Journal articles on the topic 'Orphans – Institutional care'

“ORPHAN” IS AN incongruous word to apply to something dead for millions of years. But there is no better term to describe the state of an invertebrate paleontology collection whose guardian can no longer care for it. The numbers of specimens in invertebrate fossil collections do not set them apart from other natural history collections; however, add weight and volume, and it is obvious why adopting these orphans pose special problems. The workshop coordinators divided the discussion of orphaned collections into those held by industry and governmental agencies (see Allmon, Chapter 4, this volume) and those housed by institutions and individuals addressed here. Topics discussed at this session of the workshop included: the definitions of orphaned and endangered collections, why collections become orphans, which collections are most vulnerable, and what, if anything, can be done to prevent orphaned collections in the future. I have attempted to present an objective report of the discussions and proposed suggestions, but my bias as curator of a collection housed within an academic department may have crept in.

The article analyses the foreign publications, concerning the main problems of children left without parental care. It provides international statistics on the number of orphans in the world. The article analyses the situation of orphans in Africa, whose parents died from AIDS, and specifies difficulties in life maintenance of such children. The article characterizes orphans living in institutional settings, and the impact of institutional education on the psychological wellbeing of these children. It also identifies some features of orphans living in hard circumstances.

Quality of child care has been shown to have a crucial impact on children’s development and psychological adjustment, particularly for orphans with a history of maltreatment and trauma. However, adequate care for orphans is often impacted by unfavorable caregiver–child ratios and poorly trained, overburdened personnel, especially in institutional care in countries with limited resources and large numbers of orphans. This systematic review investigated the effects of structural interventions and caregiver trainings on child development in institutional environments. The 24 intervention studies included in this systematic review reported beneficial effects on the children’s emotional, social, and cognitive development. Yet, few studies focused on effects of interventions on the child–caregiver relationship or the general institutional environment. Moreover, our review revealed that interventions aimed at improving institutional care settings have largely neglected violence and abuse prevention. Unfortunately, our findings are partially limited by constraints of study design and methodology. In sum, this systematic review sheds light on obstacles and possibilities for the improvement in institutional care. There must be greater efforts at preventing violence, abuse, and neglect of children living in institutional care. Therefore, we advocate for combining attachment theory-based models with maltreatment prevention approaches and then testing them using rigorous scientific standards. By using approaches grounded in the evidence, it could be possible to enable more children to grow up in supportive and nonviolent environments.

Introduction. Orphans are the special group of children who are generally deprived and prone to develop psychiatric disorders even those reared in well-run institutions. These children and adolescents living as orphans or in stigmatized environments are vulnerable because of the loss of parent figures. The HIV/AIDS epidemic has contributed to a drastic increase in the number of orphans and vulnerable children and other causes in sub-Saharan Africa. However, little is known about the prevalence of depression and associated factors among orphanage children in areas such as Ethiopia. Objective. The aim of this study was to assess the prevalence of depression and its associated factors among orphans in Ilu Abba Bor Zone orphanages, 2016. Methods. An institutional based cross-sectional study was conducted among orphan children in orphanages at Mettu and Gore. A total of 220 orphans were included from the two orphanages and make the response rate of 98.2%. Pretested semistructured questionnaire was used for interviewing the study participants. The collected data were coded, entered into EPI-INFO 7.0. Software, and exported to SPSS version 20 for statistical analysis. The strength of association between variables was assessed using crude and Adjusted Odds Ratio by running logistic regression and the cut-off point for declaring statistical significance was P- value <0.05 or 95% confidence interval which does not contain the null value. Results. A total of 216 orphan children were interviewed with response rate of 98.2%. The overall prevalence of depression was 24.1%. The mean age of participants was 14.2 years ± 9.90 SDs and range from 11 to 17 years. Sex [Adjusted Odds Ratio = 3.29, 95% CI (1.41, 7.46)]; age [Adjusted Odds Ratio=2.09,95% CI (3.7; 5.01)]; duration of stay in foster care [Adjusted Odds Ratio= 2.08 (1.01; 8.33)]; previous physical abuse [Adjusted Odds Ratio= 3.1 (2.1; 5.06)]; having medical illness [Adjusted Odds Ratio=1.94,95% CI (2.01;3.56)]; orphan status [Adjusted Odds Ratio=2.5,95% CI (1.62; 3.56)]; and suicidal tendency [Adjusted Odds Ratio= 4.8 (3.41; 9.03)] were independent predictors of depression among orphans in orphanages. Conclusion and Recommendations. Prevalence of depression was high among orphans and this finding suggests that screening for depression and mental and psychological care should be integrated into routine health care provided to orphans and that there is a further need to establish preventive measures against depression.

HIV/AIDS is a major public health problem in Cameroon and Africa, and the challenges of orphans and vulnerable children are a threat to child survival, growth and development. The HIV prevalence in Cameroon was estimated at 5.1% in 2010. The objective of this study was to assess the burden of orphans and vulnerable children due to HIV/AIDS in Cameroon. A structured search to identify publications on orphans and other children made vulnerable by AIDS was carried out. A traditional literature search on google, PubMed and Medline using the keywords: orphans, vulnerable children, HIV/AIDS and Cameroon was conducted to identify potential AIDS orphans publications, we included papers on HIV prevalence in Cameroon, institutional versus integrated care of orphans, burden of children orphaned by AIDS and projections, impact of AIDS orphans on Cameroon, AIDS orphans assisted through the integrated care approach, and comparism of the policies of orphans care in the central African sub-region. We also used our participatory approach working experience with traditional rulers, administrative authorities and health stakeholders in Yaounde I and Yaounde VI Councils, Nanga Eboko Health District, Isangelle and Ekondo Titi Health Areas, Bafaka-Balue, PLAN Cameroon, the Pan African Institute for Development-West Africa, Save the orphans Foundation, Ministry of Social Affairs, and the Ministry of Public Health. Results show that only 9% of all OVC in Cameroon are given any form of support. AIDS death continue to rise in Cameroon. In 1995, 7,900 people died from AIDS in the country; and the annual number rose to 25,000 in 2000. Out of 1,200,000 orphans and vulnerable children in Cameroon in 2010, 300,000(25%) were AIDS orphans. Orphans and the number of children orphaned by AIDS has increased dramatically from 13,000 in 1995 to 304,000 in 2010. By 2020, this number is projected to rise to 350,000. These deaths profoundly affect families, which often are split up and left without any means of support. Similarly, the death of many people in their prime working years hamper the economy. Businesses are adversely affected due to the need to recruit and train new staff. Health and social service systems suffer from the loss of health workers, teachers, and other skilled workers. OVC due to HIV/AIDS are a major public health problem in Cameroon as the HIV prevalence continues its relentless increase with 141 new infections per day. In partnership with the Ministry of Social Affairs and other development organizations, the Ministry of Public Health has been striving hard to provide for the educational and medical needs of the OVC, vocational training for the out-of- school OVC and income generating activities for foster families and families headed by children. A continous multi-sectorial approach headed by the government to solve the problem of OVC due to AIDS is very important. In line with the foregoing, recommendations are proposed for the way forward.

Abstract Objective: The purpose of the study is to analyze and define the content, specifics, and procedures of social and psychological work with citizens who have expressed a desire to become mentors for orphans. Introduction: In Ukraine, there are more than 750 foundations of institutional care and upbringing of children, in which approximately 106,000 children live. Only 8% among them have the status of orphans and children deprived of parental care; the other 92% have parents, but due to some difficult life circumstances of parents or presence of special needs or disability in children, they cannot live or be brought up in the family. It means that 92% of children without the status of orphans or children deprived of parental care cannot be adopted or placed for living and upbringing to other forms of family placement (guardianship/care, foster family, family-type orphanage). Along with this, out of 8% of orphan children and children deprived of parental care, there are no opportunities to be accommodated in any family forms of upbringing the following children: teenagers and youngsters, brothers and sisters from families with many children, and children with disabilities. In such children, close emotional relationships with meaningful, constant adults, which is a vital necessity for their psycho-emotional development and well-being, have been lost or were not formed at all. Accordingly, the introduction of mentoring for orphans and children deprived of parental care who live in relevant institutions is motivated by the necessity to satisfy the need of every child in emotional support, assistance and protection by a significant, authoritative person, and friend. Methods: The study uses an experience which was gained during the realization of the project as the author-developer of the methodology of socio-psychological work with citizens and children concerning preparations for mentoring and training for both coordinators and mentors of the Mentoring Program in cooperation with specialists of the “One Hope” non-governmental organization; in the role of educator for the preparation of coordinators for the Mentoring Program implementation, as well as in the role of expert during the implementation of Mentoring Program by the community organization “One Hope” during the 2009-2016 period [1]. Also, authors participated in developing of the mentors preparing program over orphans and children deprived of parental care in order to receive approval at the state level. Results: Mentoring for orphans and children deprived of parental care residing in institutions has been implemented in Ukraine since 2009 by the “One Hope” (“Odna Nadia”) public organization in cooperation with the Kyiv City Children’s Service and the Kyiv City Center of Social Services for Families, Children and Young People. The project “One Hope” was launched in the city of Kyiv and the Kyiv region during 2009-2016. Since 2016, mentoring as an individual form of support and assistance for a child living in a residential institution has been introduced in Ukraine at the state level. Conclusions: If an orphan child or a child deprived of parental care is unable to live and being brought up in a family, then the mentor’s role in the life of this child is of paramount importance. This is due to the fact that such a form of individual support through mentoring will facilitate the preparation of every orphan child for independent living in the future.

