The latest material added to the Australian Institute of Family Studies library database is displayed, up to a maximum of 30 items. Where available online, a link to the document is provided. Many items can be borrowed from the Institute's library via the Interlibrary loan system.
Early childhood interventions in disadvantaged communities
Watson, A.C.T. : Institute of Child Protection Studies, Australian Catholic University, 2019.
'Family Foundations' is an early intervention therapeutic parenting program in the Australian Capital Territory. It was developed in 2016 by Belconnen Community Services and targets families with young children who are dealing with complex parenting needs and difficulties but who are not in crisis or involved with child protection services. This report assesses the impact of the program, and follows on from a process evaluation of the program published in 2018. This report evaluates the extent to which Family Foundations achieved its intended outcomes of improving parents' self-confidence, emotional regulation, help seeking, and parenting knowledge and skills, as well as improvements in children's emotional regulation and behaviour. It also investigated unintended consequences and whether the program attracted its target audience. The report describes the program and the evaluation methodology and discusses the quantitative and qualitative findings. The evaluation found that the program enhanced parenting capacity and the quality of the parent-child attachment and contributed to improved outcomes for children, with parents with the greatest need seeing the greatest benefits.
Watson, A.C.T. : Institute of Child Protection Studies, 2019.
This paper highlights the findings and practice learnings from an evaluation of the 'Family Foundations' early intervention parenting support program. This program was developed in 2016 by Belconnen Community Services in the Australian Capital Territory and targets families with young children who are dealing with complex parenting needs and difficulties but who are not in crisis. This paper describes the families in the study, the evaluation methodology, and impacts on parenting efficacy and knowledge and child outcomes, and concludes with practice tips for practitioners and further resources.
International Journal of Social Welfare v. 28 no. 3 Jul 2019: 333-344
This article describes the underlying framework of the Families New South Wales supported playgroup model and explains how it has been successfully adapted for use with three different populations: mothers living with mental illness, children with disabilities, and families in economically disadvantaged areas. The supported playgroup model provides both prevention work and a 'soft' entry point for community services, while also offering parent peer support and opportunities for children to play.
Parkville, Vic. : University of Melbourne, 2019.
The Early Years Education Program is an early years care and education program in Victoria targeting children who are exposed to significant family stress, abuse, or social disadvantage. The program aims to address the consequences of family stress on children's development and ensure that at-risk and vulnerable children arrive at school developmentally equal to their peers and equipped to be successful learners. This is the fourth report from an evaluation of the program, and looks at the impacts on children and their carers after the first 2 years of enrolment. A total of 145 infants and toddlers were recruited to the EYEP trial, from 99 families engaged with family services or child protection services. Outcomes include IQ, language skills, protective factors related to resilience, social-emotional development, carer psychological distress, and the home environment. This fourth report found that the program had a significant positive impact on IQ, protective factors related to resilience, and social-emotional development. However, these varied by gender: for example, resilience was significantly improved for boys but not at all for girls.
Parkville, Vic. : University of Melbourne, 2019.
The Early Years Education Program is an early years care and education program developed by the Children's Protection Society. The program targets children who are exposed to significant family stress, abuse, or social disadvantage, and aims to address the consequences of family stress on children's development and ensure that at-risk and vulnerable children arrive at school developmentally equal to their peers and equipped to be successful learners. This report describes the conceptual frameworks underpinning the model and its key components. It discusses the background of the program, early years education pedagogy, attachment theory, parent engagement and participation, wrap around services, and structures and processes to support and scaffold the work of EYEP educators. The Victorian Department of Human Services 2007 list of risk factors to healthy child development are included as an appendix.
London : Institute for Fiscal Studies, 2019.
Sure Start is one of the biggest programs for disadvantaged preschool children in the United Kingdom, and provides integrated services with the aim of improving school readiness, health, and social and emotional development. This report reviews the program's impact on selected health outcomes, from the program's inception in 1999 to its peak in the late 2000s. It uses big data to compare the location and opening date of all Sure Start centres, area levels of disadvantage, and hospitalisation rates, childhood obesity, and mothers' mental health for children up to the age of 11. Cost-effectiveness is also considered. It finds that Sure Start reduced the likelihood of hospitalisation among children of primary school age, in particular reducing infection-related illnesses in younger children and injury-related hospitalisations at older ages, and in disadvantaged areas rather than more affluent neighbourhoods. However, no evidence was found that Sure Start improved child obesity or maternal mental health. The findings have implications for how Sure Start is implemented and developed.
