5 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)
12 - Understanding the journey of parents whose children are in out-of-home care
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- By Mary Salveron, Australian Centre for Child Protection, Fiona Arney, 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 213-234
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Summary
Learning goals
This chapter will enable you to:
UNDERSTAND the experiences of parents when their children have been removed and placed in out-of-home care
RECOGNISE the various ways in which parental identity can be disconfirmed and interrupted after the removal of children from parents
UNDERSTAND how parents negotiate and reconstruct their parent identities after the removal of their children and placement in out-of-home care
LEARN how practitioners may engage parents whose children have been removed and placed in care and facilitate self-recovery
UNDERSTAND the importance of parent–worker relationships and social support in helping parents reconstruct their parent identities and become better able to safely care for their children.
Introduction
THERE IS SERIOUS concern in Australia and other developing countries about the increasing rates of children living in out-of-home care (Bromfield & Osborn, 2007; Cashmore et al., 2006). The 2012 Australian Institute of Health and Welfare (AIHW) report on child protection has reported a twofold increase in the last decade from 18 241 children recorded in out-of-home care on 30 June 2001 to 37 648 children in care on 30 June 2011. Currently, the rate of children in out-of-home care in Australia is 7.3 per thousand children (37 648 children), although there is a very marked range between jurisdictions, with New South Wales having twice the rate of children in care as Victoria (AIHW, 2011). These statistics reflect similar increases in English-speakingcountries such as England, the Republic of Ireland and the United Sates (Department for Education and Skills, 2006; Health Social Services and Public Safety, 2006). This is due to a combination of increasing numbers of child abuse and neglect notifications and problems associated with children not getting an earlier intervention, escalating numbers of children requiring care, the need to secure permanent placements in an arena with reduced placement options, and a crisis in recruiting and retaining suitable foster carers (Barber & Gilbertson, 2001; Bromfield et al., 2007; Bromfield & Osborn, 2007). Research has also revealed that children are staying in care longer and entering care at a younger age (Bromfield & Osborn, 2007).
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 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. […]