Hoping for a better tomorrow’: a qualitative study of stressors, informal social support and parental coping in a Direct Provision centre in the West of Ireland

This paper focuses on informal social support and coping amongst parents living in a Direct Provision (DP) reception centre in the rural west of Ireland. Since 2000, asylum seekers in Ireland are subject to DP where the state provides accommodation and food to asylum seeking families, and a small supplementary allowance. Despite calls for its abandonment and that it constitutes ‘citizenship based discrimination’, DP features prominently in Irish policy on asylum seeking. Drawing on qualitative interview materials from an evaluation of childcare services in one asylum seeker reception centre, we argue that children living in DP are frequently exposed to risky behaviours, and that the DP system adversely affects children’s resilience, stifling their educational, emotional and social development. In Ireland, supports for families and children living in DP are relatively weak, and despite protests for enhancing asylum seekers’ rights in housing and employment, asylum seekers interviewed for this study feel abandoned by the state. Instead, they rely heavily on local services for emotional and financial supports to cope with living conditions in DP. The paper argues for a culturally responsive approach to policy-making that is grounded in human rights and family support which recognizes the importance of community services in providing emotional and practical supports to parents

Outcomes for permanence and stability for children in long-term care in Ireland

This article is based on research about children in long-term care. It focuses on the factors that help and hinder a child being and feeling stable in their foster home and having a sense of permanence. The research was carried out with children in care inGalway and Donegal between 2008 and 2013. It was proposed by Tusla – Child and Family Agency and carried out by the National University of Ireland, Galway (NUI Galway)UNESCO Child and Family Research Centre (UCFRC). The main factors that were found to influence permanence and stability were relationships, communication, support and continuity. The research shows that it is not only the connection between the child and the foster family or parent that matters. Instead, the whole system surrounding the child must also be taken into account. A model was developed from the research which showed that children in care often have a more complicated system than other children, as it includes both the family of origin and the foster family. This research has been used to inform and improve practice in the children-in-care teams in Galway and Donegal. In particular, this article outlines resources available to foster families in terms of training, services and support

Exploring the Utility of the Simple View of Reading in Irish Children Attending Schools in Areas Designated as Socially Disadvantaged

Evidence suggests that children living in areas designated as socially disadvantaged may be at risk for literacy difficulties. The Simple View of Reading (Gough & Tunmer, 1986; Hoover &Gough, 1986) is a theoretical model that sets out to describe the processes that children need to develop to become proficient readers, that is word recognition or decoding processes and language comprehension processes. The overall aim of this study was to investigate the utility of the Simple View of Reading in a cohort of Irish children attending schools designated as socially disadvantaged. The objectives were twofold. The first objective was to investigate predictors of reading accuracy, spelling and reading comprehension skills in this sample. The second objective was to investigate whether or not these predictors varied with age. The sample comprised fifty-nine children attending two schools. Inclusion criteria were: children between the ages of 5-8 years; a sample of children within three ranges of reading abilities as rated by their teachers (teachers were asked to rate the children’s reading ability as above average, average or below average); and a minimum score of 80 on the British Picture Vocabulary Scales (BPVS) (Dunn et al., 1997) to be included. Reading accuracy (single word reading and passage reading), reading comprehension, and spelling were measured using three standardised tests i.e., Weschler Individual Attainment Test 11UK, Teachers Version (WIAT, 11UK-T) (Weschler, 2006), the York Assessment of Reading for Comprehension (YARC) (Snowling et al., 2009), and the Single Word Spelling Test (SWST), (Sacre & Masterson, 2000). Potential predictors of literacy skills, such as phonemic awareness and phonic knowledge skills, were measured using criterion-referenced tests. Vocabulary was also a potential predictor and was measured using the BPVS. There was mixed evidence for the Simple View of Reading. While phonic knowledge, phonemic knowledge and non-word reading were predictors of reading, other factors such as vocabulary were also predictors. Although vocabulary was a predictor of reading comprehension for the total sample, the picture was less clear when the effect of age was explored. To conclude, there was mixed evidence to support the Simple View of Reading.  Nonetheless, the findings were encouraging in that children were acquiring literacy skills

Youth Suicide and Self-Harm: Latent Class Profiles of Adversity and the Moderating Roles of Perceived Support and Sense of Safety

