Children In Need Research Articles

PEMENUHAN KEBUTUHAN ANAK SAAT PANDEMI COVID-19 DI PANTI SOSIAL ASUHAN ANAK AL-MUBAROKAH LEBAK BULUS JAKARTA

Every human being needs the fulfillment of basic needs in life, as well as children. During the covid-19 pandemic the fulfillment of the needs of orphanage children needs to be considered. This study aims to find out an in-depth and empirical picture of the fulfillment of children's needs during the covid-19 pandemic at al-Mubarokah Children's Orphanage which includes aspects of physiological needs, security needs and social needs. The research uses qualitative approach with descriptive method. Informants in this study were three caregivers, two caretakers and three foster children. Data collection is conducted with in-depth interviews, observations and documentation studies. The results showed that social needs seen from sub-aspects of social interaction showed good results. While aspects of physiological needs and the need for security have not been maximized. In an effort to improve physiological needs and security needs, a program was designed. The program proposed by researchers is Panti Sigap for Children's Needs during the Covid-19 Pandemic. The purpose of this program is to improve the fulfillment of children's needs related to aspects of physiological needs and security. This program uses the groupwork method.

Efficacy of Video-Assisted Teaching on Learning Needs of Children And Literacy of Attention Deficit Hyperactivity Disorder Among Teacher Trainees in South India

Context: Traditional teaching approaches prove to be a viable alternative to video-assisted learning. Teachers areunder-informed about the illness and learning needs of children with mental disorders, notably attention deficithyperactivity disorder.Aim: This study aimed to examine how effectively video-assisted teaching meets the learning needs and literacyof attention deficit hyperactivity disorder among teacher trainees in South India.Settings and Design: Institution-based longitudinal study.Material and Methods: Before and one week after video-assisted teaching about ADHD, 30 randomly selectedtrainee teachers were examined using questionnaires on ADHD literacy and learning need.Statistical Analysis Used: descriptive statistics, ANOVA, and paired-samples t-test.Results: On paired-samples t-test, there was a statistically significant difference in the score of ADHD literacy [t(29) = -18.46, p =.001] and learning needs [t (29) = -32.66, p =.001] pre and post scores.Conclusions: Using video-assisted teaching improves ADHD literacy and the learning needs of children.

Supporting the mental health of children with speech, language and communication needs: The views and experiences of parents

Background and aimsA high rate of children in mental health services have poor language skills, but little evidence exists on how mental health support is delivered to and received by children with language needs. This study looked at parental experiences, asking parents of children with speech, language and communication needs (SLCN) about their experiences seeking help for their children's mental health. We were particularly interested on the experiences of parents of children with Developmental Language Disorder (DLD), a specific SLCN that remains relatively unknown to the general public.MethodsWe conducted an online survey of 74 parents of children with speech, language and communication needs (SLCN). Survey respondents included parents of children with a range of difficulties, including DLD, autism, verbal dyspraxia, global intellectual delay, a history of hearing problems, and SLCN without a primary diagnosis. Survey respondents were asked what sources of support they had accessed for their child's mental health and to provide comments on what was good and what was not good about this support. We then conducted 9 semi-structured interviews of parents of children with DLD about their experiences. These were parents of children with DLD aged 7 to 17 years, from across a range of educational settings, and with a range of present mental health concerns.ResultsContent analyses of the survey responses from parents of children with SLCN highlighted three broad factors of importance to parents’ experiences: relational aspects of care, organisational aspects of care, and professionals’ knowledge. Thematic analyses of the interviews of parents of children with DLD identified 5 themes: the effects of language problems on the presentation of distress; the role of the school environment; the role of key professionals; standard approaches to mental health support might not be appropriate; and the role and impact on parents. Parents expressed concerns that their children's mental health problems and need for support would not be recognised, and felt interventions were not accessible, or delivered in a manner that was not comfortable for their children due to high reliance on oral language skills. Some parents were left feeling that there was no provision suitable for their children.ConclusionsParents of children with SLCN face barriers accessing support for their children's mental health, including a lack of professional knowledge about their children's language needs. Parents argued that language and communication needs can significantly affect the delivery and success of psychological therapies and interventions. Systematic research is needed to understand how to successfully adapt services to make them accessible to children and young people with language needs, and to ensure that mental health problems are detected in children with language difficulties. Increased knowledge about language disorders such as DLD, and access to speech and language therapy expertise, is needed amongst professionals who work to support children's mental health.

