Support Services For Children Research Articles

Optimal development for the children of prisoners? How children with a parent in prison are supported and why it matters

AbstractThis article examines the need and types of support for children with a parent in prison, the measures in place to know who they are and the consequences of associated policies for their development. These are discussed within a cultural‐historical child development framework and, within that, questions are raised about optimal development and children's rights. The article is grounded in a mixed‐methods study of a support service for children of prisoners in Worcestershire. Parental imprisonment can impact negatively on societal, institutional and personal aspects of children's development. However, when children are supported through family‐centred, relationship‐focused, strengths‐based services, they can engage more fully in the institutions and social situations of their daily lives.

Service Providers' Perceptions of Psychological, Emotional, and Behavioral Issues Among Children and Adolescents During COVID‐19 in South Korea

ABSTRACTVarious emotional and psychological support services for children and adolescents were implemented in South Korea during the COVID‐19 era. However, little is known about the limitations and future directions of current support services from the perspective of service providers. The purpose of this study was to explore service providers' perspectives on emotional and psychological support services for children and adolescents. The present study purposively recruited 11 clinical practitioners providing support services for children and adolescents to conduct semistructured focus group interviews. Thematic analysis identified four major themes: (a) a noticeable increase in problematic behaviors among children and adolescents (e.g., intrinsic and extrinsic problem behaviors); (b) changes in service use patterns (e.g., increased non‐face‐to‐face services); (c) frustrations with inadequate support systems (e.g., the absence of qualified professionals); and (d) identifying future directions (e.g., improving awareness of support services). The findings highlight the necessity of enhancing awareness of how to access services by reducing stigma. The findings also emphasize the need for improved cooperation between public and private facilities, as well as a greater number of skilled professionals to provide high‐quality programs. The practical and political implications are discussed based on the findings.

‘Let’s Bring It Into the 21st Century’: Perceptions of fairness in child support

BackgroundEngaging families in child support services is an ongoing challenge. In recognition of the limitations of traditional strategies, the child support program has started to incorporate service-based approaches and procedural justice ideas (i.e., approaches based on the idea that perceptions of process fairness affect an individual’s response) into program efforts with a goal of improving outcomes for parents and children. ObjectiveAmidst this shifting landscape, the current study aims to provide insight into family experiences with child support, and specifically, how stakeholders (including parents served by child support and actors working within the system) conceptualize fairness in the context of child support. MethodsThrough semi-structured interviews with parents who owe and are due child support (n = 26) and child support agency leaders and staff (n = 12), this study explores what fairness in child support means to these stakeholders; overall perceptions of fairness and perceptions of fairness at key junctures (e.g., order establishment, modification, and enforcement); and stakeholder visions for a more fair system. ResultsWe found that interview participants across stakeholder groups often felt that having a program to ensure children are cared for financially is fair conceptually, though perspectives on how and when the program should engage with families varied within and across participant groups, as did perspectives on the realities of fairness in family experiences. Interview participants perceived some aspects of child support processes and outcomes to be unfair. Key sources of perceived unfairness included pathways into the child support program and when participation is required; difficulty accessing order modifications in response to changing circumstances; strategies used to enforce orders; and communication challenges. Visions for a more fair system included a desire for a more family-centered, holistic services; more personalized service delivery and communication; targeting services towards families who want and need them; and more connections to mediation and legal resources. ConclusionsFindings suggest that parent perceptions of fairness and experiences with the program could be supported through comprehensive community engagement, careful consideration of policies and processes for public benefits referrals, expansion of efforts to connect parents to supports and resources, simplification of processes, and improving resources and accessibility.

The experience of caregiving for children with rare musculoskeletal conditions: a qualitative study in arthrogryposis multiplex congenita

