, or an individual’s own
feelings of ambivalence toward others. Yet
research has yet to demonstrate whether—and,
if so, how—individuals characterize others as
ambivalent. Moreover, relatively little is known
about ambivalence in gay and lesbian families.
In the present study 60 in-depth interviews
were analyzed to identify what the author calls
perceived ambivalence in the parent, sibling,
extended kin, and “in-law” relationships of
gay and lesbian adults. Perceived ambivalence
is revealed through gay and lesbian adults’
characterizations of family members’ simulta-
neous positive and negative overt and covert
beliefs and behavior. In addition, the author
refines the concept of collective ambivalence,
wherein perceived ambivalence typifies an
entire family unit. The findings further revealed
the importance of broader sociological factors,
such as homophobia, in structuring perceived
ambivalence.
Over the past decade, intergenerational ambiva-
lence has emerged as a central concept for
Department of Sociology, 238 Townshend Hall, 1885 Neil
Avenue Mall, Columbus, OH 43202 ([email protected]).
This article was edited by Kevin M. Roy.
Key Words: ambivalence, gay and lesbian families, intergen-
erational relationships, mid- to late life, qualitative research.
understanding relationships between adult chil-
dren and their parents (Lüscher & Pillemer,
1998). Intergenerational ambivalence brings
together psychological ambivalence—the simul-
taneous experience of opposing feelings or
emotions (Bleuler, 1922)—and sociological
ambivalence—incompatible and conflicting
expectations and norms of behavior, beliefs, and
attitudes (Connidis, 2015; Merton & Barber,
1963)—to articulate how parents and adult chil-
dren experience “opposing feelings or emotions
that are due in part to countervailing expec-
tations” for how each generation should act
(Connidis & McMullin, 2002b, p. 558; Lüscher
& Pillemer, 1998). A significant body of work
demonstrates that, much like positive and neg-
ative parent–child relationships, ambivalent
intergenerational relationships are negatively
related to psychological well-being (Kiecolt,
Blieszner, & Savla, 2011; Suitor, Gilligan, &
Pillemer, 2011), which may in turn lead to stress
spillover and proliferation into other domains
of family life (Pearlin, Aneshensel, & LeBlanc,
1997).
Despite important advances in the ambiva-
lence construct, significant gaps remain. First,
the focus has been nearly entirely on indi-
vidual feelings of psychological ambivalence
toward others, with little attention to the pres-
ence and operation of sociological ambivalence
(Connidis, 2015). Second, a focus on individu ...
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
Paper Writing Service - HelpWriting.net 👈
✅ Quality
You get an original and high-quality paper based on extensive research. The completed work will be correctly formatted, referenced and tailored to your level of study.
✅ Confidentiality
We value your privacy. We do not disclose your personal information to any third party without your consent. Your payment data is also safely handled as you process the payment through a secured and verified payment processor.
✅ Originality
Every single order we deliver is written from scratch according to your instructions. We have zero tolerance for plagiarism, so all completed papers are unique and checked for plagiarism using a leading plagiarism detector.
✅ On-time delivery
We strive to deliver quality custom written papers before the deadline. That's why you don't have to worry about missing the deadline for submitting your assignment.
✅ Free revisions
You can ask to revise your paper as many times as you need until you're completely satisfied with the result. Provide notes about what needs to be changed, and we'll change it right away.
✅ 24/7 Support
From answering simple questions to solving any possible issues, we're always here to help you in chat and on the phone. We've got you covered at any time, day or night.
The Traditional Family
Family is an interesting subject to discuss, as the traditional family structure has definitely changed, for example, in 2011 the U.S. Census Bureau, stated that 27.2% of American children under the age of 18 lived with one parent in 2007, in comparison to 1960, where around 9.1% of American children who lived in single parent families in 1960 (U.S. Census Bureau, 2004). Reiss (1981) stated that family shares world views, and together the value and belief systems give the family a meaning in a social context. As human beings are social beings, family is important because, that is the nucleus in where people learn their social cues and behaviors. Family communication has an immediate impact on the self esteem of adolescents and this is prevalent in many facets of adolescent life, specifically dating.