Background. HIV/AIDS has a greater impact on children. Besides being orphaned by the untimely demise of one or both parents due to the disease, these children are more prone for discrimination by the society. Methods. In this cross-sectional study 86 children orphaned by AIDS residing in care giving institutions for HIV positive children in Mangalore were assessed for their clinico-epidemiological profile and nutritional status. Institutional Ethics Committee clearance was obtained before the commencement of the study. The collected data were analyzed using SPSS (Statistical Package for Social Sciences) version 11.5 and the results expressed in mean (standard deviation) and proportions. BMI was calculated and nutritional status assessed using WHO Z scores (BMI for Age) for children between 5 and 19 years separately for boys and girls. Results. The mean age of the children was 13.2 ± 3 years. Majority (n=56, 65.1%) of the children were double orphans. Most of the children orphaned by AIDS (n=78, 90.7%) had a history of both the parents being HIV positive. The median CD4 count of participants at the time of our study was 853.5 (IQR 552–1092) cells/microliter. A higher percentage of orphans were malnourished compared to nonorphans. (41.1% vs. 36.7%). All the educational institutions, wherein the children orphaned by AIDS were enrolled, were aware about their HIV status. Five of the participants felt discriminated in their schools. Only two of the participants felt discriminated by their friends because of their HIV status. Conclusion. From our study we draw conclusion that even though the children orphaned due to AIDS are rehabilitated in terms of having shelter and provision of education and health care, much needs to be done in terms of improving the nutritional status of these children and alleviating the discriminatory attitude of the society towards them.

Until late in the nineteenth century a considerable proportion of Dutch children had lost one or both parents by the time they reached adulthood. This was a consequence of low life expectancy, the high age at which reproduction started (partly due to late marriage) and high fertility within marriage. For the Netherlands in the period 1850 to 1900, the proportion of persons aged 20 or less who had lost one of their parents is estimated between 8 and 11 per cent; another 1 to 2 per cent had lost both parents. Despite the fact that orphanhood was a very common phenomenon in earlier centuries, little is known about how orphans in the past fared materially and psychologically, and our knowledge about the consequences of orphanhood, in particular full orphanhood, for the child is restricted. Only a general impression from diaries, letters, autobiographers and similar sources can be obtained. It is very difficult to acquire information on orphans – especially those outside institutions – from the customary demographic sources. Information on the effects of institutional care for orphans and their ‘institutional careers’ is also very limited, mainly as a result of the lack of good, individual-level data indicating the age, occupation or family background of inmates at the time of their admission or exit.

In this article, the author considered the issues of adaptation of graduates of institutional institutions to society, as well as their socialization. Using the focus group, which is one of the sociological methods, the graduates of the institutional institution are analyzed socio-economic, household-psychological problems arising in integration processes into society. In particular, it is based on the clear definition of the procedures and forms of placement of orphans and children without parental care in family and children's institutions, their placement in non-governmental family institutions, which are organized on the basis of a public-private partnership, and the formation of necessary social professional skills for children.

Since the baptism of Poland up to 1918, the social care of orphans was diversified. Until the annexations, the care of parentless children in the Polish territories had been environmental and stemmed from voluntary and charitable actions taken up mostly by the Church. The creation of children wards in hospitals and shelters, and the establishment of children’s households in Warsaw as a result of father G. Baudounin’s initiative, might be considered as prototype actions in the complete institutional care of orphaned children. However, during the time of annexations, the situation of orphans became significantly diversified because it depended on the invaders’ policy and the citizens’ activity. Thus, on the one hand, it was created by the occupying country, on the other, it was shaped by tradition. In the territories of each of the conquerors there were periods of liberalization of law, which rendered it possible, at least to some degree, to follow Polish concepts. These were mostly based on philanthropy, charity religious groups, associations and individuals. It needs to be stated that at the beginning of the 21st century, in all of the partitioned territories, the orphanages were governed by obsolete regulations although tried out in other countries. In each of the annexed parts of Poland, the educational and caring actions stemmed from the acquired legislative system. Under the Austrian occupation it was the commune that had the duty of taking care of the parentless children as it was stated in the act passed on 3rd December 1863. In the Prussian part of Poland, the commune’s duty of taking care of the orphans was stated in the act passed in July 1870. It is worth mentioning that the legislative in Prussia was very similar to the Austrian one. The only difference between them was their effectiveness – it was far more efficient in the Prussian province. Under the Russian invasion the regulations concerning the orphanages were quite different. Since the resolution from 1817, the public care of orphans relied on the good will of the society. It was not until the ruling from 1870 that the city councils of public philanthropy, supervising such institutions, were brought to life. At the turn of the 19th century in Poland, especially among social and educational activists, the problem of children’s care became more popular. The necessity of providing care through social actions based on the law was discerned. During World War I, the problem of orphanhood achieved a new dimension, the so-called war orphanhood. It was not effectively taken care of until the end of the war.

This study examines the role that older-aged parents play in the care and support of adult sons and daughters with HIV or AIDS and of AIDS orphans in Thailand within the context of a limited institutional safety net. The analysis draws on both quantitative and qualitative data from survey and open-ended interviews with the parents and from individual case information provided by key informants. The results show that health and welfare benefits provided to persons with HIV or AIDS in Thailand are significant but that this formal safety net still leaves the bulk of care and support, as well as the fostering of orphans, to the family. Reliance on parents is particularly common, a pattern that likely occurs in other developing countries with serious epidemics. Programs to improve caregiving and to provide support to persons affected by the epidemic need to recognize the crucial role of older-aged parents and to incorporate them in their efforts.

The article presents the rationale for the theoretical construct ‘subjective well-being of orphans’, its operational model, as well as the reliability and validity of a specially designed standardized interview (SI) for measuring and assessing both the general level of subjective well-being and its specific areas (SWB).The subjective well-being of a child is viewed from the position of his/her satisfaction with the ‘system of own attitudes’ to himself, to others, to the environment, to his/her ‘chronotope’.The operational assessment model built on its basis included 10 domains that built the basis of SI. The tool was tested on a sample of 498 orphanage residents aged 13 to 17 years. Its reliability, internal consistency, correctness and validity have been proven: meaningful, constructive (Cronbach’s coefficient “α” α k = 0.741); convergent (at the level of high statistical significance, SI indicators correlate with the method of M. Rosenberg, as well as with the results of the “Vi ability” test (Osin E.N., Rasskazova E.I., screening version); criterial (correlation analysis revealed the stable relationships between indicators of subjective well-being and institutional experience (r = 0.017, p = 0.702).

Assessments of developmental status, attachment, and behaviour problems were conducted for 56 Romanian orphans adopted in Ontario. The group as a whole was functioning in the normal range and was considered well adjusted, but children who had experienced less than six months of institutional care had better outcomes than the rest on developmental measures. The adoptees showed an unusual distribution of attachment patterns: Secure attachment was less frequent than normally expected and avoidant attachment was not observed. Unexpectedly, neither age at adoption nor length of institutionalisation was related to attachment outcomes and it was suggested that the present preschool attachment system does not adequately capture attachment phenomena in this sample. Children who had more institution experience, those who were developmentally less competent, and those who were insecurely attached had more parent-reported behaviour problems.

The article reveals the method of working with the child's immediate environment, which helps to ensure optimal conditions for reintegration. Partnership between parents, relatives, other important people, social professionals, practical psychologists, specialists and organizations involved affects the overall well-being of the child at different levels of social interaction. The consequences of the specific conditions of keeping and living of orphans and children deprived of parental care in boarding schools, as well as the conditions necessary to achieve the welfare of the child are described. The reintegration of the child should take place as a gradual and controlled process. Constant changes in the conditions of care, forms of placement are detrimental to the child's development, the formation of attachments, so during this process you need to avoid sudden changes and conflicting decisions. The author analyzes the specifics of the process of reintegration of orphans and children deprived of parental care, identifies three levels of social interaction, characteristic of this category of children: sensory-emotional, emotional-social, social-institutional level. In this context, the process of reintegration is to some extent similar to the process of socialization of the individual, which involves the active entry of the individual into all social institutions. The technologies of compiling a map of the social environment are presented, which provides a more detailed, reasonable answer regarding the quality and functioning of the client's social relations; ecomaps, to identify a number of interactions between the client and people related to the client, relevant social institutions, the environment. Based on the analysis of interpersonal connections and relationships, the specialist identifies important and significant people for the child and together with the child explores the possibility of organizing a meeting within the social network, which can be attended by people listed in the map of the social environment.

