@article {6113, title = {We are here: An integrated approach to youth-inclusive peace processes}, year = {2019}, institution = {Ministry for Foreign Affairs of Finland}, address = {Finland}, keywords = {gender equality, inclusion, justice, mediation, peace, peacebuilding, policy, youth}, url = {https://www.un.org/youthenvoy/wp-content/uploads/2019/07/Global-Policy-Paper-Youth-Participation-in-Peace-Processes.pdf?mc_cid=c6a8287010\&mc_eid=392203c68b}, author = {Altiok, A. and Grizelj, I.} } @article {648, title = {War, trauma and children{\textquoteright}s development: Observations from a modern evolutionary perspective}, journal = {International Journal of Behavioral DevelopmentInternational Journal of Behavioral DevelopmentInternational Journal of Behavioral Development}, volume = {32}, number = {4}, year = {2008}, note = {332wr
Times Cited:23
Cited References Count:115}, month = {Jul}, pages = {260-271}, abstract = {

Lethal intergroup conflict has been part of the human experience ever since our species emerged on the African savannah. Modern evolutionary thinking suggests that children\&$\#$39;s development could have evolved a variety of responses to it, some of which are highlighted upon considering, from the field of behavioural ecology, life-history theory and, derived from it, Belsky, Steinberg and Draper\&$\#$39;s ( 1991) evolutionary theory of socialization. This speculative essay examines the implications of such thinking, specifically with regard to insecure attachment, anxiety, depression, aggression, pubertal and sexual development, as well as mating and parenting. Considered, too, are issues of intergenerational transmission and variation in developmental reactivity to exposure to deadly political violence of the ethnic-cleansing variety in childhood.

}, keywords = {Aggression, aggressive-behavior, Anxiety, behavior problems, Depression, disorganized attachment, evolution, families, holocaust survivors, infant attachment, marital conflict, Parenting, political violence, psychological adjustment, reproductive strategy, stress}, isbn = {0165-0254}, doi = {10.1177/0165025408090969}, author = {Belsky, J.} } @article {4831, title = {We left one war and came to another: resource loss, acculturative stress, and caregiver-child relationships in Somali refugee families}, journal = {Cultur Divers Ethnic Minor Psychol}, volume = {21}, number = {1}, year = {2015}, note = {Betancourt, Theresa S
Abdi, Saida
Ito, Brandon S
Lilienthal, Grace M
Agalab, Naima
Ellis, Heidi
eng
K01 MH077246/MH/NIMH NIH HHS/
1K01MH077246-01A2/MH/NIMH NIH HHS/
2U79SM060444/SM/CMHS SAMHSA HHS/
5U79SM058141/SM/CMHS SAMHSA HHS/
Research Support, N.I.H., Extramural
Research Support, U.S. Gov{\textquoteright}t, P.H.S.
2014/08/05 06:00
Cultur Divers Ethnic Minor Psychol. 2015 Jan;21(1):114-25. doi: 10.1037/a0037538. Epub 2014 Aug 4.}, month = {Jan}, pages = {114-25}, abstract = {Refugee families often encounter a number of acculturative and resettlement stressors as they make lives for themselves in host countries. These difficulties may be compounded by past trauma and violence exposure, posing increased risk for mental health problems. Greater knowledge is needed about protective processes contributing to positive development and adjustment in refugee families despite risk (e.g., resilience). The aims of this research were to identify and examine strengths and resources utilized by Somali refugee children and families in the Boston area to overcome resettlement and acculturative stressors. We used maximum variation sampling to conduct a total of 9 focus groups: 5 focus groups (total participants N = 30) among Somali refugee adolescents and youth, capturing gender and a range of ages (15 to 25 years), as well as 4 focus groups of Somali refugee mothers and fathers in groups (total participants N = 32) stratified by gender. Drawing from conservation of resources theory (COR), we identified 5 forms of resources comprising individual, family, and collective/community strengths: religious faith, healthy family communication, support networks, and peer support. "Community talk" was identified as a community dynamic having both negative and positive implications for family functioning. Protective resources among Somali refugee children and families can help to offset acculturative and resettlement stressors. Many of these locally occurring protective resources have the potential to be leveraged by family and community-based interventions. These findings are being used to design preventative interventions that build on local strengths among Somali refugees in the Boston area.}, keywords = {*Acculturation, Adolescent, Adult, Boston, Caregivers/*psychology, Family/ethnology/*psychology, Female, Focus Groups, Humans, Male, Refugees/*psychology, Somalia/ethnology, Stress, Psychological/ethnology/*etiology, Warfare, Young Adult}, isbn = {1099-9809 (Print)
1077-341X (Linking)}, author = {Betancourt, T. S. and Abdi, S. and Ito, B. S. and Lilienthal, G. M. and Agalab, N. and Ellis, H.} } @article {4696, title = {War-Related Traumas and Mental Health Across Generations}, journal = {JAMA Psychiatry}, volume = {75}, number = {1}, year = {2018}, note = {Betancourt, Theresa S