Sydney, NSW : Social Policy Research Centre, UNSW Sydney, 2019.
This report presents the findings and recommendations of an evaluation of the Integrated Domestic and Family Violence Service program (IDFVS) in New South Wales. The program provides a multi-agency, integrated and coordinated response to domestic and family violence among high-risk target groups and in targeted communities. Following identification of domestic violence by such agencies as child protection or the police, the IDFVS program then intervenes to provide ongoing practical and emotional support to adult and child victims, whether they leave or remain living with the perpetrator, and, in some sites, interventions to perpetrators. In particular, the program aims to target Aboriginal or Torres Strait Islander people, people from non-English speaking backgrounds, and socio-economic disadvantaged people. The State Government commissioned this evaluation to assess the value and critical elements for success of the integrated approach, explore client needs and outcomes, identify gaps in service provision and integration, evaluate cost-effectiveness, and make recommendations on ongoing implementation and program improvement. The evaluation draws on administrative data from 2015-16 and 2016-17 as well as interviews and focus groups.
Meadowbrook, Qld. : Logan Together, 2018.
Logan Together is working to develop a shared conceptual model of 'community gateways', which are also known as community hubs, community centres, and neighbourhood centres. Logan Together is a place-based community development campaign to improve the wellbeing of disadvantaged children and their families in the city of Logan, Queensland, and includes over 20 centre-based, soft-entry community gateways that enable children and families to access prevention and social inclusion activities and programs and link with more intense and specialised assistance when needed. Despite differences in the aims, funding and management of these community gateways, they share similar theoretical foundations, evaluation findings, and service delivery challenges. This paper discusses Logan Together's learnings about Community Gateways and provides information on the different community gateways in Logan, common strategies for engaging families, collaborative and co-location service models, and measurement and best practice.
Meadowbrook, Qld. : Logan Together, 2018.
'Logan Together' is a place-based community development campaign to improve the wellbeing of disadvantaged children and their families in the city of Logan, Queensland. This progress report summarises the progress, activities and outcomes of Logan Together in its first three years, and assesses the extent to which is Logan Together on track to achieve its outcomes. Logan Together was established in 2015 and involves a collaboration between three tiers of government, non-government organisations, and other partners. Despite some challenges, the evaluation finds that Logan Together is on track and has clearly contributed to systemic changes and early instances of impact on families, children and parents. Outcomes include: improved engagement of certain at-risk cohorts, such as women not accessing maternity services or families experiencing tenancy difficulties; improved parental awareness of childhood development needs and milestones; improvement in kindy enrolments; and changes resulting from increased reach of services. Systems level improvements that have resulted include: cross-sector collaboration, integrated approaches to strategic delivery, innovation of new services and models, changes in practice, shifts in mindset and attitudes, and resource flows. This report also presents case studies of individual programs and services, highlights key learnings, and makes recommendations for improvement.
Watson, A.C.T. : Institute of Child Protection Studies, Australian Catholic University, 2018.
'Family Foundations' is an early intervention therapeutic parenting program in the Australian Capital Territory. It was developed in 2016 by Belconnen Community Services and targets families with young children who are dealing with complex parenting needs and difficulties but who are not in crisis or involved with child protection services. This report assesses the extent to which program has been implemented as intended, as part of a broader evaluation of the program. It assesses whether the program is working with its intended population group, whether its intake and assessment processes are accessible and responsive, whether it is implemented in accordance with the program logic and policy guidelines, capacity to provide quality support, and engagement in coordinated or collaborative service delivery. It also looks at early indications on whether families are being assisted. Based on these findings, the report makes several recommendations for service delivery.
Hobart, Tas. : Social Action and Research Centre, Anglicare Tasmania, 2018.
This report explores the barriers to school access and participation for vulnerable children in Tasmania, and makes recommendations aimed at strengthening the capacity of schools to transition vulnerable children back into school and hold them there. The report draws on interviews with 22 youth workers about the issues they encountered and responded to, regarding the challenges faced by young clients aged 9-14 years old, the types of school re-engagement work undertaken, the enablers and barriers to positive re-engagement outcomes, the supports they need to better do their work, and the supports for children that would most positively impact upon their access to and participation in school. The social workers highlight that many of their young clients don't know how to go to school, facing trauma, adversity, hardship, isolation, and a lack of safety, and without carers to model or support school engagement.
