Handling Of Children Research Articles

A Study to Assess the Knowledge regarding Handling of Children with Emotional and Behaviour Problem in Order to Prepare A Self Instruction Module among the Selected Primary School Teachers in Bangalore South

This study attempts to assess the knowledge regarding handling of children with emotional and behavioral problem in order to prepare a self-instructional module among primary school teachers of Bangalore south. To assess the level of knowledge of primary school teachers regarding handling of children with emotional and behavioral problems with their selected demographic variables. The research design selected for this study was descriptive research design. The sample comprised of 30 Primary school teachers of Bangalore south. Convenient sampling technique was used to draw the sample for the study. The findings of the study revealed that there was significant association of knowledge scores of primary school teachers with demographic variables of educational status, source of knowledge and marital status.

“Children's Rights in Pandemic Times?” – Germany's Handling of Children's Rights during the Pandemic Put to the Test

Children are the age group least at risk of getting infected with COVID-19. However, children are (or have been) the hardest hit by almost all Corona public health measures. This article examines how in Germany, since the beginning of the Corona pandemic, there have been serious human rights violations concerning children and young people in areas such as, elementary protection, care and participation rights. Furthermore, various (omitted) government measures have contributed to the increase in child poverty.

Philosophy Concept of Restorative Justice in Handling Juvenile Delinquent

Restorative justice in handling juvenile delinquent occurs because of the juvenile justice system growth. The increasing number of institutions that guarantee the rights of children in juvenile delinquent at the courts has led more implementation of the criminal justice system that applies restorative justice. Alignment between the 2000 UN declaration as the main principles regarding the use of restorative justice programs in criminal matters, the Vienna Declaration on crime and justice, the XI UN congress in 2005 on crime and criminal justice as a basis for researchers who passionate to examine how philosophical concept of restorative justice in juvenile delinquent and how the mechanism for applying restorative justice in juvenile delinquent uses normative juridical research. After conducting research, the philosophical concept of restorative justice in handling juvenile delinquent can be seen from before the rise of Law Number 3 of 1997 concerning Juvenile Court which refers to the provisions of the Criminal Code Articles 45, 46, and 47 which contain the authority of judges in making decisions regarding types of crimes, types of punishment and the length of punishment for children, Law Number 3 of 1997 concerning Juvenile Court and Law Number 11 of 2012 concerning the Juvenile Criminal Justice System. In line with the philosophy of the mechanism for the application of restorative justice in handling juvenile delinquent, there are several regulations in Indonesia such as the Supreme Court Regulation Number 4 of 2014 concerning Guidelines for Implementing Diversion in the Juvenile Criminal Justice System, Government Regulation Number 65 of 2015 concerning Guidelines for Implementing Diversion and Handling of Children who have not 12 years old and a certificate from the Director General of Badilum Number 1691/DJU/SK/PS.00/12/2020 dated 22 December 2020 concerning Guidelines for the Implementation of Restorative Justice in the General Courts.

Many Faces of Mediation

Many Faces of Mediation

Application Of Diversion To Children In Case Of Traffic Accidents That Cause Lives

Minors in driving a motor vehicle are very dangerous, lack of education on road safety and a very early age results in the ability to drive a vehicle not accompanied by instinct and mature thinking so that traffic accidents often occur caused by minors. Law No. 11 of 2012 regulates how to settle cases of child crimes, including in cases of traffic accidents caused by children by diversion. Traffic accident cases regulated in Law No. 22 of 2009 about Traffic and Road Transportation as a law that specifically regulates traffic accidents, the diversion process against children as perpetrators in traffic accidents carried out in every District Court and diversion carried out according to the Act. No. 11 of 2012 and Government Regulation No. 65 of 2012 about Guidelines for the Implementation of Diversion and Handling of Children who are not yet Twelve Years Old. Application of diversion at the Tangerang City Police Station encountered obstacles but there were also efforts to overcome these obstacles.Keywords: children, diversion, traffic

Diversi Terhadap Anak Yang Melakukan Tindak Pidana Penyalahgunaan Narkotika (Studi Penetapan Pengadilan Negeri Medan)

