Annual report 2009

This annual report from South Carolina First Steps provides statistics on school readiness and early education and explains results of First Steps programs in health, early education, families, child care, accountability, and partnerships. The report also provides highlights of strategies by county.

Annual report 2010

This annual report from South Carolina First Steps provides statistics on school readiness and early education and explains results of First Steps programs in health, early education, families, child care, accountability, and partnerships. The report also provides highlights of strategies by county.

Annual report 2011

This annual report from South Carolina First Steps provides statistics on school readiness and early education and explains results of First Steps programs in health, early education, families, child care, accountability, and partnerships. The report also provides highlights of strategies by county.

Annual report 2012

This annual report from South Carolina First Steps provides statistics on school readiness and early education and explains results of First Steps programs in health, early education, families, child care, accountability, and partnerships. The report also provides highlights of strategies by county.

2002 annual report to the General Assembly

This annual report from South Carolina First Steps Board of Trustees provides statistics on school readiness and early education and explains results of First Steps programs in health, early education, families, child care, accountability, and partnerships. The report also provides highlights of strategies by county.

Cuidados de enfermagem à pessoa em situação neurocrítica, potencial dadora de órgãos/tecidos.

Relatório de Trabalho de Projeto apresentado para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Enfermagem Médico-Cirúrgica

Assessment of positive parenting programmes in the Autonomous Region of the Basque Country (Spain)

This paper presents the results of a study aimed at identifying and assessing positive parenting programmes and activities carried out in the Autonomous Region of the Basque Country (ARBC), Spain. The study is a development of the III Inter-institutional Family Support Plan (2011), drafted by the Basque Government's Department of Family Policy and Community Development, and its aim is to offer a series of sound criteria for improving existing programmes and ensuring the correct design and implementation of new ones in the future. It analyses 129 programmes and gathers data relative to institutional management and coordination, format, quality of the established aims, adaptation to the theoretical proposal for an Optimal Positive Parenting Curriculum, scientific base, use of the framework of reference for competences, working method, assessment techniques, budgets and publicity, among others. The results highlight the good quality of the programmes' aims and content, and the poor systematic assessment of these same aspects. The study concludes with a series of recommendations for improving the initiatives, integrated into a proposal for a system of indicators to assess and implement positive parenting programmes.

Desenvolvimento de tecnologias sociais na área da saúde da mulher : intervenções em nível comunitário com gestantes

Tese (doutorado)—Universidade de Brasília, Instituto de Psicologia, Programa de Pós-graduação em Psicologia Clínica e Cultura, 2016.

O papel do auxiliar de desenvolvimento infantil da Secretaria de Educação do Recife : das normativas do cargo a prática profissional

O presente trabalho tem como temática: O papel do Auxiliar de Desenvolvimento Infantil da Secretaria de Educação do Recife: das normativas do cargo a prática profissional. Este profissional desenvolve suas funções dentro das creches e centros de educação infantil da Secretaria de Educação do Recife, trabalhando com crianças de 0 a 3 anos. O objetivo deste estudo é identificar as relações entre o pré-requisito exigido para o cargo, as atribuições conferidas à função e a prática profissional do Auxiliar de Desenvolvimento Infantil, tomando para análise o último concurso realizado em 2014. A partir dessa configuração e para entender de fato o papel do Auxiliar de Desenvolvimento Infantil, pontuando a sua função como pedagógica ou não, considerando que se atribui como pré-requisito para o provimento do cargo a exigência de formação no Ensino Médio. O estudo parte da revisão de literatura sobre a concepção de infância, criança e educação passando pelas contribuições teóricas de vários autores, sobretudo os que abordam as questões da infância e da educação infantil de maneira contextualizada. Procedeu-se também a abordagem da evolução do perfil profissional daqueles que atuam na Educação Infantil no Brasil, pois, ao longo dos anos, estes profissionais vêm passando por transformações e exigências em relação a sua atuação, sobretudo em decorrência das mudanças de concepção de infância, de criança e de educação. A metodologia é qualitativa e como instrumento de coleta de dados utilizou-se questionários e entrevista. Os sujeitos da pesquisa são os Auxiliares de Desenvolvimento Infantil, os professores de Educação Infantil e a Divisão de Educação Infantil da Secretaria de Educação do Recife. Os resultados apontaram que o trabalho desenvolvido pelos ADIs dentro das instituições de educação infantil é pedagógico. Estes profissionais realizam atividades educativas e desta forma, pode-se dizer, que esta função exige que o profissional tenha conhecimentos pedagógicos para exercê-la. Finalmente, este estudo poderá contribuir para que a Secretaria de Educação do Recife redirecione a política pública de Educação Infantil no que se refere aos pré-requisitos de formação dos profissionais concursados para o trabalho nas instituições de educação infantil, exigindo a formação mínima no Normal Médio (Magistério) para a função de Auxiliar de Desenvolvimento Infantil, entendendo que esta função exige que o profissional tenha conhecimentos pedagógicos para atuar junto às crianças de 0 a 3 anos.