Through looking at family communication standards, the standards by which Caughlin conceptualized as specific ideal behaviors practiced in a family environment. Through family communication standards, individuals judge communication in families, these standards have 10 dimensions which are openness, maintaining structural stability, expression of affection, emotional/ instrumental support, mindreading, politeness, discipline, humor/sarcasm, regular routine interaction and avoidance (Caughlin 2003). Looking at family communication standards gives a base as to what ideal family communication should be; could family also play a role in the way adolescent s view their own self
Get more content on HelpWriting.net
Response 1I grew up believing that other families were like mickietanger
Response 1
I grew up believing that other families were like my own, that there was one father and one mother in a family and then children and that’s what made up the family picture. My parents were married and I was the second of three children, so the family structure seemed to me to be a mother and father and kids. I do not have any gay or lesbian extended families or any single parent families in my extended family, so I was no introduced to differing family structures at an early age. I was raised in a well-off community of Caucasian people with high SES where there were few minorities. I think that the reason I didn’t understand about other family structures is because I was not exposed to them until Middle and High School (Derman-Sparks & Olsen Edwards, 2012). This contrinbuted to the family
Children are famously egocentric, and thus believe that each family is just like their own and it’s odd if that’s not the case (Derman-Sparks & Olsen Edwards, 2012). When children find out that another family has a different structure, they tend to be judgmental based on social biases that are created from their environment (Derman-Sparks & Olsen Edwards, 2012). Studies show that the family structure matters less than family functioning (Derman-Sparks & Olsen Edwards, 2012). Additionally, family structure was found not to influence academics in high school (Derman-Sparks & Olsen Edwards, 2012). Poverty and the quality of parenting (degree to which it is positive or negative parenting) has a much bigger role in the presentation of behaviors and pathology in children and adolescents (Cain & Combes-Orme, 2005),
I think that the kind of biases that I had as a kid and thinking that families were all “supposed” to be a woman, man and kids is a result of the environment that I was raised in. I think it’s always important to be aware of these early biases because I still think that they play a part in working with children and making sure we are not projecting our own beliefs onto them (Marsh, 1990). Children and adolescent may need help dealing with stigmatizations around homosexuality and diversity, and clinicians will do well to focus on increasing positivity in family relationships and developing resilience in children and adolescents around negative views of their family structure (Breshears, 2011). It’s important to teach children that love comes in many forms and it doesn’t just look one way – and that’s ok. Normalizing emotions and family systems can be extremely effective in reducing stress and anxiety in children and adolescents (Breshears, 2011).
References
Breshears, D. (2011). Understanding communication between lesbian parents and their children regarding outsider discourse about family identity.
Journal of GLBT Family Studies, 7
, 264–284
Cain, D. S., & Combs-Orme, T. (2005). Family structure effects on parenting stress and practices in the African American family.
Journal of Sociology and Social Welfare, 33
(2), 19–40.
Derman-S ...
IntroductionThere appears to be arenewed level of opti.docxmariuse18nolet
Introduction
There appears to be a
renewed level of optimism
within the research and prac-
tice communities with respect
to group and residential care
services offered to young
people and families. Group
care and residential care are
often accessed in the practice
environment as a last resort
(Anglin, 2002; Lee, Bright,
Svoboda, Fakunmoju & Barth,
2011; Whittaker 2011). For
practitioners, the debate over
“last resort” versus “treatment
of choice” (Whittaker, 2011) is
a limited one, as many would
agree that “treatment of
choice” is clearly a better
option. This renewed optimism
is gaining momentum as
service providers invest in
models of care that shorten the
gap between “what we know
and what we do” (Holden,
2009). An emphasis on ‘best
practice’ has resulted in group
care service providers imple-
menting program models that
are utilizing ‘evidence informed
practice’ and ‘evidence based
practice’ within the care envi-
ronment. This momentum,
along with an improved under-
standing of child trauma
ISSN 1705625X Volume 27 Number 3 / 17
Relational
Practice
Care
&Youth
Child
A Renewed Perspective of Group Care
and Residential Treatment:
An Orientation toward Therapeutic
Group/Residential Care
Part One – Setting the Context
Establishing Value in the Service System and Initiating the
Construct of Therapeutic Group/Residential Care
Anton Smith, Allen Balser, and Bjorn Johansson
Abstract
In this article the writers offer a historical perspective that identifies themes of connectedness and
describes the social responsibility child and youth care pioneers undertook despite the state’s desire to
move “underprivileged” and marginalized children out of the public eye. Additionally, five waves of group
care development are described. Lastly, the authors offer some definitions of group care and residential
care that are currently gaining traction within the research and practice communities in the western
world. These definitions are built both on factors that differentiate programs as well as defining the
separation of general group care from therapeutic group care. Therapeutic residential care or
therapeutic group care are terms with an agreed upon meaning in the literature and in essence, are
emerging constructs. Throughout this article the terms group care, residential care, and residential
treatment are used in a broad and somewhat inclusive manner to include various group care and
residential programs consistent with the literature.
