Child forensic interviewing in Children's Advocacy Centers: empirical data on a practice model     

Cross TP  Jones LM  Walsh WA  Simone M  Kolko D 《Child abuse & neglect》2007,31(10):1031-1052

OBJECTIVE: Children's Advocacy Centers (CACs) aim to improve child forensic interviewing following allegations of child abuse by coordinating multiple investigations, providing child-friendly interviewing locations, and limiting redundant interviewing. This analysis presents one of the first rigorous evaluations of CACs' implementation of these methods. METHODS: This analysis is part of a quasi-experimental study, the Multi-Site Evaluation of Children's Advocacy Centers, which evaluated four CACs relative to within-state non-CAC comparison communities. Case abstractors collected data on investigation methods in 1,069 child sexual abuse cases with forensic interviews by reviewing case records from multiple agencies. RESULTS: CAC cases were more likely than comparison cases to feature police involvement in CPS cases (41% vs. 15%), multidisciplinary team (MDT) interviews (28% vs. 6%), case reviews (56% vs. 7%), joint police/child protective services (CPS) investigations (81% vs. 52%) and video/audiotaping of interviews (52% vs. 17%, all these comparisons p<.001). CACs varied in which coordination methods they used, and some comparison communities also used certain coordination methods more than the CAC with which they were paired. Eighty-five percent of CAC interviews took place in child-friendly CAC facilities, while notable proportions of comparison interviews took place at CPS offices (22%), police facilities (18%), home (16%), or school (19%). Ninety-five percent of children had no more than two forensic interviews, and CAC and comparison differences on number of interviews were mostly non-significant. CONCLUSIONS: Relative to the comparison communities, these CACs appear to have increased coordination on investigations and child forensic interviewing. The CAC setting was the location for the vast majority of CAC child interviews, while comparison communities often used settings that many consider undesirable. CACs showed no advantage on reducing the number of forensic interviews, which was consistently small across the sample.  相似文献   

School psychologists’ beliefs and practices about treatment integrity in 2008 and 2017     

Wendy S. Cochrane  Lisa M. H. Sanetti  Molly C. Minster 《Psychology in the schools》2019,56(3):295-305

A random sample of 1,000 Nationally Certified School Psychologists were mailed a 17‐item survey about treatment integrity. A total of 132 responded and answered questions about the importance of treatment integrity data for tiered interventions and the frequency and methods used to measure treatment integrity in one‐to‐one and problem‐solving team consultation. Ninety‐eight percent agreed that treatment integrity data were critical for tiered interventions. However, only 7% in one‐to‐one consultation and 0% in team consultation reported it was “always” collected. Respondents identified barriers of time, workload, system factors, and staff knowledge as explanations for why there was a gap between belief and practice. The participant responses were compared to those from a 2008 survey and found to be almost unchanged. Issues associated with decision‐making when treatment integrity data are lacking and recommendations for improving the assessment and reporting of treatment integrity are discussed.  相似文献   

Social,emotional and intercultural competencies: a literature review with a particular focus on the school staff     

Birgitte Lund Nielsen  Hilmar Dyrborg Laursen  Lise Andersen Reol  Helle Jensen  Ana Kozina  Masa Vidmar 《欧洲师范教育杂志》2019,42(3):410-428

Framed by the EU-project Hand in Hand focusing on Social, Emotional and Intercultural (SEI) competencies among students and school staff the paper discusses implementation and professional competencies based on a literature review. Five themes were identified: 1) Intercultural/transcultural competency is not often referred to in the same research as social-emotional learning, though socio-emotional aspects appear to be `in the core´, 2) it is crucial to be aware of agency among school staff in a SEI-implementation, 3) successful implementation is about more than the activities in the specific program, it is rather about elements in synergy and professional learning over time, 4) the subtle balance between adaptation and fidelity might best be addressed in an adaptive curriculum emphasizing active ingredients, and 5) this is a field with many intervention studies, but it is urgent to consider if the psychometric measures are sufficiently sensitive to catch the subtle changes related to SEI-competencies.  相似文献   

Program reevaluation: The gifted controversy     

Robert G. Harrington  Wendy Neihart 《Psychology in the schools》1986,23(3):280-287

