Child labor: a critical discourse analysis

Indiana University-Purdue University Indianapolis (IUPUI)Child labor is a complex global phenomenon. Though poverty is widely accepted as the primary cause of child labor, there are many dimensions of the phenomenon that still remain to be explored. Very little attention has been given to the policies that drive efforts to address child labor and how they are framed. Of particular interest is how we determine who is a child, and the notions of childhood underpinning these policies. Less attention has been given to the relationships and power dynamics underlying the policy-making process that surrounds this discourse. A qualitative method, namely, critical discourse analysis (CDA) was used to examine the discursive construction of children and childhood in child labor discourse. Underlying power dynamics through the analysis of diverse child labor-related policies at the global (ILO), regional (OAU/AU), sub-regional (ECOWAS), global/sub-regional (Harkin-Engel Protocol), and local (Ghana) levels was explored. Findings revealed that homogenized and hegemonic trends are visible in child labor discourse. While the ILO's discourse on child labor was either reproduced or referenced in the other policies, there was generally a homogenized definition of children based on Western social constructions and views of children. Child labor policies were not fully cognizant or sensitive to local constructions and conceptions of how we define children and what we determine are appropriate roles at various ages. In particular reference to Ghana, the Government of Ghana's child labor policies did not reflect the sociological and cultural realities of the nation. Findings of the study also suggest that for some organizations and countries, especially in the Global South, political and economic considerations influenced whose voices were included in child labor policy creation. Critical discourse implications for social work education, policy analysis, practice and research are discussed

Differential impact, differential adjustments: diverse experiences of the COVID-19 pandemic by college students in an Upper-Midwestern University, USA

This article is made available for unrestricted research re-use and secondary analysis in any form or be any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic.The impact of the COVID-19 pandemic though widespread is not monolithic. Therefore, a differentiated understanding of the pandemic's impact on people is critical. Further, it is important to recognize that even within the same group people's experiences may differ. The current study explored how the onset of COVID-19 and its mitigation measures impacted university students across the broad spectrum of their lives. The study utilized a qualitative approach based on individual and focus group interviews through Zoom. Participants were recruited using convenience and purposive sampling strategies. Twenty-one students (mean age = 33.8, over 76% whites, 15 females) participated in the study. Guided by systems and ecological systems theories and grounded in a contextualist paradigm, the data were analyzed thematically. Pseudonyms were adopted to preserve the anonymity of the participants. The findings revealed that COVID-19 has impacted students in varied ways ranging from the seemingly simple to the multi-layered and complex. An overarching theme, "same storm, different boats", which conveys the notion of differential impact, and differential adjustments was identified. Nested under the overarching theme are two main themes (1) Impact of COVID-19: disruptions, stressors, and silver linings and (2) Coping with COVID-19. Participants reported positive as well as negative impacts. Factors that helped students cope included institutional support, empathy from instructors, and family support. The findings suggest that to effectively respond to the impact of COVID-19 on students, it will be important to identify and attend to the distinct and diverse stressors within this population, and systems and ecological systems theories are important guiding frameworks

Telling the Story: National and Local SOC Evaluation

With foundation and grant funding for behavioral health, social services, and integrated health initiatives come requirements to collect and report data. State and local grantees, partners, and stakeholders can combine such requirements with local quality improvement and evaluation initiatives to tell their story and to manage initiatives. To support local system of care (SOC) coordinators in collecting and using grant and relevant information, basic grant requirements are reviewed in the context of using the information to support decisions, to monitor progress, and to improve outcomes

A Longitudinal Review of System of Care (SOC) Development A Case Study from the Mid-West

This study examined the implementation of the System of Care (SOC) framework in a Midwestern state and efforts to assess the progress over time. The period in focus was 2014-2018

Divergent Caregiver and Youth Perspectives Regarding Behavioral Health Needs and Psychosocial Functioning: An Exploratory Study