<p style="color: #000000; font-family: Verdana, Arial, Helvetica, sans-serif; font-size: 10px; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-style: initial; text-decoration-color: initial;">Every year, 40 million women give birth at home without the help of a<br />skilled birth attendant. In 2011, 287,000 women died during pregnancy or childbirth. Almost all these deaths occur in developing countries where mothers and children lack access to basic health care. Reports showed the low utilization of health facility for delivery service in Ethiopia. This study aimed to determine the utilization and factors influencing institutional delivery. Community based cross sectional study was conducted from January to February 2013/14 in Boricha District of Southern Ethiopia among mothers who gave birth in the last 1 year. Multistage sampling techniques were used to collect data from 546 mothers. Taking in to account place of birth for the last child, only 4.9% women gave birth in a health facility. Women’s education level (AOR=4.4 (95% CI=1.36-14.33)), timing of firstANC visit (AOR= .03 (95% CI=0.004 - 0.205)), women’s advice to deliver in a health facility during ANC (AOR = 31.15 (95% CI=2.02-479.52)), women’s knowledge of birth related complications (AOR= 12.4 (95% CI=2.67-57.16)) and decision making power (AOR=0.2 (95% CI=0.060.82)) showed significant association with institutionional delivery. Institutional delivery in the study area was found to be very low. Raising awareness on institutional delivery to maximize delivery service utilization and strengthening provision of education and counseling to deliver in health facility during antenatal care visits at individual and community level should be given due emphasis.</p>

<p style="color: #000000; font-family: Verdana, Arial, Helvetica, sans-serif; font-size: 10px; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-style: initial; text-decoration-color: initial;">Every year, 40 million women give birth at home without the help of a<br />skilled birth attendant. In 2011, 287,000 women died during pregnancy or childbirth. Almost all these deaths occur in developing countries where mothers and children lack access to basic health care. Reports showed the low utilization of health facility for delivery service in Ethiopia. This study aimed to determine the utilization and factors influencing institutional delivery. Community based cross sectional study was conducted from January to February 2013/14 in Boricha District of Southern Ethiopia among mothers who gave birth in the last 1 year. Multistage sampling techniques were used to collect data from 546 mothers. Taking in to account place of birth for the last child, only 4.9% women gave birth in a health facility. Women’s education level (AOR=4.4 (95% CI=1.36-14.33)), timing of firstANC visit (AOR= .03 (95% CI=0.004 - 0.205)), women’s advice to deliver in a health facility during ANC (AOR = 31.15 (95% CI=2.02-479.52)), women’s knowledge of birth related complications (AOR= 12.4 (95% CI=2.67-57.16)) and decision making power (AOR=0.2 (95% CI=0.060.82)) showed significant association with institutionional delivery. Institutional delivery in the study area was found to be very low. Raising awareness on institutional delivery to maximize delivery service utilization and strengthening provision of education and counseling to deliver in health facility during antenatal care visits at individual and community level should be given due emphasis.</p>

There is no doubt that the evaluation system should be an integral part of the management of any sphere. However, in the context of this study, the actuality is exacerbated by the fact that children are one of the most vulnerable strata of Ukrainian society. Insufficient attention to problematic issues in this area entails consequences for each child as well as for society as a whole. evidence of the priority of this direction of state policy is the participation of the state in a number of international documents in this area, which include the UN Convention on the Rights of the Child, the agreements within the framework of the Council of Europe and the Hague Conference on Private International Law, the Convention on Civil Aspects of International Child Abduction, European Convention on the Exercise of Children’s Rights, Convention on contact with children, etc. Despite the declared principles and high level of financing, there are no noticeable changes. Consequently, it is considered necessary to introduce into the management the evaluation system, which will answer a number of questions: Have the planned results been achieved? How positive were the assumptions about the results of the policy / program / project? How effective, productive and sustainable are the changes? Evaluating the results of the policy / program / project gives feedback on the achievement of the policy / program / project objectives and objectives. In the context of the research it is impossible not to take into account the features of the service sphere, which include the following: the object of evaluation is the activities of the organization providing the service; the complexity of the numerical expression of the quality of services; the consumer of the service itself acts as a participant in the process of rendering the service; therefore, the quality must meet its expectations; services are not stored, they are realized in the process of contact with the consumer.On the other hand, the peculiarities of the sphere of children’s rights protection should also be taken into account, as it is impossible to assess the degree of satisfaction of needs, which is one of the important indicators in assessing the effectiveness of public services. This is due to the fact that children do not represent real consumers, that is, those who decide for themselves, need help or not, should be arranged in the residential institution or not, what requirements for the services provided to them and t. The National Strategy for the Reform of the Institutional Care and the Rearing of Children for 2017-2026 is intended to promote the development of a system for protecting children’s rights under the new principles. Among other things, the document provides the basis for applying evaluation as one of the key points in achieving the goals set in the Strategy. First, the Strategy contains elements of the preliminary assessment, which is carried out before the implementation of the program documents, and creates the preconditions for conducting qualitative evaluation at subsequent stages. In particular, the document discloses existing problems, describes the institutional structure, identifies the indicators, including the number of children in institutions of institutional care and upbringing of children, the percentage of children who have orphan status or a child deprived of parental care, the number of children, who have a disability, etc.Secondly, the Strategy contains a basis for evaluating the effectiveness. In particular, the Action Plan for the implementation of Stage I of the Strategy defines the measures responsible for implementation, terms of implementation and indicators. Indicators include: the number of children covered by inclusive education; the number of orphans provided with housing, children deprived of parental care; the number of children who are raised in institutions of institutional care and upbringing of children, etc.Thirdly, the Strategy contains data on the expected results, which include: the suspension of placement by the year 2020 of children up to three years of age prior to institutional care and upbringing; the termination by 2026 of activity of all types of institutional care institutions and the upbringing of children in which more than 15 pupils live; providing children and families with children with access to services according to their needs in each territorial community, etc.To date, the establishment of a regional Register of children of institutional care and education institutions (electronic database) has been started, which will provide an opportunity to receive updated data on the number of pupils in institutions and their needs in terms of settlements and to plan content and volume support services for children returning from institutional institutions to the community and their families.

The article presents proprietary technology of post-institutional support to exiters of state-run institutions for orphans in the process of obtaining professional education and primary employment. This technology was successfully tested in the RF regions in 2017. The Russian Ministry of Education and Science recommends technology for implementation in the federation. The methodological prerequisites for the technology are the ecological-dynamic and resource approaches, the empirical foundations are the studies’ results on the exiters’ post care outcomes, done from 2006 to 2017, and the generalization of corresponding practices in RF. The technology is aimed at optimizing the organizational and managerial process of post-gradual support to exiters in the continuum of their receiving vocational education and primary employment. The peculiarity of the technology lies in the fact that it is regional and is implemented at two levels: at the level of organizations directly working with graduates regardless of the form of ownership, as well as at the level of the executive power and the local community. This technology allows to systematize the support activities provided to this category of young people in the period of professional self-determination and development.

The aim of this article is to reconstruct the evolution in the type of interventions and childcare models adopted by the institutions charged with caring for orphans in 18th- and 19th-century Reggio Emilia, Italy. Through analysis of the documents – some previously unseen – preserved at the archives of ASP Reggio Emilia Città delle Persone and Polo Archivistico Comunale, it is possible to understand how the city of Reggio Emilia adapted itself to the developing needs of its wards, and social, legislative and especially educational changes, seeking to go beyond the isolatory and custodial spirit that characterised life within orphanages until the end of the 19th century. The history of the local institutions intertwines with that of the national processes and changes which revolutionised the traditional concept of «institute». The monolithic, centuries-old and obsolete «orphanage» gave way to care within the community (1962), founded on the principles of protection, promotion and education of individuals. The stories of these individuals that emerge from the personal records and material analysed enable us to broaden our gaze on the reconstruction of institutional history, starting from a more internal perspective and focusing on the «subjectivity» of those in need of basic care. Such personal histories enable us to not only to understand the peculiarities of the various «cases», but also their living conditions, and the ways in which care, and at the same time education, was provided.

The activities of boarding schools in Transcarpathia in the first half of the XX-th century were organized and carried out with the direct participation of the state, but the active support of such institutions was carried out by various charitable organizations. The purpose of the article is to study the areas of cooperation of boarding schools in Transcarpathia in the first half of the XX-th century with charitable organizations. Methods applied: search and bibliographic method exists for the study of archival and library catalogs, collections and descriptions; content analysis of archival materials in order to identify the retro features of the organization and the content of cooperation of boarding schools of Transcarpathia with charitable organizations; interpretation and generalization − in order to update and identify ways to implement constructive historical experience in the modern practice of institutional care, formulation of conclusions, recommendations. The formation and development of boarding schools in Transcarpathia in the first half of the twentieth century depended primarily on the educational and social policy of the states to which the Transcarpathian lands belonged. Also, the activities of boarding schools of the first half of the XX-th century were accompanied by the active support of charitable public organizations that operated during the stay of the Transcarpathian lands as part of both Austria-Hungary and Czechoslovakia, including: League for the Protection of Children (creation of boarding schools at craft schools; holding charity events; supporting families in difficult life circumstances; organization of children's rehabilitation campaigns); the union «Shkolskaia pomoch» /»School help»/ (cooperation in the field of education of pupils of boarding schools, actively carries out student actions); union «Nadiya»/»Hope»/ (guardianship of war veterans' children); union of church teachers (guardianship of orphans of parish and state teachers, assistance in teaching in pedagogical education institutions); union «Patronage» (care for single mothers); counseling center «To our children»(care for the health of vulnerable children); Masaryk League against tuberculosis (children's recovery). Coordination of the actions of this unions, charitable foundations, public organizations was established on April 31, 1923 in the town Mukachevo. This work was carried out by the regional branch of the State Committee for Youth Guardianship, which was opened in the town Mukachevo in 1923.

