General population norms about child abuse and neglect and associations with childhood experiences     

Bensley L  Ruggles D  Simmons KW  Harris C  Williams K  Putvin T  Allen M 《Child abuse & neglect》2004,28(12):1321-1337

BACKGROUND: A variety of definitions of child abuse and neglect exist. However, little is known about norms in the general population as to what constitutes child abuse and neglect or how perceived norms may be related to personal experiences. METHODS: We conducted a random-digit-dialed telephone survey of 504 Washington State adults. Respondents were asked whether they believed each of 34 behaviors, identified in focus groups as possibly physically, sexually or emotionally abusive or neglectful, constituted abuse or neglect. Then, they were asked whether they had experienced 33 of the behaviors. RESULTS: Five of the six behaviors with the highest levels of consensus were for sexual abuse, whereas only one emotionally abusive behavior had a high level of consensus (95% agreement). Consensus that spanking constituted abuse increased with severity. Those respondents who reported experiencing a particular behavior were significantly less likely to believe the behavior abusive for 11 of the 33 behaviors and more likely to believe the behavior abusive for two of the behaviors. Where comparisons were possible, there was a high level of consensus that behaviors identified as abusive in Child Protective Service operational definitions constituted abuse. CONCLUSIONS: Self-reported childhood experiences were associated with perceived norms about child abuse. A better understanding of community norms about child abuse and neglect may be helpful in communicating with the public or allow for better targeting of educational messages through the media, parenting education classes, and so forth.  相似文献   

Guest Editors' Column     

Margaret Hundleby  Marjorie Rush Hovde  Jo Allen 《Technical Communication Quarterly》2003,12(1):5-6

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The instructional design portfolio: Peer assessment support system (Pass)     

Li  Lan  Steckelberg  Allen L. 《TechTrends》2005,49(4):80-84

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Callous–unemotional (CU) traits in adolescent boys and response to teacher reward and discipline strategies     

Jennifer L. Allen  Amy Morris  Celine Y. Chhoa 《Emotional and Behavioural Difficulties》2016,21(3):329-342

The aim of this study was to investigate the relationship between callous–unemotional (CU) traits and response to rewards and discipline in adolescent boys using a mixed-methods approach. Participants comprised 39 boys aged between 12 and 13 years and 8 teachers. Quantitative findings showed that CU traits were significantly related to punishment insensitivity, controlling for conduct problems, autism symptoms and hyperactivity. In contrast, there was no significant association between CU traits and reward sensitivity. Qualitative analysis indicated that teachers view children high in CU traits as responsive to fewer reward and discipline strategies, and strategies need to be implemented and monitored with care to avoid unintended, undesirable outcomes. However, time out, praise, support from other staff and maintaining a positive teacher–child relationship were identified as effective strategies. Findings emphasise the need to carefully select, modify and implement existing evidence-based classroom behaviour-management strategies with high-CU children.  相似文献   

Keynote address with david thornburg unlocking the web: Breaking the rearview mirror     

Stephanie Allen doctoral student at Utah State University  David Thornburg 《TechTrends》2002,46(1):6-7

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Whiteness and Critical Pedagogy     

Ricky Lee Allen 《Educational Philosophy and Theory》2004,36(2):121-136

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Ethics and Visual Rhetorics: Seeing's Not Believing Anymore     

Nancy Allen 《Technical Communication Quarterly》1996,5(1):87-105

When working with graphics and illustrations, technical communicators face ethical questions at almost every step. The visual rhetorics available offer help with evaluating visual components but little guidance on ethical issues. This article presents examples of ethical conflicts, describes some of the prominent visual rhetorics, and discusses ethical issues that need to be addressed. Some steps for improving ethical awareness related to graphics and illustrations are suggested.  相似文献   

Guest Editorial: On Behalf of Children: “Diagnosis as Treatment: A Case of Educational Malpractice”     

Allen Trent 《Early Childhood Education Journal》2003,31(1):1-2

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Writing flexibility in argumentative essays: a multidimensional analysis     

Allen  Laura K.  Likens  Aaron D.  McNamara  Danielle S. 《Reading and writing》2019,32(6):1607-1634

Reading and Writing - The assessment of argumentative writing generally includes analyses of the specific linguistic and rhetorical features contained in the individual essays produced by students....  相似文献   

Working toward transformational leadership in higher education     

Kathleen E. Allen 《About Campus》1996,1(3):11-15

Before colleges and universities can develop leaders, they must develop a coherent vision of what leadership is. A reflection on James MacGregor Burns's concepts of transformational leadership suggests where that discussion might begin.  相似文献