The legal arrangements regarding diversion for children who have committed criminal acts are contained in several laws and regulations, government regulations, regulations of the Supreme Court which have regulated the procedures for implementing diversion for children who have committed criminal acts. In Law Number 11 of 2012 concerning the Juvenile Criminal Justice System, which has explained about diversion, namely as in Article 1 point 7 states that diversion is the transfer of settlement of juvenile cases from the criminal justice process to processes outside of criminal justice The results of this research can be seen, the legal basis for diversion is regulated in Law Number 11 of 2012 concerning the Criminal Justice System for Children, Government Regulation Number 65 of 2015 concerning the Implementation of Diversion and Handling of Children who are not 12 (twelve) years old, and Regulations Supreme Court Number 4 of 2014 concerning Guidelines for the Implementation of Diversion in the Juvenile Criminal Justice System. And in these laws and regulations, the objectives of diversion are stated in article 6 of Law Number 11 of 2012, namely: achieving peace between victims and children, resolving cases of children outside the judicial process, preventing children from being deprived of liberty, encouraging the public to participate , and instill a sense of responsibility in children

Diversion Against Crime by Children Confronting the Law to Achieve Restorative Justice

The purpose of this writing is to try to find out the existence of law enforcement regarding diversion in the handling of cases committed by children in the Juvenile Justice System Law and to see the effectiveness of implementing the diversion policy in handling cases of criminal acts committed by children. The research was carried out in a normative juridical manner, with a statute approach and a conceptual approach using descriptive qualitative analysis. The results of this paper show that law enforcement regarding cases involving children with a diversion policy is rigidly regulated in Law, namely Law Number 11 of 2012 concerning the Juvenile Justice System, as well as related regulations such as Law Number 23 of 2002 concerning Child Protection, and Law -Law Number 13 of 2006 concerning Protection of Witnesses and Victims. In addition to law regulations there are implementing regulations such as Government Regulation Number 65 of 2015 concerning Guidelines for the Implementation of Diversion and Handling of Children Not Aged 12 (Twelve) Years Old and Supreme Court Regulation Number 4 of 2014 concerning Guidelines for Implementing Diversion in the Juvenile Criminal Justice System. In addition, the effectiveness of law enforcement does not run effectively in practice, this shows that the diversion policy to realize restorative justice is not being implemented properly, the linkages between external and internal components are not evenly distributed, both law enforcers and the roles of stakeholders, this has an impact The diversion policy and the goal of realizing restorative justice which has not been effectively implemented are influenced by several factors such as limited Human Resources (HR) who have not supported the implementation of the SPPA Law and training for legal structures.

A Study to Assess the Knowledge Regarding Handling of Children with Emotional and Behaviour Problem in order to Prepare a Self Instruction Module among the Selected Primary School Teachers in Bangalore South

A Study to Assess the Knowledge Regarding Handling of Children with Emotional and Behaviour Problem in order to Prepare a Self Instruction Module among the Selected Primary School Teachers in Bangalore South

MANAJEMEN PENANGANAN ANAK DI PENGUNGSIAN KORBAN BENCANA ERUPSI GUNUNG SINABUNG DI PROVINSI SUMATERA UTARA

Children who survived from natural disasters are not necessarily safe from the threat of life and survival. The emergency condition of the disaster requires the readiness of all humanitarian actors to put forward the principles of protection in the handling of disaster victims especially for vulnerable groups such as children. The eruption of Mount Sinabung is an extraordinary event because it is a disaster with very long evacuation activities and affect the lives of refugee children. This research is a qualitative research with case study approach that aims to analyze the management of the refugee children's handling of disaster victims viewed from the perspective of child protection. The research location was located in Karo Regency with selected participants using purposive and snowball sampling technique. The data was collected through in-depth interviews, observations and document studies assisted by audio-visual materials which were then analyzed by Creswell's data analysis model. The result of this research indicate that child protection factor has not become the point that is considered in the management of the refugee children handling of the eruption of Mount Sinabung eruption as seen from legislative, institutional, planning, organizing, resource management, funding component. Evaluation results of management of refugee children handling are seen from three indicators: the fulfillment of children's rights that only focus on the fulfillment of physical needs; the existence of violations of child protection by the existence of cases or events involving refugee children as perpetrators as well as victims and involvement of children in the demonstration activities and accidents of transportation of school children; as well as other psychosocial mental effects.