In 2011, Indonesia commenced an orphanage deinstitutionalization strategy known as the paradigm change in child protection. The strategy responded to human rights protocols emphasizing institutional care of children as a last resort. Orphanage based social workers were trained by the Ministry of Social Affairs (MOSA) to implement the paradigm change, increase parenting capacity and strengthen local supports to enable children’s reunification with their families. The paradigm change intended to reduce children coming into institutional care; however, we found a persistent growth of non-orphaned children being recruited to orphanages since 2011 and more orphanages being built to accommodate them. Islamic philanthropic activities were identified as supporting and contributing growth to the orphanage trade. Despite the paradigm change, social workers were financially incentivization to recruit children to orphanages. There were no similar incentives to deinstitutionalize them. This paper uses selective quotes from the larger study, of social workers interviewed, to assist with theorizing the high potential of Islamic philanthropy in supporting Indonesia’s growing orphan trade. We propose that philanthropy, including where there are good faith and good intentions, may be contributing to some not so good outcomes, including trafficking and modern-day slavery.

The institutional formation of primary and secondary agricultural education was the result of the response of local governments and the provincial administration to the economic crisis caused by the effects of the drought series. The regional economy needed a skilled workforce capable of mastering modern agricultural technology and innovative agro-cultural innovations. The proposal to create an elementary educational institution of agricultural education was put forward on June 30, 1894 at the meeting of the provincial assembly by the deputy of the Verkhnodniprovsky County Zemstvo E.I. Ostroukhov, whose initiative was supported by the deputy corps. Subsequently, in November 1899, the Verkhnodniprovsky Agricultural School was opened, on the basis of which the educational and production model of the primary agricultural education institution for the Dnieper region was developed. The substantial expansion of the area of primary vocational agricultural education was significantly slowed down by the economic crisis of 1900-1903.The next stage in the development of vocational agricultural education in Katerynoslav province is related to the legislative activity of the autocracy. In particular, on May 26, 1904, the Russian Emperor Nicholas II approved the «Regulations on Agricultural Education», which defined the general legal principles and order of functioning of secondary and lower educational institutions of agricultural education. However, the obstacles to the implementation of regional educational projects were the military-political events of the Russo-Japanese War and the Revolution of 1905-1907, which caused a financial crisis that made it impossible for the intensive development of the educational environment. The new attempt of meaningful expansion of the space of lower and secondary vocational-technical agricultural education falls during the period of Stolypin agrarian transformations of 1906-1911. models of rational land use. At the meeting of December 15, 1909, the Katerynoslav Provincial Zemsky Meeting approved a new target program aimed at establishing a network of lower agricultural educational establishments in the province. The practical implementation of this document led to the emergence of a number of primary agricultural schools. On the eve of the First World War, new educational establishments were opened - practical agricultural schools, which were engaged in the training of technicians for certain branches of agriculture: horticulture, viticulture, horticulture. During the First World War, new centers of agricultural education emerged - agricultural shelters, which provided the function of social care for orphans.

Learning outcomes The learning outcomes have been prepared in accordance with Bloom’s Taxonomy (Bloom et al., 1956). After completing the case, the students shall be able to do the following: • describe the challenges faced by the not-for-profit, non-governmental and voluntary organizations operating at a local level in a conflict-ridden zone (knowledge). • Explain the key features, roles and typologies associated with non-governmental organizations (NGOs) (comprehension), apply such typologies to specific organizations (application) and differentiate between social enterprises and NGOs (analysis). • Analyse various scaling-up techniques and infer the technique(s) used or can be potentially used by a particular organization (analysis). • Synthesize different elements of the organizational environment and reflect on the potential influence of these elements on an organization (synthesis). • Develop frameworks by applying institutional theory and motivations for volunteerism to map challenges of organizational legitimacy and volunteer turnover, respectively, as well as make recommendations to tackle these challenges (synthesis and evaluation) • Develop recommendations for the problems faced by not-for-profit voluntary NGOs (evaluation). Case overview/synopsis Balgran, a local not-for-profit non-governmental voluntary organization operating in the conflict-ridden state of Jammu and Kashmir (J&K), India was established in the year 1975 to empower destitute, orphans, abandoned and socially handicapped children. Since its inception, Balgran has expanded its services at a rapid pace including Bal Bharti public school, health care centre, vocational training and a computer centre. Mr A.K. Khajuria, President of Balgran, was concerned about the high turnover of the voluntary staff, mistrust among the potential donors concerning fund management of NGOs and inadequate funding. Mr Khajuria after a few failed attempts at resolving these issues, called for a meeting of the members of the governing body in February 2019 to decide the future plan of action to resolve these issues. Through this case, the students can understand the challenges faced by local NGOs in general and unique challenges (mistrust among potential donors) faced by NGOs operating in conflict-ridden areas such as J&K. The students will be able to enhance their skills in brainstorming and making recommendations while framing possible solutions to the challenges faced by Balgran. The case seeks to enable the students to comprehend the features and typologies associated with NGOs; the role played by local NGOs in community development; differences between social enterprises and NGOs; scaling-up techniques and paths with special reference to local NGOs and the environmental factors that can potentially influence the operation of NGOs. Complexity academic level This case is suitable for undergraduate and graduate-level students learning social entrepreneurship, social work and management of alternate organizations such as NGOs. This case could be used to discuss concepts related to not-for-profit organizations operating in voluntary settings. Supplementary materials Teaching Notes are available for educators only. Subject code CSS 3: Entrepreneurship.

China has a long tradition of Confucianism, it has also been dominated by a communist ideology for a few decades. How did these different beliefs and principles influence its welfare system in the past? Towards which direction is the system shifting when the balance of power between the state (the dominant ideology) and society (with its own traditions) has been changed? This article analyses the case of ‘Foster Mother Villages’ and the Datong Social Welfare Institution. The case of Datong shows that, although the influence of official communist ideology was dominant in the overall system of child protection in China, traditional factors were also influential. The dominant role of official ideology has to be underpinned by financial support from the state. Where the government failed to provide the support, the traditional factor became dominant in the main institutional arrangements: that is the reason why institutional care failed to replace foster care in Datong city. In the past 50 years, spanning the eras of both planned economy and market reform in China, the Datong Social Welfare Institution has protected more than 6,500 orphaned, lost and abandoned children, and most of these children have finally achieved a normal family life.

The article is devoted to the observation of the overcoming methods of the effects of junior school aged children emotional deprivation.Purpose: to carry the theoretical analysis of the reversibility problem, correction and compensation of the emotional deprivation effects out in the concept of modern investigations and to suggest the own model of overcoming it in junior school aged children.Methods. The learning and the analysis of the emotional deprivation and its effects in children-orphans and in lained parental care children literature; the generalization and systematization of researches devoted to the children emotional deprivation correction; modeling for the construction of the program of overcoming the emotional deprivation effects in junior school aged children in the adoptive family conditions.Results. Due to the theoretical research data it is stated the presence of negative affect of emotional deprivation on children. It is established that the result of emotional deprivation is the complex of defections in physical, psychico, behavioring and social spheres.It is discovered that emotional deprivation effects appear in changing of limbic and endocrine systems, emotional, adaptive, behaviouring and cognitive disorders, psychosomatic diseases and even in deep psycho disorders.It is noticed that the emphasis difficulty of emotional deprivation results is due to the fact that different types of deprivation at once affect on children in the conditions of institutional establishments.It is noted that due to the same deprivation conditions we can observe absolutely different effects in children and the deepness of deprivation damages depends on the duration of child’s being in emotional deprivation situation.It is generalized that with the reversibility aim correction and compensation of emotional deprivation effects may be used readaptation, studying, resocialization, psychological correction, reabilitation, psychotherapy, psychological support. It is made and it is probed in the model of psychological support to the adoptive family with the aim of overcoming emotional deprivation effects in junior school aged children.Conclusions. The psychological support of adoptive families which is realized in the shape of specially organized events (diagnostics, education, correction, development, consulting) is one of the effective instruments of emotional deprivation effects correction in children.Key words: emotional deprivation, reversibility, compensation, correction the model of psychological support, junior school aged children, adoptive family. Статтю присвяченооглядуметодів подолання наслідків емоційної депривації у дітей молодшого шкільного віку.Мета. Здійснититеоретичний аналіз проблеми оберненості, корекції та компенсації наслідків емоційної депривації в руслі сучасних досліджень та запропонувати власну модель її подолання у дітей молодшого шкільного віку.Методи. Вивчення та аналіз літератури з проблеми емоційної депривації та її наслідків у дітей-сиріт та дітей, позбавлених батьківської опіки; узагальнення та систематизація наукових досліджень, присвячених корекції емоційної депривації у дітей; моделювання для побудови програми подолання наслідків емоційної депривації у дітей молодшого шкільного віку в умовах прийомної сім’ї.Результати. За даними теоретичного дослідження констатовано наявність негативного впливу емоційної депривації на дітей. Установлено, що результатами емоційної депривації є комплекс порушень у фізичній, психічній, поведінковій та соціальній сферах. Виявлено, що наслідки емоційної депривації проявляються у змінах лімбічної та ендокринної систем, емоційних, поведінкових, адаптаційних, когнітивних порушеннях, психосоматичних захворюваннях і навіть у глибоких пси-хічних розладах.Зауважено, що складність виділення наслідків емоційної депривації зумовлена тим фактом, що на дітей в умовах інституціональних закладів діють одразу декілька типів депривації.Відзначено, що за одних і тих самих деприваційних умов у дітей можуть спостерігатися абсолютно різні наслідки, а глибина деприваційних уражень залежить від тривалості перебування дитини в ситуації емоційної депривації.Узагальнено, що з метою оберненості, корекції та компенсації наслідків емоційної депривації можуть застосовуватися реадаптація, навчання, ресоціалізація, психологічна корекція, супровід, реабілітація, психотерапія.Розроблено та апробовано модель програми психологічного супроводу прийомної сім’ї з метою подолання наслідків емоційної депривації у дітей молодшого шкільного віку.Висновки. Психологічний супровід прийомних сімей, реалізований у формі спеціально організованих заходів (діагностика, просвіта, корекція, розвиток, консультування), є одним з ефективних інстру-ментів корекції наслідків емоційної депривації у дітей.Ключові слова: емоційна депривація,оберненість, компенсація, корекція, модель психологічного супроводу, діти молодшого шкільного віку, прийомна сім’я.

