Reports

Take Charge of Change: Being Young and Irish 2012, Full Report

Kevin Lalor et al. — Mon, 11 Mar 2013 10:10:21 PDT

FOREWORD BY PRESIDENT MICHAEL D. HIGGINS

I initiated the ‘Being Young and Irish’ consultation with the young people of Ireland because of my belief that we are in a period of immense change. How that change is interpreted and how we as citizens respond is crucial to our present challenging circumstances. Our response will define our future.

In the change that takes place, the creativity, the imagination, the decencies, of young people must have an opportunity of being expressed. To be in charge of change is the challenge that faces all of us citizens in Ireland, in Europe, in our world.

‘Being Young and Irish’ is an opportunity for young people to build a vision of the Irishness which they see as best for all of us in our different generations, now and for the future.

In taking part in ‘Being Young and Irish’ our young people joined those fellow humans all over the world who believe that a new world with the stamp of humanity can be created.

This report sets out the results of a consultation which took place in Ireland between May 25^th and Sept. 29th with young people aged 17 – 26. Young people were invited to share their views on the future of Ireland in writing, through prose or poetry, or through music, or video. In addition, four regional workshops were held in Dublin, Monaghan, Cork and Galway. I would like to say how genuinely impressed and moved I have been by all those I met at the regional workshops, and by the contributions received here in Áras an Uachtaráin.

I would like to thank the researchers at Dublin Institute of Technology for collating the findings of the consultation in the report which follows. I would also like to thank all those who volunteered their time, energy and skills to ‘Being Young and Irish’. Most important of all, I would like to express my deep gratitude to the young people who joined workshops, or made contributions to the consultation. By so generously sharing of themselves - their hopes, their concerns, their vision and their vulnerabilities - and by reflecting with their peers on the future of Ireland, they demonstrate the active and inclusive citizenship necessary to transform and renew Ireland in this period of great challenge and change.

Michael D. Higgins

Uachtaráin na hÉireann

President of Ireland

The Framework for Early Learning: a Background Paper:Children's Early Learning and Development Executive Summary

Geraldine M. French — Tue, 25 Jan 2011 06:06:36 PST

This is the Executive Summary of the background paper Children’s early learning and development, sets out the theory and research underpinning children’s early learning and development in the Framework for Early Learning. The paper essentially responds to the question - how should we envision and understand the child as a young learner? The paper begins by outlining the context for early childhood care and education in Ireland by referring to our economic and social climate, the increasingly multicultural nature of society and relevant legislation and policy. Drawing on centuries of research, the modern day view of the child is one of him/her being a competent learner, capable of making choices and decisions; a young citizen and participator in many contexts (family, early childhood setting, community and society); actively learning in reciprocal relations with adults and other children. This new construction of childhood is oriented towards the child’s present rather than his/her future. Building on this image of the child, key messages about how children learn and develop are condences in this Executive Summary.

A Place for Children? Children in Families Living in Emergency Accommodation: The Perspectives of Children, Parents and Professionals

Ann Marie Halpenny et al. — Thu, 20 Jan 2011 06:33:12 PST

Homelessness affects the lives of an increasing number of children in Dublin. Research by Focus Ireland indicated that 1,262 children were living with their parent(s) in Bed and Breakfast (B&B) emergency accommodation in 1999 (Houghton & Hickey, 2000). More recent figures from the Northern Area Health Board (NAHB) Homeless Service show that 20% of first time referrals to emergency accommodation in the past year were families with 827 children. Much of the available information on these children’s well-being comes from studies on the health care needs and access to health care services of families living in emergency accommodation (Smith, McGee, Shannon & Holohan, 2001; Focus Ireland, 2001). Little information, however, is known about how particular features of this accommodation, such as the uncertainty of everyday routines, overcrowding and regulations, impact on other aspects of children’s development. How does homelessness affect children’s social development? What are the effects on children’s day -to- day experiences in terms of routines and relationships within the family? Do children have possibilities for making and sustaining friendships and for developing contact with a wider community? How does being homeless impact on their education and school attendance? This study explores these questions using a qualitative approach, and draws on the perspectives of children, adolescents and parents living in emergency accommodation in Dublin. Findings from qualitative interviews with twenty families are presented and discussed. The present study set out to develop and build on themes explored in an earlier study involving ten families (Halpenny, Greene, Hogan, Smith & McGee, 2001). Interview guides follow very closely those questions in the initial study and cover information on everyday routines, children’s relationships with family and friends, emotional and cognitive development, and school attendance. The present study expands on this initial study by covering in more detail the impact of regulations within current emergency accommodation settings, children’s opportunities for play, and the implications for children’s personal possessions. Additional information is provided from interviews with professionals working with homeless families.