Thomson, Dana
VanderWeele, Tyler J
eng
2017/12/01 06:00
JAMA Psychiatry. 2018 Jan 1;75(1):5-6. doi: 10.1001/jamapsychiatry.2017.3530.}, month = {Jan 1}, pages = {5-6}, isbn = {2168-6238 (Electronic)
2168-622X (Linking)}, author = {Betancourt, T. S. and Thomson, D. and VanderWeele, T. J.} } @article {6199, title = {A world ready to learn: Prioritizing quality early childhood education. Global report}, year = {2019}, institution = {UNICEF}, address = {New York City}, keywords = {early childhood education (ECE), pre-primary education, school readiness}, url = {https://www.unicef.org/media/57926/file/A-world-ready-to-learn-advocacy-brief-2019.pdf}, author = {Borisova, I. and Prouty, R. and Lin, H. and Kelly, D. and Strecker, M. and Mottee, S.L.} } @inbook {567, title = {The Walmadjeri and Gugardja}, booktitle = {Hunters and Gatherers Today}, year = {1972}, pages = {177-212}, publisher = {Holt, Rinehart, \& Winston}, organization = {Holt, Rinehart, \& Winston}, address = {New York}, url = {https://www.abebooks.com/book-search/title/hunter-gatherers-today/}, author = {R. Brendt}, editor = {M. G. Biccheri} } @article {4276, title = {What implementation evidence matters: scaling-up nurturing interventions that promote early childhood development}, journal = {Ann N Y Acad Sci}, volume = {1419}, number = {1}, year = {2018}, note = {Britto, Pia R
Singh, Manpreet
Dua, Tarun
Kaur, Raghbir
Yousafzai, Aisha K
eng
001/World Health Organization/International
2018/05/24 06:00
Ann N Y Acad Sci. 2018 May;1419(1):5-16. doi: 10.1111/nyas.13720.}, month = {May}, pages = {5-16}, abstract = {Research in early childhood development (ECD) has established the need for scaling-up multisectoral interventions for nurturing care to promote ECD, for improved socioeconomic outcomes for sustainable societies. However, key elements and processes for implementation and scale-up of such interventions are not well understood. This special series on implementation research and practice for ECD brings together evidence to inform effectiveness, quality, and scale in nurturing care programs; identifies knowledge gaps; and proposes further directions for research and practice. This paper frames the dimensions and components fundamental to the understanding of implementation processes for nurturing care interventions, factors for improving implementation of interventions, and strategies to scale by embedding interventions in delivery systems. We discuss emerging issues in implementation research for ECD, including (1) the role of context in adaptation and implementation, (2) standardized reporting of implementation research, (3) the importance of feasibility studies to inform scale-up and capacity building, (4) fidelity and program quality improvement, and (5) intervention integration into existing systems. Effective implementation of nurturing care interventions is at the heart of achieving positive developmental outcomes for young children. It is pivotal to adapt and implement these interventions based on evidence for high impact, especially in low-resource settings.}, keywords = {early childhood development, implementation evidence, nurturing care, scale-up}, isbn = {1749-6632 (Electronic)
0077-8923 (Linking)}, author = {Britto, P. R. and Singh, M. and Dua, T. and Kaur, R. and Yousafzai, A. K.} } @article {4246, title = {Who am I? Ethnic identity formation of Arab Muslim children in contemporary U.S. society}, journal = {J Am Acad Child Adolesc Psychiatry}, volume = {47}, number = {8}, year = {2008}, note = {Britto, Pia Rebello
eng
2008/07/23 09:00
J Am Acad Child Adolesc Psychiatry. 2008 Aug;47(8):853-7. doi: 10.1097/CHI.0b013e3181799fa6.}, month = {Aug}, pages = {853-7}, keywords = {*Social Identification, Achievement, Arabs/*psychology, culture, Emigrants and Immigrants/psychology/statistics \& numerical data, Ethnic Groups/*ethnology/*psychology, Humans, Islam/*psychology, United States}, isbn = {1527-5418 (Electronic)
0890-8567 (Linking)}, author = {Britto, P. R.} } @article {654, title = {{\textquoteleft}What about the fathers?{\textquoteright} Bringing {\textquoteleft}Dads on Board{\texttrademark}{\textquoteright} with their infants and toddlers following violence}, journal = {Journal of Family Studies}, volume = {19}, number = {1}, year = {2013}, month = {2013/04/01}, pages = {70-79}, publisher = {Routledge}, abstract = {

AbstractThis paper examines a group work intervention developed for fathers who had successfully participated in a men?s behaviour change program and who wished to undertake further work to strengthen and improve the bond between themselves and their infant/toddler (up to age 4). It focuses on two groups run in 2010?2011, uses material directly taken from each program and explores in detail how this intervention was developed, how the program was structured, the profile of the fathers involved and the subsequent inclusion of their partners within both groups. It also includes a small evaluation. Pivotal to this intervention was the implementation of an ?infant-led? approach.

