Search

Hart's (1992) 'Innocenti Essay on Child Participation' advocated for increased involvement of young people as active participants in societal decision-making. This paper provides a historical overview of active child citizenship initiatives, using applied research insights from 'bottom-up' approaches and conversations with children and professionals. It explores how current practices exemplified through three case studies can enhance genuine child participation and citizenship. The case study analysis examines the conversational processes involving children in problem-solving and decision-making within their communities. Through these examples, the paper highlights practical strategies for meaningfully engaging children as stakeholders and empowering them as active citizens whose voices substantially influence matters impacting their lives. [ABSTRACT FROM AUTHOR]

Adverse prenatal diagnoses, regardless of the women's choice of continuing the pregnancy or terminating it, can impact a women's psychological and psychosocial wellbeing. Supportive interventions during this time are important. However, understanding what is deemed useful and best practice is complex and multifaceted. To understand the need for support during this time, the authors undertook a research study where 12 women were interviewed. The women spoke about feeling pressured by time in making a decision regarding their pregnancy option and having limited psychoeducation and support provided. They also spoke about post-traumatic growth in their grief experience. To assist health professionals, the authors have addressed the following areas in the study's findings and discussion sections: the lack of appropriate information delivery skills of the professionals, the need for an assessment of each woman's unique needs, the need for appropriate referrals to be given, and the need for appropriate follow-ups of the women. The SARF (Skills, Assessment, Referral, and Follow-up) model, presented in this article as a synthesis of this research, has the potential to inform the development of clinical services and social work practice to support women's care following adverse prenatal diagnosis. IMPLICATIONS Psychosocial assessments are vital in providing good quality care to women after a poor prenatal diagnosis. The model can provide guidance to ensure that psychosocial assessments and explorations of values are undertaken before referring women to follow-up services. Given social workers' experience in providing psychosocial assessments and their recommendations, social work clinicians should be utilised in health settings to their full scope of practice. [ABSTRACT FROM AUTHOR]

In 2021, the Australian Government commissioned a review and update of My Time Our Place, its curriculum framework for School-Age Care services for primary-age children. One update trialled was the introduction of passive leisure. Whilst children's passive use of leisure time is recognised as a right, it is often problematised and associated with negative health outcomes. This article explores a trial of passive leisure provision. It provides hopeful evidence that passive leisure spaces can be interactive, conversational and restful. [ABSTRACT FROM AUTHOR]

The application of engagement strategies to ensure democracy of decisions is increasingly valued and adopted by governments to ensure trust in the process and ownership of the outcome. This paper describes the approach and methods used to engage early childhood education and care (ECEC) and outside school hours care (OSHC) stakeholders in the contemporizing and updating of Australia's national Approved Learning Frameworks (ALFs): Belonging, Being and Becoming: The Early Years Learning Framework for Australia (EYLF) and My Time Our Place: Framework for School Age Care (MTOP). Theoretical underpinnings of a robust stakeholder engagement strategy ensured a range of methods were developed to communicate with and encourage participation by the diversity of stakeholders who are invested in ECEC and OSHC in Australia -- broadly defined as approved providers, teachers, educators, families, children and young people, regulatory authorities and other professionals who provide support and advice. A mixed-method, sequential 3-Stage design was developed to gather the insights, responses, and perspectives of stakeholders who provided, worked in, used, attended, or supported ECEC and/or OSHC settings. Stakeholder feedback included survey ratings and written comments, focus group and panel discussions, educator documentation and video-diaries, and the writings, talking, and drawings of children and young people. Evaluation methods focus on the number, diversity, and depth of stakeholder responses. In conclusion, we reflect on the usefulness, benefits, limitations, and effectiveness of our approach to participatory engagement to inform government policy development and decision making. [ABSTRACT FROM AUTHOR]

Outside School Hours Care (OSHC) providesplay, leisure, care and education for significant numbers of Australian children. As government has become increasingly involved in the regulation of OSHC, the sector has become increasingly professionalised. OSHC practitioners are active participants in quality improvementprocesses and increasingly likely to have qualifications. Despite its growing social importance, there is little research about the OSHC workforce. This article draws on aresearch project conducted with OSHC practitioners who participated in aprofessional development program that introduced aset of professional standards for practitioners. The research investigated how participants engaged with the standards after completion of the program and demonstratedthat uptake of the professional standards was complicated by workplace and sector hierarchies. Participants were less likely to use the standardsfor service leaders and short-term,casualised workers. These hierarchies formed in complex ways around dominant discourses that underestimate care and leisure work and positionOSHC as asecondary consideration for school management. The findings in this research have important implications for the sustainability of the OSHC workforce, how it is perceived and how it engages with professional development programs. [ABSTRACT FROM AUTHOR]

