Social Well-Being in the Philippines : Indicators and Patterns

MEXT-Supported Program for the Strategic Research Foundation at Private Universities (2014-2018)Forming a Social Well-being Research Consortium in AsiaThis paper describes the patterns and correlates of social well-being in the Philippines. Based on a national survey of 1200 households, the study found that: 1) most Filipinos are happy and satisfied with their current life but those outside of Metro Manila have higher levels of happiness and life satisfaction, 2) slightly more than half are not satisfied with their employment, job security, and finances but have much higher levels of satisfaction with their family/married life, relationship with friends/neighbors and amount of time they have; 3) Metro Manilans compared to their regional counterparts are less happy about their residence, usage of time, hobbies and personal health. Overall, the major components of social well-being among Filipinos are: job and finance, family life and relationships and spare time and hobbies. With regards to fairness of treatment of people from different social categories, the farther they are from Manila, they feel different groups are treated more fairly. When queried about their social capital/trust networks, most of them trusted highly their family and relatives, less with neighbors, co-workers, local government, and the police. Interestingly, their trust of secondary institutions such as hospitals and local governments increases during and after disasters. While bonding social capital (with primary groups) seem high in everyday life, bridging and linking social capital with institutions become important in post-disaster situations

A model for children’s digital citizenship in India, Korea, and Australia: Stakeholder engagement principles

This white paper communicates research activities and findings investigating digital safety and digital citizenship through multistakeholder collaborations in three countries—India, South Korea, and Australia. Performed by an Edith Cowan University-based research team from the ARC Centre of Excellence for the Digital Child, supported by the LEGO Group, this research additionally responds to many recent policy and practice reviews arguing for institutional and policy engagement in the Asia Pacific (APAC) that build children’s digital safety, literacy and citizenship. These include the UNESCO data-driven report, Digital Kids Asia Pacific (DKAP): Insights into children’s digital citizenship (UNESCO, 2019), an earlier UNESCO review of policy, Building digital citizenship in Asia Pacific through safe, effective and responsible use of ICT (UNESCO, 2016) and a UNICEF scoping paper, Digital literacy for children (Nascimbeni & Vosloo, 2019). These reports highlight the importance of stakeholders engaging with new ways to foster digital literacy and digital citizenship..

Children’s digital citizenship project: Your perspectives: A report for children

This report talks about a teamwork project between the LEGO Group, the Australian Research Council (ARC) Centre of Excellence for the Digital Child (Digital Child) and Edith Cowan University (ECU). In 2022, the LEGO Group, ECU and Digital Child researchers teamed up to ask children and adults in India, Korea and Australia about digital citizenship. We collected all this information together and compared our results, and then made some suggestions about how we can all do things better to help kids be safer, smarter, and happier online

Conceptualising and Enacting Pathways to Transformative Climate Justice: Examples from the Philippines

Scholarship on climate change adaptation is increasingly moving from incremental responses to climate injustice towards transformative approaches that deliberately change systems to achieve just and equitable outcomes. A transformative understanding of climate justice is relatively new and evidence of how this could be achieved is in its infancy. In this paper, we conceptualise transformative climate justice as comprised of three subcomponents: (1) inclusive justice (seeking to ensure that no one, especially the most vulnerable, is left behind), (2) epistemological justice (drawing upon diverse knowledges and worldviews), and (3) restorative justice (healing and restoration of communities and the environment). We then present examples of how different local communities in the Philippines are experimenting with climate adaptation strategies that embody these three components of transformative climate justice. Through case studies of communities in Itbayat (Batanes), Tambaliza (Iloilo), and Barangay Assumption (Koronadal), we demonstrate how their adaptive strategies contribute to community and ecological resilience. We find that transformative climate justice arises from mundane and everyday struggles, takes place at the “middle place” between top-down and bottom-up initiatives, and requires a deliberate redistribution of power to counter decision-making processes that reproduce injustices

Children’s perspectives of digital citizenship in India, Korea and Australia: Report of findings from children’s digital citizenship and safety roundtables

This report presents data and findings from Phase Two of the research project Digital Safety and Citizenship Roundtables. In this phase, which focuses on children’s perspectives of digital safety and digital citizenship, three child-focused, play-based roundtables were held in Seoul (Korea), Delhi (India) and Perth (Australia) respectively in the months of June and July 2022, with 48 children in total contributing their perspectives. Qualitative data was collected from these child participants through 90-minute play-based roundtables featuring three sections: a short introductory drawing activity using prompt cards; a discussion regarding the children’s understanding of digital citizenship; and a LEGO play activity in which participants were asked to reflect upon the discussion points and respond to this by building a LEGO creation..

