There 's a largely unnoticed power that multinationals (electronics giants, Google, Facebook, etc.) have in our lives, including upbringing and education. And like magic oil, digital techniques are good for everything. No condition is conceivable, or there is an app for it. Certainly, if there is none, there will soon be an app for parents that records exactly how often the child does what and with whom on the social media. A kind of parental control 2.0. But what do we think of this?
MULTIFILE
Field of study decisions are important for children’s future life chances, as significant differences exist in terms of financial and status benefits across fields of study. We examine whether the economic or the cultural status of the parents is more influential in shaping their children’s expectations about their future field of study. We also test whether children’s expectations about field of study choices are mediated by the child-rearing values that parents hold. Results show that parental economic status increased the likelihood of adolescents expecting to opt for extrinsic rewarding fields of study. Adolescent girls, not boys, with high cultural status parents were more likely to expect to opt for intrinsically rewarding fields of study. An upbringing that is characterized by conformity increased the expectations of boys to choose an extrinsically rewarding study, while self-direction increased the expectations of girls to opt for an extrinsic field of study
DOCUMENT
No summary available
DOCUMENT
No summary available
DOCUMENT
Over the last decade, many (European) countries have created special committees or conducted special investigations into the occurrence of sexual abuse in residential and/or foster care. Many of these studies concluded that children and young people in care are at a greater risk of being sexually abused, compared to youth growing up at home. However, the extent and scope of sexual abuse which has historically occurred in residential and/or foster care remains contested and is highly controversial. Although a broad range of factors are involved, one issue that is of crucial importance in the prevention of sexual abuse is paying attention to the healthy sexual development of children and young people in care. This sounds easy, but it isn’t easy at all. Ideas about relationships, intimacy and healthy sexual development differ between people and countries. It’s a sensitive subject that many professionals working in care find difficult to talk about. As most professionals working in care in Europe graduate from schools of Social Work, social work education should prepare (future) professionals to address this issue. Although some authors have addressed this issue, in general, social work education does not pay sufficient attention to the subject. This project aims to help (future) professionals build competencies on this specific subject by providing the following products:1. An international summer school on the subject of sex and sexuality, for social work students.2. An online course on the subject of sex and sexuality for professionals working in residential care or working with foster parents.3. A website with materials for European lecturers who teach future social workers on the subject of sex and sexuality.4. A reflection instrument as a tool for on-the-job training on the subject.These products are based on a set of practice based core competencies that professionals should develop in order to be able to provide care and upbringing on the theme of sex and sexuality. Next to that five central themes were used to order the development of modules.
DOCUMENT
Although first-time parents have a great need for effective support in the first challenging years of child upbringing, there is little research on volunteer-led parenting support programs in the context of the transition to parenthood. Therefore, this qualitative study examined the perceived value and key components of Home-Start, a volunteer-led parenting support program aimed at parents who have everyday parenting questions and receive little support from their environment, in the transition to parenthood. Semi-structured interviews were conducted among mothers (N = 10) with a first child up to 1.5 years old who were enrolled in the Home-Start program in the Netherlands, and volunteers (N = 12) who supported these parents. Important outcomes of the Home-Start program were increased positive parent-child interactions, improved parental confidence, and an expanded social network. Identified core needs of first-time mothers in the Home-Start program were social, emotional, informational, and instrumental support needs. Suggestions were provided to better align the program's structure with challenges in the transition to parenthood. For example, facilitating the parent-volunteer match during pregnancy, and developing a module in the Home-Start training for volunteers aimed at providing structured and informative support based on the latest insights into infant and postpartum care.
MULTIFILE
Teachers can play an important role in students’ healthy relational and sexual development. They can pay attention to this subject with specifically designed lessons. But it’s even more important to address relational and sexual development within the general curriculum, whenever the topic comes up in class. Discussing about sexuality is not always easy. This document provides practical tips for teachers for discussing sexuality in the classroom.
DOCUMENT
De transitie en transformatie in het sociale domein vraagt van jeugdprofessionals een nieuwe manier van werken, namelijk preventief en omgevingsgericht. Preventief en omgevingsgericht werken kent vier aspecten: 1. aansluiten bij de leefsituaties van ouders ter bevordering van eigen kracht; 2. werken aan sociale cohesie ten behoeve van het pedagogisch klimaat in de wijk; 3. het mobiliseren en/of vergroten van het sociaal netwerk van ouders, 4. signaleren van risico’s en ingrijpen waar nodig. Dit artikel gaat over de vraag hoe professionals die met ouders werken handen en voeten geven aan deze nieuwe werkwijze, welke ervaringen ze hierbij opdoen en welke dilemma’s ze tegenkomen. Deze vraag is onderzocht door professionals werkzaam in twee Centra voor Jeugd en Gezin in de stad Groningen te volgen in hun dagelijks werk. Daarbij is gebruik gemaakt van een methode die gericht is op het ontdekken van hun ervaringskennis. Deze methode bestaat uit het gericht observeren van professionals in hun dagelijks werken en uit het voeren van gesprekken hierover met professionals om hun overwegingen bij het handelen te achterhalen. Daaruit blijkt dat twee van de vier aspecten van preventief en omgevingsgericht werken sterker zijn ontwikkeld. CJG-professionals sluiten vaker aan bij de leefsituatie van ouders en pakken vaker risicosignalen op. Minder vaak maken ze gebruik van het sociale netwerk van ouders en werken ze aan sociale cohesie in de wijk. In het handelingsrepertoire lijken de preventieve aspecten sterker te zijn ontwikkeld dan de omgevingsgerichte. Professionals ervaren zowel morele, methodische als organisatorische dilemma’s bij preventief en omgevingsgericht werken.
DOCUMENT
Docenten kunnen een belangrijke rol spelen bij de gezonde relationele en seksuele ontwikkeling van leerlingen. Aandacht voor dit onderwerp in de klas kan in specifieke themalessen, maar nog belangrijker is om aandacht te besteden aan relationele en seksuele ontwikkeling binnen het reguliere lesprogramma, als het thema ter sprake komt in de klas. Geroezemoes van leerlingen over seks of actualiteiten in het nieuws, kunnen een aanknopingspunten zijn om in gesprek te gaan met leerlingen. Deze factsheet geeft een overzicht van de belangrijkste tips voor docenten, gebaseerd op het rapport 'Seksualiteit bespreken in de klas, hoe doe je dat?'
DOCUMENT