Intergenerational playgroups purposively bring older people, young children and their caregivers together to engage in play and develop reciprocal relationships. Intergenerational research focuses on the benefits for participants, with much less known about how these programmes sustain. This paper discusses and explores programme sustainability through the examination of two playgroups established through Playgroup Queensland's Ageless Play programme. Through qualitative interviewing with playgroup practitioners and participants we aimed to understand how each of these playgroups had sustained beyond 3 years. The findings included the importance of mutual benefit for stakeholders, knowledge and skills of the playgroup facilitator and use of strategies to ensure ongoing interaction and engagement within the group. These findings are important for ensuring the continuation of intergenerational playgroup programmes. [ABSTRACT FROM AUTHOR]

This article discusses the issue of professionalism in the field of extended education. It highlights that staff working in extended education settings often come from various disciplines and may not have specific training for their roles. The article emphasizes the importance of professionalism in providing high-quality programs for children and youth. It proposes five domains of professionalism for extended education staff: reflectivity and discourse, professional awareness, collaboration and collegiality, diversity management, and personal mastery. The article calls for continued discourse, program development, and measures to promote professional development in the extended education sector. [Extracted from the article]

This article explores how an organisation – Jabiru – integrates a learning 'community' philosophy into its work with children, particularly within what is understood within Australia as School-aged Care (SAC). Distinguished from other organisations, Jabiru understands community is an intentional practice that provides what we find to be a unique third space, one with links to what is sometimes understood as the new neighbourhood. Research observations and interviews in two SAC sites, guided by the conceptual framework of loving, having and being, led to key findings about the intentional approach to community that supports learning, and the significance of educator wisdom. [ABSTRACT FROM AUTHOR]

This article describes the partnership between Pathways to Resilience Trust and human services and social work educators at Griffith University during the evaluation of the WINGS to Fly programme in Queensland, Australia. WINGS is a professional development programme to support educators in early years services to improve outcomes for children from birth to five years of age. Designed as a strengths-based approach, WINGS encourages educators to bring a curiosity to their practice, and to notice the impact of their interactions and communication on children developing social and emotional skills. The pilot was examined based on realist evaluation principles. The findings suggest the training and resources provided to educators acted as facilitating mechanisms that improved their skills and capacity to support children's social and emotional learning and a greater sense of wellbeing. The learnings from this programme and the partnerships established laid the foundation for a more formalised knowledge partnership. This knowledge partnership extended to the development, implementation and evaluation of youth-oriented programmes based on the key concepts of the Neurosequential Model in Education to further explore what works and how service models in human services are evolving, and in turn, influence social work teaching and research activities. [ABSTRACT FROM AUTHOR]

Economic, health and social issues associated with the ageing population and the disconnect between the generations call for novel approaches to care services. Intergenerational programs are known to enhance engagement between generations, improve health and well‐being and create a stronger sense of community. While the health and social benefits are well documented, little attention has been given to the operational aspects of intergenerational programs within care facilities. This paper describes the research protocol used to develop, implement and evaluate an intergenerational learning program for preschool‐aged children and older people attending care services. The research focuses on five key areas: (a) impact on older people and children; (b) intergenerational learning; (c) workforce development; (d) socio‐economic implications and costs; and (e) program fidelity and sustainability. Findings from this research are expected to contribute to building age‐friendly communities through the development of practical operational guidelines for intergenerational learning programs to be implemented more broadly across Australia. [ABSTRACT FROM AUTHOR]

The article focuses on the benefits of intergenerational learning. Topics include indicate the value of intergenerational care programs which act as an alternative model of care in Australia; its usage among quality childcare, older people, and cognitive impaired people; and improvement children's attitudes towards ageing and perceptions about older people.

This article considers the nature of, and factors contributing to, experiences of vulnerability. It also explores some aspects of resilience among immigrants and refugees of black African background in South East Queensland, Australia. The findings indicate that an understanding of what influences immigrants and refugees to engage in activities to mitigate vulnerability can inform the development and implementation of targeted policies, including programs and interventions for successful settlement and integration. [ABSTRACT FROM AUTHOR]

Engaging children in school-age childcare (SAC) in the research process through the use of photography gives them a voice that is not necessarily heard otherwise. This article discusses a research project undertaken in an Australian SAC service using photography as a means for the children to describe their play experiences. It examines the literature about researching with children using photography and discusses some of the challenges and how these can be overcome in order to provide staff and policy makers in school-age care with understandings about school-age care from the perspectives of the children. SAC plays a significant role in the lives of children and families; however, the research about this service is minimal. [ABSTRACT FROM AUTHOR]

This paper presents a systematic literature review of the qualitative evidence in relation to intergenerational learning programs, principles, and practices. The aim of the review is to develop the evidence base to form an Intergenerational Model of Practice Framework based on the Early Years Learning Framework (EYLF). The EYLF comprises three inter-related elements: principles, practice, and outcomes. The results of this systematic literature review revealed commonalities across these elements and therefore what is needed to underpin the development of an evidence-based Intergenerational Model of Practice Framework. [ABSTRACT FROM PUBLISHER]

