Introduction

English Introduction, Volume 8, n°2, 2017Introduction anglaise, Volume 8, n°2, 201

Introduction

Introduction for issue on "Ricoeur and Translation

How mothers orchestrate their engagement in an early intervention program

A family-centered approach was espoused in IDEA Part C as the context for service to families with young children experiencing developmental delays. A phenomenological inquiry was conducted to explore how mothers of young children with disabilities orchestrate their engagement in an early intervention program, and to identify factors that support their participation. In-depth interviews were conducted with five mothers of children enrolled in a community-based program located in an urban area. An over-arching theme addressing the need for service providers to be “In my reality” emerged. Sub-themes highlighted needs of the mothers to understand their child’s condition, promote their child’s development, and have valued experiences/opportunities for their child. The mothers described how positive and negative informal and formal supports either enhanced or constricted their engagement. The study emphasized how family-centered programming should be the service mode, embracing and facilitating each family’s reality, and not just a stated philosophy

Participation in the Paid Labor Force by Caregivers of Children with Emotional and Behavioral Disorders

We explored the relationship between school-age children\u27s emotional and behavioral symptoms and workforce participation of their family caregivers using structural equation modeling. Secondary analysis of data from the national evaluation of the Comprehensive Community Mental Health Services for Children and Their Families Program was performed with a subsample of 2,585 caregivers. Findings from structural equation modeling indicated that higher levels of internalizing and externalizing symptoms were significant predictors of more frequent school absences, less adequate childcare, and greater caregiver strain related to missing work. In turn, more adequate childcare and greater caregiver strain from missed work were associated with lower likelihood of workforce participation. Further research on labor force participation and increased family support is necessary to improve work—life integration for caregivers of children with emotional and behavioral disorders. Future investigations should examine caregiver employment as a standard family outcome

Introduction – Ricœur and Education

Introduction to the special issue "Ricœur and Education

Paul Ricœur’s Philosophy of Education and its Relevance for our Scientific-Technological Civilization

Inspired by the report, Reimagining our Futures Together. A New Social Contract for Education, which warns that humanity and planet Earth are under threat, but acknowledges that education has the power to bring about profound change, this article makes the case for giving careful consideration both to Paul Ricœur’s reflections on humanity and human capacities, and to his comments on “true education” and the educational value of poetic thought. To get a sense of where scientific-technological civilization is headed, it draws on the work of Allen Buchanan and Dominique Janicaud. It then examines Ricœur’s account of the essential characteristics of education and his thoughts on the roles of families and teachers. It argues that Ricœur’s proposal for the cultivation of an “ethical consciousness” offers greater protection for humanity in an uncertain future than Janicaud and Buchanan’s proposals for “ethical vigilance” and rules-based protective measures

Introduction

Introduction francaise Volume 8, n°2, 2017French Introduction Volume 8, n°2, 201

Introduction – Ricœur et l’éducation

Introduction au numéro spécial « Ricœur et l’éducation 

Draft Direct Service Core Competencies

At the first quarterly meeting of the Pathways Transition Training Collaborative (PTTC), members approved the following definition of competency, and the structure of the core competency document. The definition is based in part on the work of Hoge, Tondora, and Marrelli (2005). We will be developing an interdisciplinary course for graduate students based on the core competencies that emerge from the PTTC and the research of the Pathways to Positive Futures RTC. Later, the PTTC will present webinar and online course modules that develop from the core competencies identified by our community of practice