Gifted reevaluations consume an enormous amount of professional time and energy. The purpose of the present study was to survey gifted education teachers' and supervisors' perceptions of current gifted reevaluation practices. Results showed most gifted educators were not in agreement with the practice of using gifted reevaluations to reestablish program eligibility. Instead, they would prefer to get information relevant to program evaluation, program planning, and the need for additional services. Included among the alternatives suggested to replace the present gifted reevaluation practices were consideration of student work products, motivation, and interest; reports by parents and by regular and gifted education teachers; and monitoring the student progress made in achieving the goals of the individual educational program.  相似文献   

Mineralogy of the deep lower mantle in the presence of H2O     

Qingyang Hu  Jin Liu  Jiuhua Chen  Bingmin Yan  Yue Meng  Vitali B Prakapenka  Wendy L Mao  Ho-Kwang Mao 《国家科学评论(英文版)》2021,8(4):16-23

Understanding the mineralogy of the Earth''s interior is a prerequisite for unravelling the evolution and dynamics of our planet. Here, we conducted high pressure-temperature experiments mimicking the conditions of the deep lower mantle (DLM, 1800–2890 km in depth) and observed surprising mineralogical transformations in the presence of water. Ferropericlase, (Mg, Fe)O, which is the most abundant oxide mineral in Earth, reacts with H₂O to form a previously unknown (Mg, Fe)O₂H_x (x ≤ 1) phase. The (Mg, Fe)O₂H_x has a pyrite structure and it coexists with the dominant silicate phases, bridgmanite and post-perovskite. Depending on Mg content and geotherm temperatures, the transformation may occur at 1800 km for (Mg_0.6Fe_0.4)O or beyond 2300 km for (Mg_0.7Fe_0.3)O. The (Mg, Fe)O₂H_x is an oxygen excess phase that stores an excessive amount of oxygen beyond the charge balance of maximum cation valences (Mg²⁺, Fe³⁺ and H⁺). This important phase has a number of far-reaching implications including extreme redox inhomogeneity, deep-oxygen reservoirs in the DLM and an internal source for modulating oxygen in the atmosphere.  相似文献   

Integration of Multicultural Video Strategies that Transform Entertainment into Historical Film Literacy     

Greg Nielsen 《Multicultural Perspectives》2014,16(4):223-228

According to many educators, textbooks will eventually be replaced by digital versions. Today's teachers, school administrators, and education policy makers are often digitally disconnected or at best digital immigrants, individuals who were born before the existence of digital technology and adopted it later in life. Unfortunately, when students enter most classrooms they are expected to turn off their digital devices and learn through textbooks and teacher-led discussions. This digital disconnect is counterproductive to cultivating film/video literacy, an innovative method that has been supported by the National Council of Social Studies (NCSS) as a means to make learning relevant and meaningful for all students in social studies classrooms. The purpose of this study is to showcase the NCSS position through two lenses: Look closely at film and video viewing strategies currently in place in social studies classrooms and point toward viewing strategies that bring engagement and deeper thinking and responses to interact with ideas and information for all students.  相似文献   

Troubling Nationhood in U.S Latina Literature: Explorations of Place and Belonging Maya Socolovsky. New Brunswick,NJ: Rutgers University Press, 2013.     

Wendy Braun 《Journal of American culture (Malden, Mass. : 2003)》2014,37(3):380-381

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‘Who is zooming who’? A study of young PE-students in their figurations     

Stine Frydendal Nielsen  Lone Friis Thing 《Sport, Education and Society》2019,24(5):480-490