International research consistently shows that young care leavers’ journey from care to emerging adulthood is characterised by adversities such as unemployment, poor academic performance, homelessness, involvement in criminal activities, mental illness and early parenthood. As research evidence points out, such negative outcomes are closely linked with the existence of multiple placements, lack of mentoring, limited connections with significant others, the absence of early preparation to leave care, and a dearth of or inadequate policy frameworks that entitle care leavers to use aftercare support schemes. In order to support care leavers’ transition from care to emerging adulthood, Global North countries have implemented an independent care leaving policy framework that serves as a scaffolding for challenges that would arise from care leavers’ exploration of the adult world upon leaving care. However, such experience in formulation of policy to empower care leavers to be an independent adult is not well developed in countries in Global South due to the infant nature of research on care leaving and a preference for addressing the issues of care leavers in the existing child policy frameworks rather than formulating a special policy that deals with care leaving. The status of Ethiopia in this regard is not different. Existing policy frameworks concerning children have failed to address the needs of Ethiopian care leavers despite the existence of over five million orphan and vulnerable children in the country most of whom are placed in institutional childcare centres. This article presents the case for an independent care leaving policy in Ethiopia to address the multifaceted needs of children in care and improve the care leaving service in the country. Thus, the study will shed light on the state of care leaving policy in the world and lessons for Ethiopia to support Ethiopia’s attempt to serve the most vulnerable children in care by developing its own care leaving policy.

We present the experience in the formation of social success of orphaned children by means of additional education (circus art). The concept of social success is considered. It is noted that in the modern understanding of child social success there are objective and subjective aspects. Also noted that the basis of the educational process in the conditions of the center for the promotion of family education should be individual and personal development of pupils. Disclosed forms of work used in the School of Circus Arts named after Y.V. Nikulin, the formation of social success of orphaned children and children left without parental care. Groups of criteria for assessment of social success of pupils of the organization for orphaned children and children without parental care are presented: the first group of criteria is connected with direct social success of the pupil and includes level of development of communicative skills; level of socialization; success in development of subjects of additional education; participation in public activity, in actions of organization and out of walls of organization; achievements in educational and extra-curricular activity; acceptance of family values; motivation to maintaining a healthy lifestyle; the second group of criteria is related to the social success of graduates of the institution: professional self-determination; well-being in family life; participation in public activities; maintaining a healthy lifestyle; legal literacy, etc.; the third group of criteria is related to the evaluation of the institution's activities: maintaining the image and reputation of the institution; excluding secondary orphanhood among graduates; reducing the number of pupils prone to deviant behavior; family life forms of pupils.

AbstractIn the final months of World War II, more than a million German children took to the roads in search of family and home. Although the majority returned home with little institutional support, hundreds of thousands of other German children could not. Some were orphaned; others remained in camps, children's homes, or foster families in areas that no longer belonged to Germany. Most challenging for authorities were those who were alone and too young to know their own names. This article explores the struggle to locate, identify, and provide for missing, lost, and displaced German children after 1945. It argues that despite a general agreement that children were in peril, Allied denazification policies and the decision by the UN Relief and Rehabilitation Administration (UNRRA) not to help “enemy children” compromised care for children. The division of Germany and the onset of the Cold War further handicapped efforts to aid children by preventing the creation of a unified search service. Yet, despite the many postwar impediments, the effort to care for these children was remarkably successful in the end.

The article comes from the studies carried out on the Pikler approach to promote teacher training and improvement of the work developed in a university day care center, focusing on the organization of spaces for babies. The objective is to present piklerian contributions for the organization of the institutional space for infants (children up to 1 year and 6 months of age). As methodology, we adopted bibliographic research. The Pikler approach originated in Budapest with the Hungarian physician Emmi Pikler who conducted the education and care of orphaned children from 1946. In studying the Pikler approach we understand space as a support to support babies in their motor acquisitions and their insertion in the world. The ample space, with little but adequate furniture and materials thought and selected for the specifics of the age range, allows the baby to experience the space with his body and, in this way, can gradually perceive and insert himself in the world that surrounds him . The actions of space organization, in the light of the Pikler approach, place the baby at the center of the pedagogical process and suppress the evidence and protagonism of the adult, still so present in this stage of Basic Education. The baby, powerful, capable and active, needs a context that supports him and allows him to experience his childhood with freedom and care.

The Smithsonian National Museum of Natural History (NMNH) Department of Paleobiology (Paleo) is the steward of the world’s largest fossil collection. The collection is made of 40 million objects housed in 11,000 cases plus 2,600 square meters in oversized housing, all spread over four separate facilities. The collection contains fossil representatives of the entire history of life. The Smithsonian has been accessioning fossils since the late 1880s, and the collection is actively growing through field research of museum scientists as well as through the acquisition of sizeable orphaned collections. The collection database (Axiell EMu) contains about 660,000 specimen catalog records of the estimated 14,000,000 records required to digitally database the entire collection. NMNH Paleo strives to care for and manage the collection in a way that meets the highest standards for collections accessibility and accountability. Our collections management priorities are: ensuring the collections are physically preserved, housed, and arranged to ensure long-term preservation and accessibility; making the collections holdings and associated data digitally discoverable and accessible through Smithsonian data-management systems and global data-sharing utilities; establishing and implementing best-practice systems for managing research-quality specimen data and data-lifecycle management; implementing sustainable workflows for mass-digitization specimen databasing, 2D and 3D imaging, georeferencing, and transcription of relevant collections labels and analog records; requiring all registration activities including acquisitions, loans, borrows, disposals, shipments, permits, and repository agreements meet the highest ethical and legal standards for documentation; leveraging our professional expertise in collections management to train students and avocational collectors in fossil collections care; and to actively collaborate with paleobiologists and other museum researchers and stakeholders to advance the discipline of paleobiology and collections-based research. Addressing these priorities at the scale of the NMNH Paleo collection requires a deliberate strategy and disciplined project management, especially given that staff and resources are limited. The NMNH and the overarching Smithsonian organizational structure use several museum- and institution-wide metrics and reporting systems for evaluating the collections against its strategic goals. Within NMNH Paleo, these metrics are applied to and enhanced by projects that address the priorities listed above. The projects presented here were developed as part of a strategy to meet departmental, museum, and institutional goals. They are integrated across the department and include surveys, assessments, and the development of data standards and workflows. The success of the projects is most dependent on strong communication and teamwork among the department staff.