Summary Report on Parents' and Children's Perspectives on Parentng Styles and Discipline in Ireland

Ann Marie Halpenny et al. — Thu, 20 Jan 2011 06:33:10 PST

This report summarises key findings from two studies on parenting styles and discipline in Ireland. The first of these studies provides a focus on parents’ perspectives while the second study draws on children’s perspectives on parenting practices. Parents Perspectives on Parenting Styles and Discipline A large body of research literature in the UK, USA and Australia has focused on the links between parenting styles, parental discipline responses, child behaviourand children’s psychological well-being (Smith et al, 2005; Gershoff, 2002; Parke, 2002; Eisenberg et al, 2001). Yet, there is little available information in Ireland about the prevalence of differentparental discipline responses or of parental beliefs about and attitudes to the use of physical punishment as a form of discipline with children. The present study adopted a telephone survey methodology involving interviews with 1,353 women and men with at least one child under 18 years of age, living in private households. In this Summary Report, key findings are presented on parenting styles and a range of discipline strategies, including physical punishment, adopted by parents in Ireland. Parents’ attitudes to physical punishment and to legislation on physical punishment are also presented. Children’s Perspectives on Parenting Styles and Discipline This report provides a summary of key findings arising from the study of children and young people’s perspectives on parenting styles and discipline. The study was carried out against the backdrop of changing trends in Irish society, most notably, changes in family routines and relationships. To date, little is known in the Irish context about children’s views of different parenting styles and, in particular, about the views of children in respect of physical punishment by their parents. In line with the ethos of the National Children’s Strategy, the research involved consulting directly with children. A series of focus groups was carried out with 132 children and young people, aged between 6 and 17 years. The focus groups explored children’s views on parenting roles, with a particular focus on the strategies that parents use to discipline their children. In this Summary Report, key findings are presented on children’s descriptions of parenting roles, their understanding of parental rules and regulations, their perspectives on discipline strategies adopted by parents and their views on parental use of physical punishment.

Learning from Families: National Report, Ireland

Geraldine M. French — Thu, 19 Nov 2009 03:23:19 PST

This is the Irish national report which forms part of a Trans-national Exchange Programme funded by the European Commission Community Action Programme to Combat Social Exclusion 2002 - 2006. The overall aim of Learning from Families is to address government policies and programmes from the point of view of families of young children themselves, in order to build social environments that enable low income families out of their situation. Part I outlines the challenges facing policy makers, the rationale for the main policies to promote social inclusion and what is thought to contribute to positive and less positive outcomes for families. Policies and practices that seek to help families with children under five years of age are mapped. Part II focuses on documenting families’ experiences and encounters at the receiving end of policies, to understand the barriers to the use of services and full participation in society. In Ireland those parenting alone are the focus of study. Thematic analysis was employed drawing on the families’ experiences with regard to identified dimensions of social exclusion (income and benefits; resources, employment and training, social network, public services, and the subjective nature of social exclusion); the impact of their situation on their children; risk and protective factors, the process into and out of social exclusion and assessment of interventions. Drawing on the experience of families themselves emerging from Part II, Part III offers practical framework/guidelines for policy and practice to promote social inclusion.

The Impact and Effectiveness of the Garda Special Projects

Matt Bowden et al. — Thu, 19 Nov 2009 03:23:18 PST

This is an evaluation report on the Garda Special Projects, a locally based scheme of youth crime prevention initiatives in urban areas in Ireland. The report outlines key findings from a mixed method research study including case studies in five local areas. The report concludes that the development of the initiatives has been ad hoc and makes recommendations on the need for guidelines and a policy framework to underpin the strategic direction of the iniatives.

An Interim Evaluation of the SAOL Project

Matt Bowden — Thu, 19 Nov 2009 03:23:17 PST

A formative evaluation of a drug rehabilitation initiative for women in inner city Dublin.

Rialto Community Drug Team: Policy Discussion Paper

Matt Bowden — Thu, 19 Nov 2009 03:23:17 PST

A policy paper outlining and analysing the emergence of the Community Drug Team (CDT) model following the 1991 Irish Government strategy for treating and preventing drug misuse.