Research suggests that exposure to adversity can lead to an increased risk of experiencing suicidal and self-injurious thoughts or behaviours, but few studies have examined whether different patterns of adversity are differentially associated with youth suicide/self-harm. The current study aims to explore the relationship between exposure to adversity across various social domains and youth self-harm and suicidality, using a person centred approach, and examines whether access to social support and a sense of safety across home, peer or school settings buffer the relationship between adversity and self-harm/suicidality. Secondary data analyses were carried out on cross-sectional self-report data collected from 4848 (Mage=15.78, SDâ =â 0.59; 50% female) adolescents who participated in the Irish Planet Youth survey. Latent Class Analyses identified four distinct profiles of adversity; low-adversity (nâ =â 2043, 42%); peer-adversity (nâ =â 972, 20%); parental-adversity (nâ =â 1189, 25%); and multiple-adversity (nâ =â 644, 13%). Findings from logistic moderated regressions indicated that there were significant differences in self-harm and suicidality across the adversity classes. Although parental support and perceived safety at school were negatively associated with suicidality and self-harm outcomes, no significant moderation effects were observed. These findings suggest that youth who experience adversity across multiple social domains are more likely to report suicidal and self-harm thoughts and behaviours, and should be key targets for intervention/prevention efforts. While parental support and school safety may act as significant compensatory factors, further work is needed to identify the social resources that can offset the risk imposed by youthâ s adverse experiences.This research was funded by the Health Research Board. Grant Number: SDAP-2021-025. Open Access funding provided by the IReL Consortium.peer-reviewe

The conceptualisation and delivery of family support in Europe: a review of academic literature

Even though children are active agents in their own right they remain a vulnerable group dependent on adults to protect, support, nourish and educate them. In certain circumstances and for a myriad of reasons, some families’ capacity to provide for and care for their children can be reduced or compromised, and as a result they require support and assistance in carrying out this fundamental function. Family Support is one way in which children’s well-being can be protected and promoted. However, the way in which this mode of support is conceptualised and operationalised can vary within and across jurisdictions. For instance, family support approaches can be framed by concerns about care or control, can take a child-based or parent-oriented perspective, and may be targeted or universal in terms in eligibility. This report is part of a wider programme of work which aims to provide an innovative conceptual framework relevant to the delivery of family support in Europe. In order to provide insight to this project, this document presents a review of recent academic literature which considers the ways in which formal family support is conceptualised, developed and delivered in the European context. This includes literature from member states of the European Union, and adjacent countries from the continent that have special relationships with the Union. Much of the literature in this review stems from the UK, but it also comes from Ireland, Spain, Portugal, Germany, Belgium, Norway, Sweden, Denmark, Netherlands, France and Italy, as well as Cyprus and Croatia.non-peer-reviewe

Cervical lymph node metastasis in adenoid cystic carcinoma of the larynx: a collective international review

Adenoid cystic carcinoma (AdCC) of the head and neck is a well-recognized pathologic entity that rarely occurs in the larynx. Although the 5-year locoregional control rates are high, distant metastasis has a tendency to appear more than 5 years post treatment. Because AdCC of the larynx is uncommon, it is difficult to standardize a treatment protocol. One of the controversial points is the decision whether or not to perform an elective neck dissection on these patients. Because there is contradictory information about this issue, we have critically reviewed the literature from 1912 to 2015 on all reported cases of AdCC of the larynx in order to clarify this issue. During the most recent period of our review (1991-2015) with a more exact diagnosis of the tumor histology, 142 cases were observed of AdCC of the larynx, of which 91 patients had data pertaining to lymph node status. Eleven of the 91 patients (12.1%) had nodal metastasis and, based on this low proportion of patients, routine elective neck dissection is therefore not recommended

Second report of the parenting support champions regional learning group

This research is part of a study to examine the process and implementation of the Parenting Support Champions Project, which is one element of the Parenting Support and Parental Participation Work Package. This work is part of a wider programme of work to research and evaluate Tusla’s Development and Mainstreaming Programme for Prevention, Partnership and Family Support (PPFS) being undertaken by the UNESCO Child and Family Research Centre in the National University of Ireland Galway. This is the second report of the Parenting Support Champions (PSC) Regional Learning Groups (RLG). RLGs have been set up by Tusla - Child and Family Agency, to support PSCs in their role. The purpose of the first report was to outline the experiences of the PSCs who attended the PSC Regional Learning Groups, examining what respondents hoped to gain from the RLGs, whether participation in the RLG supported them to develop their role as a PSC, and whether knowledge gained from the RLG would be beneficial and applicable to practice work. This report, entitled Report of the Parenting Support Champions Regional Learning Group, is available in full on the Development and Mainstreaming page of the UNESCO Child and Family Research Centre website.1 The objective of this second report is to examine whether the aims of the RLGs are being achieved. The aims of the RLGs are to: • create opportunities for learning through peer engagement • build the capacity of the PSCs to support parenting by recognising best practice in parenting support • enhance parental participation practices • develop reflective practice by sharing pertinent information and resources (Tusla, 2016). This report has been compiled using questionnaire data completed by PSCs who attended the second round of the RLGs. It focuses specifically on perceptions of PSCs in relation to whether and how the RLGs have created opportunities for them to learn about parenting support and parental participation, and whether participation in the groups has added to their learning in these areas. Moreover, the focus is on whether and how participation in RLGs has improved the capacity of PSCs to promote parenting knowledge and to recognise and share best practice in parenting support and parental participation. The impact of participation in RLGs on the practice of PSCs, the practice of their colleagues, and the parents with whom they work are also considered.2non-peer-reviewe