Classroom Promotion of Oral Language: Outcomes From a Randomized Controlled Trial of a Whole-of-Classroom Intervention to Improve Children’s Reading Achievement

Children need rich language learning experiences in school to build language and reading skills. Research suggests that various effective ways to support teacher provision of these experiences. The Classroom Promotion of Oral Language cluster randomized controlled trial ( n = 1,360 students; 687 intervention, 673 control) examined whether a teacher professional learning intervention targeting oral language in the first years of school led to improved student outcomes compared to usual teaching practices. The intervention comprised face-to-face professional learning and ongoing support. The primary outcome was student reading ability at Grade 3; secondary outcomes included oral language, reading, and mental health at Grades 1 and 3. No differences were detected between the intervention and control arms. Implications of results and future directions are explored.

Pelatihan Pembuatan Keju untuk Memenuhi Kebutuhan Nutrisi Tulang dan Gigi Anak Masa Golden age

The Training of Making Cheese to Meet the Nutritional Needs of Children's Bones and Teeth during the Golden Age
 Golden age is a golden period of early childhood in conducting exploration activities in shaping children's character. In fulfilling the nutritional intake of children aged 3-5 years, there are 35% of children in Kukulu village who do not consume milk. This is due to the start of various activities of children in playing, so less consumption of milk. It causes the loss of appetite in consuming milk so that there are problems in the growth of children's bones and teeth. The purpose of program was to increase public knowledge in improving children's nutrition by processing milk into cheese so that the benefits and content of milk are maintained. The method of this community service was lecturing about the benefits of milk and the processing into cheese. Than, continued with training of cheese making in overcoming children who are less willing to consume milk. Evaluation data showe that about 80%-100% of the participants got the good and very good understanding about the material. And, about 80%-100% of them satisfied with satisfied with it.

Comparative Evaluation of Preventive and Interceptive Orthodontic Treatment Need in Children of 6-9 Years and 9.1- 12 Years

Introduction: Preventive and interceptive orthodontics, emphasizes on reduction of later need for complex orthodontic treatment. This thus increases the comprehensiveness of healthcare and help in strengthening the primary care. In literature, there is no comparison between the preventive and interceptive treatment needs in patients belonging to growing age (6-9 years) and those belonging to non-growing age (9.1-12 years). There is a need to compare these finding according to the age group.
 The present study aims to utilize the IPION to quantify the proportion of central Indian children who would gain from the preventive and interceptive orthodontics.
 Materials and Methods: The study will be conducted in the Department of Orthodontics, SPDC, Wardha in collaboration with Department of Public Health Dentistry, SPDC, Wardha. Total 383 patient in age group of 6 to 12 years, will be selected. All the features of the IPION-6 and IPION-9 will be recorded, and the variables will be multiplied by weighting factors according to the instructions of the original study by Coetzee. All the features of IPION-12 will be recorded, and the variables will be multiplied by weighting factors.
 Expected Results: There will be a decrease in the need of orthodontic treatment in patients who have completed the age of 9 years.

Problems, Stressors and Needs of Children and Adolescents with Cancer.

Background: Cancer diseases in children and adolescents are considered to be one of the most serious health problems in the world. It is estimated that about 151,435 cases are diagnosed in children annually. Children with cancer experience many comorbid symptoms related to diagnosis and treatment that can profoundly affect their lives. They experience physical and emotional suffering, which affects their well-being and physical fitness, influencing the prognosis and deteriorating their physical, mental and social functioning. Given the limited data, an attempt was made to assess the problems of the biopsychosocial sphere of need and stressors among children and adolescents treated for cancer. Accurate symptom assessment is essential to ensure high-quality care and effective treatment. Patients and Methods: The qualitative study was conducted in pediatric oncology of hospitals in Poland. Children diagnosed with cancer were invited to participate in the study to assess their problems, stressors and needs. Results: The study included 520 people, where female sex constituted 48% and male 52%. The mean age of the children is 13.2 SD = 2.5. Negative experiences related to the disease are experienced by 82% of children. Among the surveyed children, the most experienced were anxiety (61%). The conducted research shows that as many as 69% of all respondents experienced states that indicate severe depression. The most common somatic problems reported by children were pain (58%). The most dominant areas of life that had a negative impact was body image (85%). Conclusions: Children and adolescents diagnosed with neoplastic disease experience many problems and stressors in every sphere of life, which undoubtedly affects a high level of unmet needs. The main category of needs concerning the challenges faced by children with cancer was psychological and care problems. In the youth group, the needs were mainly related to education and social support.

