Assessing the validity of impact pathways for child labour and well-being in social life cycle assessment

Background, aim and scope: Assuming that the goal of social life cycle assessment (SLCA) is to assess damage and benefits on its ‘area of protection’ (AoP) as accurately as possible, it follows that the impact pathways, describing the cause effect relationship between indicator and the AoP, should have a consistent theoretical foundation so the inventory results can be associated with a predictable damage or benefit to the AoP. This article uses two concrete examples from the work on SLCA to analyse to what extent this is the case in current practice. One considers whether indicators included in SLCA approaches can validly assess impacts on the well-being of the stakeholder, whereas the other example addresses whether the ‘incidence of child labour’ is a valid measure for impacts on the AoPs.

Materials and methods: The theoretical basis for the impact pathway between the relevant indicators and the AoPs is analysed drawing on research from relevant scientific fields.

Results:   The examples show a lack of valid impact pathways in both examples. The first example shows that depending on the definition of ‘well-being’, the assessment of impacts on well-being of the stakeholder cannot be performed exclusively with the type of indicators which are presently used in SLCA approaches. The second example shows that the mere fact that a child is working tells little about how this may damage or benefit the AoPs, implying that the normally used indicator; ‘incidence of child labour’ lacks validity in relation to predicting damage or benefit on the AoPs of SLCA.

Discussion: New indicators are proposed to mitigate the problem of invalid impact pathways. However, several problems arise relating to difficulties in getting data, the usability of the new indicators in management situations, and, in relation to example one, boundary setting issues.

Conclusions: The article shows that it is possible to assess the validity of the impact pathways in SLCA. It thereby point to the possibility of utilising the same framework that underpins the environmental LCA in this regard. It also shows that in relation to both of the specific examples investigated, the validity of the impact pathways may be improved by adopting other indicators, which does, however, come with a considerable ‘price’.

Recommendations and perspectives: It is argued that there is a need for analysing impact pathways of other impact categories often included in SLCA in order to establish indicators that better reflect actual damage or benefit to the AoPs.

Mental context reinstatement or drawing: which better enhances children's recall of witnessed events and protects against suggestive questions?

The aim of this experiment was to examine the effectiveness of two techniques in enhancing children's recall of an event that they experienced approximately a week earlier. Younger (5–6 years) and older (8–9 years) children were interviewed about a magic show event in one of three conditions. Before recalling the event, some children were instructed to mentally reinstate the context of the event (MCR group), others were asked to draw the context of the event (DCR group), and others received no reinstatement instructions (NCR). Results showed that these instructions had no impact on children's free recall or responses to open-ended prompts. However, reinstatement instructions impacted children's responses to suggestive questions: those in the DCR group gave more accurate responses than those in the NCR group. These findings provide preliminary support for the use of drawing as a potentially protective exercise that lessens the impact of biased questions with child witnesses.

The effectiveness of the cognitive interview procedure with child witnesses

Two separate studies examined whether the cognitive interview – an interview with embedded mnemonics –enhanced children’s eyewitness accounts. Study 1 found that modifying a mnemonic from a verbal cue to a drawing did not augment memory but protected against suggestive questions. Study 2 found the interview enhanced the coherency of children’s’ account.

Child learning and development: concerns and perceptions of Chinese urban mothers

Child development is deservedly dominant in the discourses on education. In populated communities such as China’s, awareness of the prevalent ideas about child development within families is particularly important. Drawing on a series of conversations between parents and teachers through synchronous online text chat, this paper investigated the perceptions and concerns of Chinese urban parents on child development. The participants were mothers of three to six year old children from Changchun, China. Results were presented in terms of the nature of the questions the mothers raised and what they talked about when discussing their questions. Analyses of the mothers’ texts revealed their concerns on those elements of child development which challenged their roles in parenting, such as inappropriate social behaviours or regulated emotions. Data from the study provided insights into key characteristics of contemporary Chinese preschool children’s learning and development within families that might identify issues and trends of early childhood education on a larger contextual scope.

Teacher knowledge, child interest and parent expectation: Factors influencing multicultural programs in an early childhood setting

© 2015, Early Childhood Australia Inc. All rights reserved. MULTICULTURAL CURRICULA/PROGRAMS assume an important role within a cultural approach to learning and teaching in early childhood education in New Zealand. Te Whariki, the national early childhood curriculum framework of New Zealand, is an emancipatory and socially constructive document that emphasises equity, social justice and the important position of culture in children's learning and development. In practice this means developing early childhood programs that are sensitive and responsive to the needs and interests of children and families of minority cultures. Drawing on a critical social constructivist framework, this study of one early childhood centre in New Zealand identifies the features of its multicultural curriculum. The paper argues that a devotion to supporting children of minority cultures has persisted in the curriculum, but there is a reliance on mainstream pedagogy focused on children's learning within the centre environment and teachers' subjective knowledge about children's needs.

Early Detection and Treatment of Psychosis: The Bern Child and Adolescent Psychiatric Perspective

Commonly conceptualized as neurodevelopmental disorders of yet poorly understood aetiology, schizophrenia and other nonorganic psychoses remain one of the most debilitating illnesses with often poor outcome despite all progress in treatment of the manifest disorder. Drawing on the frequent poor outcome of psychosis and its association with the frequently extended periods of untreated first-episode psychosis (FEP) including its prodrome, an early detection and treatment of both the FEP and the preceding at-risk mental state (ARMS) have been increasingly studied. Thereby both approaches are confronted with different problems, for example, treatment engagement in FEP and predictive accuracy in ARMS. They share, however, the problems related to the lack of understanding of developmental, that is, age-related, peculiarities and of the presentation and natural course of their cardinal symptoms in the community. Most research on early detection and intervention in FEP and ARMS is still related to clinical psychiatric samples, and little is known about symptom presentation and burden and help-seeking in the general population related to these experiences. Furthermore, in particular in the early detection of an ARMS, studies often address adolescents and young adults alike without consideration of developmental characteristics, thereby applying risk criteria that have been developed predominately in adults. Combining our earlier experiences described in this paper in child and adolescent, and general psychiatry as well as in both lines of research, that is, on early psychosis and its treatment and on the early detection of psychosis, in particular in its very early states by subjective disturbances in terms of basic symptoms, age-related developmental and epidemiological aspects have therefore been made the focus of our current studies in Bern, thus making our line of research unique