}, isbn = {1322-9400}, doi = {10.5172/jfs.2013.19.1.70}, author = {Bunston, Wendy} } @article {5757, title = {Working document on child rights in the global compacts}, year = {2017}, institution = {Child Rights in the Global Compacts}, keywords = {child rights, children on the move, refugee children}, url = {http://www.terredeshommes.org/working-document-on-child-rights-in-the-global-compacts/}, author = {ChildRightsGlobalCompacts} } @article {659, title = {What is peace psychology the psychology of ?}, journal = {Journal of Social IssuesJournal of Social Issues}, volume = {62}, number = {1}, year = {2006}, note = {012rg
Times Cited:38
Cited References Count:63}, pages = {1-17}, abstract = {

Peace psychology emerged as a distinct area of research and practice during the Cold War, when the preeminent concern was the prevention of nuclear war. Now global in scope, the focal concerns of peace psychologists are nuanced by geohistorical contexts and the distinction between episodic violence and structural violence, the latter of which also kills people, albeit slowly through the deprivation of basic need satisfaction. Accordingly, the focal concerns of contributors to this issue vary depending on geohistorical context: some being primarily concerned with patterns of behavior and cognition involved in the prevention of violent episodes and others with the amelioration of structural violence. A systems perspective is used as a framework for integrating episodes and structures of violence and peace. Articles emphasizing \"systemic violence\" demonstrate the interplay between structures and episodes of violence. Articles on \"systemic peacebuilding\" examine intergroup contact, the nonviolent management of conflict, and movement toward socially just structures, thereby yielding an increase in cooperative and equitable relationships across levels, from interpersonal to intergroup.

}, isbn = {0022-4537}, doi = {10.1111/j.1540-4560.2006.00436.x}, author = {Christie, D. J.} } @article {864, title = {Welcome Home and Early Start: An Assessment of Program Quality and Outcomes}, year = {2005}, institution = {Chapin Hall Center for Children, University of Chicago}, address = {Chicago}, keywords = {early childhood initiatives}, url = {https://www.chapinhall.org/sites/default/files/old_reports/277.pdf}, author = {Daro, D. and Howard, E. and Tobin, J. and Harden, A.} } @article {2926, title = {Working with Children Affected by Hurricane Katrina: Two Case Studies in Play Therapy}, journal = {Child and Adolescent Mental Health}, volume = {15}, number = {1}, year = {2010}, pages = {52-55}, publisher = {Blackwell Publishing Ltd}, abstract = {In August 2005 Hurricane Katrina hit the Louisiana and Mississippi Gulf Coast Regions. Throughout history, mental health professionals have primarily focused on adults as the identified victims of natural disasters. More recently, mental health professionals are focused on integrating mental health services to children and adolescents. This article discusses the impact natural disasters have on children, and the related traumatic stress response and post traumatic stress disorder often experienced by children. Treating children can be complicated and a developmentally appropriate intervention is needed. Evidenced-based research has shown play therapy to be a developmentally effective intervention with traumatised children. This article presents two case studies of play therapy with children affected by Hurricane Katrina.}, keywords = {hurricane, non directive play therapy, Play therapy, Trauma}, isbn = {1475-3588}, author = {Dugan, Erin M. and Snow, Marilyn S. and Crowe, Sindy R.} } @article {2996, title = {Why rejection hurts: a common neural alarm system for physical and social pain}, journal = {Trends Cogn SciTrends in Cognitive SciencesTrends in Cognitive Sciences}, volume = {8}, number = {7}, year = {2004}, note = {Eisenberger, Naomi I
Lieberman, Matthew D
R21MH66709-01/MH/NIMH NIH HHS/United States
Journal Article
Research Support, U.S. Gov{\textquoteright}t, Non-P.H.S.
Research Support, U.S. Gov{\textquoteright}t, P.H.S.
