The dollars and senselessness in failing to prioritize childhood maltreatment prevention     

Wekerle C 《Child abuse & neglect》2011,35(3):159-161

Childhood maltreatment captured medical attention almost 50 years ago. Reviews considering the evidence for published maltreatment prevention programming emerged about 20 years ago. In the second decade of the 21st century, evidence-based maltreatment prevention is a reality for at-risk groups; however, the research-to-practice and policy gap remains in most countries. This article considers the importance of personal financial health and how that is necessarily the building blocks of national health. It argues for the primacy of the goal of problem prevention—the prevention of childhood maltreatment. A twofold approach is suggested: (1) broad-scale adoption of evidence-based prevention and (2) and on-going commitment to refining the evidence base for effective, promising, and novel intervention.  相似文献   

Current access to health information in Zambia: a survey of selected health institutions     

Hoppenbrouwer J  Kanyengo CW 《Health information and libraries journal》2007,24(4):246-256

OBJECTIVE: To assess the current situation of access to information by health staff at selected central, provincial, district hospitals and health centres in Zambia. METHODS: Government and non-governmental institutions were visited in the Lusaka Urban District and nine rural districts in the North-Western, Western and Central Provinces of Zambia in 2001. Thirty interviews were held with provincial and district health directors, medical doctors, nurses and clinical officers in district hospitals and rural and urban health centres. In 2006, a follow-up visit was undertaken to the health centres in the Lusaka Urban District in Lusaka Province and the Sesheke District in the Western Province. RESULTS: There is limited access to health information for health workers in Zambia. In hospitals and health centres, where there is access, it is usually provided in an ad hoc manner without a central policy from the government. In all the places visited, there was also an overwhelming expressed need for different types of information relating to the professional or personal needs of health care workers. CONCLUSIONS: The study found that access to information was very poor. There were some excellent examples of local initiatives showing that, even under difficult financial and infrastructural circumstances, it was feasible to improve health workers' access to information by using low technology, information access initiatives. These existing local initiatives deserve to be scaled up, while new initiatives should be adopted to improve access to information in a much more structured way. Of paramount importance is the formulation and implementation of an information policy that will guarantee the provision of health information to Zambian health workers.  相似文献   

Facilitating action learning; an assumed norm?     

Kathryn Winterburn  Christine Abbott  Kath Aspinwall  Chandana Sanyal 《Action Learning: Research and Practice》2019,16(2):149-150

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Studying Quality of Caregiving Behavior: The Roles of Infant,Mother, Father,and Culture     

Christine Hechler  Roseriet Beijers  Marianne Riksen-Walraven  Carolina De Weerth 《Parenting, science and practice》2019,19(1-2):133-136

SYNOPSIS

This study showed that prenatal quality of caregiving behavior toward a crying simulator infant predicted the postnatal quality of caregiving behavior of both mothers and fathers.  相似文献   

Towards comprehensive sexuality education: a comparative analysis of the policy environment surrounding school-based sexuality education in Ghana,Peru, Kenya and Guatemala     

Christine Panchaud  Melissa Stillman  Kofi Awusabo-Asare  Angélica Motta  Estelle Sidze 《Sex education》2019,19(3):277-296

The successful implementation of comprehensive sexuality education (CSE) programmes in schools depends on the development and implementation of strong policy in support of CSE. This paper offers a comparative analysis of the policy environment governing school-based CSE in four low- and middle-income countries at different stages of programme implementation: Ghana, Peru, Kenya and Guatemala. Based on an analysis of current policy and legal frameworks, key informant interviews and recent regional reviews, the analysis focuses on seven policy-related levers that contribute to successful school-based sexuality education programmes. The levers cover policy development trends; current policy and legal frameworks for sexuality education; international commitments affecting CSE policies; the various actors involved in shaping CSE; and the partnerships and coalitions of actors that influence CSE policy. Our analysis shows that all four countries benefit from a policy environment that, if properly leveraged, could lead to a stronger implementation of CSE in schools. However, each faces several key challenges that must be addressed to ensure the health and wellbeing of their young people. Latin American and African countries show notable differences in the development and evolution of their CSE policy environments, providing valuable insights for programme development and implementation.  相似文献   

African American Women's Preparation for Childbirth From the Perspective of African American Health-Care Providers     

