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Evaluation of the TLC Kidz Programme for Children and Mothers Recovering from Domestic Abuse (Executive Summary)
No full textEvaluation reportThe TLC Kidz programme is a group programme for children and mothers recovering from domestic abuse. It has been delivered on an interagency basis in North Tipperary since 2005 and more recently in South Tipperary, Waterford and Carlow. The purpose of this evaluation is to investigate the outcomes and experiences of families and professionals in attending/delivering the programme
Waiting List Report
Get PDFReportIn spring 2017 Barnardos’ ‘Waiting Lists Affect Child Development’ policy-briefing examined the existing state of waiting lists for a number of children’s health services and the impact they are having on children’s development. We found widespread inconsistencies in the delivery of some children’s health services. These inconsistencies mean children’s access to healthcare is determined by where they live or if their parents can afford private treatment. Delayed treatment can have profound effects for a child’s health, development and well-being. All children deserve equitable access to healthcare, timely assessment of their need and treatment without delay. Barnardos is now revisiting our examination of waiting lists to determine if there has been any improvement for the thousands of children waiting for treatment
Learning Environments in Early Years Services
Get PDFFlyerThe aim of this training is to assist participants to understand the importance of high quality indoor and outdoor environments for the development and day-to-day learning of young children. Participants will have the opportunity to design effective learning environments across the early years and explore the concept of the ‘third educator’. An extended full day version of this
training will provide further and more in-depth learning
Barnardos Annual Report and Financial Statements 2016
No full textAnnual ReportIt was Jim Henson who invented two of my favourite people, Statler and Waldorf, in the Muppet Show. He must have been a man who understood the magic and mystery of childhood more than most, because his work can turn grown men and women back into children again in an instant. In his book, “It's Not Easy Being Green” Henson said, “Kids don't remember what you try to teach them. They remember what you are.” When I visit Barnardos projects and see Barnardos people at work, that sentiment is easy to understand. Children are made welcome in a Barnardos centre. More than that, they’re respected. A Barnardos centre is a place where people work alongside children, helping them to grow, building confidence, encouraging them to express themselves. You can actually see potential flourishing in the warm and friendly surroundings. I know the work can be demanding and painstaking. Children whose lives have been affected by disadvantage can struggle to trust grownups sometimes, apart from their Mum and Dad. But when I asked one of the staff in one centre did she ever get tired, she said “how could you? You might work for weeks to encourage a little boy to talk and interact and suddenly it all pours out of him in a torrent of energy and fun and smiles”. That payback is why Barnardos people work so hard. And it’s why we fight for children through our advocacy work. We believe in children, and we believe passionately that investing in children is not just the right thing to do, but it makes real economic sense. We couldn’t do what we do without brilliant people working in Barnardos. Alongside them are all the volunteers who give so much of their time, and all the people who raise or donate money to help us transform young lives for the better. For my own part I have been honoured this past year to work with a Board that is utterly professional and dedicated, and with a team of people who are second to none. For all of us in Barnardos, children matter most
Children's Budget 2018: Key Recommendations (Infographic)
No full textInfographicChildren from disadvantaged backgrounds are 5 times more likely to perform poorly in science, reading and maths compared to their advantaged peers
ChildLinks Issue 2: Empathy
No full textBarnardos journal ChildLinksIn this issue of ChildLinks we look at empathy, which can be defined in general terms as the ability to understand and share the feelings of another. It is generally accepted that highly empathic people enjoy more successful, less stressful relationships as they are aware of, understand and are sensitive to the feelings and thoughts of others. The ability and willingness to show compassion, to relate, take turns, share, care, compromise, conciliate and cooperate are all part of empathy and all valuable skills for children to learn. The best way for children to develop empathy and become socially intelligent, emotionally literate individuals is to experience being in relationships with people, especially parents, family and teachers, who are themselves empathic. The first article in this issue evaluates the importance of children learning the skills of empathy if they are to become socially competent members of society. In the article that follows, Dr Geraldine French demonstrates how experiences and interactions in the earliest months of life impact on neural circuits, overall brain development and, in particular, the development of empathy and altruist motivation in children from birth. This article also offers guidance on supporting empathy in early childhood education and care practice through responsive reciprocal relationships. The following articles look at programmes that have the specific aim of supporting children to develop social and emotional skills, and empathy in particular. Roots of Empathy is an evidence-based classroom programme that has been shown to reduce aggression, including bullying. The programme aims to increase prosocial behaviours such as helping, sharing and caring in the short term, and strives to break intergenerational cycles of violence and poor parenting in the long term. The Restorative Practices programme encompasses both a philosophy and a set of skills with the core aim of building strong relationships and resolving conflict in a simple and emotionally healthy manner. Restorative Practices skills range from the universal everyday proactive ones of using restorative language and having restorative conversations to the more targeted use of restorative conferencing to repair harm. The third programme, the Changemaker Schools programme, has four key components: empathy, creativity, leadership and teamwork. This programme highlights how an empathy-based curriculum can be delivered in a simple, inexpensive way within the cultural context of a school. The final article in this issue looks at the suite of evidence-informed, outcome-focused programmes Barnardos offers to children and parents, all with the aim of increasing children’s capacity to learn and develop, and to improve their emotional wellbeing and safety. Barnardos believes in investing in the development of empathy in children from an early age as children who are empathic are better able to cope with conflict and difficult social situations, are less likely to engage in bullying behaviour, and are more likely to grow into well-adjusted adults with adaptive coping skills
Birth to Two Years: 9 - 12 Months
No full textInformation sheetSome ways to support your 9-12 month old baby’s development
School Costs 2017 Summary
No full textInformation sheetIn total, 1,834 parents completed Barnardos School Costs Survey 2017. The majority of respondents (1,181) had children attending primary school while the remaining 640 respondents’ children were in secondary school
Birth to Two Years: 18 - 24 Months
No full textInformation sheetSome ways to support your 18-24 month old baby’s development