Brotherhood of St Laurence

Your search returned 35 results.

Not what you expected? Check for suggestions
Investing in our future : an evaluation of the national rollout of the Home Interaction Program for Parents and Youngsters (HIPPY) : final report to the Department of Education, Employment and Workplace Relations, August 2011 /

by Liddell, Max | Brotherhood of St Laurence | Barnett, Tony | Roost, Fatoumata Diallo | McEachran, Juliet.

Edition: 2nd ed.Publisher: [Fitzroy, Vic.] HIPPY Australia and Brotherhood of St Laurence 2011Description: xii, 130 p.Online Access: Electronic copy Notes: August 2011 "A summary report from the national evaluation of the Home Interaction Program for Parents and Youngsters (HIPPY)"; August 2011Summary: A national evaluation of the Home Interaction Program for Parents and Youngsters (HIPPY), a combined home and centre-based early childhood enrichment program that supports parents in their role as their child's first teacher has found significant benefits for parents and children. The effectiveness of HIPPY was evaluated by means of a two-year, longitudinal, quasi-experimental research design that involved a comparison group drawn from the Longitudinal Study of Australian Children using propensity score matching.Availability: Items available for loan: Brotherhood of St Laurence (2).

Issues for the safety and wellbeing of children in families with multiple and complex problems : the co-occurrence of domestic violence, parental substance misuse, and mental health problems /

by Bromfield, Leah | Australian Institute of Family Studies. National Child rotection Clearinghouse | Lamont, Alister | Parker, Robyn | Horsfall, Briony.

Publisher: Melbourne, Vic. Australian Institute of Family Studies 2010Description: PDF.Other title: Australian Institute of Family Studies. National Child.Online Access: Electronic copy Notes: Bibliography : p. 21-23Summary: Families with multiple and complex problems are no longer a marginal group in service delivery. In fact, they have become the primary client group of modern child protection services. The challenge for child protection services is to respond holistically to address inter-related problems, in order to better support families to make and sustain changes to better meet the needs of children.Availability: (1)

OECD thematic review of early childhood education and care policy : Australian background report /

by Press, Frances | Macquarie University | Hayes, Alan.

Publisher: Canberra, A.C.T. Commonwealth Government 2000Description: 90 p. : ill.Notes: Bibliography : p. 85-90 Appendix : p. 64-90Availability: Items available for loan: Brotherhood of St Laurence (1).

Parent-child contact and post-separation parenting arrangements. /

by Smyth, Bruce (ed.).

Publisher: Melbourne, Vic. Australian Institute of Family Studies 2004Description: xii, 140 p.Online Access: DOWNLOAD PDF Notes: June 2004 Includes bibliographical references and index.Availability: (1)

Parental responsibility laws . /

by Roth, Lenny.

Publisher: Sydney, N.S.W. NSW Parliamentary Library Research Service 2006Description: PDF.Notes: URL: 'http://www.parliament.nsw.gov.au/prod/parlment/publications.nsf/0/61d0ba30fb2d56acca2571770027d89d/Availability: Items available for loan: Brotherhood of St Laurence (1).

Parenting and families in Australia. /

by Zubrick, Stephen R | Smith, Grant J | Nicholson, Jan M.

Publisher: Canberra, A.C.T. Department of Families, Housing, Community Services and Indigenous Affairs (FaHCSIA) 2008Description: xii, 119 p.Other title: FaCSIA. Social policy research paper ; no. 34.Online Access: Electronic copy Notes: Available hard copy and electronicSummary: This paper explores a number of topic areas in relation to infants and children in Australian families: parenting styles and family functioning; factors influencing parents; feelings and perceptions about the way they parent their children the roles and contributions of parents who do not live with their children; feelings of stress and sources of social support for parents; the relationship of parenting practices to child outcomes.Availability: (1)

Parenting influences on adolescent alcohol use /

by Hayes, Louise | Australian Institute of Family Studies | Smart, Diana | Toumbourou, John W.

Publisher: Melbourne, Vic. Australian Institute of Family Studies 2004Description: xv, 104 p. : ill.Online Access: DOWNLOAD PDF Notes: November 2004 Report prepared by the Australian Institute of Family Studies for the Australian Government Department of Health and Ageing. Bibliography: p. 94-101Availability: (1)

Parents making a difference : international research on the Home Instruction for Parents of Preschool Youngsters (HIPPY) program : publication in honor [honour] of Professor Avima D. Lombard. /

by Westheimer, Miriam (ed.) | Hebrew University of Jerusalem. School of Education. The ational Council of Jewish Women. Research Institute for Innovation in.