Review
England
Trends Cogn Sci. 2004 Jul;8(7):294-300.}, month = {Jul}, pages = {294-300}, edition = {2004/07/10}, abstract = {Numerous languages characterize {\textquoteright}social pain{\textquoteright}, the feelings resulting from social estrangement, with words typically reserved for describing physical pain ({\textquoteright}broken heart{\textquoteright}, {\textquoteright}broken bones{\textquoteright}) and perhaps for good reason. It has been suggested that, in mammalian species, the social-attachment system borrowed the computations of the pain system to prevent the potentially harmful consequences of social separation. Mounting evidence from the animal lesion and human neuroimaging literatures suggests that physical and social pain overlap in their underlying neural circuitry and computational processes. We review evidence suggesting that the anterior cingulate cortex plays a key role in the physical-social pain overlap. We also suggest that the physical-social pain circuitry might share components of a broader neural alarm system.}, keywords = {*Rejection (Psychology), *Social Behavior, Animals, Brain Mapping, Brain/anatomy \& histology/*physiology, Humans, Pain/classification/*psychology}, isbn = {1364-6613 (Print)
1364-6613}, author = {Eisenberger, N. I. and Lieberman, M. D.} } @article {4711, title = {"We would never forget who we are": resettlement, cultural negotiation, and family relationships among Somali Bantu refugees}, journal = {Eur Child Adolesc Psychiatry}, volume = {26}, number = {11}, year = {2017}, note = {Frounfelker, Rochelle L
Assefa, Mehret T
Smith, Emily
Hussein, Aweis
Betancourt, Theresa S
eng
U01 MD010613/MD/NIMHD NIH HHS/
Germany
2017/05/06 06:00
Eur Child Adolesc Psychiatry. 2017 Nov;26(11):1387-1400. doi: 10.1007/s00787-017-0991-1. Epub 2017 May 4.}, month = {Nov}, pages = {1387-1400}, abstract = {Somali refugees are resettling in large numbers in the US, but little is known about the Somali Bantu, an ethnic minority within this population. Refugee youth mental health is linked to the functioning of the larger family unit. Understanding how the process of culturally adjusting to life after resettlement relates to family functioning can help identify what kind of interventions might strengthen families and lead to better mental health outcomes for youth. This paper seeks to address the following research questions: (1) How do different groups of Somali Bantu refugees describe their experiences of culturally adapting to life in the US?; and (2) How, if at all, do processes of cultural adaptation in a new country affect Somali Bantu family functioning? We conducted 14 focus groups with a total of 81 Somali Bantu refugees in New England. Authors analyzed focus groups using principles of thematic analysis to develop codes and an overarching theoretical model about the relationship between cultural adaptation, parent-child relationships, and family functioning. Views and expectations of parent-child relationships were compared between Somali Bantu youth and adults. Cultural negotiation was dependent upon broader sociocultural contexts in the United States that were most salient to the experience of the individual. Adult and youth participants had conflicting views around negotiating Somali Bantu culture, which often led to strained parent-child relationships. In contrast, youth sibling relationships were strengthened, as they turned to each other for support in navigating the process of cultural adaptation.}, keywords = {Adolescent, Adult, Child, Cultural negotiation, Emigration and Immigration/*trends, Family Relations/*psychology, Family relationships, Female, Humans, Male, Negotiating, Refugees, Refugees/*psychology, Resettlement, Somali Bantu, Somalia, United States, Young Adult, Youth mental health}, isbn = {1435-165X (Electronic)
1018-8827 (Linking)}, author = {Frounfelker, R. L. and Assefa, M. T. and Smith, E. and Hussein, A. and Betancourt, T. S.} } @book {2676, title = {War, Peace, and Human Nature: The Convergence of Evolutionary and Cultural Views}, year = {2013}, publisher = {OUP USA}, organization = {OUP USA}, isbn = {9780199858996}, url = {https://books.google.com/books?id=YtwSz2A12e8C}, author = {Fry, D.P.} } @article {6514, title = {Webinar Tiempo de cuidarnos: volver a ser ni{\~n}os y ni{\~n}as.}, year = {2020}, publisher = { Fundaci{\'o}n CINDE}, abstract = {

In alliance with the Comfenalco compensation fund, our Master\&$\#$39;s Program in Early Childhood: Education and Development leads this webinar that invites you to enjoy time with the boys and girls who, due to current contingencies, must stay home.

}, keywords = {COVID-19, Early childhood education, Parenting}, url = {https://youtu.be/37XXXFbXCgU}, author = {Fundaci{\'o}nCINDE} } @article {3201, title = {What Schools Can Do to Protect Education from Attack and Military Use}, year = {2016}, url = {http://www.protectingeducation.org/sites/default/files/documents/what_schools.pdf}, author = {GCPEA and Global Coalition to Protect Education from Attack} } @article {3166, title = {What Ministries Can Do to Protect Education from Attack and Schools from Military Use A Menu of Actions}, year = {2015}, url = {http://www.protectingeducation.org/sites/default/files/documents/what_ministries.pdf}, author = {GCPEA and Global Coalition to Protect Education from Attack} } @article {5046, title = {Working nonstandard schedules and variable shifts in low-income families: associations with parental psychological well-being, family functioning, and child well-being}, journal = {Dev Psychol}, volume = {43}, number = {3}, year = {2007}, note = {Hsueh, JoAnn
Yoshikawa, Hirokazu
eng
5-T32-MH15742/MH/NIMH NIH HHS/
Research Support, N.I.H., Extramural
Research Support, Non-U.S. Gov{\textquoteright}t
Research Support, U.S. Gov{\textquoteright}t, Non-P.H.S.
