Worldviews, Theories and Philosophies in Children's Services

Child & Youth Services, 2008

Child and youth care practice unfolds within the context of the community. It is therefore essential that practitioners develop reflective skills not only in relation to their clients and the organizational context in which they are employed, but also in relation to their presence within a community and the community's perception of the practitioner's presence. The role of community within child and youth care practice is explored in relation to the professional issues that can arise for practitioners. It is argued that practitioners both use and contribute to the communities in which they work and that, therefore, an active engagement with communities will require the practitioner to be aware of the implications of their presence with respect to culture, power and community conventions. Finally, the possibility of expanding the role of the practitioner to incorporate community capacity building is also explored. Child and youth care practice is ideally situated to contribute proactively to community capacity as in most communities, capacity issues are very much related to living with children and youth.

The evaluation of the programs provided by the Communities for Children initiative (CfC) is presented here. This report is divided into five sections. The first section presents the background information on the CfC initiative including an outline of the demographic and epidemiological outcomes for children in the area of focus for this evaluation. Additionally, the introduction outlines some of the theoretical basis for the models of care and the therapeutic models of care that are common in all the programs provided. Subsequent sections provide the therapeutic models of care specific to the particular program provided by the organisation or service. This evaluation research projects uses the research literature, interviews and focus groups to establish the extent to which the programs delivered meet the programs' aims. The report also provides a conclusion for each program and a final conclusion for the evaluation research project as a whole.

2016

2017

Development and Wellbeing Program, Communities for Children: Final Report. The use of Communities for Children programs to improve family outcomes in Murraylands region of South Australia. Flinders University, School of Nursing & Midwifery, for, Communities for Children, ac.care Murraylands. We would like to thank the Senior Program Manager of the ac.care Murraylands, Communities for Children programs, Ms Teresa O'Brien for her invaluable support for this evaluation. We would like to thank the staff from the ac.care Murraylands, Communities for Children for their dedication and hard work in supporting some of Australia's most vulnerable children and families. We would also like to acknowledge the hard work and commitment of the organisations that auspice and deliver the programs for Communities for Children. We are enormously appreciative of the assistance and support provided by Mrs Melanie Kane, Speech Pathologist, BSp CPSP, and Ms Cathy Thoday, Occupational Therapist, BAppSc (OT), Grad Cert (Dev Trauma), and the collaborative Community Partners in completing this report. Their dedication to supporting parents who are often marginalised, disadvantage, vulnerable, CALD, and ATSI parents, carers and families is outstanding. In providing this support to parents and children this team is improving and enhancing the lives of the children in the Murraylands region. We would like to acknowledge and thank the parents and children of the Murraylands Rural Regional area, for their participation, time, and commitment to this research project. We appreciate your help and candidness in answering what are sometimes uncomfortable or awkward questions. These parents improve outcomes for children, not only by participating in this research project, but also by, enhancing their families and communities by undertaking these programs, and thus seeking to make a difference in the lives of young Australians. Your contribution to this important research is invaluable in helping Communities for Children to support children and their families in the future. Targeted relationship based programs Circle of security Bringing Up Great Kids Background: Hanen Early Language Program

1979

AdSTRACT s conference report)defines the need for community solutions for chi d care, discusses community child care provision and funding; and suggests_strategies for child care advocates. The first two sections of the report disduss the results of the Family Circle Magazine Child Care Survey And foundation, government, labor and industrS, funding options. Subsequent sections provide 'descriptiRpsof presently operating diredt and indirect seryices w,hich help parents meet their Child care needs. Direct Services hawe been provided by business and labor, the' federal government, the publicischbols and acadebic communities and other local agencies. Indirect services provided by brokers who offer technical assistance, training,,,information ahd referrtcl, and parent education are also described. The final.section explores-problems of developing a constituency for'day care and emphasizes the importance of data, tile ea& ,and national organizations for successful lobbying efforts. Materials related to the conference and topics discuSsed, such as tables, agenda, participant lists, helpful publications and child care-programs in Federal agencies, industries And labor unions are Ancluded in eight appendices. (Author/RH) 1/ 4 _P *-Reproduction* supplied by EDR6 are.the best that can.be m de * '* . from the-original do'cument. .

2016

Parents, Michel Wyman and her dedicated team who support young parents. In doing so improve and enhance the lives of vulnerable children. We would sincerely like to thank the young parents and their children of the Northern and Western Adelaide region who participated in this research project for their time and commitment. We appreciate your help and candidness in answering what are sometimes uncomfortable or awkward questions. We thank you not only for the time and commitment to the research project but also to their commitment as families and communities to engaging with programs that seek to make a difference in the lives of Australians. Your contribution to this important research is invaluable in helping Communities for Children to support children and their families in the future.

2019

This evaluation represents the active and systematic engagement of the South Australian Facilitating Partners in the development of evidence-based methods, processes and strategies. Identifying their impact on and commitment to: relationship building, service support and connection, and knowledge transfer in their communities. The collaborative research process brings a new level of rigour to service and program delivery and evaluation. The focus of these programs is not only to change the developmental trajectory of the child, but also the supportive nature of the family and the community as a whole. The evaluators would like to express their very great appreciation and acknowledgement of the assistance, advice and willingness of the organisations involved in engaging with each other and us in this evaluation research.

2010

Institute activities CAFCA produces, collates, synthesises and disseminates research and evidence-based resources to help policy-makers and practitioners plan and deliver services to children (aged 0-12 years) and families within disadvantaged Australian communities. The clearinghouse provides research evidence and resources that are relevant and up-to-date in a format that is accessible and user-friendly. By providing a central site for accessible and user-friendly evidence-based resources in this field, the clearinghouse can assist policy-makers and practitioners to: enhance services for children and families in disadvantaged Australian communities; and enhance the ability of the relevant sectors to build the capacity of disadvantaged communities so that communities themselves are better able to improve outcomes for children and families.

2004

Investing in early childhood care and education services contributes to the lifetime wellbeing of children and families. Early childhood teachers work at the frontline of this investment, supporting families and dealing with day-to-day issues that impact on the lives and learning of young children. These teachers work within prevailing social and political structures yet they are also co-constructors of service provisions as they are experienced by families with young children. Nine teachers with work experience in a range of early childhood services engaged in conversations about key issues and contextual challenges facing their work as early childhood professionals. Three challenges raised by these teachers are examined to draw attention to the reality that creating a community of care for children and families requires re-thinking the role of the early childhood professional in service provision. This paper contributes to knowing about what it means to teach in contemporary early childhood contexts and to understanding how and why teachers find it difficult but necessary to actively promote connectedness and a sense of community across local services for children.