The Need for Children’s Advocacy Centres: Hearing the Voices of Children

ABSTRACT Children and young people (CYP) can be empowered to take on roles as agents of change in their own communities. CYP want to be heard and should be actively involved in the co-production, design and development of services aimed at them to ensure that the resulting services are acceptable and accessible. Little analysis of the framing and discourse of co-production in different contexts has been undertaken. Building on Children’s Advocacy Center models from the United States of America (which are held in high esteem by local communities), there is perceived value of such a center in the UK. A service development initiative was designed to work with children from Greater Manchester (UK) to determine the potential for the establishment of a children’s advocacy center in the North of England. This report presents the design and outcome of the initiative and contributes to the literature on the co-production of such service development projects with CYP, notably the means of achieving that outcome. Recommendations are made for the piloting of an Advocacy House model in the UK with collaborative efforts between CYP as well as health, education, law enforcement, social care providers, charities and voluntary groups. A community-inclusive partnership, underpinned by the principles of co-production and co-design, is integral to the further development of this pilot.

The social and physical environmental factors associated with the play of children living with life threatening/limiting conditions: A Q methodology study.

Living with a life threatening/limiting condition changes and challenges children's play. The environment is known to support participation in play, yet there is a lack of evidence highlighting its specific factors contributing to children's play. In this study, we investigated the perspectives of children living with life threatening/limiting conditions with regard to the environmental factors that are related to their engagement in play whilst receiving inpatient healthcare. Twenty-seven children took part in this study. Participants were aged between 5 and 11 years, diagnosed with life threatening/limiting conditions and were receiving care at either a children's hospital or hospice in either Kuwait or the United Kingdom. Children were asked to rank-order a Q set according to their perceived importance. The used Q set composed of social and physical environmental factors. The data were analysed using factor analysis and content analysis. Two shared viewpoints were identified, which represented children from both countries. For Factor 1, the children's need for social connectivity guided their answers regarding the environmental factors. For Factor 2, although children considered being surrounded by others important, their selections of the play conditions directed their play. For both factors, children had relatively little concern for outdoor and the type of play to engage in, with the exception of arts and crafts play activities, which were deemed important. Play settings are important to support rich, social play experiences and opportunities that match children's play preferences. Children living with life threatening/limiting conditions in Kuwait and the United Kingdom have relatively similar play needs.

In Defence of Ordinary Help: Estimating the effect of Early Help/Family Support Spending on Children in Need Rates in England using ALT-SR

AbstractRandomised controlled trials are often inappropriate for many forms of preventative children’s services; as such, observational studies using administrative data can be valuable for evidence-based policymaking. However, estimates of effectiveness can be confounded by differences in thresholds of intervention and national policies that exert pressure on local trends. This study adjusted for these factors using methods developed in clinical psychology to control for individual traits and developmental trajectories, Autoregressive Latent Trajectory Models with Structured Residuals, to analyse the relationship between local authority preventative spending and Children in Need (CIN) rates in England. Higher spending was associated with significant decreases in CIN rates between 2010/11 and 2014/15, but not from 2014/15 onwards. In the first half of the decade, 1% increases in expenditure were associated with between 0.07% and 0.157% decreases in CIN rates. Based on average local authority spending cuts, this translates to an additional 13,000 to 16,500 children and young people put or kept at risk of developmental or health impairments nationally for each year between 2011 and 2015. These findings highlight the potential of early help/family support policies and concerns around how their effectiveness has changed consequent to prolonged austerity and a deliberate policy focus on ‘what works’.

Do Children Need Adult Support During Sociodramatic Play to Develop Executive Functions? Experimental Evidence.

The cultural-historical approach provides the deep theoretical grounds for the analysis of children’s play. Vygotsky suggested three critical features of play: switching to an imaginary situation, taking on a play role, and acting according to a set of rules defined by the role. Collaboration, finding ideas and materials for creating an imaginary situation, defining play roles, and planning the plot are complex tasks for children. However, the question is, do children need educator’s support during the play to develop their executive functions, and to what extent? This experimental study was aimed at answering this inquiry. The four modes of sociodramatic play were created which differed in the adult intervention, from non-involvement in the play to its entire organization. The play could be child-led (with adult help), adult-led, or free (without any adult intervention); and there was also a control group where the children heard the same stimulus stories as the other groups but then followed them up with a drawing activity instead of a play activity. The study revealed that, firstly, the ways of educator’s involvement in the play differed in their potential in respect to the development of executive functions, and, secondly, this influence was not equal for different components of executive functions. Free play in the experiment was not a beneficial condition for the development of any of the studied components of executive functions, compared to the conditions involving the participation of an adult in the play. Furthermore, the type of adult intervention stimulated the development of various executive functions. The entire organization of the play by the adult had a positive impact of their general development. In contrast, the adult’s assistance in the organization of the children’s play had a positive effect on the development of inhibitory control. The study results can be helpful when considering educational practices within a cultural-historical approach to engaging the potential of play in children’s learning and development around the world.