2007/05/09 09:00
Dev Psychol. 2007 May;43(3):620-32. doi: 10.1037/0012-1649.43.3.620.}, month = {May}, pages = {620-32}, abstract = {Longitudinal data from the New Hope Project--an experimental evaluation of a work-based antipoverty program in Milwaukee, Wisconsin--was used to explore concurrent and lagged associations of nonstandard schedules and variable shifts with parental psychological well-being, regularity of family mealtimes, and child well-being among low-income families. Working a combination of variable shifts and nonstandard hours was associated concurrently with lower teacher-reported school performance and engagement and higher levels of externalizing behavior problems. Fixed nonstandard schedules were associated with lagged decreases in parent-reported school performance, whereas working variable shifts was associated with lagged increases in parent-reported school performance.}, keywords = {*Family Relations, Adult, Child, Child Behavior Disorders/diagnosis/psychology, Educational Status, Female, Follow-Up Studies, Humans, Internal-External Control, Longitudinal Studies, Male, Parent-Child Relations, Parents/*psychology, Poverty/*psychology, Quality of Life/*psychology, Risk Factors, Sex Factors, Social Environment, Stress, Psychological/complications, Wisconsin, Work Schedule Tolerance/*psychology}, isbn = {0012-1649 (Print)
0012-1649 (Linking)}, author = {Hsueh, J. and Yoshikawa, H.} } @article {6014, title = {What he knows about her and how it affects her? Husband{\textquoteright}s knowledge of pregnancy complications and maternal health care utilization among tribal population in Maharashtra, India}, journal = {BMC Pregnancy and Childbirth}, volume = {19}, year = {2019}, month = {Jan-12-2019}, keywords = {father involvement, Maharashtra India, maternal health, Pregnancy Complications}, doi = {10.1186/s12884-019-2214-x}, url = {https://bmcpregnancychildbirth.biomedcentral.com/articles/10.1186/s12884-019-2214-xhttp://link.springer.com/content/pdf/10.1186/s12884-019-2214-x.pdf}, author = {Jungari, Suresh and Paswan, Balram} } @article {674, title = {A Way of Thinking about Parent/Teacher Partnerships for Teachers Le partenariat parent/enseignant: Un autre point de vue Una forma de reflexionar sobre la asociacio{\textasciiacute}n Padre/Maestro para maestros}, journal = {International Journal of Early Years Education}, volume = {10}, number = {3}, year = {2002}, month = {2002/10/01}, pages = {177-191}, publisher = {Routledge}, abstract = {

While the value of the home/school partnership is universally accepted, it is not always easy to promote or maintain. This paper focuses on the parent/teacher aspect since it is really the nucleus of the partnership. Unlike other kinds of relationships in people\&$\#$39;s lives, the parent/teacher pairing occurs by assignment rather than by choice. The common interest is the schooling of the child. Mutual trust and two-way communication are essential features of an effective parent/teacher partnership The degree of success teachers have in developing such a partnership with parents depends heavily not only on the \&$\#$39;fit\&$\#$39; between parental cares and concerns and those of the teacher, but also on a variety of other factors. They include: the degree of match between a teacher\&$\#$39;s and a parent\&$\#$39;s culture and values; the societal forces at work on family and school; and how teachers and parents view their roles. The paper presents a review of literature related to parent/teacher partnerships; and proposes a theoretical approach that incorporates Bronfenbrenner\&$\#$39;s ecology, Getzels\&$\#$39; social system, Katz\&$\#$39;s and Hoover and Dempsey\&$\#$39;s work on the role of parents, and Epstein\&$\#$39;s typology of parental involvement. This systemic approach, which frames the factors in an ecological and social system perspective, may enable teachers to visualize how complex and dynamic the parent/teacher partnership is, provide a framework to view events from more than one perspective, and help