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We examined the categorization of relationships between child complainants and accused perpetrators in cases of child sexual abuse (CSA). Researchers that have focused on complainant-accused relationships and other case variables, often combining two extrafamilial complainant-accused relationship categories: Relationships where the accused is connected to the child through their position in the community (i.e. community connections) and relationships where the non-relative accused is known to the child through a connection to the child's family (i.e. non-relative family connections). Using a database of 4,237 Canadian judicial decisions in cases of CSA, we reviewed a subset of 1,515 judicial decisions to explore differences between these two relationship categories. Compared to cases involving non-relative family connections, cases involving community connections had more male complainants, more multiple complainants, older complainants, higher frequencies of abuse, longer durations, and longer delays. We conclude that community and non-relative family connections are distinct relationships that should be separated for analyses in future research. Practical implications of recognizing the distinctiveness of non-relative family and community connection relationship categories in the context of abuse prevention and treatment are also discussed. [ABSTRACT FROM AUTHOR]

To examine household income trajectories of children with and without neurodisability over a period of 6 years. We used four cycles of the Canadian National Longitudinal Survey of Children and Youth, a longitudinal study of the development and well-being of Canadian children from birth into adulthood. While household income increased over time for both groups, families of children with neurodisability had consistently lower household income compared to families of children without neurodisability even after controlling for child and family socio-demographic characteristics. The presence of an interaction effect between parent work status and child with neurodisability at baseline indicated that among children whose parent(s) were not working at baseline, household incomes did not differ between children with and without neurodisability. The association between child with neurodisability and lower household income may not hold for all types of parents', working status is an important consideration. Findings support the health selection hypothesis that health status shapes diverging economic conditions over time: children with a ND have lower household incomes than children without a ND child across all waves of the Canadian National Longitudinal Survey of Youth. Income gaps did not increase or decrease over time; rehabilitation services and policies must consider the lower average incomes associated with raising a child with a ND. Social assistance support likely plays a key role in closing the gap, especially for non-working families. [ABSTRACT FROM AUTHOR]

Migration is stressful and potentially detrimental to the mental health of immigrant children. However, they may draw tremendous mental health benefits by participating in group-based arts programs. In this literature review, we aimed to answer the question: how does participation in group-based arts programs impact the mental health of immigrant children in Canada? Findings indicated that factors at personal, interpersonal, and structural levels affect the mental health of these populations. Arts classes and programs at schools or communities would promote these children's mental health through both the direct impact of artworks and the facilitation of social support within groups. [ABSTRACT FROM AUTHOR]

Though summer learning loss has been widely documented across both the United States and Canada, there is little knowledge on how parents and teachers view the use of technology in the context of summer vacation, and what the role of digital tools are in potentially alleviating achievement gaps due to summer learning loss. Drawing on 71 parent and 37 teacher interviews from a large-scale Canadian study examining summer learning loss in Ontario through summer literacy and numeracy programs for students (grades 1–3), this study highlights the complexities associated with using digital tool in both home and school life in the summer. Through extensions of Bourdieu's theory of cultural capital, we suggest that digital tools are becoming a new type of valued skillset that parents and educators are acknowledging. In specific, our main findings center around three interrelated themes: i) comfort with technology; ii) home-school connections; and iii) perception of children as digital natives. Results may be fruitful for parents, educators, and policymakers to understand the larger role that digital technology plays amongst Canadian families and teachers during the summer months and school year. Capturing these discussions can maximize both school and home use of digital tools. [ABSTRACT FROM AUTHOR]

Efforts to improve cultural competence in pediatric hearing loss services should be informed by evidence of how culture can affect services, yet there is a paucity of research in the field of audiology. The aim of this study was to gain insight into practitioners' experiences with offering early hearing loss services to minority culture families. Specifically, the objective was to examine possible barriers and facilitators to improving cultural competence in early hearing loss services by exploring the perspectives of the providers of care from across Canada. A survey, informed by our previous studies, was disseminated to practitioners providing hearing loss services. Responses to all survey questions were analyzed descriptively. Open-ended questions were analyzed with simple content analysis. Results indicate practitioners reported barriers at each stage of service delivery: during diagnoses, amplification discussions, language assessments, and interventions. Practitioners also described various strategies used to facilitate culturally competent care. Findings stemming from this study can be used to inform practitioners seeking to provide culturally competent care. [ABSTRACT FROM AUTHOR]

The article informs about longer-term ramifications of the Covid-19 Pandemic for children, families, and their communities. Topics include online schooling is an inadequate long-term solution; and interactions at school are critical developmentally because children learn the skills necessary to form and maintain adult relationships.

Applying a loss and grief perspective, this article explores lived experiences and perceptions of social workers and human service professionals who provided psychosocial supports and services to children, youth, and families recovering from the 2013 flood in southern Alberta, Canada. Five interrelated themes emerged from the analysis: (a) challenges with providing services while experiencing personal loss; (b) lack of funding for long-term postdisaster psychosocial recovery; (c) parenting in the context of disaster-related loss; (d) children’s and youth’s experiences of disaster-related loss and grief; and (e) the impact of the flood on family socioeconomic status. Recommendations for research, education and practice are discussed. [ABSTRACT FROM AUTHOR]

We evaluated the effectiveness of a two-generation preschool programme (centre-based early childhood education, parenting education and family support) on receptive language skills in children living in culturally diverse families with low income. Using a with-in subject pre-test/post-test design, children (N = 112) showed a statistically significant improvement in receptive language skill as measured by the Peabody Picture Vocabulary Test, Third Edition. At post-test, the children continued to score below typically developing children of the same age. There were no statistically significant differences on receptive language skill with regard to child gender, culture, caregiver education, nor involvement in child welfare services. Only for children of Aboriginal ancestry (n = 40) was the amount of time spent in the programme significantly correlated with the amount of positive change in receptive language skill. When designing early intervention programmes for families with low income, targeting the specific needs of cultural sub-groups may improve outcomes. [ABSTRACT FROM AUTHOR]

The authors argue that individuals, rather than family solidarities, have become the primary unit of household connectivity. Many households do not operate as traditional densely knit groups but as more sparsely knit social networks where individuals juggle their somewhat separate agendas and schedules. At a time when many people enact multiple, individual roles at home, in the community and at work, the authors ask: how do adult household members communicate with each other? How do adult household members use information and communication technologies (ICTs) to organize, communicate and coordinate their leisure and social behavior both inside and outside the home? Interviews and surveys conducted in 2004-2005 in the Toronto, Canada area of East York show that households remain connected - but as networks rather than solidary groups. The authors describe how networked individuals bridge their relationships and connect with each other inside and outside the home. ICTs have afforded household members the ability to go about on their separate ways while staying more connected - by mobile phone, email and IM - as well as by traditional landlines. In such ways, rather than pulling families apart, ICTs often facilitate communication, kinship and functional integration. [ABSTRACT FROM AUTHOR]

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