Background. To promote effectiveness in behavioral health treatment, the system of care framework and wraparound model accentuate inclusion of family and youth as important stakeholders, not just as consumers. This has challenged conventional practices; and youth and caregivers' perspectives have become integral to treatment planning and service delivery. This study explored caregivers and youth's perspectives of behavioral health needs and psychosocial functioning. Methods. This exploratory study utilized data collected in a Midwestern, suburban county as part of the national Child and Family Study of youth with complex behavioral health needs enrolled in the Child Mental Health Wraparound initiative. The sample consisted of 25 caregiver-youth pairs. Assessment measures included the Pediatric Symptom Checklist (PSC) and the Columbia Impairment Scale (CIS). Independent t-tests were used to examine differences in caregiver and youth perspectives. Results. Significant differences were identified in caregivers and youth's perspectives of youth's behavioral health on the PSC, but no significant differences between caregivers and youth on the CIS measure. Responses showed that compared to youth, caregivers perceived a higher level of functional impairment in interpersonal relationships, academic, and community functioning. Further, caregivers' views of severity of functional impairment varied based on the caregiver type. Conclusion. Divergent perspectives regarding youth's behavioral health needs and functioning between caregivers and youth have implications for behavioral health treatment planning and service delivery. Additional research is needed on collaborative assessments and implications of different views for practice and outcomes

Future Direction for Child Mental Health: Developing a Blueprint using the System of Care Framework

Mental illness is multi-layered and it requires a team effort in order to be addressed. Commonly, there is uncertainty toward improving and maintaining the gains that are made by professionals in the child mental and behavioral health field. Based on lessons learned from a multi-year SOC expansion grant funded by SAMHSA, project members discuss recommendations for improving child mental health, as well as providing support to families

A Critical Discourse Analysis on School Bullying

This presentation was made at the 2017 International Bullying Prevention Association Conference in Nashville, TN.Using critical discourse analysis (CDA), this research-based presentation examined similarities and variations in how four groups of stakeholders, namely, bus drivers and attendants, principals, school social workers, and parents perceive bullying in schools, and represent themselves in relation to others in bullying discourses. The findings of the study showed that all the stakeholders viewed bullying in sociological and psychological terms. The findings also revealed implicit biases in how the stakeholders viewed themselves, and perceived power differentials in how they related to each other. Potential remedies for identified challenges/problems were discussed

Participatory and Collaborative Evaluation Strategies to Support Data-Informed Decisions and Management

Surveys were completed by local stakeholders who had been recruited from local communities and regions by the Indiana System of Care Planning Team. Periodic collection of System of Care Implementation Survey (SOCIS) information identified strengths and ongoing challenges

Impacts of School Bonding on Problem Behaviors: Ethnic differences

This study examined the different impacts of school bonding on problem behaviors between ethnic groups (minority students and white students). The study sample was a local Indiana Exemplar public school. A random number of fourth through eighth grade students (6-16 years of age) were asked to complete a survey. Teachers read to younger students to complete. Of the sample 48% were boys and 51% were girls. Of the six categories for ethnicity, 51% were white and 49% comprised the other ethnicity categories, accounting for a total of 192 students. The study specifically looked at the interaction effect of ethnicity on the relationship between school bonding (Attachment, Commitment, Involvement, and Belief) and misbehavior in school (delinquency). The variables were identified through a factor analysis from the copyrighted Gentle-Genitty Perception of School Social Bonding Instrument. The school bonding instrument is reliable and valid (Cronbach’s Alpha .85). The preliminary results show that… • Involvement and belief are significantly associated with reduced misbehaviors in school. • Minority students exhibit behavior that is perceived as delinquent more often than white students. • Older students in higher-grade levels are more likely to exhibit negative behavior than younger students in lower grade levels. • The impact of one of the social bonding variables (involvement-participation in activities) on problem behavior is significantly greater for minority students than white students, as seen in the graph below

Social Work Theory and Application to Practice: The Students' Perspectives

We believe the success of applying theory in practice is largely contingent on how students define social work theory, identify the role of theory in practice, and categorize benefits and challenges in applying theory to practice. It is on this premise that this article is presented. Two datasets were used to form the students' perspectives. The first dataset is a seven year compilation of 109 undergraduate student theory papers and the second is a pre-test/post-test online survey of graduate students in an advanced social work theory course. The work offers a context for educators in teaching and helping students to apply theory in their own practices