Contexts for children’s digital citizenship in India, Korea and Australia: A literature review

Children’s digital citizenship today: In an increasingly digitised and technically mediated world, an individual’s digital citizenship, or “ability to use digital technology and media in safe, responsible and ethical ways” (DQ Institute, 2019) has never been more relevant, particularly when it concerns our youngest digital citizens. Navigating online spaces safely and confidently are skills fundamental to a modern individual’s social and emotional development, education, work and play. A digital citizen’s abilities, however, are greatly impacted by notions of access; not just physical access, but also access mediated culturally and socio-economically. Less is known about very young children’s experiences of digital citizenship, and with recent pandemic related events accelerating a move to even greater online engagement, challenges posed to children’s digital citizenship development require thoughtful, child-led, culturally nuanced, and research-based solutions

Reaching everyone in general practice?:Feasibility of an integrated domestic violence training and support intervention in primary care

Background Primary care needs to respond effectively to patients experiencing or perpetrating domestic violence and abuse (DVA) and their children, but there is uncertainty about the value of integrated programmes. The aim of the study was to develop and test the feasibility of an integrated primary care system-level training and support intervention, called IRIS+ (Enhanced Identification and Referral to Improve Safety), for all patients affected by DVA. IRIS+ was an adaptation of the original IRIS (Identification and Referral to Improve Safety) model designed to reach female survivors of DVA. Methods Observation of training; pre/post intervention questionnaires with clinicians and patients; data extracted from medical records and DVA agency; semi-structured interviews with clinicians, service providers and referred adults and children. Data collection took place between May 2017 and April 2018. Mixed method analysis was undertaken to triangulate data from various sources to assess the feasibility and acceptability of the intervention. Results Clinicians and service providers believed that the IRIS+ intervention had filled a service gap and was a valuable resource in identifying and referring women, men and children affected by DVA. Despite increased levels of preparedness reported by clinicians after training in managing the complexity of DVA in their practice, the intervention proved to be insufficient to catalyse identification and specialist referral of men and direct identification and referral (without their non-abusive parents) of children and young people. The study also revealed that reports provided to general practice by other agencies are important sources of information about adult and children patients affected by DVA. However, in the absence of guidance about how to use this information in patient care, there are uncertainties and variation in practice. Conclusions The study demonstrates that the IRIS+ intervention is not feasible in the form and timeframe we evaluated. Further adaptation is required to achieve identification and referral of men and children in primary care: an enhanced focus on engagement with men, direct engagement with children, and improved guidance and training on responding to reports of DVA received from other agencies

‘It felt like there was always someone there for us’:supporting children affected by domestic violence and abuse who are identified by general practice

One in five children in the UK are affected by domestic violence and abuse. However, primary care clinicians (GPs and nurses) struggle to effectively identify and support children and young people living in homes where it is present. The IRIS+ (Enhanced Identification and Referral to Improve Safety) training and advocacy support intervention aimed to improve how clinicians respond to children and young people affected by domestic violence and abuse. IRIS+ training was delivered as part of a feasibility study to four general practices in an urban area in England (UK). Our mixed method design included interviews and questionnaires about the IRIS+ intervention with general practice patients, including children and young people as well as with clinicians and advocacy service providers. We collected the number of identifications and referrals by clinicians of children experiencing domestic violence and abuse through a retrospective search of medical and agency records 10 months after the intervention. Forty-nine children exposed to domestic violence and abuse were recorded in medical records. Thirty-five children were referred to a specialist domestic violence and abuse support service over a period of 10 months. Of these, 22 received direct or indirect support. The qualitative findings indicated that children benefitted from being referred by clinicians to the service. However, several barriers at the patient and professional level prevented children and young people from being identified and supported. Some of these barriers can be addressed through modifications to professional training and guidance, but others require systematic and structural changes to the way health and social care services work with children affected by domestic violence and abuse