Academic Achievement in School-Aged Children with Single Suture Craniosynostosis Over Time.

Introduction: Children with single suture craniosynostosis (SSC) are at risk for neurocognitive problems. The reported magnitude of differences between children with SSC and their normative peers on standardized tests of academic and intellectual ability are small. Evaluation of real-world academic outcomes of these children and its impact on educational resources have not been conducted. Methods: A retrospective cohort study of academic outcomes of children with SSC was conducted using the data from Ontario's Education Quality and Accountability Office (EQAO) standardized provincial reading, writing and mathematics tests. The need for special education was identified by documentation of the child's need for an Identification, Placement, and Review Committee (IPRC). Results: Of 296 eligible children, 42 participated in the study. Half of the children had sagittal synostosis, while the remaining were 10 (24%) unicoronal, 9 (21%) metopic, and 2 (5%) lambdoid synostosis. Thirty-six (86%) underwent operative management. The EQAO scores of operated children with SSC met the provincial academic standards on the Grade 3 and 6 EQAO scores across the 3 academic subjects. Converted grade-matched EQAO scores decreased in reading and writing over time, while math improved. Of the 21 patients with special education data, one child required an IPRC in Grade 3, while an additional four (24%) required an IPRC in Grade 6. Conclusions: Operated children with SSC had average academic performance, however, their needs appeared to change over time. Future studies are needed to evaluate academic difficulties and special education needs as these children progress through grade school.

Liver Transplantation in Malaysia: Needs, Obstacles, and Opportunities.

Liver Transplantation in Malaysia: Needs, Obstacles, and Opportunities.

Needs of Children and Families during Spring 2020 COVID-19 School Closures: Findings from a National Survey.

Despite extensive reports during the COVID-19 pandemic of the academic challenges facing students, and the effects of online learning on academic achievements, we have little information regarding the needs and difficulties of K–12 students and their families from a social work perspective. The present article shares findings from a nationwide survey of 1,275 school social workers (SSWs) reporting on their clients—schools, children, and families—during the spring 2020 COVID-19 school closures. SSWs indicated that the children and families they served had significant unmet basic needs, including for food, healthcare, and housing. Poverty and mental health compounded pandemic difficulties, which were associated with the sociodemographic makeup of schools. Student engagement in social work services during the closures was significantly lower than prepandemic levels, generally due to unmet material needs. Several policy and practice implications arise from these findings, including a need for additional services for students and families, a plan to address structural inequities in our schools and communities, coordinated outreach to reengage missing students, and recognition of the strong work being done by school staff coupled with a need for additional supports and resources to combat persistent inequality.

When does childhood dental caries become neglect or abuse: do parents think what we think?

Introduction Poor oral health in children may be a marker for wider neglect and abuse, but there is no universally recognised threshold for social services intervention.Aim To compare families' thresholds for referral for social services intervention with those of healthcare workers.Intervention Five standardised vignettes, used previously to investigate the views of healthcare workers on the need for social services intervention, were used to determine the threshold of 250 families for intervention.Results For an unkempt four-year-old girl with extensive dental caries frequently not brought to appointments, 63.6% families suggested a child in need (CIN) referral, against 9% (3/32) dental professionals (p <0.001) and 38% (38/100) paediatric healthcare professionals (PHCPs) (p <0.001). For a bullied, obese 14-year-old boy with extensive dental caries, similar proportions of families (37%; 93/250) and PHCPs (40%; 40/100) advised a CIN referral (p = ns); significantly fewer dental workers did (15.6%; 5/32; p = 0.017). Concerning a four-year-old boy with a bruised ear, over 64% of families and 68% of PHCPs correctly felt engagement with social services was necessary (p = ns) compared to just 12.5% (4/32) of dental practitioners (p <0.001).Conclusion Many parents felt social services involvement would be helpful in these hypothetical cases, often more frequently than healthcare workers.

Standardization of a Participatory Questionnaire to Assess the (Fulfilment of) Needs of Children in Care (QANCC) In India.