The aim of this article is to examine current national early years’ policy reform, which emphasises the importance of service integration, national quality standards and a quality knowledge base for educators concerning the provision of early childhood education and care. Using Queensland, Australia, as an example, a policy discourse analysis identifies two problematics of implementing current national policy – the early childhood education and care problematic and the integration problematic. The article argues that speedy implementation of a national policy in order to meet national targets has unintended consequences for the knowledge base of educators and the possibility of collaboration within service provision. Although government commitment in this area is evident, these consequences and the current difficulties surrounding integration are the result of the lack of a specific integration strategy, and government investment focussed on the development of an integrated workforce. [ABSTRACT FROM AUTHOR]

Introduction: Health professionals may be expert clinicians but do not automatically make effective teachers and need educational development. In response, a team of health academics at an Australian university developed and evaluated the continuing education Graduate Certificate in Health Professional Education Program using an interprofessional learning model. Methods: The model was informed by Collins interactional expertise and Knowles adult learning theories. The team collaboratively developed and taught four courses in the program. Blended learning methods such as web-based learning, face-to-face workshops, and online discussion forums were used. Twenty-seven multidisciplinary participants enrolled in the inaugural program. Focus group interview, self-report questionnaires, and teacher observations were used to evaluate the program. Results: Online learning motivated participants to learn in a collaborative virtual environment. The workshops conducted in an interprofessional environment promoted knowledge sharing and helped participants to better understand other discipline roles, so they could conduct clinical education within a broader health care team context. Work-integrated assessments supported learning relevance. The teachers, however, observed that some participants struggled because of lack of computer skills. Discussion: Although the interprofessional learning model promoted collaboration and flexibility, it is important to note that consideration be given to participants who are not computer literate. We therefore conducted a library and computer literacy workshop in orientation week which helped. An interprofessional learning environment can assist health professionals to operate outside their "traditional silos" leading to a more collaborative approach to the provision of care. Our experience may assist other organizations in developing similar programs. [ABSTRACT FROM AUTHOR]

Inclusion Support Facilitators support Early Childhood Education and Care centres in Australia to provide an inclusive environment for the children they serve. To date no research has examined the causes of job stress faced by these professionals. Similarly, no research has explored how interventions aimed at supporting Inclusion Support Facilitators’ practice may impact their work. This research explored how the first of a set of critical reflection workshops instructing on the use of the Circles of Change methodology impacted the practice of Inclusion Support Facilitators. The research was undertaken in two stages. The first stage involved collecting baseline data to investigate current levels of job stress amongst Inclusion Support Facilitators. The second stage involved gathering qualitative data to explore the opinions of professionals about how such stresses might be changed following an initial critical reflection workshop. Findings from this research suggest that job demands may be a potential cause of stress for Inclusion Support Facilitators. Findings also suggest that the Circles of Change methodology may be helpful in encouraging personal reflection, communication and transformational change amongst professionals who support those working in childcare. Such notions are critical to how professionals manage both job stress and workplace change. [ABSTRACT FROM PUBLISHER]

Copyright of Australian Social Work is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper reports on an Australian initiative Developing and Sustaining Pedagogical Leadership in Early Childhood Education and Care Professionals, where academics and professionals shared knowledge, experience and research about transdisciplinary practice. The project aimed to develop an understanding of the strategies and skills early childhood professionals and practitioners required to strengthen pedagogical leadership when working in multi-agency organisations. The conceptual framework underpinning the design, analysis and evaluation of the project was bricolage. Bricolage enabled the researchers, professionals and practitioners and other organisational members to consider the principles of multiplicity, complexity, relationality and criticality. The use of bricolage created an opportunity for a more comprehensive level of analysis to occur. A model of professional development emerged from the analysis of the data and was subsequently used to develop an open source learning website. [ABSTRACT FROM PUBLISHER]

The field of children’s services in Australia is currently undergoing significant change. For example, the current implementation of the Early Years Reform Agenda encompasses the development of National Quality Standards, which promote a strong focus on workforce development. As a consequence, practitioners in this sector are being required to consistently reflect on their practice and often re-invent themselves in order to maintain their employment. This paper details a new and innovative strategy, which has been successful in facilitating transformational change. Entitled Circles of Change, the strategy has been embedded in class teaching, in field placement and in professional development with outstanding results. The authors contend that in the children’s services sector in Australia, strategies such as this one are crucial to the development of the workforce and, ultimately, to the provision of high-quality children’s services, particularly as a professionalised workforce is a rapidly growing concern. [ABSTRACT FROM PUBLISHER]

Engaging children in school-age childcare (SAC) in the research process through the use of photography gives them a voice that is not necessarily heard otherwise. This article discusses a research project undertaken in an Australian SAC service using photography as a means for the children to describe their play experiences. It examines the literature about researching with children using photography and discusses some of the challenges and how these can be overcome in order to provide staff and policy makers in school-age care with understandings about school-age care from the perspectives of the children. SAC plays a significant role in the lives of children and families; however, the research about this service is minimal. [ABSTRACT FROM AUTHOR]