Análise bioética do uso de artes expressivas no cuidado oncológico infantil em hospital público de Pernambuco

Dissertação (mestrado)—Universidade de Brasília, Faculdade de Ciências da Saúde, Programa de Pós-Graduação em Bioética, 2015.

Diagnosing autism: Australian paediatric research network surveys

AIM: Autism spectrum disorder (ASD) is a neurodevelopmental disorder with reported prevalence of more than 1/100. In Australia, paediatricians are often involved in diagnosing ASD and providing long-term management. However, it is not known how paediatricians diagnose ASD. This study aimed to investigate whether the way Australian paediatricians diagnose ASD is in line with current recommendations. METHODS: Members of the Australian Paediatric Research Network were invited to answer questions about their ASD diagnostic practice in a multi-topic survey and also as part of a study about parents needs around the time of a diagnosis of ASD. RESULTS: The majority of the 124 paediatricians who responded to the multi-topic survey and most who responded to the parent needs survey reported taking more than one session to make a diagnosis of ASD. Most paediatricians included information from preschool, child care or school when making a diagnosis, and over half included information from speech pathology or psychology colleagues more than 50% of the time. The main reasons for not including assessment information in the diagnostic process were service barriers such as no regular service available or long waiting lists. More than 70% reported ordering audiology and genetic tests more than half of the time. CONCLUSION: Not all paediatricians are following current recommendations for diagnosing ASD more than 50% of the time. While there are good reasons why current diagnostic approaches may fall short of expected standards, these need to be overcome to ensure diagnostic validity and optimal services for all children and their families.

Parent-related mechanisms underlying the social gradient of childhood overweight and obesity: a systematic review

BACKGROUND: Low socio-economic status (SES) is a significant risk factor for childhood overweight and obesity (COWOB) in high-income countries. Parents to young children buffer and accentuate social and cultural influences, and are central to the development of this disease. An understanding of the parent-related mechanisms that underlie the SES-COWOB relationship is needed to improve the efficacy of prevention and intervention efforts. OBJECTIVE: A systematic review of relevant literature was conducted to investigate the mechanisms by which levels of SES (low, middle and high) are associated to COWOB, by exploring mediation and interaction effects. METHOD: Six electronic databases were searched yielding 5155 initial records, once duplicates were removed. Studies were included if they investigated COWOB, SES, parent-related factors and the multivariate relationship between these factors. Thirty studies were included. Factors found to be mediating the SES-COWOB relationship or interacting with SES to influence COWOB were categorized according to an ecological systems framework, at child, parent, household and social system level factors. RESULTS: High parent body mass index, ethnicity, child-care attendance, high TV time (mother and child), breastfeeding (early weaning), food intake behaviours and birthweight potentially mediate the relationship between SES and COWOB. Different risk factors for COWOB in different SES groups were found. For low SES families, parental obesity and maternal depressive symptoms were strong risk factors for COWOB, whereas long maternal working hours and a permissive parenting style were risk factors for higher SES families. None of the studies investigated parental psychological attributes such as attitudes, beliefs, self-esteem and so on as potential mechanisms/risk factors. CONCLUSIONS: Families from different SES groups have different risk and protective factors for COWOB. Prevention and intervention efforts may have improved efficacy if they are tailored to address specific risk factors within SES.

La relation d’accompagnement entre des jeunes pères et des infirmières dans les SIPPE : une analyse sensible au genre