(Bloom, 1997; Perry &
Szalavitz, 2006), has resulted
in a desire to understand and
improve upon the critical
components of therapeutic
group care.
Criticisms about group care
and residential service have
been typically focused towards
the areas of high service costs,
outcome limitations, and an
overall concern for staff and
client safety (Lee et al., 2011;
Whittaker, 2012; Whittaker &
Pfeiffer, 1994). Although these
criticisms may have some
validity.
Similar to Residential Child Care and the Family Metaphor: Relations, Relationships and Relatedness - Andrew Kendrick (20)
Support for NQSWs & cont professional developmentIriss
Presentation from Scottish Social Services Council on support for newly-qualified social workers and pilot schemes for supported and assessed first year in practice, in context of wider continuing professional development and planning. Given at Shaping our Future Conference, 31 May 2019 at the University of Strathclyde.
Community social work: what it is and why it mattersIriss
Workshop delivered by Colin Turbett at the Shaping our Future: Relationships Matter Conference on 31 May 2019 at the University of Strathclyde. It provides a short history of CSW, brief case examples, and what it offers to todays practice: moving work upstream; potential for achieving greater job satisfaction; greater visibility and championing of social work's contribution; as well as better outcomes and cost effectiveness.
naccompanied Asylum Seeking Young People: New Young Peers ScotlandIriss
Workshop delivered at 'Shaping our Future: Relationships Matter Conference on 31 May 2019 at the University of Strathclyde by Lorraine Ward (Asylum & Roma Children and Families Service) and UASYP.
Workshop delivered by the Scottish Inter-University Service Users and Carers Network on 'gap mending' at the 'Shaping Our Future: Relationships Matter Conference' on 31 May 2019 at the University of Strathclyde.
Evidence Example -presentation from SWSSF Vision and Strategy Improving use of evidence scoping workshop 4th November 2015, Strathclyde University, Glasgow
Evidence Example -presentation from SWSSF Vision and Strategy Improving use of evidence scoping workshop 4th November 2015, Strathclyde University, Glasgow
Evidence Example -presentation from SWSSF Vision and Strategy Improving use of evidence scoping workshop 4th November 2015, Strathclyde University, Glasgow
In this presentation, Alison Petch identifies six important dimensions in developing an integrated approach. It was presented at the annual IRISS Champions event 2014.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
A Survey of Techniques for Maximizing LLM Performance.pptx
Residential Child Care and the Family Metaphor: Relations, Relationships and Relatedness - Andrew Kendrick
1.
2. … it is essential that we provide the necessary warmth, affection and comfort for children's healthy development if we are not further to damage emotionally children and young people who have usually had a raw deal from life (Children’s Safeguards Review, 1997)
7. “ Eddy’s always been there, but me and Eddy have bonded all well, that’s what I’m saying. I call him, he’s my dad, you know what I mean, but he seemed to have always been there when I was restrained or, anytime I’m angry, I’ve left the building, he always seems to be there.” (young person) (Steckley and Kendrick, 2005) “ She was like, a, like a sister, because… we… you know, we figured we looked alike and… we were really close. She was like family to me. (young person) (Jim Anglin, 2002) “ I always regarded this place as my house.. Everybody that was here was part of my family. All I’ve wanted for the last three, four years is somebody to be there for me. Somebody I can turn round to and talk to. (young person) (BBC, Social Workers) Family as metaphor in residential care
8.
9.