Publisher: Jerusalem, Israel The Hebrew University Magnes Press 2003Description: 344 p.Other title: International research on the Home Instruction for Parents of.Notes: At head of title: The Hebrew University of Jerusalem, School of Education, The National Council of Jewish Women, Research Institute for Innovation in Education. Bibliography: p. 323-340 September 2008 Tim Gilley, Brotherhood of St Laurence co-authored Chapter 18.Summary: Begun in Israel in 1960, the HIPPY (Home Instruction for Parents of Preschool Youngsters) program is a family support, parent-focused, early childhood literacy program. This book compiles 17 evaluation studies of the program, from researchers and practitioners in 7 countries. The studies are organized around five themes: exploring theoretical perspectives; examining HIPPY's impact on children, on families, and on communities; and navigating the research process. Each chapter is followed by suggestions for the practitioner on how to integrate the evaluation findings into the daily life of the program Availability: Items available for loan: Brotherhood of St Laurence (2).
Lists:
  (1 votes)
Parents' economic support of young-adult children : do socioeconomic circumstances matter? /

by Cobb-Clark, Deborah A | University of Melbourne. Melbourne Institute of Applied conomic and Social Research | G rgens, Tue.

Publisher: [Parkville, Vic.] Melbourne Institute of Applied Economic and Social Research 2012Description: PDF.Other title: Melbourne Institute of Applied Economic and Social Research..Online Access: Electronic copy Notes: February 2012 Includes bibliographical references & appendicesSummary: This paper assesses how the economic support provided by parents to young adults as they complete their education and enter the labor market is related to the family's socioeconomic circumstances. We address this issue using detailed survey data on intergenerational coresidence and financial transfers merged with nearly a decade of administrative data on the family's welfare receipt while the young person was growing up. We find that young people who experience socioeconomic disadvantage are more likely to be residentially and financially independent of their parents than are their peers growing up in more advantaged circumstances. This disparity is larger for financial transfers than for co-residence and increases as young people age. Moreover, there is a clear link between parental support and a young person's engagement in study and work which is generally stronger at age 20 than at age 18 and is often stronger for advantaged than for disadvantaged youths. We find no evidence, however, that a lack of parental support explains the socioeconomic gradient in either studying or employment.Availability: (1)

Responses to an early childhood educational intervention with disadvantaged families : an exploratory study /

by Godfrey, Celia | Victoria University of Technology.

Publisher: Footscray, Vic. Thesis 2006Description: xii, 146 p.Online Access: Electronic copy Notes: Thesis submitted to Victoria University in partial fulfilment of the requirements of the degree of Doctor of Psychology (Clinical Psychology)2006Summary: Recent decades have seen an expansion of the early intervention field, particularly with children who are deemed at risk of adverse outcomes due to socio-economic or other disadvantage. Early educational intervention has taken many forms, but those involving both the child and parent together have been shown to have the strongest effects. ; Additionally, intervention in the early years, enhancing the child?s ability to engage with formal schooling, has been found to have a lasting impact not just on the educational trajectory of the individual, but also on the life opportunities which become available. This thesis reports an investigation of the implementation of the Home Instruction for Parents of Preschool Youngsters (HIPPY) program in a regional city in Victoria, Australia. Here, for the first time, this intensive, graduated, two-year program was delivered to a group of Australian-born families experiencing trans-generational poverty and educational disadvantage. The administering agency trained para-professionals from the community who undertook fortnightly home visits to instruct parents in a standard curriculum designed to enhance the learning readiness of their children. Parents, in turn, delivered the program in daily sessions to their children aged four and five. On alternate fortnights this instruction was provided at group meetings for parents. Following previous research, it was expected that HIPPY would result in positive outcomes in terms of cognitive and socio-emotional functioning for children. The experience of parents and staff were also explored as part of the process evaluation. Implementation issues were documented, and their relevance to program outcomes was considered. Analysis of complementary qualitative and quantitative data showed that children made substantial gains in several areas. Interviews with parents revealed that HIPPY was enjoyable and achievable, and contributed to children's increased confidence, early learning, and familiarity with schoolwork. Formal psychological testing demonstrated clear gains for children in terms of their early school skills and socioemotional development, although results in the areas of general cognitive development, school readiness, and academic self-esteem were inconclusive. Process evaluation found that HIPPY was relevant and feasible in this population and highlighted several key aspects of program implementation. Findings are discussed in the light of international literature in the early intervention area, and implications for future practice and research are drawn out. ; HOME INTERACTION PROGRAM FOR PRESCHOOL YOUNGSTERS [HIPPY]Availability: (1)
Lists:

Success begins at home : educational foundations for preschoolers /

by Lombard, Avima D.

Publisher: Lexington, MA Lexington Books, D.C. Heath and Co 1981Description: xvii, 150 p. : ill.Notes: HIPPYSummary: The Home Instruction Program for Preschool Youngsters (HIPPY) is a home-based, early intervention program for young, disadvantaged children and their families to enhance their potential for academic success when they enter school. This book describes the components of the program and reports on the research related to HIPPY's effects on the children, parents, and the communities in which they live. Chapter 1 provides an overview of the setting for a home intervention program, and chapter 2 explains how HIPPY works. Chapter 3 examines the basic considerations in planning the program. Chapter 4 reviews research studies undertaken to study the effects on program participants. An assessment of the HIPPY program is presented in chapter 5. Descriptions and evaluations of HIPPY programs around the world are presented in chapter 6. Chapter 7 presents participants' views of the program and discusses its impact on mothers, program aides, and the community. Chapter 8 examines the role of the program in adult learning. Chapter 9 discusses issues related to the operation of HIPPY, and chapter 10 looks at the current status and future of the program. Seven appendixes contain samples of workbook activities for 3-, 4-, and 5-year-olds and research data and instruments. Contains over 170 references.Availability: Items available for loan: Brotherhood of St Laurence (2).
Lists:

The Home Instruction Program for Preschool Youngsters (HIPPY) : Outcomes as assessed by `Who Am I?'

by Gilley, Tim.