Immune thrombocytopenia (ITP) is an acquired autoimmune disorder defined by a platelet count &lt; 100 × 109/L without explanation, and an increased risk of bleeding. ITP itself as well as its treatments have multifaceted, often poorly understood impacts on patients' quality of life (QoL). These effects include impact on activities of daily living, emotional health, energy, ability to think well and clearly, and productivity in the workplace. There are limited data on which individual aspects of ITP are perceived both by patients and physicians as having the greatest impact on QoL. Understanding patients' perspectives is vital to optimize their QoL by specifying particular areas in need of therapy. I-WISh 1.0 was an exploratory, cross-sectional survey in which 1507 patients with ITP and 472 physicians across 13 countries completed separate, but related, online surveys that included assessments of ITP signs and symptoms, impact of symptoms, and patient-physician relationships. These findings have been presented at previous ASH and EHA congresses, and manuscripts are currently in preparation. However, although I-WISh 1.0 provided considerable insights into unexplored facets of the effects of ITP, an all-too-large number of gaps in understanding still remain. In response to this, I-WISh 2.0 is currently being developed. The objectives of the I-WISh 2.0 patient and physician cross-sectional surveys include: (1) to further explore the burden of fatigue and how it affects patients' lives, including what makes it better or worse; (2) to assess the emotional impact of living with chronic ITP, especially in relation to depression; (3) to assess how treatments for ITP can impact activities of daily living (positively and negatively); (4) to further relate effects of treatment to patients' QoL; and (5) to explore how telemedicine affects healthcare delivery for patients with ITP. Furthermore, data from subsets of patients will address (6) the impact of COVID-19 in patients with ITP; and (7) special issues affecting ITP in pregnancy. A steering committee of ITP expert physicians and patient advocacy group representatives are designing and will endorse the patient and physician surveys now nearing readiness after several meetings to determine the areas of greatest need of assessment. In addition, a control group will be included. Survey launch and data collection are scheduled to commence in early Q4 2020. Patients and physicians will complete similar online surveys. Both patient and physician surveys include a screener and sections of questions related to the specific objectives of I-WISh 2.0. The surveys include updates to key topics in I-WISh 1.0 (impact of fatigue, impact on daily life, treatment of ITP, emotional impact of ITP); validated patient-reported outcome tools to measure fatigue (MFIS-5), presence and severity of depression (PHQ-9), work-related burden (WPAI), and impact on quality of life (ILQI) tools; and questions related to COVID-19, telemedicine (remote patient monitoring), and pregnancy and ITP. Patients will be recruited to I-WISh 2.0 via treating physicians and patient advocacy groups, and will be included if they are ≥ 18 years of age, diagnosed with ITP, and agree to participate. Participating physicians will be required to be actively managing patients with ITP and have a minimum caseload of 3 ITP patients currently under their care; physicians must also have a primary specialty of hematology or hematology-oncology. Approval will be sought from an independent centralized Institutional Review Board. Data analysis will be primarily descriptive and correlative in nature. Breakdown by country and geographic areas will be included. A global sample is planned from 21 countries across 6 continents, with the aim of surveying more than 2000 patients and 600 physicians. I-WISh 2.0 will be the largest observational global survey ever conducted in ITP. If accepted, preliminary data are planned to be presented at the ASH meeting. I-WISh 2.0 will build on the strengths of I-WISh 1.0, which highlighted areas requiring further assessment and will explore aspects of ITP of great interest that were neither conclusively addressed in the first survey nor well-studied in the past. Disclosures Ghanima: Bristol Myers Squibb:Research Funding;Principia:Honoraria, Speakers Bureau;Pfizer:Honoraria, Research Funding, Speakers Bureau;Amgen:Honoraria, Speakers Bureau;Novartis:Honoraria, Speakers Bureau;Bayer:Research Funding.Provan:ONO Pharmaceutical:Consultancy;MedImmune:Consultancy;UCB:Consultancy;Amgen:Honoraria, Research Funding;Novartis:Honoraria, Research Funding.Cooper:Amgen:Honoraria, Speakers Bureau;Novartis:Honoraria, Speakers Bureau.Matzdorff:Roche Pharma AG:Other: Family stockownership;Amgen GmbH:Consultancy, Other: Honoraria paid to institution;Grifols Deutschland GmbH:Consultancy, Other: Honoraria paid to institution;Swedish Orphan Biovitrium GmbH:Consultancy, Other: Honoraria paid to institution;UCB Biopharma SRL:Consultancy, Other: Honoraria paid to institution;Novartis Oncology:Consultancy, Other: Honoraria paid to institution.Santoro:Novartis:Honoraria, Speakers Bureau;Takeda:Honoraria, Speakers Bureau;Amgen:Honoraria, Speakers Bureau;Novo Nordisk:Honoraria, Speakers Bureau;Bayer:Honoraria, Speakers Bureau;CSL Behring:Honoraria, Speakers Bureau;Roche:Honoraria, Speakers Bureau;Sobi:Honoraria, Speakers Bureau.Morgan:Sobi:Other: Consultancy fees paid to the ITP Support Association;UCB:Other: Consultancy fees paid to the ITP Support Association;Novartis:Other: Consultancy fees paid to the ITP Support Association.Kruse:Principia:Other: Grant paid to PDSA;Pfizer:Other: Grant and consultancy fee, all paid to PDSA;Argenx:Other: Grant paid to PDSA;Novartis:Other: PDSA received payment for recruiting patients to I-WISh and for promoting I-WISh on the globalitp.org website. Grant and consultancy fee, all paid to PDSA outside the submitted work;CSL Behring:Other: Grant paid to PDSA;UCB:Other: Grant and consultancy fee, all paid to PDSA;Rigel:Other: Grant paid to PDSA;Amgen:Other: Grant and honorarium, all paid to PDSA.Zaja:Janssen-Cilag:Honoraria, Speakers Bureau;Takeda:Honoraria, Speakers Bureau;Bristol Myers Squibb:Honoraria, Speakers Bureau;Grifols:Honoraria, Speakers Bureau;Amgen:Honoraria, Speakers Bureau;AbbVie:Honoraria, Speakers Bureau;Kyowa Kirin:Honoraria, Speakers Bureau;Mundipharma:Honoraria, Speakers Bureau;Novartis:Honoraria, Patents & Royalties: Pending patent (No. PAT058521) relating to TAPER trial (NCT03524612), Speakers Bureau;Roche:Honoraria, Speakers Bureau.Lahav:Novartis:Other: Consultancy fees paid to the Israeli ITP Support Association.Tomiyama:Novartis:Consultancy, Honoraria;Kyowa Kirin:Honoraria;Sysmex:Consultancy.Winograd:Novartis:Other: Consultancy fees paid to the Israeli ITP Support Association.Lovrencic:UCB:Other: Consultancy fees paid to AIPIT;Novartis:Other: Honorarium paid to AIPIT.Bailey:Adelphi Real World:Current Employment;Novartis:Other: Employee of Adelphi Real World, which has received consultancy fees from Novartis.Haenig:Novartis:Current Employment.Bussel:Novartis:Consultancy;Argenx:Consultancy;UCB:Consultancy;CSL Behring:Consultancy;Shionogi:Consultancy;Regeneron:Consultancy;3SBios:Consultancy;Dova:Consultancy;Principia:Consultancy;Rigel:Consultancy;Momenta:Consultancy;RallyBio:Consultancy;Amgen:Consultancy.