BackgroundArthrogryposis multiplex congenita (AMC) is a group of rare musculoskeletal conditions that is associated with complex healthcare needs and long-term follow up. The literature reports significant direct, indirect, and psychosocial costs for caregivers of children with neuromuscular conditions. Due to mobility limitations and frequent hospital visits, caring for a child with AMC is complex. Other challenges experienced by caregivers include financial strain, job changes, changes in interpersonal relationships and abandonment. This study was aimed at exploring the lived experience of caregivers of children with AMC.MethodsThe present study is part of a larger global mixed methods study. In the initial quantitative aspect of the study, caregivers (n = 158) of children and youths with AMC (aged 0–21 years) responded to a cost of care survey on an electronic platform. Of the 158 participants, 13 caregivers then further consented to participate in the qualitative aspect of the study in which a 60-min semi-structured, individual interview was conducted remotely. Open-ended questions were developed to gain a deeper understanding of the direct and indirect costs of care, their impact on the caregivers' lives and the quality of the care-giving experience. Interviews were transcribed, and a coding scheme was developed drawing from both the existing literature and the content of the interviews. A deductive and inductive thematic analysis was used to analyze the qualitative data using the NVivo® qualitative data analysis software.Results and conclusionFive themes describing the experiences of caregivers of children with AMC emerged from the analysis of the qualitative data: 1. Impact of the caregiving experience; 2. Cost of childcare; 3. Support system for care; 4. Managing and navigating care; 5. Supporting the child’s growth and development. In addition to the results of the thematic analysis, specific recommendations shared by the caregivers included the need for support groups and provision of support to youths to prepare them for adolescence. These findings will inform resource allocation, policymaking, and support services for children with rare conditions, their caregivers and families.

Lived experiences of Arabic working mothers raising children with disabilities: navigating rehabilitation and support services

This article explores the experiences of working mothers raising children with disabilities. The study was conducted in the United Arab Emirates, which has a raft of policies empowering and facilitating the development of children with disabilities and their families. Drawing on the social model of disability, this article presents findings from qualitative data collected from both national and expatriate working mothers. It aims to provide insights into their work–caregiving balance and the development of their children with disabilities. Furthermore, this article identifies common reactions, coping strategies and expressed needs among both national and expatriate mothers. However, it highlights significant differences between the two groups in terms of access to rehabilitation and support services for children with disabilities. This research contributes to existing literature on caregiving experiences and offers recommendations for tailoring support services to meet the needs of working mothers raising children with disabilities in the United Arab Emirates.

Visual acuity and reading print size requirements in children with vision impairment

ABSTRACT Clinical Relevance The support of students with a vision impairment throughout education could be enhanced by assessing the functional reading ability of the individual. This visual assessment could inform educators of individualised student needs and potentially improve the academic achievement for these students. Background Support for children with a vision impairment within a classroom is typically based on clinical findings of distance visual acuity and visual fields. Therefore, determining optimal print size for reading is essential to ensure best academic outcomes. Secondary aims were to investigate the possible impact of underlying pathology on reading ability. Methods Forty-seven participants were recruited from a state-wide support service for children with a vision impairment in South Australia. Three visual acuity groups were formed based on World Health Organisation definitions of mild, moderate, and severe vision impairment. Correlation between clinical measures of distance visual acuity using the Freiburg Visual Acuity Test, were compared with reading acuity and critical print size (smallest font before reading speed reduced) using Minnesota low vision reading chart (MNREAD). Results No significant correlations were found for mild (0.20–0.49 logMAR) and severe (1.00–1.52 logMAR) vision impairment groups between distance visual acuity and reading acuity read (p = .64, CI [−.585, .395]/p = .82, CI [−.48, .58]) or critical print size (p = .78, CI [−.57, .45]/p = .43, CI [−.34, .68]. A significant correlation was found for the moderate vision impairment group: 0.50–0.99 logMAR for minimum reading acuity (p < .001, CI [.44, .91]) and critical print size (p = .03, CI [.05, .80]). Conclusions Standard clinical measures of distance visual acuity are an unpredictable estimate of reading ability in children with mild and severe vision impairment. Additional measures of functional near reading ability could provide a more meaningful indicator of reading ability and help provide optimum support to students through education.

Experiences of Parental PTSD for Children Aged 9–17 in Military and Emergency First Responder Families

AbstractThis study is the first to examine the experiences of children aged 9–17 who have a military or emergency first responder (EFR) parent with post-traumatic stress disorder (PTSD). These experiences of children are important to understand through a lens of intergenerational trauma theory, given the high rates of PTSD in these service populations. Additionally, we need to know if they differ from the experiences of children of civilian parents with PTSD. To examine this, we conducted a total of 17 in-depth interviews in Australia with 5 service parents, 5 co-parents and 7 children aged 9–17 who have a parent who had formerly served in the military or an emergency service. Interviewees were not always from the same family. The families included single-parent, dual-parent, separated, and same-sex families. Gender and service type (military or EFR) were evenly distributed among interviewees. We used a critical humanist approach and undertook a reflexive thematic analysis of the interview data. The major themes were (1) parental emotional extremes, volatility, and unpredictability, (2) changes in home and family relations, (3) impacts on child wellbeing, and (4) PTSD awareness and help-seeking. We found evidence of specific impacts for children related to a combination of parental PTSD symptoms and service conditioning and culture. This study highlights the role of reduced parental capacity in the transmission of trauma from parent to child. It provides an evidence base to direct policy and research into targeted and culturally specific therapeutic interventions and support services for children and parents in service families living with PTSD.