teachers monitor their responses to individual situations as they seek to work more effectively with diverse families. In order to test this assumption, the theoretical approach has been shared with students, teachers and directors, all of whom evaluated its usefulness. In this presentation the theoretical approach and the immediate and follow-up evaluations will be shared. Bien que l\&$\#$39;on appr\écie la valeur du partenariat foyer/\école cela n\&$\#$39;est pas toujours facile \à promouvoir ou \à soutenir. Cette discussion vise l\&$\#$39;appariement parent/enseignant qui est \àla base de cet accord. Contraire aux autres rapports personnels, celui-ci est une fonction de designation, pas de choix. Ce qui les unis, c\&$\#$39;estla scolarisation de l\&$\#$39;enfant. L\&$\#$39;essentiel de cet appariement depend de la confiance mutuelle et de la communication ouverte entre les deux. L\&$\#$39;apparente r\éussite de l\&$\#$39;enseignant dans un tel accord d\épend en grande partie non seulement de l\&$\#$39;accord entre les int\ér\êts du parent vis-\à-vis ceux de l\&$\#$39;enseignant mais aussi d\&$\#$39;une vari\ét\é d\&$\#$39;autres forces telles que la concordance entre les valeurs culturelles du parent et de l\&$\#$39;enseignant, les forces de la soci\ét\é impos\ées \à la famille et \à l\&$\#$39;\école, la fa\çon dont chacun envisage son r\ôle. Cette discussion offre une revue des articles d\édi\és \à ce sujet et ensuite elle propose une approche th\éor\étique qui comprend le syst\ème \écologique de Bronfenbrenner, le syst\ème social de Getzels, les \études de Katz, Hoover et Dempsey sur le r\ôle des parents, et la topologie de l\&$\#$39;engagement parental. Cette approche syst\ématique qui vise tous les \él\éments d\&$\#$39;une perspective \écologique et sociale peut servir \à aider l\&$\#$39;enseignant \à comprendre la complexit\é et le dynanisme de cet appariement parent/enseignant; il lui fournit un objectif lui permettant de visionner les \év\énements d\&$\#$39;un point de vue multiple; il l\&$\#$39;aide \à manier ses r\éactions \à des situations divergeantes dans ses efforts \à trouver un moyen plus efficace de travailler avec les familles diverses de ses \él\èves. A pesar de que la asociaci\ón casa/escuela est\á universalmente aceptada, no siempre es f\ácil de promocionar o mantener. Este trabajo se enfoca en el aspecto padre/ maestro ya que conforma el n\úcleo de esta asociaci\ón. A diferencia de otras relaciones personales, el emparejamiento padre/maestro ocurre m\ás por necesidad que por propia elecci\ón. El com\ún denominador es la escolarizaci\ón del ni\ño. Dos aspectos importantes para lograr una asociaci\ón efectiva Padre/Maestro son la confianza mutua y la comunicaci\ón en ambas direcciones. El nivel de \éxito que los maestros tienen al desarrollar esta asociaci\ón con los padres depende enormemente no s\ólo de \"el ajuste\" entre las preocupaciones y prioridades de los padres y los maestros sino tambi\én en una variedad de otros factores. Entre ellos se pueden citar: el grado de concordancia entre los valores y la cultura del maestro y de los padres; el impacto de la sociedad en la familia y la escuela; y c\ómo los padres y los maestros consideran sus propios roles. Este trabajo presenta una revisi\ón de los escrito en cuanto a las asociaciones padre/maestro, y propone una aproximaci\ón te\órica que incorpora la ecolog\ía de Bronfenbrenner, el sistema social de Getzels, el rol de los padres en los trabajos de Katz y Hoover y Dempsey, y la tipolog\ía de la participaci\ón paternal de Epstein. Esta aproximaci\ón sistem\ática que encuadra los factores desde una perspectiva de sistema ecol\ógico y social puede capacitar a los maestros para visualizar la complejidad y la din\ámica de la asociaci\ón padre/maestro, proveerles de una estructura para examinar las circunstancias desde m\ás de una perspectiva, y ayudarles a categorizar sus reacciones frente a circunstancias individuales al tiempo que buscan trabajar de una manera m\ás efectiva con familias diversas.

