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Emerging research suggests that biological relatedness contributes to differential treatment between children being raised by kin and the biological children in the caregiver's household. This potential concern may be elevated especially when household resources are stretched thin. In this study, 518 Ugandan youth and their caregivers were interviewed individually, examining the association between relatedness and perceived food and work equity, and school attendance. Household income, but not relatedness, was negatively associated with food inequity. However, relatedness was positively associated with perceived disparity in the distribution of work among children living in the household, and with children's school attendance. These findings support and challenge previous findings, raising further research questions and suggesting practice implications. Key Practitioner Message: ● Children in kinship care may be experiencing intrahousehold disparity in the amount of household work they are asked to perform; ● Disparity in school attendance between biological and kin children in the same household could have negative implications for the long-term wellbeing of children in kin care; ● Programs should be tailored to monitor this type of intrahousehold disparity in treatment. [ABSTRACT FROM AUTHOR]

In this study, 162 HIV-positive mothers in Uganda were interviewed about the involvement of fathers and paternal kin, regarding current support they provide to children and as child placement options in the event of the mother's death. More than half of the children had fathers who were already deceased. Another one third had fathers who were alive but did not live with the children. Only 16% of the children were living with and being supported by their fathers. Mothers indicated a strong preference for placement with maternal kin, in contrast to traditional expectations of paternal kin care. Patterns of change in kin care throughout Uganda and sub-Saharan Africa, and implications are discussed in the context of the HIV/AIDS pandemic. [ABSTRACT FROM AUTHOR]

In response to the orphan crisis in sub-Saharan Africa, the international child welfare community has agreed on a model that aims to increase the capacity of families and communities. Yet, little is known thus far about the service content and efficacy of programs based on the model. This project examined a community-based program in Uganda that provides support and assistance to families raising orphaned and other vulnerable children. Findings suggest that the households' need in certain categories, such as housing and food security, decreased significantly after services were received. Children's senses of belonging and permanency appeared promising. The program's strengths are discussed with recommended changes, as well as implications for policy, practice, and further research. [ABSTRACT FROM AUTHOR]

AS THE NUMBER of children orphaned increases due to HIV/AIDS, international attention has been directed towards finding best practices of caring for these children. However, the voices of the caregivers responsible for raising these orphans are rarely heard in the discussion about responsibilities and solutions. Believing their opinions to be of great value in determining priorities and practical solutions for orphan care, the researchers interviewed 315 caregivers in Uganda who were raising orphans and other vulnerable children. The study found that caregivers placed responsibilily for the orphan crisis on the HIV/AIDS pandemic, and stressed the importance of HIV/AIDS education in helping countries reduce numbers of orphans in the future. Caregivers reported feeling that many groups (including relatives, community members, governments and international programmes) have extensive obligations for helping children, and discussed views towards legal, in-country, and international adoption. Implications and limitations of the study are discussed. [ABSTRACT FROM AUTHOR]

This study on HIV/AIDS-education programs was conducted with the Uganda Ministry of Education and Sports in a national sample of 76 secondary schools in Uganda. Participants included secondary students (N = 883) who critiqued their formal and informal school curricula and offered youth perspectives regarding what teaching mediums and programs of HIV/AIDS prevention are most effective. Results indicated that HIV/AIDS education is not taught in their respective school curricula. Students report on informal ways that are helpful in learning about AIDS, recommend changes to their school's curriculum, and report that reactions from various groups in their lives to HIV/AIDS education in their school would be positive. This study provides students, parents of students, educators, social workers, and policymakers with insights on how to better develop, update, and improve HIV/AIDS programs. [ABSTRACT FROM AUTHOR]