Repeated reports for child maltreatment among intimate partner violence victims: Findings from the National Survey of Child and Adolescent Well-Being     

Cecilia Casanueva  Sandra L. Martin  Desmond K. Runyan 《Child abuse & neglect》2009,33(2):84-93

ObjectivesTo determine the prevalence of intimate partner violence (defined as any physical violence during the last 12 months or previously) among mothers who maltreat their children, and to examine whether mothers’ experiences of intimate partner violence (IPV) are associated with repeated reports (rereports) of children to Child Protective Services (CPS) during the following 18 months.MethodsData for the analyses were from the National Survey of Child and Adolescent Well-Being (NSCAW), a national probability study of children investigated for child maltreatment. The sample of 5,501 children (ages 0–14) was randomly selected from the families who entered the US child welfare system between October 1999 and December 2000. The analysis sample was restricted to 1,236 families in which caregivers were: (1) the alleged perpetrators of the child maltreatment at baseline (independently of substantiation status) and (2) the biological mothers (n = 1,212 or 98.6%), adoptive mothers (n = 17 or 1%), or stepmothers (n = 7 or 0.3%) of children not placed in out-of-home care.ResultsChildren of mothers physically abused by an intimate partner during the last 12 months or previously at the intake interview (44%) were twice as likely as children of mothers who had not experienced such violence to be rereported to CPS (29% vs. 14%, Odds Ratio = 2.0, 95% Confidence Interval = 1.1–3.4). Rereports occurred almost twice as quickly for children of mothers who experienced IPV compared to children of mothers who had not experienced IPV (Hazard Ratio = 1.9, 95% Confidence Interval = 1.1–3.0).ConclusionsThe higher risk and speedier rereports of child maltreatment associated with intimate partner violence highlights the need for universal assessment and provision of services for IPV among families that are investigated by CPS.  相似文献   

A study of the effectiveness of the primary education improvement program (science) in selected schools of Northern Nigeria     

Desmond P. Brown  Jack A. Reed 《科学教学研究杂志》1982,19(4):293-298

The Primary Education Improvement Program (Science) developed in Nigeria from 1970–1980 adopted a “process approach” to the teaching of science for children in Classes One and Two of primary school. In that insufficient formative data were available a study was organized to evaluate the attainment of the program's major objectives in terms of the children's ability to practice process skills. The study also attempted to measure children's interest, active participation and understanding of the lessons, as well as the availability of materials and ease of preparing and teaching the lessons for the teachers. Data were collected by means of teacher opinionnaires and a children's test to measure the attainment of process skills. The teachers who completed the opinionnaires rated the program as successful in terms of all the measured criteria. Children in the experimental and control groups were tested and their performances were compared. The results indicated that there were some significant differences in total test scores in favor of the experimental group after one year of primary school but none after two years. The program, though highly rated by teachers, did not produce the intended changes in children's behavior.  相似文献   

Parent–youth discordance about youth-witnessed violence: Associations with trauma symptoms and service use in an at-risk sample     

Terri Lewis  Richard Thompson  Jonathan B. Kotch  Laura J. Proctor  Alan J. Litrownik  Diana J. English  Desmond K. Runyan  Tisha R.A. Wiley  Howard Dubowitz 《Child abuse & neglect》2012,36(11-12):790-797

ObjectiveStudies have consistently demonstrated a lack of agreement between youth and parent reports regarding youth-witnessed violence. However, little is known about whether disagreement is associated with poorer outcomes and less utilization of mental health services. The purpose of the current study was to examine disagreement among youth and parents about youth witnessed violence, and determine whether concordance predicted trauma symptoms and recognition of need and receipt of counseling services.MethodsConcordance about youth-witnessed violence was examined in 766 dyads from the Longitudinal Studies of Child Abuse and Neglect (LONGSCAN). Youth participants self-reported trauma symptoms, caregivers indicated youth need for and receipt of services. Both youth and parents provided information about youth-witnessed violence exposure in the last year.ResultsResults showed youth and caregivers differed significantly about youth-witnessed violence. Specifically, 42% of youth reported youth-witnessed violence, compared to only 15% of parents. For those parents who reported youth-witnessed violence, only 29% reported an identified need for services and only 17% reported the youth had received any mental health services. Concordance between parent–youth dyads was associated with greater identified need for services but was not associated with the use of counseling services or trauma symptoms.ConclusionsYouth who reported witnessing violence reported more frequent trauma symptoms regardless of concordance. Parents from dyads in which both informants reported youth-witnessed violence were more likely to endorse need for, but not receipt of counseling services. Given this association between youth-witnessed violence and mental health problems, more work is needed to identify barriers to concordance as well as service utilization.  相似文献   

Making the ordinary special: A reflection on the significance of special education for education in general     

Professor Desmond Swan 《Irish Educational Studies》2013,32(1):194-205

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Leadership and the Profession of Counseling: Beliefs and Practices     

John D. West  Donald L. Bubenzer  Cynthia J. Osborn  Susan B. Paez  Kimberly J. Desmond 《Counselor Education & Supervision》2006,46(1):2-16

Thirty‐one individuals who have provided leadership to the counseling profession completed 3 Q‐sorts. These individuals sorted 39 statements about leadership according to 3 phases: when a leadership effort is getting started, when work is progressing, and when a leadership effort is coming to a close. The authors present perspectives on leadership that emerged from the study, during each of the 3 phases, and attempt to present their findings in a way that honors multiple voices about leadership.  相似文献   

Psychological abuse between parents: associations with child maltreatment from a population-based sample     

Chang JJ  Theodore AD  Martin SL  Runyan DK 《Child abuse & neglect》2008,32(8):819-829

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Concepts: Problems in defining the field of distance education     

Desmond Keegan 《The American journal of distance education》2013,27(2):4-11

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Historiographic Reconsideration of Colonial Education in Africa: Domestic Forces in the Early Expansion of English Schooling in Northern Igboland, 1890–1930     

Desmond Ikenna Odugu 《History of education quarterly》2016,56(2):241-272

Mainstream historiography often turns to Europe's era of empire building to explain the expansion of Western formal education in Africa. Popular accounts suggest that in Africa (1) colonial involvement in education was late and short lived, spanning the early decades of the twentieth century, (2) missionaries were largely responsible for early educational expansion, and (3) education expansion resulted from interdenominational rivalries among missionaries. However, these popular narratives inadequately account for Africans’ own responses to colonial education. This study examines social and cultural shifts in northern Igboland in southeastern Nigeria between 1890 and 1930. It uses colonial archives and oral sources to demonstrate that beyond missionary rivalry, domestic contests converged with the fledgling colonial process to promote English education in northern Igboland. To accomplish this task, the article reviews methodological assumptions responsible for marginal attention to the agency of the colonized in the historiography of Western education in former colonies.  相似文献   

National Curriculum Assessment in the U.K.     

Desmond L. Nuttall  Gordon Stobart 《Educational Measurement》1994,13(2):24-27

What are the objectives of national curriculum assessment in the United Kingdom? What criteria for assessment were established? What kinds of problems are associated with the assessment?  相似文献   

Book reviews     

Charles Carter  Eric Leitner  G. L. Williams  J. Wrigley  Desmond L. Nuttall 《Higher Education》1981,10(1):119-124

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