University of Victoria Journals
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Psychological Adjustment of Expatriate Children in Cultural Transitions
No full textThe aim of the current study was to define the factorial structure of the psychological adjustment (PA) of Finnish expatriate children (EC) and to construct a model consisting of three child-level variables (age, school success, and attitude toward moving). Survey data concerning Finnish EC (N = 324) who had lived temporarily abroad were gathered from the EC’s parents. The mean age of the children was 4.8 years in the expatriation context and 8.2 years in the repatriation context. PA was examined using the Zung Self-Rating Depression Scale (ZSDS). Survey data were subject to a confirmatory factor analysis (CFA) and structural equation modeling (SEM). A hypothesized two-factor structure (physiological and affective factors) of PA was fitted for the sample using the CFA. A SEM of PA was presented, where the child-level explanatory variables were the age of the child, school success, and attitude toward moving. The main findings were the following: First, there is a two-factor structure of Finnish EC’s PA with both physiological and affective factors. Second, a model of PA with three child-level variables (age, school success, and attitude toward moving) was constructed. The results contribute to the understanding of PA in general and EC’s PA in particular. This study increases our understanding of EC’s PA in unique and novel contexts of dual cultural transitions. This comprehension is important in an increasingly globalized world, especially in clinical and other support contexts, where professionals work for children’s mental well-being
Factors that Promote or Hinder a Youth In Care Network: A Report from the Field
No full textThis report describes the evolution of an independent youth-led organization for youth in and from care in Quebec. The emergence of CARE Jeunesse is presented and compared with two other networks in Canada. Factors that promoted and hindered its development are discussed particularly as they apply to issues outlined in the youth engagement literature. The board of CARE Jeunesse, comprising former youth in care, wrote this article with the participation of a university professor who is an adult ally to the alumni of care movement in Quebec. This report is the first publication that provides an account of the processes associated with developing a youth in care network in Canada
ȻENTOL TŦE TEṈEW̱ (TOGETHER WITH THE LAND): PART 1: INDIGENOUS LAND- AND WATER-BASED PEDAGOGIES
No full textThis article presents reflections from an Indigenous land- and water-based institute held from 2019 to 2020 for Indigenous graduate students. The institute was coordinated by faculty in the School of Child and Youth Care at the University of Victoria and facilitated by knowledge keepers in local W̱SÁNEĆ and T’Sou-ke nation territories. The year-long institute provided land-based learning, sharing circles, online communication, and editorial mentoring in response to a lack of Indigenous pedagogies and the underrepresentation of Indigenous graduate students in frontline postsecondary programs. While Indigenous faculty and students continue to face significant, institutionally entrenched barriers to postsecondary education, we also face growing demands for Indigenous-focused learning, research, and practice. In this article, Part 1 of a two-paper series on Indigenous land- and water-based learning and practice, we draw on a storytelling approach to share our individual and collective reflections on the benefits and limitations of Indigenous land- and water-based pedagogies. Our stories and analysis amplify our integration of Indigenous ways of being and learning, with a focus on local knowledges and more ethical land and community engagements as integral to Indigenous postsecondary education
SETTLER EDUCATION: ACKNOWLEDGEMENT, SELF-LOCATION, AND SETTLER ETHICS IN TEACHING AND LEARNING
No full textThis paper begins with a critical exploration, from the location of a settler, of how land acknowledgements and practices of self-location function in child and youth care teaching and learning. I critically examine settler practices of acknowledgement, self-location, appropriation, consciousness-raising, and allyship. I use the concepts of settler ethics and responsibilities to underline the importance of accountability in child and youth care pedagogy. I argue that settlers have a responsibility to take action within the challenging ethical landscape of teaching and learning within the settler colonial context. My overall aim is to contribute to the critical and decolonizing literature in child and youth care from the location of a settler educator and child and youth care practitioner
RESIDENTIAL CARE IN GERMANY FOR REFUGEE YOUNG PEOPLE
No full textThis article analyzes developments in the forms of social work with young refugees and the legal framing of such work in Germany from 1990 to the present. In particular, it addresses the reactions of politicians and the child and youth welfare system to the sharp rise in the number of refugees in 2015 and 2016, and the concomitant significant increase in the number of unaccompanied minor refugees. It underlines the need for an approach based on children’s rights, and the necessity for social workers, especially those involved in helping youth, to resist the policies of deterrence that are aimed at keeping refugees out of Germany
CARE LEAVERS’ PERSPECTIVES ON THE FAMILY IN THE TRANSITION FROM OUT-OF-HOME CARE TO INDEPENDENT LIVING
No full textFindings from youth research have shown that, due to the development of the transitional phase of “emerging adulthood”, the family has become increasingly significant for young adults as a source of support and as a safety net. In contrast, care leavers are confronted with a relatively abrupt transition to independent living. However, international studies have shown that the family also plays a significant role during the status passage of leaving care — as an arena of concrete social relationships, as a normative model and ideal, as a biographical experience and memory, as a connection to family traditions and practices, and as an important contextual factor for resilience and identity formation. The first section of this paper describes the various links between care leavers and their families based on a literature review. In the second section, the biographical relevance of the family is highlighted based on the example of a qualitative interview study about the educational pathways of 20- to 27-year-old care leavers. The study shows the various influences of family links on the educational careers of young people during and after out-of-home care. From the findings, we derive some consequences for professional work with families in out-of-home care and for professional support and guidance during the status passage of leaving care
Uniformity Constraints in German Reportive Contexts
No full textIn this paper, I analyze variation in interpretations and surface forms of German embedded clauses under reportive verbs. Variation exists in the position and modality of the finite verb. In order to account for this variation, I argue for a pronominal theory of tense and world variables, following Partee (1989), Kratzer (1998; 2005) and Percus (2000). In addition, I propose a hypothesis of uniformity, which requires that one head can only host either a binder or a variable, but not both simultaneously. A pronominal approach to tense, combined with the uniformity constraint correctly predicts and explains different interpretations of clausal complements of reportive verbs in German