Parkville, Vic. : University of Melbourne, 2018.
The Early Years Education Program is an early years care and education program in Victoria targeting children who are exposed to significant family stress, abuse, or social disadvantage. The program aims to address the consequences of family stress on children's development and ensure that at-risk and vulnerable children arrive at school developmentally equal to their peers and equipped to be successful learners. This is the second report from an evaluation of the program, and looks at the impacts on children and their carers after the first 12 months of enrolment. A total of 145 infants and toddlers were recruited to the EYEP trial, from 99 families engaged with family services or child protection services. Outcomes include IQ, language skills, protective factors related to resilience, social-emotional development, carer psychological distress, and the home environment. This second report found that the benefits of the program are encouraging but not as yet conclusive.
Wellington, N.Z. : Ministry of Social Development, 2018.
This report summarises the evidence on the impact of childhood poverty and whether increasing welfare benefits is likely to improve their outcomes. It briefly reviews the evidence on the causal effects of being exposed to poverty in childhood on outcomes in childhood, adolescence, and into adulthood, then considers the likely effect of increasing the adequacy of cash transfers on these outcomes. It also briefly reviews the evidence on the effects of exposure to poverty in adulthood on adult wellbeing. Though the evidence base on the causal impact of childhood poverty on life course outcomes is still limited, it does indicate that children and adolescents who experience poverty experience a range of worse outcomes and increases in family income from cash transfers can positively affect outcomes for both children and adults. This paper was prepared for the Welfare Expert Advisory Group, which has been established to review how the welfare system in New Zealand can be improved.
Peer reviewed papers from the FRSA 2018 National Conference : be the change - leaving no one behind. Fyshwick, ACT : Family & Relationship Services Australia, 2018: 13-22
Sure Steps is a pilot family coaching program for families living in public housing, which is being trialled in Logan, Queensland. The program assists families by helping them to articulate their aspirations for themselves and their children and then supporting them to achieve these goals, using a two generational approach to helping vulnerable families. Though the pilot raised questions for further investigation it has been well-received by families. This paper describes the program and presents findings from an evaluation of the first stage of the pilot. This paper is an expanded and peer reviewed version of an abstract accepted by the conference for presentation.
Wellington, N.Z. : Oranga Tamariki Ministry for Children, 2018.
The KickStart Breakfast programme was established in 2009 in New Zealand as a partnership between food companies Fonterra and Sanitarium, with the food companies supplying milk and cereal two days per week to free breakfast clubs run by school communities. The Government provided funding to expand the programme in 2012, with breakfasts now offered on all school days and to all schools, not just disadvantaged ones. This study was commissioned to assess the impact of the programme on two student outcomes - their bone and oral health. Using linked administrative data, it compares uptake and participation by age and school socioeconomic area, hospital outpatient visits for dental surgery, medical claims for fractures or dislocation, and outpatient and emergency department visits for orthopaedic surgery, for students aged under 13 years old. Other school health programs in New Zealand are discussed in an appendix.
Bethesda, MD : Child Trends, 2018.
Early Head Start (EHS) is a two-generation early childhood education program in America serving low-income families from pregnancy to the child's third birthday. This paper summarises findings from a large-scale study on the role of EHS in reducing child abuse and neglect - going beyond simply asking 'Did the program work?' to ask 'How did it work?'. Child welfare agency records, from 1997?2013, for 2,794 children from 16 sites were linked to data from the original randomised controlled trial of EHS. The study investigated whether EHS participation prevented children's involvement with the child welfare system from birth to age 15, and if so, what factors might explain how the program was able to have this impact. The findings indicate that programs, like EHS, that successfully decrease family conflict and stress in a child's early years while simultaneously supporting positive, emotionally responsive parenting and child cognitive development are more likely to reduce the likelihood of abuse and neglect after the program ends.
England : Feeding Britain, 2018.
In 2014 the All-Party Parliamentary Inquiry into Hunger presented 'Feeding Britain', a strategy to achieve zero hunger across the United Kingdom. One hundred days later, this follow up report looks at what progress has been made. It notes more recent data on the longer term pressures on budgets in poor households, expands upon fresh reports received of children complaining in some cases of' 'persistent' hunger at school, maps the 'hidden army' helping to feed the hungry, then considers some potential next steps towards establishing a way of measuring and then countering hunger in the nation.