Addressing Barriers to Inclusion: Challenges and Recommendations for Inclusive Primary Education in Bangladesh

Despite policy commitments to inclusive education, significant barriers hinder its true realization in Bangladesh, particularly at the primary level. This research utilizes secondary data analysis to comprehensively identify and examine these challenges, drawing insights from official reports, academic literature, and stakeholder interviews. The study investigates four primary domains: policy and infrastructure, teacher preparedness and practices, attitudes and awareness, and accessibility and support mechanisms. Findings reveal systemic limitations in infrastructure and resource allocation, inadequate teacher training in inclusive pedagogies, persisting negative attitudes towards diverse learners, and insufficient support services for children with disabilities and marginalized backgrounds. Drawing on these insights, the paper proposes multi-pronged recommendations across each domain, advocating for: 1) strengthened policy frameworks and resource allocation, 2) comprehensive teacher training in inclusive practices and differentiated instruction, 3) community-based awareness campaigns on inclusion and diversity, and 4) improved accessibility measures in schools and learning materials. The research emphasizes the need for collaborative efforts at national, local, and school levels to dismantle identified barriers and create a truly inclusive primary education system in Bangladesh, ensuring equitable access and quality learning for all children.

Online peer support for children with a family member experiencing mental health challenges: perspectives from children and young people during the COVID-19 pandemic

ABSTRACT Objective This study aimed to investigate the benefits and difficulties with providing online peer support services for children with a family member experiencing mental health challenges. Method Using a qualitative descriptive design, the perspectives were gathered of Australian children and young people with a family member experiencing mental health challenges and had participated in online peer support activities during the COVID-19 restrictions of 2020 and 2021. Five age-differentiated focus groups were held with participants aged between 8 and 24 years (N = 32), and interviews were held with youth peer leaders (N = 3) and program facilitators (N = 6). Results This paper presents seven themes generated from the qualitative data. The themes captured the benefits of an online setting such as enabling greater accessibility, participation and comfort. Juxtaposed with this, themes also captured challenges such as the unease and risks of participating online, as well as the perspective that in-person activities facilitated stronger and quicker connections. Discussion It was concluded that a blended model of online and in-person support services is likely to be valuable for children with a family member experiencing mental health challenges to ensure accessibility and provide the capacity to meet the varied needs of this cohort.

양육비이행관리원 실무자의 아동학대 대응절차 요구도 연구

This study aims at investigating the need for child abuse reporting a system among the professionals at the Child Support Agency. Based on the review of the job characteristics of the child support services and the examples of the child abuse reporting systems in similar agencies in and out of Korea, focus group interviews were conducted with eight professionals from the Child Support Agency. The results showed that they were frequently exposed to suspicious child abuse cases. However, the professions tended not to report the cases due to uncertainty about following the original goal of the service and absence of reporting procedure. The unique needs for a child abuse report process for the professions in the Child Support Agency were discussed in this study.

SOCIAL AND PEDAGOGICAL SUPPORT OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS IN DAY CARE CENTERS

The article highlights the problem of ensuring the full development of children with disabilities in day care centers. Despite the fact that today children with disabilities can be included in the education system of regular educational institutions, the full integration of such children into the unified educational space of Ukraine is currently under considerable doubt. This is due to the need for great changes: development of a model for working with such children; improvement of activities of support services for children in educational institutions; significant difference in the level of development of children with special educational needs compared to their healthy peers. Among the tasks of the day care center there are the following ones: promotion of the development of abilities in accordance with the interests and needs of persons with disabilities; organization of their leisure time; formation of knowledge, abilities and skills regarding self-care; mastering the norms of behavior in society, etc. The main role in implementing the tasks of such institutions is played by socio-pedagogical work with children, which involves the unity of socio-pedagogical focus on the development of children with disabilities. The essence of socio-pedagogical work with children with special educational needs in such centers on the basis of support was analyzed. Definitions of "social support", "pedagogical support" and "social-pedagogical support" were provided. The features of socio-pedagogical support for children with special educational needs were identified, including: purposeful step-by-step activities (diagnostics of the child's real state and level of development; planning and forecasting the child's development process; counseling; direct implementation of socio-pedagogical activities; remedial work; monitoring of intermediate and final results of social and pedagogical work with such children); provision of a safe educational and developmental environment; creating a "success situation"; person-oriented, individual and differentiated approaches; interdisciplinary approach; multidisciplinary nature; specially oriented methods and ways of influencing children with special educational needs. Kindergartens should create conditions for comprehensive development of children, improve their well-being, and specialists who work with such children should be highly qualified and constantly self-educated in order to find effective ways to help each child.