}, isbn = {0966-9760}, doi = {10.1080/0966976022000044726}, author = {Keyes, Carol R.} } @article {5729, title = {The war on children: Time to end grave violations against children in conflict}, year = {2018}, institution = {Save the Children}, address = {London}, keywords = {violence exposure, violence prevention}, url = {https://www.savethechildren.org/content/dam/usa/reports/advocacy/war-on-children-report-us.PDF}, author = {Kirollos, M. and Anning, C. and Fylkesnes, G. K. and Denselow, J.} } @article {5051, title = {Welfare reform, family support, and child development: perspectives from policy analysis and developmental psychopathology}, journal = {Dev Psychopathol}, volume = {12}, number = {4}, year = {2000}, note = {Knitzer, J
Yoshikawa, H
Cauthen, N K
Aber, J L
eng
2001/02/24 12:00
Dev Psychopathol. 2000 Autumn;12(4):619-32.}, month = {Autumn}, pages = {619-32}, abstract = {This article explores the implications of recent welfare-related policy change for the well-being of children in low-income families, and for research investigating child development processes and outcomes. It provides an overview of current welfare-related policies and explores the implications for developmental researchers. The article also synthesizes early findings from research, highlighting both overall impacts and the more nuanced evidence that while families are transitioning off welfare, only a small number are transitioning out of poverty, and a subgroup of families at risk are not faring well. It then examines, from a theoretical and methodological framework, what developmental psychopathology might bring to the study of welfare-related impacts on children in the context of this complex and changing policy landscape, and what welfare researchers might bring to the field of developmental psychopathology. The article concludes with broad recommendations for both research and policy.}, keywords = {*Child Development, *Family Therapy, *Health Care Reform, *Policy Making, *Social Support, Adaptation, Psychological, Child, Child Health Services/*organization \& administration, Child, Preschool, Humans, Mental Disorders/*therapy, Personality Development, Social Welfare/*trends, United States}, isbn = {0954-5794 (Print)
0954-5794 (Linking)}, author = {Knitzer, J. and Yoshikawa, H. and Cauthen, N. K. and Aber, J. L.} } @article {615, title = {World report on violence and health}, year = {2002}, institution = {World Health Orgnization}, address = {Geneva, Switzerland}, url = {http://apps.who.int/iris/bitstream/10665/42495/1/9241545615_eng.pdf}, author = {E. G. Krug and L. L. Dahlberg and J. A. Mercy} } @article {4041, title = {What Are the Transgenerational Consequences of Maternal Childhood Adversity and Maternal Stress During Pregnancy?}, journal = {J Am Acad Child Adolesc Psychiatry}, volume = {56}, year = {2017}, month = {2017 Nov}, pages = {914-915}, issn = {1527-5418}, doi = {10.1016/j.jaac.2017.09.421}, author = {Leckman, J. F.} } @article {430, title = {Witnessing peer rejection during early adolescence: neural correlates of empathy for experiences of social exclusion.}, journal = {Soc Neurosci}, volume = {5}, year = {2010}, month = {2010}, pages = {496-507}, abstract = {

Neuroimaging studies with adults have begun to reveal the neural bases of empathy; however, this research has focused on empathy for physical pain, rather than empathy for negative social experiences. Moreover, this work has not examined adolescents who may frequently witness and empathize with others that experience negative social experiences such as peer rejection. Here, we examined neural activity among early adolescents observing social exclusion compared to observing inclusion, and how this activity related to both trait empathy and subsequent prosocial behavior. Participants were scanned while they observed an individual whom they believed was being socially excluded. At least one day prior to the scan they reported their trait empathy, and following the scan they wrote emails to the excluded victim that were rated for prosocial behavior (e.g., helping, comforting). Observing exclusion compared to inclusion activated regions involved in mentalizing (i.e., dorsomedial prefrontal cortex), particularly among highly empathic individuals. Additionally, individuals who displayed more activity in affective, pain-related regions during observed exclusion compared to inclusion subsequently wrote more prosocial emails to excluded victims. Overall findings suggest that when early adolescents witness social exclusion in their daily lives, some may actually \&$\#$39;feel the pain\&$\#$39; of the victims and act more prosocially toward them as a result.

}, keywords = {Adolescent, Age Factors, Brain, Child, Empathy, Female, Humans, Interpersonal Relations, Male, Peer Group, Rejection (Psychology), Social Behavior}, issn = {1747-0927}, doi = {10.1080/17470919.2010.490673}, author = {Masten, C. L. and Eisenberger, N. I. and Pfeifer, J. H. and Dapretto, M.