The cognitive specificity of social pedagogy is its interest in the issues related to social conditionings of human development and, respectively, the specific social conditionings of the upbringing process. The notion has been developed in various directions since the very beginning of the discipline, yet the most clearly visible area seems to be the functioning of individuals, families and broader environment. Simultaneously, it is possible to observe that the issues have been entangled in certain socio-political conditions, the knowledge of which is substantial for the reconstruction and identification of the research heritage of social pedagogy. All these interrelationships allowed to distinguish particular stages of development of social pedagogy. Contemporarily, it is a discipline with descent scientific achievements which marks out and indicates new perspectives both in the field of educational practice and the theory of social activity. Social pedagogy, similarly to other areas (subdisciplines) of pedagogy, deals with the notion of upbringing in a certain aspect – in a certain problem inclination. It specializes in social and environmental conditionings of the upbringing process. It is the thread of the social context of upbringing what proves to be the crucial, basic and fundamental determinant of upbringing and, thus, decisive factor for human development. This notion was always present in the general pedagogical thought however, its organized and rationalized character surfaced only when the social pedagogy was distinguished as a separate, systematic area of pedagogy. It occurred in Poland only at the beginning of the 19th century. From the very beginning the creators and precursors of this subdiscipline pointed out its relatively wide range. It has been the notion of individual – social conditionings of human development, yet, social pedagogists were interested in human at every stage of their lives i.e. childhood, adolescence, adulthood and old age. Another area of interest were the issues related to family as the most important “place” of human development and, in this respect, the issues connected with institutions undertaking various activities: help, care, support and animation. Finally, the scope of interest included issues related to the environment as the place where the upbringing process is supposed to realize and realizes. Since the very beginning of social pedagogy these have been the prominent threads for exploration. At the same time it ought to be stated that these threads have always been interwoven with various social-political conditions both with regards to their interpretation as well as possible and planned educational practice. Therefore social pedagogy and its findings must be always “read” in the context of social-political conditions which accompanied the creation of a given thought or realization of some educational practice. As these conditions have constantly been undergoing certain transformations one may clearly distinguish particular stages of development of social pedagogy. The stages reflect various approaches to exploring and describing the above-mentioned areas of this discipline. Following the assumptions regarding the chronology of social pedagogy development and the three distinguished stages of development, it seems worthwhile to study how the issues related to an individual, family and environment were shaped at these stages. The first stage when the social psychology was arising was mainly the time of Helena Radlińska’s activities as well as less popular and already forgotten Polish pedagogists – precursors of this discipline such as: Anna Chmielewska, Irena Jurgielewiczowa, Zofia Gulińska or Maria Korytowska. In that period social pedagogists mainly dealt with individuals, families and the functioning of environments in the context of educational activities aimed at arousing national identity and consciousness. However, their work did no focus on indicating the layers of threats and deficits in functioning of individuals, social groups or families but on the possibilities to stimulate their development and cultural life. Therefore social pedagogy of those times was not as strongly related to social work as it currently is but dealt mainly with educational work. The classic example of such approach in the research carried out in the social pedagogy of that time may be the early works by Helena Radlińska who undertook the narrow field of cultural-educational work targeted to all categories of people. The works described such issues as the organization of libraries, organizing extra-school education (H. Orsza, 1922, H. Orsza-Radlińska, 1925). It ought to be stated that this kind of work was regarded as public and educational work, whereas currently it exists under the name of social work. Frequently quoted works related to the issues of arising social pedagogy were also the works by Eustachy Nowicki e.g. “Extra-school education and its social-educational role in the contemporary Polish life” from 1923 or the works by Stefania Sempołowska, Jerzy Grodecki or Jadwiga Dziubińska. Such an approach and tendencies are clearly visible in a book from 1913 (a book which has been regarded by some pedagogists as the first synthetic presentation of social pedagogy). It is a group work entitled “Educational work – its tasks, methods and organization” (T. Bobrowski, Z. Daszyńska-Golińska, J. Dziubińska, Z. Gargasa, M. Heilperna, Z. Kruszewska, L. Krzywicki, M. Orsetti, H. Orsza, St. Posner, M. Stępkowski, T. Szydłowski, Wł. Weychert-Szymanowska, 1913). The problem of indicated and undertaken research areas and hence, the topics of works realized by the social pedagogists of that times changed immediately after regaining independence and before World War II. It was the time when the area of social pedagogists interests started to include the issues of social inequality, poverty and, subsequently, the possibility of helping (with regards to the practical character of social pedagogy). The research works undertaken by social pedagogists were clearly of diagnostic, practical and praxeological character. They were aimed at seeking the causes of these phenomena with simultaneous identification and exploration of certain environmental factors as their sources. A classic example of such a paper – created before the war – under the editorial management of H. Radlińska was the work entitled “Social causes of school successes and failures” from 1937 (H. Radlińska, 1937). Well known are also the pre-war works written by the students of H. Radlińska which revealed diagnostic character such as: “The harm of a child” by Maria Korytowska (1937) or “A child of Polish countryside” edited by M. Librachowa and published in Warsaw in 1934 (M. Librachowa, 1934). Worthwhile are also the works by Czesław Wroczyński from 1935 entitled “Care of an unmarried mother and struggle against abandoning infants in Warsaw” or the research papers by E. Hryniewicz, J. Ryngmanowa and J. Czarnecka which touched upon the problem of neglected urban and rural families and the situation of an urban and rural child – frequently an orphaned child. As it may be inferred, the issues of poverty, inefficient families, single-parent families remain current and valid also after the World War II. These phenomena where nothing but an outcome of various war events and became the main point of interest for researchers. Example works created in the circle of social pedagogists and dealing with these issues may be two books written in the closest scientific environment of Helena Radlińska – with her immense editorial impact. They are “Orphanage – scope and compensation” (H. Radlińska, J. Wojtyniak, 1964) and “Foster families in Łódź” (A. Majewska, 1948), both published immediately after the war. Following the chronological approach I adopted, the next years mark the beginning of a relative stagnation in the research undertaken in the field of social pedagogy. Especially the 50’s – the years of notably strong political indoctrination and the Marxist ideological offensive which involved building the so called socialist educational society – by definition free from socio-educational problems in public life. The creation and conduction of research in this period was also hindered due to organizational and institutional reasons. The effect of the mentioned policy was also the liquidation of the majority of social sciences including research facilities – institutes, departments and units. An interesting and characteristic description of the situation may be the statement given by Professor J. Auletner who described the period from the perspective of development of social policy and said that: “During the Stalinist years scientific cultivation of social policy was factually forbidden”. During the period of real socialism it becomes truly difficult to explore the science of social policy. The name became mainly the synonym of the current activity of the state and a manifestation of struggles aimed at maintaining the existing status quo. The state authorities clearly wanted to subdue the science of social activities of the state […]. During the real socialism neither the freedom for scientific criticism of the reality nor the freedom of research in the field of social sciences existed. It was impossible (yet deliberated) to carry out a review of poverty and other drastic social issues” (J. Auletner, 2000). The situation changes at the beginning of the 60’s (which marks the second stage of development of social pedagogy) when certain socio-political transformations – on the one hand abandoning the limitation of the Stalinist period (1953 – the death of Stalin and political thaw), on the other – reinforcement of the idea of socialist education in social sciences lead to resuming environmental research. It was simultaneously the period of revival of Polish social pedagogy with regards to its institutional dimension as well as its ideological self-determination (M. Cichosz, 2006, 2014). The issues of individuals, families and environments was at that time explored with regards to the functioning of educational environments and in the context of exploring the environmental conditionings of the upbringing process. Typical examples here may be the research by Helena Izdebska entitled “The functioning of a family and childcare tasks” (H. Izdebska, 1967) and “The causes of conflicts in a family” (H. Izdebska, 1975) or research conducted by Anna Przecławska on adolescents and their participation in culture: “Book, youth and cultural transformations” (A. Przecławska, 1967) or e.g. “Cultural diversity of adolescents against upbringing problems” (A. Przecławska, 1976). A very frequent notion undertaken at that time and remaining within the scope of the indicated areas were the issues connected with organization and use of free time. This may be observed through research by T. Wujek: “Homework and active leisure of a student” (T. Wujek, 1969). Another frequently explored area was the problem of looking after children mainly in the papers by Albin Kelm or Marian Balcerek. It is worthwhile that the research on individuals, families or environments were carried out as part of the current pedagogical concepts of that time like: parallel education, permanent education, lifelong learning or the education of adults, whereas, the places indicated as the areas of human social functioning in which the environmental education took place were: family, school, housing estate, workplace, social associations. It may be inferred that from a certain (ideological) perspective at that time we witnessed a kind of modeling of social reality as, on the one hand particular areas were diagnosed, on the other – a desired (expected) model was built (designed) (with respect to the pragmatic function of practical pedagogy). A group work entitled “Upbringing and environment” edited by B. Passini and T. Pilch (B. Passini, T. Pilch, 1979) published in 1979 was a perfect illustration of these research areas. It ought to be stated that in those years a certain model of social diagnosis proper for undertaken social-pedagogical research was reinforced (M. Deptuła, 2005). Example paper could be the work by I. Lepalczyk and J. Badura entitled: “Elements of pedagogical diagnostics” (I. Lepalczyk, J. Badura, 1987). Finally, the social turning point in the 80’s and 90’s brought new approaches to the research on individuals, families and environments which may be considered as the beginning of the third stage of the development of social pedagogy. Breaking off the idea of socialist education meant abandoning the specific approach to research on the educational environment previously carried out within a holistic system of socio-educational influences (A. Przecławska, w. Theiss, 1995). The issues which dominated in the 90’s and still dominate in social pedagogy with regards to the functioning of individuals, families and local environments have been the issues connected with social welfare and security as well as education of adults. Research papers related to such approach may be the work by Józefa Brągiel: “Upbringing in a single-parent family” from 1990; the work edited by Zofia Brańka “The subjects of care and upbringing” from 2002 or a previous paper written in 1998 by the same author in collaboration with Mirosław Szymański “Aggression and violence in modern world” published in 1999 as well as the work by Danuta Marzec “Childcare at the time of social transformations” from 1999 or numerous works by St. Kawula, A. Janke. Also a growing interest in social welfare and social work is visible in the papers by J. Brągiel and P. Sikora “Social work, multiplicity of perspectives, family – multiculturalism – education” from 2004, E. Kanwicz and A. Olubiński: “Social activity in social welfare at the threshold of 21st century” from 2004 or numerous works on this topic created by the circles gathered around the Social Pedagogy Faculty in Łódź under the management of E. Marynowicz-Hetka. Current researchers also undertake the issues related to childhood (B. Smolińska-Theiss, 2014, B. Matyjas, 2014) and the conditionings of the lives of seniors (A. Baranowska, E. Kościńska, 2013). Ultimately, among the presented, yet not exclusive, research areas related to particular activities undertaken in human life environment (individuals, families) and fulfilled within the field of caregiving, social welfare, adult education, socio-cultural animation or health education one may distinguish the following notions:  the functioning of extra-school education institutions, most frequently caregiving or providing help such as: orphanage, residential home, dormitory, community centre but also facilities aimed at animating culture like youth cultural centres, cultural centres, clubs etc.,  the functioning of school, the realization of its functions (especially educational care), fulfilling and conditioning roles of student/teacher, the functioning of peer groups, collaboration with other institutions,  the functioning (social conditionings) of family including various forms of families e.g. full families, single-parent families, separated families, families at risk (unemployment) and their functioning in the context of other institutions e.g. school,  social pathologies, the issues of violence and aggression, youth subcultures,  participation in culture, leisure time, the role of media,  the functioning of the seniors – animation of activities in this field,  various dimensions of social welfare, support, providing help, the conditionings of functioning of such jobs as the social welfare worker, culture animator, voluntary work. It might be concluded that the issues connected with individuals, families and environment have been the centre of interest of social pedagogy since the very beginning of this discipline. These were the planes on which social pedagogists most often identified and described social life – from the perspective of human participation. On the course of describing the lives of individuals, families and broader educational environments social pedagogists figured out and elaborated on particular methods and ways of diagnosing social life. Is it possible to determine any regularities or tendencies in this respect? Unquestionably, at the initial stage of existence of this discipline, aimed at stimulating national consciousness and subsequent popularization of cultural achievements through certain activities – social and educational work, social pedagogists built certain models of these undertakings which were focused on stimulating particular social activity and conscious participation in social life. The issues concerning social diagnosis, though not as significant as during other stages, served these purposes and hence were, to a certain extent, ideologically engaged. The situation changed significantly before and shortly after the World War II. Facing particular conditions of social life – increase in many unfavourable phenomena, social pedagogists attempted to diagnose and describe them. It seems to have been the period of clear shaping and consolidation of the accepted model of empirical research in this respect. The model was widely accepted as dominating and has been developed in Polish social pedagogy during the second and subsequent stages of developing of this discipline. Practical and praxeological character of social pedagogy became the main direction of this development. Consequently, social diagnosis realized and undertaken with regard to social pedagogy was associated with the idea of a holistic system of education and extra-school educational influences and related educational environments. Therefore, the more and more clearly emphasized goal of environmental research – forecasting, was associated with the idea of building holistic, uniform educational impacts. After the systemic transformation which occurred in Poland in the 90’s, i.e. the third stage of social pedagogy development, abandoning the previous ideological solutions, environmental research including diagnosis was reassociated with social life problems mainly regarding social welfare and security. Individuals, families and environment have been and still seem to be the subject of research in the field of social pedagogy in Poland. These research areas are structurally bound with its acquired paradigm – of a science describing transformations of social life and formulating a directive of practical conduct regarding these transformations. A question arouses about the development of social pedagogy as the one which charts the direction of transformations of practices within the undertaken research areas. If it may be considered as such, then it would be worthwhile to enquire about the directions of the accepted theoretical acknowledgments. On the one hand we may observe a relatively long tradition of specifically elaborated and developed concepts, on the other – there are still new challenges ahead. Observing the previous and current development of Polish social pedagogy it may be inferred that its achievements are not overextensive with regards to the described and acquired theoretical deliberations. Nevertheless, from the very beginning, it has generated certain, specific theoretical solutions attempting to describe and explain particular areas of social reality. Especially noteworthy is the first period of the existence of this discipline, the period of such social pedagogists like i.a. J.W. Dawid, A. Szycówna, I. Moszczeńska or Helena Radlińska. The variety of the reflections with typically philosophical background undertaken in their works (e.g. E. Abramowski) is stunning. Equally involving is the second stage of development of social pedagogy i.e. shortly after the World War II, when Polish social pedagogy did not fully break with the heritage of previous philosophical reflections (A. Kamiński, R. Wroczyński) yet was developed in the Marxist current. A question arouses whether the area of education and the projects of its functioning of that time were also specific with regards to theory (it seems to be the problem of the whole Socialist pedagogy realised in Poland at that time). The following years of development of this discipline, especially at the turn of 80’s and 90’s was the period of various social ideas existing in social pedagogy – the influences of various concepts and theories in this field. The extent to which they were creatively adapted and included in the current of specific interpretations still requires detailed analysis, yet remains clearly visible. Another important area is the field of confronting the theories with the existing and undertaken solutions in the world pedagogy. A. Radziewicz-Winnicki refers to the views of the representatives of European and world social thought: P. Bourdieu, U. Beck, J. Baudrillard, Z. Bauman and M. Foucault, and tries to identify possible connections and relationships between these ideas and social pedagogy: “the ideas undertaken by the mentioned sociologists undoubtedly account for a significant source of inspiration for practical reflection within social pedagogy. Therefore, it is worthwhile to suggest certain propositions of their application in the field of the mentioned subdiscipline of pedagogy” (Radziewicz-Winnicki 2008). The contemporary social pedagogy in Poland constantly faces numerous challenges. W. Theiss analysed the contemporary social pedagogy with regards to its deficiencies but also the challenges imposed by globalisation and wrote: “Modern social pedagogy focuses mainly on the narrow empirical research and narrow practical activity and neglects research in the field of theory functioning separately from the realms of the global (or globalising) world or pays insufficient attention to these problems. It leads to a certain self-marginalisation of our discipline which leaves us beyond the current of main socio-educational problems of modern times. In this respect, it seems worthwhile and necessary to carry out intensive conceptual and research work focused on e.g. the following issues:  metatheory of social pedagogy and its relationship with modern trends in social sciences;  the concepts of human and the world, the concepts of the hierarchy of values;  the theory of upbringing, the theory of socialization, the theory of educational environment;  a conceptual key of the modern reality; new terms and new meanings of classical concepts;  socio-educational activities with direct and indirect macro range e.g. balanced development and its programmes, global school, intercultural education, inclusive education, professional education of emigrants”. Considering the currently undertaken research in this field and the accepted theoretical perspectives it is possible to indicate specific and elaborated concepts. They fluctuate around structural spheres of social pedagogy on the axis: human – environment – environmental transformations. It accounts for an ontological sphere of the acknowledged concepts and theories. Below, I am enumerating the concepts which are most commonly discussed in social pedagogy with regards to the acquired and accepted model. Currently discussed theoretical perspectives (contexts) in social pedagogy and the concepts within. I. The context of social personal relationships  social participation, social presence;  social communication, interaction;  reciprocity. II. The context of social activities (the organization of environment)  institutionalisation;  modernization;  urbanization. III. The context of environment  space;  place;  locality. The socially conditioned process of human development is a process which constantly undergoes transformations. The pedagogical description of this process ought to include these transformations also at the stage of formulating directives of practical activities – the educational practice. It is a big challenge for social pedagogy to simultaneously do not undergo limitations imposed by current social policy and response to real social needs. It has been and remains a very important task for social pedagogy.

