Sure Start Dino parent satisfaction survey

This project report evaluates the Sure Start Dino programme, established in 2002, in Halton.NC

Contrary to the impression given by the Sewell Report, things for ethnic minorities in the UK labour market are not getting better

Using estimates from the Labour Force Survey, Alan Manning and Rebecca Rose fill in some of the gaps of the government’s Sewell Report on race and ethnic disparities. Comparing disparities in pay, employment, and unemployment among different ethnic groups in the UK, they show that there has been little change over the past 25 years. Indeed, for black, Pakistani, and Bangladeshi men and women, pay gaps with white men and women have widened

Synthesis of 3,4-Bis(benzylidene)cyclobutenes

The syntheses of several derivatives of 3,4-bis(benzylidene)cyclobutene are reported. Previously unknown 1,2-dibromo-3,4-bis(benzylidene)cyclobutene was obtained through in situ generation of 1,6-diphenyl-3,4-dibromo-1,2,4,5-tetraene followed by electrocyclic ring closure. Ensuing reduction and metal-catalyzed cross-coupling provided additional derivatives. The effects of ring strain on the geometry and electronics of these derivatives were examined by X-ray crystallography and ¹H NMR spectroscopy, respectively.National Science Foundation (U.S.)United States. Army Research OfficeMassachusetts Institute of Technology. Institute for Soldier Nanotechnologie

The Boys and Girls Welfare Society’s Family Group Meetings Service: An evaluation for Cheshire Children’s Fund

© University of ChesterThe Children’s Fund is a national initiative established as part of the Government’s wider strategy to promote multi-agency working in preventative services for children and young people at risk of social exclusion. Cheshire Children’s Fund is the local response to the national initiative, and supports a county-wide programme of preventative work with children. One service, commissioned in respect of the theme of supporting families, is the Family Group Meetings Service, co-ordinated and managed by the Boys and Girls Welfare Society in collaboration with Cheshire County Council. This Service is based on a model of family group conferencing that differs quite markedly from traditional approaches to the management of child welfare problems in that families play an active and pivotal role in deciding the most appropriate way to meet their child’s needs. Internationally and nationally, there is evidence to suggest that this can be an effective model of provision. However, locally, the Service has experienced difficulties in establishing and maintaining a caseload of appropriate referrals that were effectively taken through the family group meeting process. The aim of the evaluation was to explore why this was the case by studying the implementation of the new Service in relation to the process of referral and mechanism of delivery

Mad Men in the Classroom: A Collection of Classroom-Tested Teaching Tools

This chapter includes classroom materials ranging from detailed lecture notes to assignments and activities to complete syllabuses that can be adopted for personal use

What do we know about Transgender parenting? Findings from a systematic review

Transgender issues are under-explored and marginalised within mainstream social work and social care professional practice. The experience of gender transition has a profound impact on the individuals who have diverse gender identities and their family members. We present findings from a systematic review of studies concerning the experiences of transgender parenting conducted January – September 2017. We took a lifecourse approach, examining the research studies that investigated the experience of people identifying as transgender who were already parents at the time of their transition, or who wished to be parents following transition. The review evaluated existing findings from empirical research on transgender parenting and grandparenting to establish how trans people negotiate their relationships with children following transition, and sought to consider the implications for professional practice with trans people in relation to how best to support them with their family caring roles. We used the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) method. Empirical studies published from 1 January 1990 to 31 April 2017 in the English language, and which had transgender parenting as a significant focus, were included in the review. Twenty-six studies met the criteria. Key themes reported are: how trans people negotiate their relationships with children following disclosure and transition; the impact of parental transitioning on children; relationships with wider families; trans people’s desires to be parents; and the role of professional practice to support trans families. We discuss how the material from the review can inform social work education and practice, including to help identify future research, education and practice priorities in this area

Studying Emotions in Tele-Palliative Care, a Small Formative Study

Can emotional connection be formed in virtual consults?https://knowledgeconnection.mainehealth.org/lambrew-retreat-2021/1047/thumbnail.jp

Transgender students in post-compulsory education: a systematic review

Students identifying on the transgender spectrum are significantly under-researched and underreported in the education literature. Long term detrimental effects of gender-identity based discrimination and violence requires us to find more inclusive ways of supporting students with transgender identities. We report findings from a systematic review of the international research on transgender students in post-compulsory education. A standardised review protocol was used to synthesise findings from twenty empirical studies to: 1) describe the complexities of gender identities within education; 2) situate the importance of targeting equality issues for transgender students, and; 3) highlight emerging innovations and the need for further research. We recommend more critical engagement and dialogue with transgender issues to challenge institutional policies, processes in education with those involved

Doing the right thing and getting it right: Professional perspectives in social work on supporting parents from gender diverse communities

Background: Despite significant shifts in legislative, political, cultural and social contexts, which have improved our understanding of diverse gender identities and family life, this remains under-explored within social work and social care. Trans and non-binary (TNB) parenting experiences are marginalised within mainstream professional practice and action is required to address these inequalities. Aims: This study explored the practices and meaning of ‘parenting’ and ‘caring’ for care professionals in families with parents with diverse gender identities in the UK. It aimed to capture a snapshot of the current state of practice knowledge and perceived practice challenges. Methods: A qualitative study design involving thematic analysis from detailed consultation with twenty-five relevant stakeholders in the proxy roles identified from a systematic review (Hafford-Letchfield et al., 2019) on what is known about trans parenting from the research evidence. Results: The complexity of systems for supporting families creates barriers to change, with a lack of training and development in the knowledge and skills of the workforce. Intersecting these themes was a strong values framework and examples of best practice provided, which social workers can use to navigate, understand, and support TNB parents and their experiences, particularly at an individual level, as a means to effect change. Discussion: Focussing on human rights, tailoring work to the specific needs of individuals and families, and affirming the diversity of family life requires professionals to take active responsibility and be more accountable in educating themselves and others on these rights. Professionals also need to reach out to the TNB community to include them in improving services as well as being active in their own organisations to ensure these are inclusive and responsive