“If you don’t want to leave him out, go ahead”: Constructing belonging of non-native animals during Native American parent-child dyad play with a diorama

Thesis (Master's)--University of Washington, 2016-06

Disabling a family? Emotional dilemmas experienced in becoming a parent of a child with learning disabilities

Becoming the parent of a child diagnosed with learning disabilities can have a dramatic impact. Chrissie Rogers, the author of this article, is both a lecturer in education studies at Keele University and the mother of a daughter who has learning disabilities. She argues here that the pressures on mothers to produce ‘perfect’ babies and to meet all their needs are immense. These pressures arise from both internalised norms and societal expectations and, in the face of these pressures, parents may feel shock, loss and disappointment. These feelings may lead, in turn, to denial, anxiety and conflict affecting both the parents and the professionals involved with the family. Drawing on a series of in-depth interviews and personal narratives, Chrissie Rogers makes a powerful case for the importance of support, whether that support is formal or informal. She suggests that, without the right levels of support and understanding, having a child with a diagnosis of learning disability can disable the whole family.

Connecting a sociology of childhood perspective with the study of child health, illness and wellbeing:introduction

In the last decades we have seen a growing interest in research into children's own experiences and understandings of health and illness. This development, we would argue, is much stimulated by the sociology of childhood which has drawn our attention to how children as a social group are placed and perceived within the structure of society, and within inter-generational relations, as well as how children are social agents and co-constructors of their social world. Drawing on this tradition, we here address some cross-cutting themes that we think are important to further the study of child health: situating children within health policy, drawing attention to practices around children's health and well-being and a focus on children as health actors. The paper contributes to a critical analysis of child health policy and notions of child health and normality, pointing to theoretical and empirical research potential for the sociology of children's health and illness.

Drawing as a technique to facilitate childrens memory

This study examined a technique to assist children to recall more information about witnessed events. Thirty-eight fourth-grade children from a public grade school in Miami Florida participated in the experiment. The participants watched a Red Cross demonstration and were interviewed one week later about details of the demonstration. All of the children were interviewed using a police style interview. In addition, half of the children were instructed to draw during the interview. The current study supported previous findings that the instruction to draw increased the amount of information recalled. The effect of drawing was greatest for high-visual events. In addition, the instruction to draw prompted an increase in non-verbal information, which had an unusually high accuracy rate.

Children’s access to beneficial information in Arab states: Implementation of Article 17 of the Convention on the Rights of the Child in Egypt, Morocco and the United Arab Emirates

In theory, the multiple platforms and transnational nature of digital media, along with a related proliferation of diverse forms of content, make it easier for children’s right to access socially and culturally beneficial information and material to be realised, as required by Article 17 of the UN Convention on the Rights of the Child (CRC). Drawing on data collected during research on children’s screen content in the Arab world, combined with scrutiny of documents collated by the Committee on the Rights of the Child, which monitors compliance with the CRC, this paper explores how three Arab countries, Egypt, Morocco and the United Arab Emirates, presented their efforts to implement Article 17 as part of their periodic reporting on their overall performance in putting the CRC into effect. It uncovers tensions over the relationship between provision, participation and protection in relation to media, reveals that Article 17 is liable to get less attention than it deserves in contexts where governments keep a tight grip on media, and that, by appearing to give it a lower priority, all parties neglect the intersection between human rights in relation to media and children’s rights.

Reframing Public Inquiries as 'Procedural Justice' for Victims of Institutional Child Abuse: Towards a Hybrid Model of Justice

As the number of high profile cases of institutional child abuse mounts internationally, and the demands of victims for justice are heard, state responses have ranged from prosecution, apology, and compensation schemes, to truth commissions or public inquiries. Drawing on the examples of Australia and Northern Ireland as two jurisdictions with a recent and ongoing history of statutory inquiries into institutional child abuse, the article utilises the restorative justice paradigm to critically evaluate the strengths and limitations of the inquiry framework in providing ‘justice’ for victims. It critically explores the normative and pragmatic implications of a hybrid model as a more effective route to procedural justice and suggests that an appropriately designed restorative pathway may augment the legitimacy and utility of the public inquiry model for victims chiefly via improving offender accountability and ‘voice’ for victims. The article concludes by offering some thoughts on the broader implications for other jurisdictions in responding to large-scale historical abuses and seeking to come to terms with the legacy of institutional child abuse.

Making meaningful connections: Using insights from social pedagogy in statutory child and family social work practice

Reports into incidents of child death and serious injury have highlighted consistently concern about the capacity of social workers to communicate skilfully with children. Drawing on data collected as part of an Economic and Social Research Council funded UK-wide research project exploring social workers’ communicative practices with children, this paper explores how approaches informed by social pedagogy can assist social workers in connecting and communicating children. The qualitative research included data generated from 82 observations of social workers’ everyday encounters with children. Social pedagogical concepts of ‘haltung’ (attitude), ‘head, heart and hands’ and ‘the common third’ are outlined as potentially helpful approaches for facilitating the intimacies of inter-personal connections and enhancing social workers’ capacity to establish and sustain meaningful communication and relationships with children in the face of austere social, political and organisational contexts.