} } @article {617, title = {What works in parenting support? A Review of the International Evidence}, year = {2004}, url = {http://dera.ioe.ac.uk/5024/1/RR574.pdf}, author = {P. Moran and D. Ghate and A. van der Merwe} } @article {888, title = {World Report on Violence against Children}, year = {2006}, institution = {United Nations}, address = {New York}, keywords = {violence against children, violence prevention}, url = {http://www.unviolencestudy.org/}, author = {Pinheiro, P.S. and United Nations} } @article {6058, title = {Women{\textquoteright}s groups practising participatory learning and action to improve maternal and newborn health in low-resource settings: a systematic review and meta-analysis}, journal = {The Lancet}, volume = {381}, year = {2013}, month = {Jan-05-2013}, pages = {1736 - 1746}, issn = {01406736}, doi = {10.1016/S0140-6736(13)60685-6}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0140673613606856https://api.elsevier.com/content/article/PII:S0140673613606856?httpAccept=text/xmlhttps://api.elsevier.com/content/article/PII:S0140673613606856?httpAccept=text/plain}, author = {Prost, Audrey and Colbourn, Tim and Seward, Nadine and Azad, Kishwar and Coomarasamy, Arri and Copas, Andrew and Houweling, Tanja A J and Fottrell, Edward and Kuddus, Abdul and Lewycka, Sonia and MacArthur, Christine and Manandhar, Dharma and Morrison, Joanna and Mwansambo, Charles and Nair, Nirmala and Nambiar, Bejoy and Osrin, David and Pagel, Christina and Phiri, Tambosi and Pulkki-Br{\"a}nnstr{\"o}m, Anni-Maria and Rosato, Mikey and Skordis-Worrall, Jolene and Saville, Naomi and More, Neena Shah and Shrestha, Bhim and Tripathy, Prasanta and Wilson, Amie and Costello, Anthony} } @article {7376, title = {Working through resistance in engaging boys and men towards gender equality and progressive masculinities}, journal = {Culture, Health \& Sexuality}, volume = {17}, year = {2015}, month = {Apr-10-2016}, pages = {144 - 158}, keywords = {gender equality, money, race, South Africa, tradition, working with men}, issn = {1369-1058}, doi = {10.1080/13691058.2015.1048527}, url = {http://www.tandfonline.com/doi/full/10.1080/13691058.2015.1048527}, author = {Ratele, Kopano} } @article {5779, title = {Women Motherhood Early Childhood Development}, year = {2011}, institution = {UNICEF}, abstract = {Exploring the question of how poor Roma women{\textquoteright}s status and situation influences children{\textquoteright}s survival, growth and development.}, keywords = {early childhood development, motherhood, poverty and discrimination}, url = {https://www.unicef.org/eca/ru/Women_Motherhood-07-21-2011-final-WEB.pdf}, author = {UNICEF and Ravnbol, C. I.} } @article {601, title = {A world fit for children }, year = {2002}, url = {http://www.unicef.org/specialsession/docs_new/documents/A-RES-S27-2E.pdf}, author = {UnitedNations and General Assembly} } @article {6375, title = {WHO guideline to improve early childhood development}, year = {2020}, publisher = {World Health Organization (WHO)}, abstract = {

}, keywords = {early childhood development, nurturing care}, isbn = {ISBN: 978-92-4-000209-8 6}, url = {https://reliefweb.int/report/world/improving-early-childhood-development-who-guideline}, author = {WHO} } @article {5101, title = {Welfare dynamics, support services, mothers{\textquoteright} earnings, and child cognitive development: implications for contemporary welfare reform}, journal = {Child Dev}, volume = {70}, number = {3}, year = {1999}, note = {Yoshikawa, H
eng
96ASPE280A/PHS HHS/
Research Support, U.S. Gov{\textquoteright}t, P.H.S.
1999/06/16 00:00
Child Dev. 1999 May-Jun;70(3):779-801.}, month = {May-Jun}, pages = {779-801}, abstract = {This prospective longitudinal study, using data from the National Longitudinal Survey of Youth (NLSY; N = 614), addresses the gap in the research literature regarding the effects of welfare reform on children. Key questions addressed include whether welfare dynamics and support services relevant to welfare reform, both measured across the first 5 years of life, are associated with mothers{\textquoteright} earnings in the 6th year and three child cognitive outcomes in the 7th and 8th years: Peabody Individual Achievement Test (PIAT) math and reading scores, and the Peabody Picture Vocabulary Test (PPVT). Welfare dynamics are represented by total time on welfare, degree of cycling on and off welfare, and degree to which welfare and work are combined. Support services measured include three forms of child care (relative, babysitter, and center-based), as well as three forms of human capital supports (child support, job training, and education). Controlling for a range of background factors and for different patterns of welfare use across the first 5 years, small positive associations with mother{\textquoteright}s earnings were found for child support, education, and job training. Small positive associations also were found between child support and both math and reading scores. Finally positive associations of medium effect size were found between center care and both mothers{\textquoteright} earnings and child PPVT scores. Although effect sizes are generally small, the results suggest the potential value of welfare reform approaches that emphasize long-term human capital development. Interactions between welfare dynamics and support services suggest subgroup differences. Specifically, positive effects of support services on earnings are strongest among mothers with higher levels of human capital (higher levels of work while on welfare, lower total time on welfare). Babysitter care appears to have negative effects on both reading and math scores of children whose mothers report low levels of work while on welfare. Implications for welfare reform policy are discussed.}, keywords = {*Achievement, *Child Development, *Public Assistance/standards/trends, *Social Welfare, Chi-Square Distribution, Child, Child Care/standards/statistics \& numerical data, Child, Preschool, Developmental Disabilities/epidemiology/etiology, Family Characteristics, Family Health, Female, Humans, Infant, Infant, Newborn, Male, Poverty/statistics \& numerical data, Prospective Studies, Regression Analysis, Salaries and Fringe Benefits/statistics \& numerical data, Social Work/standards/statistics \& numerical data, United States/epidemiology, Women, Working/statistics \& numerical data}, isbn = {0009-3920 (Print)
0009-3920 (Linking)}, author = {Yoshikawa, H.} }