Objectives and content. Xxxxxxxx distinguished between five types of objectives. A first objective is the improvement of parenting (in 26 programs), which is done by increasing parental knowledge of child development and parenting skills and by stimulating parent- child interaction. A second objective is the enlargement of family support (in 20 programs), this is done by enforcing or increasing the informal social network and by stimulating parents to start and maintain contact with professional services. A third objective concerns the stimulation of family functioning (in 13 programs), by paying specific attention to household duties, living conditions, education, employment and birth-control. Furthermore some programs pay specific attention to family conflict, violence and substance abuse. The fourth objective is the improvement of parental personal functioning (in 15 programs) through provision of emotional support, enforcing of feelings of self-confidence and 113 teaching problem-solving and stress-coping skills. The fifth objective is the improvement of health and development of the child (in 13 programs) by providing advice about healthy nutrition during pregnancy and the recognition of signals of pregnancy complications (15). Xxxxxxxx, XxxXxxx and Xxxxxx as well as XxxXxxxxx et al have not given specific information on the objectives and contents of the programs they reviewed.
Objectives and content. With this final consideration regarding the design of our preventive program we return to the core: what should take place during the home visits. Essentially this question has been answered in the previous chapter. First of all the objective of our program should be to chart the ecological systems introduced by Xxxxxx (5; 6). Although parental factors in the ontogenic system cannot be changed by the intervention parents can be made aware of the role these factors play in their daily functioning and they can be motivated to seek help in modifying the effects of these factors. The same applies to factors in the microsystem. Overall, parents could be helped by teaching them effective skills for coping with the stresses that could stem from these systems. Another important objective of our program lies in the assessment of the support parents receive from their so-called exosystem. In case of insufficient support parents can be stimulated to engage in new social relationships or to restore existing troubled relationships. The most important objective of our program however, lies with the parental awareness (1; 39). Nurses should address parental expectations, perceptions and sensitivity, both towards the parents’ children and towards their own needs and interests. In the next paragraph we will elaborate upon the objectives of this study. In chapter seven we will return to the objectives of our program. The precise content of the program will be described together with an extensive process-evaluation. 120 3 Evaluating the program Scientifically speaking, there would be no point in designing and implementing a preventive program without evaluating it in some way. After all, it is necessary to establish whether a program is beneficial and most of all effective in accomplishing the objectives that were determined. In this paragraph we will consider first of all the possible types of evaluation and secondly we will establish the objectives for this study. Based on these objectives combined with the possibilities for evaluation we will be able to determine how and by means of which instruments the evaluation of our study should best be taking place.
Objectives and content. The joint decision of the partners of the consortium to run a programme on migration is based on the observation that, in the 21st century, migration processes - multidirectional in their spatial structures and multi-layered in their social and cultural settings - increasingly contribute to shaping societies. Indeed, the presence of migrants adds emphasis to intercultural relations and intercultural communication, which are of key concern for social cohesion. Moreover, and along with increasingly accelerating tendencies of globalisation, migration contests concepts of the nation state and territorial borders and directs attention to questions of social justice and human rights, conflict and reconciliation. Migration also leads to the emergence e.g. of new concepts of identity and transnational social spaces. Against tlus backdrop, it becomes evident that answers to policy questions linked to phenomena as diverse as voluntary and forced migration, interna! displacement and transcontinental movements, regular and irregular border crossings, unskilled labour and brain circulation need differentiated investigation and evaluation as well as complex negotiation. The 2015 developments in the EU demonstrate the need to find new responses on the local, national, European and global level. As a multi-perspectival study programme in migration studies, EMMIR responds to these challenges by providing state of the art education in theoretical concepts, empirical and hermeneutic methods plus issue-based transdisciplinary approaches to migration and inter /transculturality. Teaching and research in EMMIR addresses issues that currently rank highly on the global agenda - and need expertise on transnational, transcultural and transdisciplinary level. Migration and mobility, flight, displacement and refuge - globally and (supra)nationally discussed primarily on a policy level - touch decisive dimensions in economic and social development, demography, international relations, political theory and cultural cooperation, to name some of the key areas. Sustainable answers bridging the interests of nation states (incl. their welfare systems and labour markets) with human rights, democratic values and globality have still to be found. Research on inter/transcultural relations and inter/transcultural communication is dosely linked to these questions and frequently key to the understanding of challenges and conilict. The programme, unique in combining the expertise of European and A...
