The prevalence and impact of child maltreatment and other types of victimization in the UK: Findings from a population survey of caregivers,children and young people and young adults     

Lorraine Radford  Susana Corral  Christine Bradley  Helen L. Fisher 《Child abuse & neglect》2013

Objectives

To measure the prevalence of maltreatment and other types of victimization among children, young people, and young adults in the UK; to explore the risks of other types of victimization among maltreated children and young people at different ages; using standardized scores from self-report measures, to assess the emotional wellbeing of maltreated children, young people, and young adults taking into account other types of childhood victimization, different perpetrators, non-victimization adversities and variables known to influence mental health.

Methods

A random UK representative sample of 2,160 parents and caregivers, 2,275 children and young people, and 1,761 young adults completed computer-assisted self-interviews. Interviews included assessment of a wide range of childhood victimization experiences and measures of impact on mental health.

Results

2.5% of children aged under 11 years and 6% of young people aged 11–17 years had 1 or more experiences of physical, sexual, or emotional abuse, or neglect by a parent or caregiver in the past year, and 8.9% of children under 11 years, 21.9% of young people aged 11–17 years, and 24.5% of young adults had experienced this at least once during childhood. High rates of sexual victimization were also found; 7.2% of females aged 11–17 and 18.6% of females aged 18–24 reported childhood experiences of sexual victimization by any adult or peer that involved physical contact (from sexual touching to rape). Victimization experiences accumulated with age and overlapped. Children who experienced maltreatment from a parent or caregiver were more likely than those not maltreated to be exposed to other forms of victimization, to experience non-victimization adversity, a high level of polyvictimization, and to have higher levels of trauma symptoms.

Conclusions

The past year maltreatment rates for children under age 18 were 7–17 times greater than official rates of substantiated child maltreatment in the UK. Professionals working with children and young people in all settings should be alert to the overlapping and age-related differences in experiences of childhood victimization to better identify child maltreatment and prevent the accumulative impact of different victimizations upon children's mental health.  相似文献   

Grade level, study time, and grade retention and their effects on motivation, self-regulated learning strategies, and mathematics achievement: a structural equation model     

Pedro Rosário  José Carlos Núñez  António Valle  Julio González-Pienda  Abílio Lourenço 《European Journal of Psychology of Education - EJPE》2013,28(4):1311-1331

The present study complements previous research findings with new data to improve our understanding of the relationship between motivational variables and academic performance in math mediated by self-regulated learning (SRL). A structural equation model with predictor (i.e., grade retention, grade level, and study time), process (i.e., perceived usefulness of SRL strategies, self-efficacy for the use of SRL strategies, and reported use of SRL), and product variables (i.e., academic achievement in mathematics) is proposed. The model was analyzed in two samples of data (calibration and validation samples). The first sample served to fit and respecify the model, and the second one was used to analyze the consistency of the findings of the first sample. A sample of 756 middle school Portuguese students participated in the current study. The results indicate that SRL is positively and significantly related to academic achievement and that the latter is, in turn, powerfully determined by perceived usefulness and self-efficacy, although students’ reported use of SRL strategies decreases from 7th to 9th grades. Self-efficacy and perceived usefulness of SRL strategies were also found to decrease as grade retention increased. These results are discussed with regard to the relevance of self-efficacy and perceived usefulness of SRL strategies in increasing academic achievement.  相似文献   

END-OF-LIFE CARE FOR SENIORS: PUBLIC AND PROFESSIONAL AWARENESS     

Margaret M. Ross  Michael J. MacLean  Rory Fisher 《Educational gerontology》2013,39(5):353-366

Seniors living with disease or dying should be able to receive competent, comprehensive, and compassionate end-of-life care that offers dignity, self-determination, and relief from pain and suffering. Such care is predicated on an informed public and health and social service providers who are in end-of-life issues and appropriate approaches. There is, however, little evidence that seniors and their families are about end-of-life issues or about their treatment and care options. Furthermore, health and social service providers do not predictably receive the education and training necessary to ensure a high quality of end-of-life care for seniors. This paper discusses public and professional awareness and offers strategies aimed at increasing awareness of end-of-life issues. These strategies also support the development of an approach to end-of-life care for seniors that is caring, compassionate, and ethically, spiritually, and culturally appropriate. The article contributes to an emerging agenda directed at ensuring that all seniors receive end-of-life care that allows a positive conclusion to their lives.  相似文献   

On Higher-Order and Free-Floating Chances     

Fisher  Justin C. 《The British journal for the philosophy of science》2006,57(4):691-707

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Place and Space in the Design of New Learning Environments     

Peter Jamieson  Kenn Fisher  Tony Gilding  Peter G. Taylor  A. C. F. Trevitt 《高等教育研究与发展》2000,19(2):221-236

The development of online and virtual teaching and learning environments to augment formal face-to-face environments raises questions about the way the new communication and information technologies (CITs) are being incorporated into the on-campus environment. More importantly, this development challenges the meaning of the on-campus student learning experience. The new CITs require institutions, teachers and researchers to reconsider the relationship of the physical setting to the student learning experience. This paper highlights examples of recent developments of new learning environments which have been enhanced by the contribution of educational developers at several Australian universities. It also proposes a set of pedagogically informed principles to guide the development of on-campus teaching and learning environments which may feature the use of CITs.  相似文献   

Children’s perceptions of factors that influence PE enjoyment: a qualitative investigation     

Matthew Domville  Paula Mary Watson  David Richardson  Lee Edwin Fisher Graves 《Physical Education & Sport Pedagogy》2019,24(3):207-219

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The Welfare to Work Transition in the United States: Implications for Work-Related Learning     

James C. Fisher  Larry G. Martin 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2000,19(2):529-544

This paper summarizes the legislation upon which the current welfare-to-work transition in the United States is based and describes characteristics of the former welfare population from which various tiers of employment options have emerged: unsubsidized-employed workers, subsidized-employed workers, subsidized-unemployed recipients, and unsubsidized-unemployed individuals. It also discusses current program emphases, and presents a format for directions for future program development which includes academic programs, situated cognition programs, integrated literacy/occupational skills programs, and integrated literacy/soft skills training.  相似文献   

Starting to Read     

Ros Fisher 《Literacy》1994,28(2):22-27

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Attentional learning and flexible induction: how mundane mechanisms give rise to smart behaviors     

Sloutsky VM  Fisher AV 《Child development》2008,79(3):639-651

Young children often exhibit flexible behaviors relying on different kinds of information in different situations. This flexibility has been traditionally attributed to conceptual knowledge. Reported research demonstrates that flexibility can be acquired implicitly and it does not require conceptual knowledge. In Experiment 1, 4- to 5-year-olds successfully learned different context-predictor contingencies and subsequently flexibly relied on different predictors in different contexts. Experiments 2A and 2B indicated that flexible generalization stems from implicit attentional learning rather than from rule discovery, and Experiment 3 pointed to very limited strategic control over generalization behaviors in 4- to 5-year-olds. These findings indicate that mundane mechanisms grounded in associative and attentional learning may give rise to smart flexible behaviors.  相似文献   

Off the record: outsourcing security and state building to private firms and the question of record keeping,archives, and collective memory     

Frederik Rosén 《Archival Science》2008,8(1):1-14

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