6 results
5 - Parenting in a new culture: working with refugee families
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- By Kerry Lewig, University of South Australia, Fiona Arney, University of South Australia, Mary Salveron, Australian Centre for Child Protection, Maria Barredo, Central Australian Aboriginal Congress
- Edited by Fiona Arney, University of South Australia, Dorothy Scott, University of South Australia
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- Book:
- Working with Vulnerable Families
- Published online:
- 06 August 2018
- Print publication:
- 09 September 2013, pp 77-102
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Summary
Learning goals
This chapter will enable you to:
UNDERSTAND the experiences of refugee and newly arrived migrants
REFLECT on the personal and professional challenges that may be faced when responding to the needs of refugee and newly arrived migrants
DEVELOP an understanding of the cultural and parenting differences that may contribute to parents and families from refugee backgrounds being involved with the child protection system
RECOGNISE the potential of practitioners to engage parents from refugee backgrounds in ways that will enhance their ability to parent in Australia
LEARN about an innovative exemplar of working with refugee families
THINK about how different professions and services can work together for and with refugee families.
Introduction
The house was full of women and children and since we were one of the last ones in, we had to sleep under the roof. It was very unsafe where we tried to fall asleep. We lay next to an open area, which looked down on to the first floor. Since the house wasn’t finished it didn’t have a fence on the stairs or that area where we slept. The noise of grenades and guns made it impossible for us to fall asleep because they were basically falling somewhere near us. You could feel them and sometimes it felt that bullets were knocking on the roof, which was right above our heads. I was lying there on the floor covered by my mother’s body, praying to God that one of those grenades or bullets wouldn’t hit through the roof.
(Zana Mujenovic, aged 17, in Dark Dreams, 2004)
13 - Spreading and implementing promising approaches in child and family services
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- By Fiona Arney, University of South Australia, Kerry Lewig, University of South Australia, Robyn Mildon, Knowledge Exchange and Implementation, Parenting Research Centre, Aron Shlonsky, University of Melbourne, Christine Gibson, University of South Australia, Leah Bromfield, University of South Australia
- Edited by Fiona Arney, University of South Australia, Dorothy Scott, University of South Australia
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- Book:
- Working with Vulnerable Families
- Published online:
- 06 August 2018
- Print publication:
- 09 September 2013, pp 235-246
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- Chapter
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Summary
Learning goals
This chapter will enable you to:
RECOGNISE the role that research can play in improving the lives of vulnerable families and their children
THINK about how you might use research to inform your practice with vulnerable families and their children
UNDERSTAND how evidence-informed programs and practices are spread and implemented in the child and family service sector
RECOGNISE the factors that influence whether programs and practices will become embedded in service delivery with vulnerable families
UNDERSTAND how a focus on high-quality implementation practices can support better outcomes for families.
Introduction
THERE IS AN urgent need to enhance outcomes for vulnerable children and their families, and the evidence base for strategies that can meet this aim is growing daily. But there are limits to the extent to which this evidence base is or can be embedded in policy and service delivery. As many of the chapters in this book have described, vulnerable families have highly complex needs and often live in chaotic circumstances, characterised, for example, by parental alcohol and drug misuse, parental mental health problems, and high levels of family conflict and violence (Bromfield et al., 2010; Dawe & Harnett, 2013; Mildon & Shlonsky, 2011). Evidence-based approachesto working with families in these circumstances are limited, with only a number of programs being tested through rigorous research methodologies.
Chapter 11 - Supporting parents whose children are in out-of-home care
- Edited by Fiona Arney, University of South Australia, Dorothy Scott, University of South Australia
- Foreword by Fiona Stanley, University of South Australia
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- Book:
- Working with Vulnerable Families
- Published online:
- 05 June 2012
- Print publication:
- 17 May 2010, pp 227-246
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Summary
Learning goals
This chapter will enable you to:
Understand the role of out-of-home care in keeping children safe from harm
Identify the advantages and disadvantages of maintaining contact between natural parents and their children in out-of-home care
Develop awareness of the experiences of parents whose children have been placed in out-of-home care
Recognise the potential of child welfare practitioners to engage parents involved with the child protection system in ways that will enhance their ability to interact with their children in out-of-home care
Identify the characteristics of parenting programs that promote engagement of parents whose children are in out-of-home care.
Introduction
The last decade has witnessed a doubling in the rates of children living in out-of-home care in Australia from approximately 3.1 per thousand children (14,470 children) to 6.2 per thousand children (31,166 children) on 30 June 2008 (Australian Institute of Health and Welfare, 2009). Similar increases in the rates of children taken into care are also evident in other developed countries like England, the Republic of Ireland and the US (Department for Education and Skills, 2006; Health Social Services and Public Safety, 2006).