Publisher: 2001Description: 12 p. PDF.Online Access: DOWNLOAD PDF Notes: Includes bibliographical references (p. 12) Conference: Australasian Human Development Conference Brisbane, 2 - 4th of July, 2001, University of Queensland. Summary: This paper reports on the use of Who am I? as a research tool in evaluating an early childhood education program: the Home Instruction Program for Preschool youngsters (HIPPY). HIPPY is a two-year intervention targeted at families with low levels of education. It works directly with parents who deliver an education program for their child during the fourth and fifth years. In this research Who Am I?, a measure of developmental level based on a series of copying and writing tasks, was administered to 34 children enrolled in the HIPPY program (Intervention Group) and a matched Comparison Group of 34 children. The assessment was administered to children in their second year of the HIPPY program when children were in their first year of compulsory schooling. Findings from the study indicate that Who Am I? distinguishes between children in the Intervention and Comparisons Groups, with significantly higher scores for children in the Intervention Group. The case that it is picking up real differences in ability is strengthened by statistically significant scoring differences between the two groups for the Literacy Baseline Test and the ACER Teacher Assessment of Progress in Reading. Testing of the children in their second year of schooling (currently underway) will indicate whether differences between the two groups are sustained. These results are encouraging for the continued use of Who am I? as one of the outcome measures of the program’s impact in the second year of the program. It has the advantage of being easy and quick to administer, and appears to be understandable to children whose home language is not English. The ongoing use of Who am I? as a research tool in evaluating HIPPY, both at the point of entry to the program (at age four) as well as one year later, in their first year of compulsory schooling, is currently being examined. Availability: Items available for loan: Brotherhood of St Laurence (1).
Items available for reference: BSL Archives (1).
Lists:

The home learning environment and readiness for school : a 12-month evaluation of the Home Interaction Program for Parents and Youngsters (HIPPY) in Victoria and Tasmania /

by Liddell, Max | Brotherhood of St Laurence | Barnett, Tony | Hughes, Jody | Roost, Fatoumata Diallo.

Publisher: Fitzroy, Vic. Brotherhood of St Laurence 2009Description: viii, 78 p.Online Access: Electronic copy Notes: Report to the Victorian Department of Education and Early Childhood Development December 2009Summary: This report details the findings of an evaluation of the Home Interaction Program for Parents and Youngsters (HIPPY). Operating in several countries, the program targets children from disadvantaged communities and aims to improve their school readiness in a program which takes in preschool children and assists them over a two-year period concluding with the end of their first year at school. The program uses structured materials that tutors introduce to parents whom they visit fortnightly at home. Parent group meetings with tutors are held every alternate fortnight, also for the purpose of familiarisation in the use of the materials. Parents then work through the materials with their children. While the primary aim of HIPPY is to improve the school readiness of the children, there are additional aims: improving the parenting skills of parents and the parent?child relationship, and providing additional skills to the tutors, many of whom are people who are, or have previously been, parents who have been tutored in the program themselves.Availability: Items available for loan: Brotherhood of St Laurence (1).
Lists:

The no-cry discipline solution : gentle ways to encourage good behavior without whining, tantrums, & tears /

by Pantley, Elizabeth.

Publisher: New York, NY McGraw-Hill c2007Description: xxi, 293 p. : ill., ports.Other title: The no-cry discipline solution.Notes: Includes index Contents: The foundation for no-cry discipline : essential parenting attitudes -- No-cry discipline parenting skills and tools -- A peaceful home -- Staying calm and avoiding anger -- Specific solutions for everyday problems.Summary: "The No-Cry Discipline Solution" is a definite must-have for all parents and caregivers of young children. If you are looking for understandable, effective, and nurturing tools to raise good human beings, let this book be your guide." --from the foreword by Tim Seldin, president of The Montessori Foundation and chair of The International Montessori Council A breakthrough, tear-free approach to discipline--from bestselling author Elizabeth Pantley, creator of the No-Cry revolution Like every parent, you are concerned about discipline: How can I promote good behavior so my child and I can enjoy our time together? How can I be firm without yelling and having my child (or me) end up in tears? Does discipline have to be unpleasant to be effective? "The No-Cry Discipline Solution" answers those questions and more by showing how discipline can be approached in a positive, even fun way. You can then tailor your discipline techniques to your child and situation.Availability: Items available for loan: Brotherhood of St Laurence (1).

Transitions in the early years : debating continuity and progression for children in early education. /

by Fabian, Hilary ed | Dunlop, Aline-Wendy ed.

Publisher: London, U.K. RoutledgeFalmer 2002Description: xvi, 162p.Availability: Items available for loan: Brotherhood of St Laurence (1).

Hosted by Prosentient