Politik Hukum Penerapan Diversi Pada Sistem Peradilan Pidana Anak Untuk Mewujudkan Keadilan Restoratif

Restorative Justice and Diversity which are intended to avoid and keep children away from the judicial process so as to avoid stigmatization of children in conflict with the law and are expected to return children to the social environment naturally. The research method used in this study is normative juridical using three approaches, namely the statutory approach, conceptual approach, and historical approach. The data source used is secondary data, which consists of primary legal materials, secondary legal materials and tertiary legal materials. As a knife analysis, researchers use the Legal System Theory as Grand Theory, Authority Theory as Middle Range Theory, Criminal Theory as Applied Theory. The results of this study found that The application of diversion in the juvenile justice system in Indonesia, in realizing restorative justice in the court has been carried out, based on Government Regulation Number 65 of 2015 concerning Government Regulation Guidelines for the Implementation of Diversity and Handling of Children who are not yet 12 (Twelve) Years Old. Political Law that must be taken by the Government is amending Government Regulation Number 65 of 2015 concerning guidelines for implementing diversion and handling children who are not yet 12 years old, by adding provisions governing Special Investigators, Special Public Prosecutors and Special Judges, who handle diversion in the justice system child.

Pengalaman Guru Bimbingan dan Konseling dalam Menangani Anak Berkebutuhan Khusus

Children with special needs are children who have body and mental disorders. In exceptional education or special education of children with disabilities, addressed to children who are deemed to have deviations from the normal average condition of normal children, in terms of physical, mental, or social behavior characteristics, or children different from the general average, because there are problems in the ability to think, sight, hearing, socialization, and moving. This study aims to get an overview of the experience of Teacher Guidance and Counseling in dealing with children with special needs. This research uses phenomenology design with in-depth interview method. The data collected was the result of interviews and field notes analyzed, this research produced 24 themes. The results describe feelings of acceptance, feelings of anger, feelings of depression, and the burden of time. The handling done by the Teacher Guidance and Counseling shows the purpose and type of needs by using a variety of specific methods. Guidance and Counseling Teachers need social support and infrastructure and have used several sources and forms of support during the handling of Children with Special Needs. Environmental responses require Master Bk to modify the ways in which children with special needs both in teaching and learning systems cover various barriers, curricula and teaching materials, problem-solving co-operation, student ratings, flexibility, accountability.

Children's rights advocacy as transnational citizenship

AbstractIn this article, we develop conceptual tools for analysing the practices of children's rights organizations and professionals as transnational citizenship. To this end, we set out to trace a continuum of citizenship practices in which global and local influences and forces enmesh in ways that are difficult to grasp when treated as two separate realms. To theorize the social dynamism and spatial constitution of transnational citizenship as a local–global continuum, we turn to Bourdieu's field theory. By analysing the Committee on the Rights of the Child's handling of the Finnish Periodic Report on children's rights, and how Finnish children's rights advocates mobilize its recommendations, we show that transnational citizenship in the field of children's rights is practised not merely ‘out there’ but also ‘right here’. We conclude by discussing what novel insights field theory has to offer to the study of advocacy practices as transnational citizenship.

Assessment of Knowledge of Iranian Occupational Therapists of Handling of Children with Cerebral Palsy

The purpose of this study was to assess the knowledge of Iranian occupational therapists regarding the handling of children with cerebral palsy and the application of their knowledge into practice. A questionnaire with two scales of a self-report and a knowledge-based test was designed. Data were analysed by using descriptive statistics and Spearman correlation. Of 77 participants, 64.9% participants reported their knowledge of handling at moderate, 14.3% at low and 6.5% at very low level. The result of the test showed that 57.1% participants had knowledge at moderate and 16.9% at low level. Toileting and bathing are the least focused areas by occupational therapists in teaching handling techniques to caregivers. These results suggest that the participants need further training to increase their knowledge in the various areas of handling and positioning techniques especially toileting and bathing. Because participants were from one area of Iran, future research could include a larger population of occupational therapists.

Children's understanding that ambiguous figures have multiple interpretations

In three experiments we compared 5- and 6-year-old children's understanding of multiple interpretations arising from an ambiguous figure (e.g., the duck/rabbit) and other ambiguous partial input. Children found it equally easy to switch between alternative interpretations of ambiguous figures and partial views (Experiment 1, N = 19) and more difficult to accept two characters' conflicting interpretations of ambiguous figures, than partial views (Experiment 2, N = 29). Children found it more difficult to accept explicitly that one stimulus could simultaneously give rise to two interpretations, than to switch between them (Experiment 3, N = 40). Children's handling of multiple interpretations was not primarily affected by the type of input, but results suggest that there are two distinct stages in children's handling of multiple interpretations.

