Children, Poverty and the Sustainable Development Goals

Dornan, Paul

doi:10.1111/chso.12209

Cited by 14 publications

(8 citation statements)

References 15 publications

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“…Worldwide, 400 million children live in extreme poverty (UNICEF, ). Addressing their rights and meeting their multiple needs constitute a key focus of several Sustainable Development Goals (Dornan, ). In any society, approximately 1 in 10 children experience mental health difficulties, rising to 40 per cent or higher when experiencing traumatic events (Vostanis, ).…”

Section: Introductionmentioning

confidence: 99%

Stakeholder Perspectives on Children's Mental Health Needs and Supports in Six Low‐ and Middle‐Income Countries

et al. 2018

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Low-and middle-income countries (LMIC) are faced with disproportionately high levels of unmet child mental health needs. This study explored through interviews the perspectives of 17 inter-agency service stakeholders from Brazil, Indonesia, Kenya, Pakistan, Rwanda and Turkey on existing supports and challenges. Four themes emerged on the holistic nature of children's mental health needs linked with disadvantage; limited resources and skilled workforce; stigma; and strategies for future implementation, including awareness, parental engagement, skills-based programmes and cultural adaptation. Stakeholder input is essential in conceptualising, developing and evaluating culturally appropriate interventions for vulnerable children in LMIC.

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Section: Introductionmentioning

confidence: 99%

Stakeholder Perspectives on Children's Mental Health Needs and Supports in Six Low‐ and Middle‐Income Countries

et al. 2018

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“…Recent years have, however, seen increasing attention in developing guidelines on how local strengths can be integrated with therapeutic and service models (Calam, 2017;UN, 2014). These are often framed in the context of related sustainable development goals (Dornan, 2017). This study was positioned within such a policy, service and research gap.…”

Section: Discussionmentioning

confidence: 99%

Pilot implementation of child psychosocial framework in Kenya, Turkey and Brazil

Vostanis

Eruyar

Smit³

et al. 2019

JCS

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Purpose The purpose of this paper is to develop a child psychosocial framework among stakeholders in areas of disadvantage in three low- and middle-income countries (LMIC), i.e. Kenya, Turkey and Brazil, and to capture their proposed recommendations through action plans according to this framework. Design/methodology/approach Workshops were facilitated with a total of 54 participants from different disciplines. The framework addressed safety and child-centredness, quality of care, resilience-building in schools and communities, enhancing competencies within existing roles, counselling and psychological interventions, and access to mental health services. Stakeholders’ perspectives were captured through a participatory action procedure. Findings The emerging 33 categories across the framework dimensions and the three sites led to four overarching and inter-linked themes. These related to community awareness; empowerment and “mobilization” of children, young people and families; inter-agency policy and practice; and capacity-building on skills acquisition at different levels. Research limitations/implications The next stage in this service research should be full implementation and evaluation in different LMIC contexts. Practical implications It is feasible to implement such a child psychosocial framework in contexts of conflict and disadvantage, and in the absence of specialist mental health services. Active stakeholder engagement and co-production should be central to the next phase of service transformation in LMIC. Originality/value This study captured the views and experiences of stakeholders in LMIC areas of disadvantage, and demonstrated their readiness to establish interdisciplinary networks and re-focus existing services.

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“…ECD, especially though care and education, has become a greater international priority over the last few decades (Black et al, 2017). This has been observed through the level of effort that the Millenium Development Goals, the predecessor of the SDGs, put toward improving the availability of education and enrolment rates in the Global South between 2000 and 2015 (Dornan, 2017). Although enrolment rates have notably improved internationally, children's educational attainment is still incredibly low.…”

Section: Global Perspectives On Early Childhood Care and Educationmentioning

confidence: 99%

“…This has led many to conclude that enrolment does not equate to attendance or quality of learning and has initiated a new round of inquiry, particularly by the UN. The World Bank's 2018 World Development Report focuses on this issue, in which UNESCO has coined the global learning crisis (Dornan, 2017;The World Bank, 2018). Thus, both the SDGs and the World Development Report have identified a necessary shift in educational development: from enrolment to quality (The World Bank, 2018;UNGA, 2015).…”

Section: Global Perspectives On Early Childhood Care and Educationmentioning

confidence: 99%

Unpacking the Relationship Between International Development and Early Childhood Care and Education in Dharamshala, India

Gushue

2019

SURG

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This research study provides a new model to evaluate early childhood development internationally by integrating perspectives from the disciplines of International Development and Early Childhood Care and Education. This new model, The Geographic Context Education Development Matrix, was developed through this piece of research and will assist in providing a deeper understanding of the intersectionality of these disciplines as they relate to early childhood development. This model helps to illustrate the scholarly gap in understanding the local perspectives of international development, specifically through short-term international volunteering in Dharamshala, India. Data was collected through an experiential learning project where the primary investigator volunteered for one month in a private school in Dharamshala. Following this participatory experience, qualitative semi-structured interviews were conducted with local teachers and parents. The purpose of this research was to ascertain the current effectiveness of international interventions in Early Childhood Care and Education, especially through international volunteers, in Dharamshala, India and provide insight into the barriers impeding sustainable Early Childhood Care and Education. Through the analysis of the data collected, it was evident that the practice of short-term international volunteering is not effective in supporting Early Childhood Care and Education in Dharamshala. Short term volunteers are not an effective intervention because they cannot address the most significant barriers faced by local educators, their support is generally unreliable, and their presence can, and often does, perpetrate neocolonial tendencies.

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Children, Poverty and the Sustainable Development Goals

Cited by 14 publications

References 15 publications

Stakeholder Perspectives on Children's Mental Health Needs and Supports in Six Low‐ and Middle‐Income Countries

Stakeholder Perspectives on Children's Mental Health Needs and Supports in Six Low‐ and Middle‐Income Countries

Pilot implementation of child psychosocial framework in Kenya, Turkey and Brazil

Unpacking the Relationship Between International Development and Early Childhood Care and Education in Dharamshala, India

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