Yarraville, Vic. : Foodbank Victoria, 2018
In 2015-2016, the Victorian Government funded Foodbank Victoria to establish breakfast clubs at 500 disadvantaged government primary school over the next four years. Research has found that such schemes not only help address hunger and associated learning problems, breakfast club attendance also has an impact on behaviour and wellbeing. Victoria University is evaluating this School Breakfast Clubs Program (SBCP) and provides an interim report each year into operations, impacts, and challenges. This report presents findings after two years of operation, and is based on preliminary data from the Foodbank baseline survey, the 2016 and 2017 annual survey, the 2016 and 2017 teacher survey, focus groups with students, and the six case-study findings. In the 2017 findings, 88% of the schools report that they are meeting the breakfast needs of their students, but 46% still report that staffing and volunteers remain the greatest barrier to the program being offered more frequently. Impacts on students include concentration, informal learning, social skills, behaviour, emotional and mental health and wellbeing, academic outcomes, attendance and punctuality, and relations with staff.
Journal of Child and Family Studies v. 27 no. 8 Jul 2018: 2367-2383
This systematic review assesses the evidence on the effectiveness of supported playgroups in helping disadvantaged children and families. 34 studies were assessed: most of them from Australia. Though the studies indicated that such programs are well regarded by parents, there is little rigorous or high quality evidence and further research is required to establish the effectiveness of this intervention.
Meadowbrook, Qld. : Logan Together, Griffith University, 2018.
This paper summarises findings from a literature review on promoting child development and discusses what policy actions need to take place. The review was commissioned to inform the policy action plan of 'Logan Together', a community development campaign to improve the wellbeing of disadvantaged children and their families in Logan, Queensland. Sections in the paper include: What we know about child and brain development from conception to three years of age; What parents and caregivers can do to support children's development; What communities can do to facilitate early development; What services can do to strengthen families and promote child development; What design research can do; and What public policy can do. The findings highlight a growing consensus that the search for more effective strategies to improve the lives of vulnerable young children ought to include greater attention to strengthening the capabilities of their caregivers and addressing the material needs of their families in order to assure a more appropriate balance between providing enriched experiences and facilitating protection from adversity.
Parkville, Vic. : Centre for Community Child Heath, Royal Children's Hospital, 2018.
Collective impact is one type of place-based response that shows promise in addressing childhood vulnerability in communities with high levels of disadvantage. In 2016, more than 80 collective impact initiatives were estimated to be underway in Australia. This paper outlines findings from a research study into the characteristics and principles of collective impact and notes its benefits for policy, practice, and local communities.
Parkville, Vic. : Centre for Community Child Heath, 2018.
The Changing Children's Chances project aims to identify patterns in children's experiences of disadvantage over time and quantify the long-lasting impact of disadvantage. This paper presents key findings from the project so far, regarding children's exposure to disadvantage from infancy to age 9, pathways of disadvantage, impact of disadvantage on child development, and the projected benefits of addressing disadvantage early. The project utilises a new framework of disadvantage featuring four lenses as well as data from the Longitudinal Study of Australian Children (LSAC).
Subiaco, WA : Commissioner for Children and Young People WA, 2018.
This paper provides insights into how 'vulnerability' in children and young people can be understood and addressed, drawing on the comments of young people themselves about what helps and hinders their development and wellbeing, the cumulative effects of disadvantage, and the complex interplay of factors that shape their lives. The Commissioner for Children and Young People Western Australia consults widely with children and young people about issues that affect their wellbeing, and their views are featured in this paper. Sections include: identifying children and young people who are vulnerable, drivers and enablers of development and wellbeing, constraints to development and wellbeing, understanding how vulnerability arises, trajectories of vulnerability, current challenges in addressing vulnerability, and maximising effective responses to vulnerability.
Sydney, NSW : The Smith Family, 2018.
The Smith Family's 'Learning for Life' scholarship program supports children from financially disadvantaged backgrounds through early intervention, high expectations, and a shared agreement with families. Using data from the program, this paper investigates what factors are associated with school dropout, academic achievement, school completion, and post-school engagement in work or study, beyond financial disadvantage. This is the first Australian study to demonstrate the predictive relationships between a set of educational outcomes as young people move through school, including that school attendance and school achievement are closely related, and that students with high attendance rates or high achievement grades in early to mid high school are more likely to be engaged in work or study after leaving school than students with low attendance or below satisfactory achievement. The implications for better targeting interventions for disadvantaged young people are discussed.
