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ADOLESCENTS’ SUBJECTIVE WELL-BEING FOLLOWING KNEE INJURY: A LONGITUDINAL STUDY ON PERCEIVED AUTONOMY SUPPORT
No full textDuring adolescence, knee injuries are common and can greatly affect patients’ subjective well-being. Social support has been identified as a buffer against ill-being after knee injury. Self-determination theory holds that optimal social support nurtures the psychological need for autonomy, which is defined as a sense of personal endorsement of one’s actions. This longitudinal study aimed to examine the contributions of perceived parent and physician autonomy support to the subjective well-being of knee-injured adolescents. A total of 44 adolescent patients (Mage = 14.7 years) from a paediatric sports medicine clinic participated. In the waiting room (T0), data on perceived parental autonomy support, subjective well-being, athletic identity, and knee function were collected. After their appointment (T1), participants rated their perception of physician autonomy support. Participants later reported their subjective well-being monthly, for 3 months (T2–T4). Descriptive analyses revealed that perceived parental autonomy support was positively and often strongly correlated with subsequent subjective well-being. The positive association remained significant solely at T3 in regressions controlling for physician autonomy support, baseline subjective well-being, and other key confounders. Perceived physician autonomy support was positively but non-significantly correlated with later subjective well-being. These results suggest that perceived autonomy support, particularly from parents, may help overcome the deleterious effects of knee injury on adolescents’ subjective well-being
TOWARDS A STATEMENT ON RESIDENTIAL GROUP CARE FOR CHILDREN AND YOUTH: A SUGGESTED FRAMEWORK
No full textThis contribution to the FICE35 Special Issue was constructed in the form of a draft statement, offering potential elements for organizations that may wish to counter the current movement opposing residential care for children and youth, which is now evident across Europe, North America and, increasingly, around the globe. The framework presented in this article was developed in response to a presentation by representatives of UNICEF at the FICE35 Congress in Split, Croatia, as well as the ongoing international campaign being waged against all forms of residential care for all ages of young people by UNICEF and a number of European and North American organizations, some of which are mentioned at the start of the article. The dimensions of quality for alternative care put forward in this document were also presented and discussed at a plenary panel on Quality in Alternative Care at the FICE35 Congress
FICE SPECIAL TASK FORCE “HAND IN HAND”: IMPROVING SAFETY AND WELL-BEING FOR DISPLACED UKRAINIAN CHILDREN
No full textFICE International is a network of professionals and organizations from over 30 countries that is committed to child and youth care. Its members work in social pedagogy, social work, psychology, and education to ensure high-quality support for children and young people. To assist vulnerable children during crises such as the war in Ukraine, FICE created the “Hand in Hand” task force in August 2022. Its mission is to improve safety and well-being for displaced children, especially those in alternative care. These children face trauma, loss, disrupted education, and mental health challenges, including acute stress and post-traumatic stress disorder. Hand in Hand provides vital social–emotional resources and ensures access to education and services, making a meaningful difference in the lives of crisis-affected children
UNDERSTANDING THE UNKNOWN: WORK DISCUSSION AS A MEANS OF DEVELOPING CASE-UNDERSTANDING COMPETENCIES
No full textIn the context of academic training for social educators in Vienna, increasing emphasis is being placed on supporting the development of core competencies with a focus on forming a detailed appreciation of the client’s situation — “case understanding”. The method of Work Discussion described in this article is based on a psychodynamic theory founded in the psychoanalytic tradition. It enables seminar groups to reflect on, and think in a differentiated manner about, interactions and relationship dynamics between people in psychosocial fields of work. The article introduces key ideas on the professionalism of social pedagogical professionals and explains common theories of professionalization in this research field. Using the example of Work Discussion, I elaborate characteristics of psychodynamically oriented professionalization in academic education and training for social work professionals. The final part of the article is a discussion of how psychodynamically oriented professionalism could facilitate a transformation in professional practice
EARLY LEARNING AND CHILD CARE FOR IMMIGRANT FAMILIES AND CHILDREN: A PAN-CANADIAN JURISDICTIONAL SCAN OF SETTLEMENT AGENCIES
No full textHigh-quality early learning and child care programs are in a position to support immigrant family settlement, reduce socioeconomic inequities, and enhance children’s overall development. In Canada, these can be delivered either as provincially or territorially licensed programs or through settlement agencies. The goal of this research was to understand what factors influence the implementation of child care in settlement agencies across Canada. We conducted an environmental scan of settlement agencies and invited key informants to participate in interviews and surveys. Overall, the 38 participating organizations identified factors influencing the successful implementation of child care delivery at settlement agencies at both the system level (licensing and regulation, funding, workforce changes) and operational level (enhanced access to child care, cultural and linguistic diversity of educators). The findings also suggest a need to continue to emphasize broader purposes for early learning and child care programs, such as providing support to the whole family by allowing parents to access other services such as language training and information classes. Strategic connections between settlement agencies and provincially or territorially licensed programs will contribute to the professionalization of the field and to greater access to child care for immigrant families across the country
Deconstructing "Chickens for KFC": Israeli Pinkwashing, Homonationalism, and Contemporary Backlash Toward Queers for Palestine
No full textDebunking Official History and Historical Narratives: The Wars, Canadian Great War Recruitment Propaganda, and Social Expectations
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Critical Race Theory as a Lens Developed in Preservice Early Childhood Education Teacher Training Programs
No full textThere is a pervasive false belief that young children are colour-blind and “racially innocent” and exist in “race neutral” spaces. A long-held belief in a universal model of child development underestimates children’s ability to engage with complex topics, and racialized students’ lived experiences are dismissed. Failing to engage in these discussions, educators could unknowingly neglect the needs of their students and fail to help children develop their cultural competencies. The purpose of this paper is to highlight the ways in which critical race theory can offer a lens through which to challenge the dominant ideology and sustained inequity in early childhood education and educational systems
Melting the Clock: Dalian Concepts of Temporality and Pedagogical Documentation in Early Childhood Education
No full textThe author describes how her documentation of children’s play experiences and the stories that preschool children have told her continue to be useful and are reinterpreted in her current work with postsecondary teacher education programs. She explains the documentation as a resource for sparking fictional story writing, play, and critical dialogue about teaching and learning in early childhood education settings. Salvador Dali’s artistic representations of time and Hans-Georg Gadamer’s philosophical concepts of temporal distance and the movement of play provide a framework for understanding the long-lasting value and timelessness of pedagogical documentation in supporting inquiry-based learning and play (pre-K to postsecondary levels)