Worldwide, schools implement social-emotional learning programs to enhance students' social-emotional skills. Although parents play an essential role in teaching these skills, knowledge about their perspectives on social-emotional learning is limited. In providing insight into the perspectives of parents from adolescent students this paper adds to this knowledge. An explorative qualitative study was conducted to gain insight into parents' perspectives on adolescent social-emotional learning. A broadly used professional framework for social emotional learning was used as a frame of reference in interviews with parents from diverse backgrounds. Within and across case analyses were applied to analyze the interviews. A conceptual model of four social-emotional skills constructs considered crucial learning by parents emerged from the data: respectful behavior, cooperation, self-knowledge and self-reliance. Parents' language, interpretations and orderings of skills indicate that the model underlying these constructs differs from skills embedded in the professional framework.
MULTIFILE
• Introduction research concern • Presentation: Images and metaphors expressed by Dutch parents (caring for children with PIMD) • Dialogue and participation
In a micro-analysis of two cases from the Netherlands, Instant Messaging conversations between birth parents and professional foster parents were studied. The study reveals there are three types of activity in Instant Messaging: aligning dialogues, exhchange of information, and relationship building. Aligning dialogues are the most common. These are aimed at coordinating (daily) matters around the youngster’s situation. Following aligning initiations, the conversations may change into the two other activity types: (background) exchange of information and relationship building. extenuating educational access challenges a specific foster youth and her advocate experienced as result of the COVID-19 pandemic and school closures.
Zelfregie, empowerment, patiënt centraal: in elk rapport over de zorg komen we deze woorden tegen. Maar hoe doe je dat eigenlijk als zorgprofessional? Het project COMPLETE richt zich op de samenwerking tussen ouders van jonge kinderen met ontwikkelingsstoornissen en zorgprofessionals. Deze samenwerking is een van de belangrijkste aspecten van interventie bij jonge kinderen. Logopedisten werken dagelijks met peuters met taalontwikkelingsstoornissen. Taaltherapie is kindgericht, waarbij de samenwerking met ouders vaak slechts beperkt is vormgegeven. Logopedisten geven aan handelingsverlegenheid te ervaren in de samenwerking met ouders. Zij weten niet hoe ze echte betrokkenheid en partnerschap tot stand kunnen brengen. Ouders herkennen de ervaringen van professionals. Zij ervaren variatie in de mate waarin zij betrokken worden bij therapie en willen versterkt worden in de mogelijkheden om de ontwikkeling van hun kind te stimuleren. Het belang van samenwerking volgt ook uit effectstudies. Voor succesvolle interventies moeten ouders een belangrijke rol spelen in de behandeling, empowered worden en eigen regie ervaren. De urgentie van deze vraag komt specifiek aan de orde in de kennisagenda Logopedie en ouderbetrokkenheid is onderdeel van het kwaliteitsbeleid van de beroepsvereniging. Het project COMPLETE wil bijdragen aan de vragen van logopedisten en ouders. Het project start met kwalitatief onderzoek naar de behoeften en ervaren barrières in samenwerking bij logopedist en ouders en een systematisch literatuuronderzoek naar deze aspecten. Deze aspecten worden omgezet naar actieve doelstellingen waarmee professionals de samenwerking kunnen verbeteren. In de volgende stappen ontwikkelen we in co-design tools die hierbij ondersteunen. Daarnaast gaan we op zoek naar bestaande tools die we samen met de praktijk op bruikbaarheid testen en aanpassen. Het project resulteert in een toolbox voor samenwerking tussen logopedisten en ouders van jonge kinderen. De uitkomsten en opbrengsten van dit project zijn ook relevant voor andere zorgprofessionals die werken met ouders van jonge kinderen met ontwikkelingsstoornissen.
GAMEHEARTS will seek to maximise the value of the European videogame industry ecosystems (hereafter, EVGIE) within a wider social context of the creative and cultural industries (hereafter, CCI). This will consider the importance of the EVGIE in contributing to economic growth, job creation, physical and mental wellbeing, and social and cultural cohesion, by particularly focusing on, how a stronger and closer working relationship between more the traditional and emergent cultural sectors, can work better to create more inclusive and socially responsible cultural experiences. The consortium will offer policy recommendations and roadmaps setting out how the EVGIE can and should develop, and where it could act as a driver for sustained innovation and economic growth. It will utilise an evidence-based approach that focuses not just on videogame development, but rather adopts a holistic ecosystem approach, utilising both established and more innovative methodologies, to consider the competitiveness and development of the EVGIE, and how videogame know-how and technologies could drive innovation in the wider CCI. In doing so, GAMEHEARTS will develop ‘ludic experiences’, to explore possibilities of more inclusive, engaging, and empowering cultural experiences. Working across seven work packages the universities of Salford (UK), Tampere (Finland), Vienna (Austria), Breda University of Applied Sciences (Netherlands), and Wroclaw University of Economics and Business (Poland) will work in parentship with Ubisoft (France) and other major videogame partners and associations (including the ISFE & EGDF) to explore current and future trends in the EVGIE.
The clubfoot deformity is one of the most common congenital orthopaedic “conditions”. Worldwide approximately 100,000 children are born with unilateral or bilateral clubfoot every year. In the Netherlands the incidence is approximately 175 every year. This three dimensional deformity of the foot involves, equinus, varus, adductus, and cavus . Left untreated the clubfoot leads to deformity, functional disability and pain. Physical impairments of children with clubfoot might lead to limitations in activities and therefore impede a child’s participation. In clinical practice, the orthopaedic surgeon and physiotherapists are regularly consulted by (parents of) clubfoot patients for functional problems such as impaired walking and other daily activities. This does not only affect long-term and physical health of a child, it will also affect the development of social relationships and skills as well. Since walking is a main activity in children to be able to participate in daily life, our previous study (financially supported by SIA Raak Publiek) focussed on gait differences between children with clubfoot and controls. However, differences in gait characteristics do not necessarily lead to functional limitations and restricted participation. Therefore, providing insight in participation and a child’s performance in other activities than walking is necessary. Insight in a child’s participation will also indicate the functional outcome of the treatment, which on its turn could provide essential information concerning a possible relapse.. Early identification of a relapse is important since it could prevent the need for major surgical interventions. The occurrence of a relapse clubfoot will probably also lead to functional differences in the foot as well as problems during activity and participation. Therefore, the main focus of this study is the functional outcomes of physical activities and the characterisation of participation of children with clubfeet in daily activities of childhood.