The article presents an analysis of 93 essays written in an upper secondary school context. The essays were collected in relation to a larger research project, which went on for 5 years in a Danish upper secondary school (2010–2015). The material represents both genders and the students are 15–17 years old. We deploy a theoretical framework taken from Norbert Elias’ notion on established-outsider relations [Elias, N., &; Scotson, J. L. (1994 [1965]). The established and the outsiders. London: SAGE] as well as his use of personal pronouns [Elias, N. (1978). What is sociology? London: Hutchinson, Elias, N. (2001). The society of individuals. New York: The Continuum International Publishing Group] in illustrating how people negotiate, position and navigate within figurational contexts [Elias, N. (1994 [1939]). The civilizing proces. Oxford: Blackwell.]. We do this in an effort to interpret how young people negotiate ‘we-I-relations’ when it comes to their sporting identity. Elias’ processual framework provides a tool for a much needed analysis of how young people continually orientate and develop their sense of selves. The web of human interdependencies and processes of change are key words when it comes to understanding the social practices and doings of the students’ constructions of self-steering. What social scientists may see as laziness and drop-outs of sports [Seippel, Ø. (2016). Prek, vekker og kjedelig? Trening og mening blant ungdom: 1985–2013. In Ø. Seippel, M. K. Sisjord, &; Å Strandbu (Eds.), Ungdom og Idrett. Oslo: Cappelen Damm Akademisk] can in the essays of students be analysed as a struggle for group connectedness and social inclusion in the classroom. The results of our research show that identity is a multiple concept and an ongoing process of emotional work [Elias, N. (1987). On human beings and their emotions: A process-sociological essay. Theory Culture Society, 4, 339–361], but also a power balance of playing and presenting what is imagined as the right performance as not being shamed as outcasts.  相似文献   

Psychometric Properties of a Parental Questionnaire for Assessing Correlates of Toddlers’ Physical Activity and Sedentary Behavior     

Valerie Carson  Kylie D. Hesketh  Ryan E. Rhodes  Christina Rinaldi  Wendy Rodgers  John C. Spence 《Measurement in physical education and exercise science》2017,21(4):190-200

This study examined the psychometric properties of a questionnaire developed with the guidance of the socialization model of child behaviour to understand modifiable correlates of toddlers’ physical activity and sedentary behaviour. Findings are based on 118 parents (33.7 ± 4.9 years; 86% female) of toddlers (19.3 ± 2.7 months; 48% female) from Edmonton, Canada in The Parents’ Role in Establishing healthy Physical activity and Sedentary behaviour habits study (PREPS). The PREPS questionnaire encompassed 21 variables across the constructs of the socialization model of child behaviour. Of the nine variables assessed for internal consistency reliability, eight had good (α ≥ 0.70) reliability. Of the 15 continuous variables assessed for 1-week test–retest reliability, 10 had moderate (intra-class correlation = 0.50–0.74) and 5 had good (intra-class correlation ≥ 0.75) reliability. Of the six categorical variables assessed for 1-week test–retest reliability, two had fair (К = 0.21–0.40), one had moderate (К = 0.41–0.60), one had substantial (К = 0.61–0.80), and two had almost perfect (К = 0.81–1.00) reliability. Of the 12 sedentary behaviour variables assessed for convergent validity, 7 were significantly correlated with children’s screen time, of which three were small (r ≤ 0.29), two were medium (r = 0.30–0.49), and two were large (r ≥ 0.50) effect sizes.  相似文献   

Development and Initial Validation of the Volition in Exercise Questionnaire (VEQ)     

P. Elsborg  J. M. Wikman  G. Nielsen  A. Tolver  A.-M. Elbe 《Measurement in physical education and exercise science》2017,21(2):57-68

The present study describes the development and validation of an instrument to measure volition in the exercise context. Volition describes an individual’s self-regulatory mental processes that are responsible for taking and maintaining a desirable action (e.g., exercising regularly). The scale structure was developed in an exploratory factor analysis which resulted in a reliable structure of the following six factors: Volitional Inhibition—Reasons, Volitional Inhibition—Postponing Training, Volitional Facilitation—Self-Confidence, Volitional Inhibition—Unrelated Thoughts, Volitional Inhibition—Approval From Others, and Volitional Facilitation—Coping with Failure. A sound theoretical explanation for these six factors is based on the Personal System Interaction Theory. This six-factor structure was also confirmed in a new sample in a confirmatory factor analysis, delivering an 18-item questionnaire with strong model fit and good internal consistency. In addition, the Volition in Exercise Questionnaire showed convergent validity because it was able to predict exercise participation. It showed incremental validity by explaining additional variance to the Sport Motivation Scale’s well-established predictors of exercise participation.  相似文献