Children, AIDS and the politics of orphan care in Ethiopia: The extended family revisited

Abebe, Tatek; Aase, Asbjørn

doi:10.1016/j.socscimed.2007.02.004

Cited by 141 publications

(150 citation statements)

References 20 publications

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“…Oburu & Palmerus, 2005;Ssengonzi, 2009) to a focus on the active and positive contributions by many fostered children to sustain the livelihoods of their host households (e.g. Abebe & Aase, 2007;Skovdal, 2009). Ungar's (2008) definition of resilience as the outcome of a process of active negotiation between individuals and their social environments provides a useful starting point for our strengths-based orientation.…”

Section: The Coping and Resilience Of Children Affected By Aidsmentioning

confidence: 99%

“…Whilst some children are incorporated into capable and adaptive fostering households, many children end up living in ruptured and poor households, motivated to take on orphans because of their ability to contribute and sustain the household through work (Abebe & Aase, 2007;Skovdal, 2009). Some of the more vulnerable households are those with bedridden, sick (Robson et al, 2006), or ageing (Nyambedha, Wandibba, & Aagaard-Hansen, 2003a;Nyambedha et al, 2003b) members.…”

Section: Children Cope Through Household Sustaining Activitiesmentioning

confidence: 99%

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Orphan competent communities: A framework for community analysis and action

Skovdal

Campbell

2010

Vulnerable Children and Youth Studies

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Vulnerable children in Africa have traditionally been absorbed and supported by their communities. However, in the context of AIDS and poverty, communities are increasingly stretched, compromising the quality of care available to children affected by AIDS. This calls for an understanding of the processes that best facilitate the capacity of communities to provide good quality care and support. In the interests of furthering debate and practice in this area, we seek to develop an analytical framework that builds on two interlinked strands. Firstly, we emphasise the need to acknowledge the active coping and resilience of children affected by AIDS, rather than seeing them as passive victims. It is through taking account of children's and communities' indigenous coping strategies, and the complex dynamics between children and fostering families, that interventions have the best chance of supporting communities so that they can best facilitate resilience and well-being of AIDSaffected children under their guardianship. Secondly, we highlight six psychosocial resources that we argue should be promoted in communities to improve the quality of support available to children affected by AIDS, and thereby enhance the coping and resilience of children.

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Section: The Coping and Resilience Of Children Affected By Aidsmentioning

confidence: 99%

Section: Children Cope Through Household Sustaining Activitiesmentioning

confidence: 99%

Orphan competent communities: A framework for community analysis and action

Skovdal

Campbell

2010

Vulnerable Children and Youth Studies

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“…Because AIDS often disproportionately affects young and middle-age adults in families, AIDS orphans tend to be younger than other orphans, and the extended family members who take care of these orphans are generally older than those who foster other orphans (Lusk, Mararu, O'Gara, & Dastur, 2003). There has been growing concern that the extended family system is no longer capable of providing adequate care for AIDS orphans in Africa given the increase in the number of disadvantaged children and severe economic constraints (Abebe & Aase, 2007;Freeman & Nkomo, 2006;Madhavan, 2004;Nyambedha, Wabdibba, & Aagaard-Hansen, 2003).…”

Section: Lack Of Adequate Carementioning

confidence: 99%

A Developmental Psychopathology Framework of the Psychosocial Needs of Children Orphaned by HIV

Li¹,

Naar‐King²,

Barnett³

et al. 2008

Journal of the Association of Nurses in AIDS Care

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“…This is evident in the study by Abebe and Aase (2007), which argues that despite the impoverished state of some community members, they are able to satisfy the psychosocial needs of orphaned learners. With regards to the psychosocial needs of the orphaned learners, some of the participant teachers who were interviewed expect the government to provide an alternative source of care, such as an orphanage, and to meet the social needs of learners in the form of recreational activities.…”

Section: Discussionmentioning

confidence: 99%

Teachers’ Perceptions and Expectations of Community and Government Involvement in Supporting Orphaned Learners

Ogina

2015

International Journal of Educational Sciences

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This paper investigates the teachers' perceptions and expectations concerning community and government involvement in caring for orphaned learners. The research was conducted in two rural primary schools in South Africa. Semi-structured interviews were used to collect data from ten teachers who were identified, using a snowballing process. The findings of the study indicate that the participant teachers perceive the community as uninvolved in supporting orphaned learners. Teachers in this study reported that support from the community was limited due to poor economic status and weak school-community relationships. Government support for orphans was found to be insufficient to fulfill the needs of the orphans. This study highlights the need to equip teachers with knowledge and skills for collaborative partnerships with the community in support of orphaned learners. It suggests that government policies and structural changes are crucial for supporting the schools and communities as caregivers of orphaned children.

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Children, AIDS and the politics of orphan care in Ethiopia: The extended family revisited

Cited by 141 publications

References 20 publications

Orphan competent communities: A framework for community analysis and action

Orphan competent communities: A framework for community analysis and action

A Developmental Psychopathology Framework of the Psychosocial Needs of Children Orphaned by HIV

Teachers’ Perceptions and Expectations of Community and Government Involvement in Supporting Orphaned Learners

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