Disturbingly, the growing number of children requiring out-of-home care, the need to secure permanent placements for many of these children thereby reducing the capacity of existing carers to take on new children entering the system, and a reduction in the number of people willing to become foster parents has meant that only children with the most serious needs are placed in care (Bromfield et al., 2007).
Chapter 12 - Using evidence-informed practice to support vulnerable families
- Edited by Fiona Arney, University of South Australia, Dorothy Scott, University of South Australia
- Foreword by Fiona Stanley, University of South Australia
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- Book:
- Working with Vulnerable Families
- Published online:
- 05 June 2012
- Print publication:
- 17 May 2010, pp 247-274
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- Chapter
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Summary
Learning goals
This chapter will enable you to:
Recognise the role that research can play in improving the lives of vulnerable families and their children
Be aware of contemporary views of research-informed child and family welfare practice
Understand how research is used by policy makers and practitioners and what factors influence their use of research
Understand the types of knowledge that are important in decision making for policy and practice, and
Think about how you might use research to inform your practice with vulnerable families and their children.
Introduction
Those who are enamored of practice without science are like a pilot who goes into a ship without rudder or compass and never has any certainty where he is going.
(Leonardo da Vinci, 1452–1519)The National Framework for Protecting Australia's Children 2009–2020 identifies ‘supporting a national research agenda’ as an action for the first three years of its implementation in order to support the improvement of and consistency in child protection services (Commonwealth of Australia, 2009, p. 27). A high quality evidence base has the potential to inform decision making in policy and practice (Bromfield & Arney, 2008). It can play an important role in the development and delivery of interventions (Lochman, 2006). It can also assist in screening children and families who are in need of services; provide frameworks and models for intervention; aid in assessing, refining and maximising the effectiveness of interventions; and help to identify why programs do and don't work (Lochman, 2006).
Chapter 13 - Spreading promising ideas and innovations in child and family services
- Edited by Fiona Arney, University of South Australia, Dorothy Scott, University of South Australia
- Foreword by Fiona Stanley, University of South Australia
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- Book:
- Working with Vulnerable Families
- Published online:
- 05 June 2012
- Print publication:
- 17 May 2010, pp 275-296
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Summary
Learning goals
This chapter will enable you to:
Recognise the importance of spreading good ideas in child welfare
Understand Diffusion of Innovation Theory and how it can be utilised in the transfer of programs, policies and practice in child and family services
Understand why some innovative programs and practices spread and why some fail to be adopted by child and family services
Recognise conditions under which good ideas (programs, practices, policies and ways of working) spread
Understand the facilitators of and barriers to the wider adoption of successful child and family approaches in Australia.
Introduction
The services provided by the child and family sector are broad and range from addressing the private troubles of families, including family breakdown, drug and alcohol abuse, domestic violence and mental health disorders to public issues faced by communities encompassing poverty, homelessness and unemployment. Within the sector, innovative models, programs, ideas, policies, practices, beliefs, behaviours, approaches and new ways of working continue to emerge to address these issues. A number of such innovative approaches have been described throughout this book. The provision and delivery of child and family services is constantly evolving. There is a long history of innovation in the child welfare field, ranging from the introduction of foster care in South Australia in the 1870s (Spence, 1907), the spread of the kindergarten movement in the early 20th century (Wollons, 2000), to the contemporary social marketing strategies to modify parenting behaviour.
Chapter 8 - Parenting in a new culture: working with refugee families
- Edited by Fiona Arney, University of South Australia, Dorothy Scott, University of South Australia
- Foreword by Fiona Stanley, University of South Australia
-
- Book:
- Working with Vulnerable Families
- Published online:
- 05 June 2012
- Print publication:
- 17 May 2010, pp 157-186
-
- Chapter
- Export citation
-
Summary
Learning goals
This chapter will enable you to:
Understand the experiences of refugee and newly arrived migrants
Reflect on the personal and professional challenges that may be faced when responding to the needs of refugee and newly arrived migrants
Develop an understanding of the cultural and parenting differences that may contribute to parents and families from refugee backgrounds being involved with the child protection system
Recognise the potential of practitioners to engage parents from refugee backgrounds in ways that will enhance their ability to parent in Australia
Learn about an innovative exemplar of working with refugee families
Think about how different professions and services can work together for and with refugee families.
Introduction
The house was full of women and children and since we were one of the last ones in, we had to sleep under the roof. It was very unsafe where we tried to fall asleep. We lay next to an open area, which looked down on to the first floor. Since the house wasn't finished it didn't have a fence on the stairs or that area where we slept. The noise of grenades and guns made it impossible for us to fall asleep because they were basically falling somewhere near us. You could feel them and sometimes it felt that bullets were knocking on the roof, which was right above our heads. […]