The research talked about The psychology of a child who grew up in an orphanage without the love and support of their families. In the first, the research defined the orphan child and how they come to the orphanage, this research helps answer the question, " What is reasons for placement in orphanage?" . This research provided the child's right to family life and explain how much a family life is important for these orphan children. Also, the research provide strengthening family care and preventing placement in orphanages, which could help them in providing family care instead of just sending them to the orphanages. In addition to, it explain psychological factors impact, the orphans who grow up in orphanages are more likely to suffer from the various issues, which include poor health and underdevelopment. Indeed, the research provide many risks being involved with the lives of these orphans in the orphanage institutions. Then it explore risks of institutional care on later life. In conclusion, the research explain that it is difficult to generalizations about what is best for orphans, because there are good and bad models of both orphanages and family homes.

ABSTRACT This is the trajectory of the Santa Teresa Asylum created in the Province of Maranhão in 1855, exposing its institutional purposes of sheltering, protecting, supporting and educating orphans. This paper was described the school practices inside this educational space. The text talks about the nature feminine formation directing to the domestic jobs of the aristocracy of Maranhão or take care of the home, the husband and children. It was prepared from the exploration of handwritten sources, articles published in newspapers, reports from the directors of the establishment in question and the presidents of the Province and the bibliography produced in the support and instruction of poor and helpless girls from Maranhão.

Background: Orphans and other vulnerable children (OVC) who grow up in institutional care often show communication and language problems. The caregivers lack training, and there are few language didactics programmes aimed at supporting communication and language development in OVC in institutional care in Tanzania.Objectives: The purpose of the study was to adapt the German concept of relational communication therapy (RCT) as a support to language development in a Tanzanian early childhood education context in a culturally sensitive way. Following the adaptation of the concept, a training programme for Tanzanian caregiver students was developed to compare their competencies in language didactics before and after training.Methods: A convergent mixed methods design was used to examine changes following training in 12 participating caregiver students in a Tanzanian orphanage. The competencies in relational language didactics were assessed by a self-developed test and video recordings before and after intervention. Based on the results, we drew conclusions regarding necessary modifications to the training modules and to the concept of RCT.Results: The relational didactics competencies of the caregiver students improved significantly following their training. A detailed analysis of the four training modules showed that the improvement in relational didactics competencies varied depending on the topic and the teacher.Conclusion: The results provide essential hints for the professionalisation of caregivers and for using the concept of RCT for OVC in institutional care in Tanzania. Training programmes and concepts should not just be transferred across different cultures, disciplines and settings; they must be adapted to the specific cultural setting.

Background.Approximately 153 million children worldwide are orphaned and vulnerable to potentially traumatic events (PTEs). Gender differences in PTEs in low- and middle-income countries (LMIC) are not well-understood, although support services and prevention programs often primarily involve girls.Methods.The Positive Outcomes for Orphans study used a two-stage, cluster-randomized sampling design to identify 2837 orphaned and separated children (OSC) in five LMIC in sub-Saharan Africa and Asia. We examined self-reported prevalence and incidence of several PTE types, including physical and sexual abuse, among 2235 children who were ≥10 years at baseline or follow-up, with a focus on gender comparisons.Results.Lifetime prevalence by age 13 of any PTE other than loss of a parent was similar in both boys [91.7% (95% confidence interval (CI) (85.0–95.5)] and girls [90.3% CI (84.2–94.1)] in institutional-based care, and boys [92.0% (CI 89.0–94.2)] and girls [92.9% CI (89.8–95.1)] in family-based care; annual incidence was similarly comparable between institution dwelling boys [23.6% CI (19.1,−29.3)] and girls [23.6% CI (18.6,−30.0)], as well as between family-dwelling boys [30.7% CI (28.0,−33.6)] and girls [29.3% CI (26.8,−32.0)]. Physical and sexual abuse had the highest overall annual incidence of any trauma type for institution-based OSC [12.9% CI (9.6–17.4)] and family-based OSC [19.4% CI (14.5–26.1)], although estimates in each setting were no different between genders.Conclusion.Prevalence and annual incidence of PTEs were high among OSC in general, but gender-specific estimates were comparable. Although support services and prevention programs are essential for female OSC, programs for male OSC are equally important.

As we enter the second decade of the twenty-first century, who is to be served by institutions of care and to what ends becomes a pressing matter of concern. Foucault has suggested that the capitalist regime of rule in the twentieth century deployed residential settings as disciplinary apparatuses for shaping subjects to its colonial and industrial interests. However, in the twenty-first century, Deleuze has proposed that it is no longer discipline that is of primary concern for capitalism, but control through an ever-proliferating system of abstract code. It is within this context that terms, such as care within institutional residential encounters, open themselves to the necessity of interrogation. This paper will argue that residential care is a field of encounter saturated with a complex and intricate array of affects. If the rule of capitalism is designed to abstract lived experience, then any affirmation of the corporeal experience of encounter as lived experience might well constitute an alternative affirmation of life and hence a revolutionary set of possibilities. This paper will argue that it is love as creative desire that holds the most powerful possibilities for affirming the lived encounter to be found in residential care.