10. ‘… we have suggested that the imputed dichotomous contrast between given and chosen relationships is analytically shallow and that, in practice, there is a complex process of suffusion between familial and non-familial relationships.’ (Pahl and Spencer, 2004) ‘… children who, for whatever reason, are in state institutions may consider certain professional carers, highly committed to them, as ‘given’, although later in life they may recognize that their commitment could not be reciprocal.’ (Pahl and Spencer, 2004) Not simply families of ‘fate’ or ‘choice’
11. Not simply families of ‘fate’ or ‘choice’ Routine relations (of work, etc) close friends Chosen Relationships Pahl and Spencer (2004) more distant kin ‘ traditional’ family fictive kin Given Relationships Low Commitment High Commitment
12. The boundary between ‘familial’ and ‘non-familial’ relationships is increasingly blurred in everyday lives. There is certainly evidence for an extension of family relationships in terms of the language used so that individuals and practices may be described as being “like family” where it is clear that this is a positive evaluation. It is also evident from some of our studies that these non-familial intimate relations provide practical and emotional support for particular family members in such a way as to enable particular clusters of family relationships and practices to continue. (Jamieson et al. 2006) Blurring of boundaries
13.
14. We met a number of participants who had experienced feeling accepted, secure and a sense of belonging in residential care. In the best experiences, participants thought of their residential carers as a kind of family… What often characterised the positive relationships in residential care was the continuing sense of security and safety, which could be relied on. (Happer, MacCreadie and Aldgate 2006, p.17)
15.
16.
17.
18.
19.
20.
21. It is in understanding children and young people’s centrality in the complex mesh of relations, relatedness and relationships that residential child care must find its true potential.
22. They didn’t treat it like residential, they treated me like family, basically… there was one worker who treated me like a daughter… it was more like a family home than residential (Female, 17)
23. Anglin, J. (2002) Pain, normality, and the struggle for congruence: Reinterpreting residential child care .Binghampton: Haworth Press. Carsten, J. (1995) The substance of kinship and the heat of the hearth: Feeding, personhood, and relatedness among Malays in Pulau Langkawi, American Ethnologist 22, 223-241. Carsten, J. (ed) (2000) Cultures of relatedness: New approaches to the study of kinship. Cambridge: Cambridge University Press. Carsten, J. (2004) After kinship. Cambridge, Cambridge University Press. Forrester, D. (2008) Is the care system failing children? The Political Quarterly 79 (2), 206-211. Garfat, T. (1998) The effective child and youth care intervention: A phenomenological inquiry. Journal of Child and Youth Care, 12 (1-2) Happer, H., MacCreadie, J. & Aldgate, J. (2006) Celebrating Success: What Helps Looked After Children Succeed . Edinburgh: Social Work Inspection Agency. Jamieson, L., Morgan, D., Crow, G. & Allan, G. (2006) Friends, neighbours and distant partners: Extending or decentring family relationships., Sociological Research Online, 11 (3). <http://www.socresonline.org.uk/11/3/jamieson.html>. Kendrick, A. (1995). Residential care in the integration of child care services . Edinburgh: HMSO/Central Research Unit. Kendrick, A. (ed.) (2008) Residential child care: Prospects and Challenges. London: Jessica Kingsley. Mason, J. & Tipper, B. (2008) Being related: How children define and create relatedness, Childhood 15(4), 441-460. Pahl, R. & Spencer, L. (2004) Personal communities: not simply families of ‘fate’ or ‘choice’. Current Sociology, 52 (2), 199-221. Simpson, B. (1994) Bringing the ‘unclear’ family into focus: Divorce and re-marriage in contemporary Britain, Man, 29 (4), 831-851 Sinclair, I., Baker, C., Lee, J. & Gibbs, I. (2007) The pursuit of permanence: A study of the English child care system . London: Jessica Kingsley Publishers. Steckley, L. & Kendrick, A. (2005) Physical restraint in residential child care: the experiences of young people and residential workers. Childhoods: Children and Youth in Emerging and Transforming Societies International Conference, 29 Jun - 3 Jul 2005, Oslo, Norway. Whitaker, D., Archer, L. and Hicks, L. (1998) Working in children’s homes: Challenges and Complexities. Chichester: Wiley.