Children's Experiences of Separation from Parents as a Consequence of Migration

This paper discusses the findings of a study highlighting the impact of parental migration on children in Trinidad & Tobago. Both qualitative & quantitative methods were used to measure depression indicators with a population of 146 children aged 12-16 years. In-depth structured interviews were also conducted with 24 children & their caregivers. The study demonstrated that children separated from parents because of migration were more than twice as likely as other children to have emotional problems although their economic status was improved. One-third had serious levels of depression or interpersonal difficulties affecting schooling & leading in some cases to suicidal ideation. Differences were found in relation to gender & ethnicity. In addition to separation through migration, several children had experienced serial losses, e.g. bereavement, parental divorce, parental imprisonment, or change of caregiver. Resiliency factors included school performance & belief in family reunification. This investigation identifies the implications for Social Work Education & Policy Reform. It points to the discursive possibilities of child-centred approaches to the construction of knowledge & argues for the inclusion of such approaches within a theory & practice framework based on empowerment. 2 Charts, 18 References. Adapted from the source document

Reconfiguring Social Work Education to Fight HIV–AIDS: A Model for Developmental Contexts

This article charts the response of social work educators in addressing HIV–AIDS. Based at the University of the West Indies in the Republic of Trinidad and Tobago, the faculty within the Social Work Unit developed a model of teaching, research and practice that was innovative and transcended cultural, geographical and professional boundaries. The model has contributed a lasting legacy of knowledge and culturally relevant practices to enhance the capacity and effectiveness of social workers working with people living with HIV–AIDS (PLWHIV). Inherent in the propositions that underpinned the model was a belief in the role of education in alleviating psychosocial and other impacts of social problems. This article describes this unique initiative and discusses its relevance to current social work practice and the implications for contemporary social work education. The authors argue that while social work draws on a common body of knowledge, an established set of professional skills and a universal code of values, these central tenets of the profession should not be regarded as concrete and fixed but must be figured and reconfigured as needed to address emerging contemporary problems and their specific sociocultural manifestations