Abbyad C  Robertson TR 《The Journal of perinatal education》2011,20(1):45-53

Preparation for birthing has focused primarily on Caucasian women. No studies have explored African American women's birth preparation. From the perceptions of 12 African American maternity health-care providers, this study elicited perceptions of the ways in which pregnant African American women prepare for childbirth. Focus group participants answered seven semistructured questions. Four themes emerged: connecting with nurturers, traversing an unresponsive system, the need to be strong, and childbirth classes not a priority. Recommendations for nurses and childbirth educators include: (a) self-awareness of attitudes toward African Americans, (b) empowering of clients for birthing, (c) recognition of the role that pregnant women's mothers play, (d) tailoring of childbirth classes for African American women, and (e) research on how racism influences pregnant African American women's preparation for birthing.  相似文献   

Exploring a Model of Situated Professional Development: Impact on Classroom Practice     

Jonathan Singer  Christine Lotter  Robert Feller  Harry Gates 《Journal of Science Teacher Education》2011,22(3):203-227

A hallmark of current science education reform involves teaching through inquiry. However, the widespread use of inquiry-based instruction in many classrooms has not occurred (Roehrig and Luft in Int J Sci Educ 26:3–24, 2004; Schneider et al. in J Res Sci Teach 42:283–312, 2005). The purpose of this study was to investigate the impact of a professional development program on middle school science teachers’ ability to enact inquiry-based pedagogical practices. Data were generated through evaluation of teacher practice using the Reformed Teaching Observation Protocol (RTOP) (Sawada et al. in School Sci Math 102:245–253, 2002) at three distinct junctures, before, during, and after the professional development treatment. Analysis of teacher-participant post-institute reflections was then utilized to determine the perceived role of the various institute components. Statistical significant changes in RTOP scores indicated that the teachers were able to successfully transfer the enactment of the inquiry-based practices into their classrooms. The subsequent discussion provides connection between these pedagogical changes with use of professional development strategies that provide a situated learning environment.  相似文献   

Self-Regulation Mediates the Relationship between Learner Typology and Achievement in At - Risk Children     

Weed K  Keogh D  Borkowski JG  Whitman T  Noria CW 《Learning and individual differences》2011,21(1):96-108

A person-centered approach was used to explore the mediating role of self-regulation between learner typology at age 8 and academic achievement at age 14while controlling for domain-specific achievement in a longitudinal sample of 113 children born to adolescent mothers. Children were classified into one of 5 learner typologies at age 8based on interactive patterns of intellectual, achievement, and adaptive abilities. Typology classification explained significant variance in both reading and mathematics achievement at age 14. A bootstrapping approach confirmed that self-regulation mediated the relationship between typology and reading and mathematical achievement for children from all typologies except those classified as Cognitively and Adaptively Challenged. Implications of person-centered approaches for understanding processes involved with achievement are discussed.  相似文献   

Classroom-based interventions and teachers’ perceived job stressors and confidence: Evidence from a randomized trial in Head Start settings     

Fuhua Zhai  C. Cybele Raver  Christine Li-Grining 《Early childhood research quarterly》2011,26(4):442

Preschool teachers’ job stressors have received increasing attention but have been understudied in the literature. We investigated the impacts of a classroom-based intervention, the Chicago School Readiness Project (CSRP), on teachers’ perceived job stressors and confidence, as indexed by their perceptions of job control, job resources, job demands, and confidence in behavior management. Using a clustered randomized controlled trial (RCT) design, the CSRP provided multifaceted services to the treatment group, including teacher training and mental health consultation, which were accompanied by stress-reduction services and workshops. Overall, 90 teachers in 35 classrooms at 18 Head Start sites participated in the study. After adjusting for teacher and classroom factors and site fixed effects, we found that the CSRP had significant effects on the improvement of teachers’ perceived job control and work-related resources. We also found that the CSRP decreased teachers’ confidence in behavior management and had no statistically significant effects on job demands. Overall, we did not find significant moderation effects of teacher race/ethnicity, education, teaching experience, or teacher type. The implications for research and policy are discussed.  相似文献   

Is puberty education evident in Australia’s first national curriculum?     

Christine A. Collier-Harris 《Sex education》2017,17(1):57-72

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