Experiences of parents and stakeholders in caring for, and supporting children with special needs in Ghana.

We studied the caring, parenting, and support services for children with special needs in Ghana. Many of the study participants reported re-adjusting their lives in virtually every domain-social, economic, and emotional to deal with and manage the new realities. How parents navigate this space varied considerably from setting to setting. Regardless of individual and interpersonal resources, community, institutional, and policy circumstances seemed to exacerbate notions of disability. In many instances, parents had a low depth of suspicion about the precursors to disabling events in their children. Parents are constantly pursuing health care, including a cure for their children with disabilities. Views about "otherness" were noted, and these tended to undermine medical interpretations/explanations of disability generally, which in turn affected formal education and health-seeking for children. Institutional arrangements exist to encourage parents to invest in their children regardless of their perceived abilities. However, these do not seem to be sufficient, particularly for health and formal education. Programming and policy implications are highlighted.

Education support services for improving school engagement and academic performance of children and adolescents with a chronic health condition.

Education support services for improving school engagement and academic performance of children and adolescents with a chronic health condition.

AWARENESS OF PARENTS OF CHILDREN WITH DISABILITIES ABOUT EARLY SUPPORT SERVICES

Parents of children with disabilities receive many different forms of support, and among those is also the support provided by professionals from different systems. It is very important for parents to be informed about early support services so that their children can be included in the services in a timely manner. The aim of this research was to determine parents’ awareness of the system of early support services for children with disabilities and their families in Brod-Posavina and Istria counties.In total, 152 parents participated in the study, out of which 63,8% were female and 36,2% were male. The average age of parents is 38 years. Data was collected using a questionnaire specifically designed for the purpose of this study, which is a component of a large-scale research on early support provided to children with disabilities and their parents. The first part of the questionnaire concerns sociodemographic characteristics, while the second part deals with the parents’ awareness of the system of early support services with regard to sociodemographic characteristics of parents. Considering the findings of the regression analysis, parents with a higher education were also better informed about early support services (ß = .25, p &lt; .01). The collected data are a useful source about information of early support services by parents.Key words: system of early support services, parents' awareness, children with disabilities.

Going Beyond the Known: Pilot Study on Prevalence, Situational Context and Consequences of Sexual Abuse of Children and Adolescents in Germany

The current study assesses prevalence rates, circumstances and consequences of sexual abuse in childhood and adolescence. A random sample from an urban population (18-69 years) was surveyed by postal or online questionnaire. Instruments included WHO-5 well-being index, knowledge on support services for children and adolescents experiencing sexual abuse, incidents and consequences of sexual abuse. 159 persons returned the questionnaire (17.3%). 18.2% experienced sexual abuse. Of these, 34.5% disclosed sexual abuse for the first time. Psychological well-being was significantly lower in sexually abused persons. There was a lack of knowledge regarding support services for sexually abused ones. The present design is applicable in the context of a nationwide representative survey on childhood sexual abuse and provides insights into the field of concealed sexual abuse.

Caregiver and Clinician Experience With Virtual Services for Children and Youth With Complex Needs During COVID-19

During the COVID-19 pandemic, support services for children and youth quickly shifted to virtual means. To continue delivering essential, trauma-informed, specialized services, a center transitioned to providing most services by phone/videoconference. A quality improvement project using survey methods was conducted to determine if virtual delivery was timely and satisfactory for inpatient and outpatient care. Findings indicated services were timely, and caregivers appreciated the support received, felt a personal connection with staff, and confirmed services met their goals and expectations. However, challenges faced by staff included engaging the child/youth by phone/video, loss of collaboration with colleagues, and concerns about fulfilling their role through virtual means. Understanding stakeholder experiences illuminated the path of quality improvement during this major shift in service delivery. Benefits were shown for a blended model of in-person and virtual services based on clinical judgement and the unique needs of clients and families in considering future service model options.