Parkville, Vic. : University of Melbourne, 2017.
This report describes the characteristics and family backgrounds of children taking part in the three-year trial of the Early Years Education Program (EYEP) in Victoria. EYEP is an early years care and education program targeting children who are exposed to significant family stress, abuse, or social disadvantage. The program aims to address the consequences of family stress on children's development and ensure that at-risk and vulnerable children arrive at school developmentally equal to their peers and equipped to be successful learners. A total of 145 infants and toddlers have been recruited to the trial, from 97 families engaged with family services or child protection services. Even relative to children living in low socioeconomic status households, these children are highly disadvantaged and their carers have fewer personal and social resources available to face the challenges of parenting.
London : Early Intervention Foundation, 2017.
This paper highlights the importance of addressing inter-parental conflict in families who are in or at risk of poverty. It summarises the findings and policy implications of three research studies by the Early Intervention Foundation: 'Inter-parental conflict and outcomes for children in the context of poverty and disadvantage', 'Exploring parental relationship support: a qualitative study', and 'Interparental relationship support services available in the UK: rapid review of the evidence'. Together, this body of research highlights how poverty and economic stress affect the quality of inter-parental relationships, which in turn impacts on child outcomes. Though there are interventions aimed at families in or at risk of poverty which are effective, the UK evidence needs to develop further.
London : Early Intervention Foundation, 2017.
A previous study explored the impact of parents' relationships - regardless of whether they are together or separated - on children's outcomes. This report extends that study by investigating inter-parental conflict in the context of poverty and economic pressure. It summarises the latest research on what is known about the links between poverty, economic pressure, family processes, and child and adolescent development, then examines the evidence on the effectiveness of interventions implemented in the United Kingdom and overseas aimed at improving inter-parental relationships and outcomes for children from families in or at risk of poverty. The findings highlight how poverty and economic stress affect the quality of inter-parental relationships, which in turn impact on child outcomes. The report concludes with some recommendations for research, policy, and practice.
London : Early Intervention Foundation, 2017.
This report presents findings from a British research study on children's social and emotional skills and their interaction with poverty. Using data from the British Cohort Study of children born in 1970, it examines the relationship between economic disadvantage and child behavioural and emotional problems from age 5-16 years old and also the relationship between early behavioural and emotional problems and school cognitive scores. The study identifies a range of channels through which economic disadvantage may negatively impact on children's skills and personalities as they develop through childhood and adolescence, with implications for interventions aimed at improving social mobility.
Western Australia : Foodbank WA, 2017.
The School Breakfast and Nutrition Education Program (SBNEP) is a state government initiative to improve the nutrition and wellbeing of vulnerable children in Western Australia. It is delivered by food relief organisation Foodbank WA and - after starting with 17 schools in 2001 - now serves more than 430 schools per year and directly reaches more than 17,000 students. A three-year long evaluation is underway to program's impacts and implementation. This report presents preliminary results and findings from the second year of the evaluation. The program has two components: the Breakfast Program, which provides products for schools to deliver healthy breakfasts and emergency meals to students in need; and the 'Food Sensations' nutrition and cooking education program. The evaluation will assess the impact on children's nutrition and wellbeing, capacity for learning, and attitudes and knowledge regarding healthy food, as well as cost effectiveness, local human capacity and community cohesiveness, stakeholder satisfaction, and the factors affecting its implementation and operations.
Yarraville, Vic. : Foodbank Victoria, 2017
In 2015-2016, the Victorian Government funded Foodbank Victoria to establish breakfast clubs at 500 disadvantaged government primary school over the next four years. Research has found that such schemes not only help address hunger and associated learning problems, breakfast club attendance also has an impact on behaviour and wellbeing. Victoria University is evaluating this School Breakfast Clubs Program (SBCP) and will provides an interim report each year into operations, impacts, and challenges. This report presents findings after its first year of operation, and is based on data from the Foodbank baseline survey, the 2016 annual survey, and the 2016 teacher survey. 83% of the schools report they are meeting the breakfast needs of their students, and 97% use their program as an opportunity for informal learning.