India has approximately 23 million children without parental care, who need alternative forms of care (MOSPI, 2018). Udayan Care, an NGO, designed an innovative group care model for children and youth in need of care and protection, implementing the indigenously developed LIFE (Living in Family Environment) strategy in 17 Udayan Ghars. (Sunshine Homes).With child participation as a core pillar, Udayan Care developed a Questionnaire to Assess the Needs of Children in Care (QANCC) in 2011, which is to be filled up by children annually, as a longitudinal study. The tool is conceived to ascertain whether children in the Ghars perceived if their rights were being fulfilled and that their needs were being addressed. With "meaningful participation" of children stipulated by the United Nations Convention on the Rights of the Child (UNCRC), the objective was to develop an evidence-based tool to assess the views of children on the services meted out to them, from their standpoint, and inform actual care practices annually. The self-assessment tool consists of questions, assessing the four dimensions of basic/fundamental, emotional, educational, and interpersonal needs, on a four-point Likert rating scale. A convenient purposive sampling is done on children, aged 10 to 18years, who receive care and protection at the Ghars, and have resided there for a minimum of 6months. This paper has two objectives, where at one end, the deductions of the previous years' data are made (2011-12 to 2016-17) with demarcating the differences with year 2018-19 data and at the second level, there is an update on the efforts made to establish the reliability and validity of the tool and create a standardized tool that can be implemented by other child care organizations in India. The paper illustrates how listening to direct voices of children and incorporating their inputs into actual care practice, can go a long way in improving the holistic wellness of children living in an alternative care setting. The results indicate that all needs of the majority of the children in Udayan Ghars.

The Difficulties Encountered in Practice for the Field of Child and Adolescent Psychiatry After the Regulation on Assessment of Special Needs for Children (RASNC)

The Difficulties Encountered in Practice for the Field of Child and Adolescent Psychiatry After the Regulation on Assessment of Special Needs for Children (RASNC)

User-Centered Virtual Reality Environments to Support the Educational Needs of Children With ADHD in the COVID-19 Pandemic

The use of technology to face the challenges in daily life is something that is increasingly needed and in complicated times like the one we live in today where there is a health contingency (COVID-19) that prevents people from exposing themselves to each other and restricts physical contact, virtual reality can be an alternative that allows the transmission of knowledge in an immersive and interactive way in various fields. This work proposes the use of virtual reality environments as an alternative to support the learning process in children with special educational needs such as Attention Deficit and Hyperactivity Disorder (ADHD) and other associated disorders that occur in basic education. These proposed virtual reality environments are designed under a user-centered approach and their contents are in accordance with expert therapeutic guidelines. As a result of this proposal, a case study is presented in which the user experience is evaluated through the use of an interactive environment to support the special educational needs of elementary school children attending an educational institution in Mexico.

"I Have to Watch Them Closely": Native American Parenting Practice and Philosophies.

One of many ways that Native American (NA) families demonstrate resilience is by parenting children in some of the most adverse contexts in U.S. society. We use the framework of historical oppression, resilience, and transcendence (FHORT) in a critical ethnography to qualitatively explore the parenting philosophies and practices that NAs use to protect children from the risks of an oppressive context. Data were drawn from 436 members of two Southeastern NA tribes. A team-based critical ethnographic data analysis approach was used to analyze these findings, revealing the following themes: (a) "Your Kids Come First": Prioritizing Children's Needs; (b) "They Should Enjoy their Childhood": Sheltering Children from Family Stressors; (c) "I Have to Watch Them Closely": Closely Monitoring Children; and, (d) "There's No Drinking at My House": Preventing Children's Exposure to Substance Abuse. Results indicate that NA parents adopt child-centric mindsets and use a number of positive practices to protect their children from the potentially harmful environments created through historical oppression.

23.4 Child Psychiatry and Pediatrics as BFFs: Why Pediatric Primary Care is Foundational in Addressing the Mental Health Needs of Children and Adolescents

The forces are now aligning for true integration and collaboration between child and adolescent psychiatrists and pediatric primary care. From a public health perspective this talk reviews the epidemiology of child mental health problems and the history of efforts to meet those needs. The trends in pediatric primary care, including the decline of “itis-es” and the rise of the patient-centered medical home, have been instrumental in preparing primary care to embrace a mental health agenda. At the same time, shortages of child psychiatrists remain widespread and are unlikely to rise enough to meet future needs which in a post-COVID world are anticipated to only increase. Alternative models of increasing the workforce will be discussed and rationale for why collaboration with pediatrics is likely to be the most fruitful. Further system changes are needed to support this transformation of healthcare delivery and child and adolescent psychiatrists can be proactive in shaping that future if we stay focused on what's best for patients and families.