La pratique infirmière en contexte de parentalité précoce et de vulnérabilité sociale auprès de mères âgées de moins de 20 ans et leurs bébés comporte des défis pour les infirmières qui éprouvent des difficultés à établir des liens avec les jeunes pères. Leur pratique d’accompagnement est orientée principalement vers la dyade mère-enfant, tandis qu’elles se sentent peu outillées pour accompagner les jeunes pères dans leur rôle paternel. Des études récentes suggèrent de considérer le genre dans la compréhension de l’espace relationnel entre des pères et des infirmières, notamment dans des services de première ligne. Cette étude a pour but de décrire, selon une perspective sensible au genre, les représentations identitaires qui configurent la relation d’accompagnement entre des jeunes pères et des infirmières dans le cadre des Services intégrés en périnatalité et pour la petite enfance (SIPPE). Partant d’une recherche évaluative multicentrique du Programme de soutien aux jeunes parents (PSJP) des SIPPE, cette recherche qualitative interprétative présente une analyse secondaire de 34 entretiens semi-dirigés complétés auprès de jeunes pères et d’infirmières. L’analyse croisée du discours des participants et la modélisation systémique ont permis de représenter des conceptions identitaires et des dynamiques contextuelles qui composent la relation d’accompagnement entre des jeunes pères et des infirmières dans le PSJP/SIPPE. Cette relation prend principalement forme autour de l’échange d’informations axées sur les soins de l’enfant. De plus, elle est marquée par des représentations différenciées de l’identité parentale du jeune père (père présent et soignant vs père peu compétent), de son engagement dans les responsabilités afférentes à son rôle et par une dynamique de vigie-surveillance exercée par les infirmières. Cette relation peut se transformer à travers le temps, où le père conçu responsable et protecteur devient un allié pour l’infirmière, tout en demeurant sous surveillance. Parmi les contributions de cette recherche, nous signalons l’importance du soutien émotionnel en plus du soutien informationnel pour les pères qu’il importe de considérer à part entière dans l’accompagnement auprès de familles vivant en situation de vulnérabilité sociale. Enfin, cette recherche souligne la pertinence d’une perspective sensible au genre pour concevoir l’espace relationnel du soin et développer la pratique infirmière d’accompagnement.

La relation d’accompagnement entre des jeunes pères et des infirmières dans les SIPPE : une analyse sensible au genre

La pratique infirmière en contexte de parentalité précoce et de vulnérabilité sociale auprès de mères âgées de moins de 20 ans et leurs bébés comporte des défis pour les infirmières qui éprouvent des difficultés à établir des liens avec les jeunes pères. Leur pratique d’accompagnement est orientée principalement vers la dyade mère-enfant, tandis qu’elles se sentent peu outillées pour accompagner les jeunes pères dans leur rôle paternel. Des études récentes suggèrent de considérer le genre dans la compréhension de l’espace relationnel entre des pères et des infirmières, notamment dans des services de première ligne. Cette étude a pour but de décrire, selon une perspective sensible au genre, les représentations identitaires qui configurent la relation d’accompagnement entre des jeunes pères et des infirmières dans le cadre des Services intégrés en périnatalité et pour la petite enfance (SIPPE). Partant d’une recherche évaluative multicentrique du Programme de soutien aux jeunes parents (PSJP) des SIPPE, cette recherche qualitative interprétative présente une analyse secondaire de 34 entretiens semi-dirigés complétés auprès de jeunes pères et d’infirmières. L’analyse croisée du discours des participants et la modélisation systémique ont permis de représenter des conceptions identitaires et des dynamiques contextuelles qui composent la relation d’accompagnement entre des jeunes pères et des infirmières dans le PSJP/SIPPE. Cette relation prend principalement forme autour de l’échange d’informations axées sur les soins de l’enfant. De plus, elle est marquée par des représentations différenciées de l’identité parentale du jeune père (père présent et soignant vs père peu compétent), de son engagement dans les responsabilités afférentes à son rôle et par une dynamique de vigie-surveillance exercée par les infirmières. Cette relation peut se transformer à travers le temps, où le père conçu responsable et protecteur devient un allié pour l’infirmière, tout en demeurant sous surveillance. Parmi les contributions de cette recherche, nous signalons l’importance du soutien émotionnel en plus du soutien informationnel pour les pères qu’il importe de considérer à part entière dans l’accompagnement auprès de familles vivant en situation de vulnérabilité sociale. Enfin, cette recherche souligne la pertinence d’une perspective sensible au genre pour concevoir l’espace relationnel du soin et développer la pratique infirmière d’accompagnement.

Pasos para lograr el exito : GUÍA PARA LA FAMILIA DE LOS ALUMNOS DE TERCER GRADO : LENGUA Y LITERATURA EN INGLÉS

This document, printed in Spanish, is designed to: provide examples of the standards, skills, and knowledge your child will learn in English language arts and should be able to do upon exiting third grade ; suggest activities on how you can help your child at home ; offer additional resources for information and help. Este documento está diseñado para: ofrecer ejemplos de los estándares, habilidades y conocimientos que su hijo(a) aprenderá en Lengua y Literatura en inglés y debe conocer al salir de tercer grad ; sugerir actividades sobre cómo puede ayudar a su hijo(a) en cas ; ofrecer recursos adicionales para obtener información y ayuda.