Commentary: What we can learn from research on evidentials

Young children's well-documented difficulty reporting the sources of their knowledge, and their susceptibility to misleading suggestions about what they saw for themselves, might be reduced when their linguistic community expresses knowledge sources with grammatical evidential markers. Alternatively, until children have acquired certain cognitive prerequisites, they may interpret evidentials simply as markers of speakers' certainty. There is evidence supportive of both views, but with more precisely formulated research questions, specially tailored tasks, and more cross-linguistic comparisons, we can come to understand better the developmental intertwining of linguistic, metalinguistic, and cognitive aspects of children's handling of sources of knowledge.

Children's Difficulties Handling Dual Identity

Thirty-nine 6-year-old children participated in a longitudinal study using tasks that required handling of dual identity. Pre- and posttest sessions employed tasks involving a protagonist who was partially informed about an object or person; for example, he knew an item as a ball but not as a present. Children who judged correctly that the protagonist did not know the ball was a present (thereby demonstrating some understanding of the consequences of limited information access), often judged incorrectly (1) that he knew that there was a present in the box, and (2) that he would search as if fully informed. Intervening sessions added contextual support and tried to clarify the experimenter's communicative intentions in a range of ways. Despite signs of general improvement, the distinctive pattern of errors persisted in every case. These findings go beyond previous studies of children's handling of limited information access, and are hard to accommodate within existing accounts of developing understanding of the mind.

Factors influencing total dietary exposures of young children.

A deterministic model was developed to identify the critical input parameters needed to assess dietary intakes of young children. The model was used as a framework for understanding the important factors in data collection and data analysis. Factors incorporated into the model included transfer efficiencies of pesticide from surfaces to food, transfer efficiencies of pesticide from surfaces to hands to food, and more accurate microactivity data related to contact frequency for the three variables of interest--hands, surfaces, and food. Results from range-finding measurements of transfer efficiencies using an aqueous pesticide solution of a mixture of malathion, diazinon, and chlorpyrifos sprayed on the surfaces indicate that a higher pesticide transfer occurred from hard surfaces to food (hardwood, plastic), with low transfer from soft surfaces (carpet, cloth). Six children, all less than 4 years old, were videotaped to obtain realistic contact frequency and times for the interaction of hands, surfaces, and foods during eating meals and snacks while in their homes or day care centers. The time range of eating events varied from about 2 to 55 min, with an average of about 20 min. The average number of contact frequencies between food and hands was 19 times for each eating event, with a range of 10-40. Contacts between the surface and hand were about the same as the food and hands. Contacts between foods and surfaces ranged from 0 to 32, but only five or less of the contacts per eating event were associated with surfaces other than eating utensil. The children's microactivity data collected during the eating events, together with the laboratory results from the transfer studies, were provided as input into a Monte Carlo simulation of the dietary ingestion model. Simulation results indicate that children's handling of the food could contribute 20-80% of the total dietary intake of pesticides. Dietary exposure due to residues in the food before handling accounted for 16% and 47%, respectively, of the total mean intake from simulations for a child's consumption of an apple or banana. These results indicated that transfer efficiencies for foods on various surfaces typically found in homes as well as children's hand contacts with the food and surfaces are important as determinants of dietary exposure.

Further Distinctions between Magic, Reality, Religion, and Fiction

Children's representations of counterintuitive phenomena can be better understood if we take into account the following: (1) Children may develop a conceptual slot for "counterintuitive + real" phenomena. (2) Notions of "reality" in early childhood are linked to experience rather than ontological status. (3) We have no good description of children's handling of fiction. (4) Cultural systems of religious representations make particular demands on developmental processes.

Literacy Objects as Cultural Tools: Effects on Children's Literacy Behaviors in Play

A study examined the effects of literacy-enriched play settings on preschoolers' literacy behaviors in spontaneous free play. Subjects were 91 children, ages 3-5, from 2 urban day care centers. Prior to, and following the intervention, the frequency of each child's handling, reading and writing behaviors in play was assessed through direct observation. Videotaped samples of play areas, collected throughout the study, examined the nature of children's play themes and their uses of literacy objects in play. Following baseline observations, the physical environment of one of the day care centers was enriched with literacy objects in three distinct play centers: kitchen, office, and library. Significant differences were recorded for the experimental group in the frequency, duration, and complexity of literacy demonstrations in play. Further, children in the experimental group incorporated literacy objects in more diverse and functional ways in their play using more explicit language than the control group. Findings suggests that, with literacy-enriched settings, play may become an increasingly important context for children to discover and explore the nature of written language. (SevIn tables of data and 4 figures are included; 45 references are attached.) (Author/MG) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original docvment. ***********************************************************************