Community Addiction Response Programme CARP Killinarden: review and interim evaluation report, final revised draft.

Matt Bowden — Thu, 19 Nov 2009 03:23:15 PST

Funded by the Combat Poverty Agency, this report presented a review and evaluation of the Community Addiction Response Programme (CARP) in Killinarden, Tallaght, in south-west Dublin. The report examined the historical background to the programme and looked at its development as a particular response to the issue of drug misuse in the area. Data were gathered using internal documentation, such as reports, proposals and minutes; semi-structured interviews with staff, team members, professional personnel attached to the programme, and programme participants; and academic and policy literature.

Valuing Community Playgroups: Lessons for Practice and Policy

Geraldine M. French — Thu, 19 Nov 2009 03:23:14 PST

The Community Playgroup Initiative (cpi) was established and funded by the Katharine Howard Foundation (KHF) in partnership with the South Eastern Health Board (SEHB*) and with assistance from the Equal Opportunities Childcare Programme (EOCP). This three-year project was developed to assist community playgroups to deliver a high quality sessional service and to identify and evaluate the impact of funding and support on the quality of service provided to children and their families. A further aim of cpi was to highlight the value of community playgroups. Among the objectives of cpi were that children and families would benefit, that staff and committees would have opportunities to put ideas into operation and that new skills acquired would have a lasting impact. The need for formative evaluation was recognized from the outset. It was hoped that the evaluation process would result in the dissemination of the information gathered and the lessons learned. This report serves to fulfill that objective.

Learning from Families:Transnational Report

Geraldine French et al. — Thu, 19 Nov 2009 03:23:13 PST

Learning from Families- Policies and Practices to Combat Social Exclusion in Families with Young Children is a project led by Home-Start International and funded by the European Commission Community Action Programme to Combat Social Exclusion 2002 - 2006, Trans-national Exchange Programme. Home-Start International coordinated the work of a partnership between Home-Start UK, Home- Start National Office Ireland, Home-Start Hungary and the Hellenic Council for Social Care in Greece. The overall aim of Learning from Families is to address government policies and programmes from the point of view of families of young children themselves, in order to build social environments that enable low income families out of their situation. This is the combined transnational report. The report falls into three parts. Part I outlines and maps the main policies to promote social inclusion and what is thought to contribute to positive and less positive outcomes for families. Part II focuses on documenting families’ experiences and encounters at the receiving end of policies, to understand the barriers to the use of services and full participation in society. Drawing on the experience of families themselves the project has developed a tool kit for policy makers and service managers outlined in Part III. This should help them to review existing practice as well as to suggest that a much greater willingness to engage with and listen to families can be the key to better outcomes. Other products include a video in which families are shown speaking out and a leaflet for families themselves.

A Summary of the Evaluation of the Community Playgroup Initiative

Geraldine French — Thu, 19 Nov 2009 03:23:10 PST

Community playgroups contribute to a sense of identity, belonging and participation. Beyond the family and the school, the community has the potential to contribute to the development of supportive environments for our young pre-school aged citizens. In recognition of the vulnerability of these important services in Ireland the Community Playgroup Initiative (cpi) 2001 – 2004 was established. It was funded by the Katharine Howard Foundation in partnership with the then South Eastern Health Board (SEHB) in Ireland. This three-year project was developed to assist community playgroups to deliver a high quality sessional service, to identify and evaluate the impact of funding and support on the quality of service provided and to highlight the value of community playgroups. In the cpi each of five community playgroups within the SEHB had access to a part-time co-ordinator and €45,700, to be drawn down over a three year period, in order to enhance the quality of their provision. A multi disciplinary, representative, regional and national advisory group steered the project. A formative evaluation was conducted from the beginning of the process and was both an intrinsic part of developing quality and a tool to influence policy. The findings relating to cpi are presented and analysed according to three dimensions: •Community playgroups in operation •cpi: model of delivery •Community playgroups and family support The cpi has demonstrated that, with developmental support and modest funding, community playgroups can support families and deliver high quality services that give children positive social interactions and opportunities for active pre-school learning, a sense of belonging, social networks and accessible services.

Child Sexual Abuse in Sub-Saharan Africa: Child Protection Implications for Development Policy Makers and Practitioners

Kevin Lalor — Fri, 06 Feb 2009 01:52:43 PST

Our Views: Anybody Listening?: Researching the Views and Needs of Young People in Co. Kildare

Kevin Lalor et al. — Fri, 21 Nov 2008 02:21:24 PST