Supporting school nurses to deliver emotional and mental health interventions: a service evaluation

School nurses often encounter children and young people with emotional and mental health needs and therefore need to be able to manage potentially distressing situations. A service evaluation explored the experiences and perceptions of a small school nursing team of the support they receive to deliver emotional and mental health interventions. Three school nurses and one child and adolescent mental health services (CAMHS) practitioner, all working in a remote and rural area of Scotland, took part in individual semi-structured interviews.Peer support emerged as the most important facilitator but participants lacked time to access it. Training was identified as another crucial source of support, but again time for it was lacking. Moreover, limited access to further support services for children and young people, and a lack of recognition and understanding of participants’ role by others, made it more challenging for participants to deliver emotional and mental health interventions. School nurses could be better supported in that aspect of their role by ensuring they have time for reflection and learning; by enhancing the training, tools and resources available to them; and by improving their professional recognition within and outside the NHS.

Animal-Assisted Counseling for Young Children: Evidence Base, Best Practices, and Future Prospects.

Increasing numbers of young children are experiencing mild to moderate mental health issues that require support in addition to that typically provided by family members and teachers. The services of professional counselors can be particularly useful when children need help adjusting to and coping with various stressors and situations. Many school counselors and other mental health professionals have found that carefully planned interactions between young children and animals (e.g., guinea pigs, rabbits, dogs, horses) represent an effective alternative/complementary therapeutic modality. Animals may provide an accepting, nonjudgmental presence that focuses young children’s attention, motivates them to learn, and encourages participation in planned intervention activities. This article begins by describing the general purposes for counseling with young children and the role that early childhood educators can play in increasing families’ awareness of and access to these services in their communities. Next, it defines animal-assisted counseling and reviews the relevant research to build a rationale for including carefully selected animals in mental health support services for children. The third section discusses caveats about involving animals in individual and small group counseling sessions, in classrooms, and in other facilities/programs that work with young children. The article then summarizes best practices in animal-assisted counseling and how they are influenced by variables within the child, animal welfare considerations, different contexts, availability of resources, and interagency collaborations. The conclusion is a statement on the future of animal-assisted counseling for young children and how it supports the goals of humane education.

Do Carrots Work Better than Sticks? Results from the National Child Support Noncustodial Parent Employment Demonstration

AbstractMost children in the United States will spend at least part of their childhood living apart from one of their parents; the child support system is designed to ensure that they nonetheless receive financial support. While the system is largely effective when noncustodial parents have substantial regular earnings, many noncustodial parents, including a disproportionate share of those whose children live in poverty, have limited earnings and ability to pay child support. The system's response to nonpayment is primarily “sticks,” that is, threats and punishments. Nonexperimental evaluations of alternative approaches have shown promise. The National Child Support Noncustodial Parent Employment Demonstration (CSPED), a large‐scale random‐assignment evaluation enrolling more than 10,000 noncustodial parents across 18 locations in eight states, was designed to test the effectiveness of an alternative approach—adjusting child support orders, reducing punitive enforcement, and offering employment and parenting services. We find that CSPED, using carrots in place of sticks, substantially increased the satisfaction of noncustodial parents with child support services, lowered the amount of support owed, and increased noncustodial parents’ sense of responsibility for their children. However, CSPED had limited to no effects on child support compliance, child support payments, or employment outcomes.

Employment and child support outcomes among noncustodial fathers: An evaluation of the Fathers Advancing Community Together program.

Prior research underscores the importance of fathers' involvement in their children's lives. However, there is mixed evidence about the degree to which fatherhood programs improve economic stability and child support outcomes among noncustodial fathers. We attempted to address some of these gaps in the literature by evaluating the Fathers Advancing Community Together (FACT) program. FACT was implemented by Rubicon Programs, a community-based nonprofit organization in the Bay Area, California known for providing services to help move people out of poverty. The program provided parents economic stability, responsible parenting, and healthy relationship workshops, as well as support services and intensive case management. We relied on data from the Department of Child Support Services to assess whether FACT increased the likelihood of employment, child support modifications, and child support payments among noncustodial fathers during a 6-month post-enrollment period. Using 3:1 coarsened exact matching procedures, the total sample resulted in 744 fathers (186 in the intervention group and 558 in the comparison group). Results from logistic regression models indicate that FACT participants were more likely to be employed and more likely to receive a child support modification during the post-enrollment period than their comparison counterparts, though we found no significant relationship between FACT participation and whether fathers made a child support payment.