Individual, family, and neighborhood factors distinguish resilient from non-resilient maltreated children: a cumulative stressors model   总被引：2，自引：0，他引：2  

Jaffee SR  Caspi A  Moffitt TE  Polo-Tomás M  Taylor A 《Child abuse & neglect》2007,31(3):231-253

OBJECTIVE: Children who are physically maltreated are at risk of a range of adverse outcomes in childhood and adulthood, but some children who are maltreated manage to function well despite their history of adversity. Which individual, family, and neighborhood characteristics distinguish resilient from non-resilient maltreated children? Do children's individual strengths promote resilience even when children are exposed to multiple family and neighborhood stressors (cumulative stressors model)? METHODS: Data were from the Environmental Risk Longitudinal Study which describes a nationally representative sample of 1,116 twin pairs and their families. Families were home-visited when the twins were 5 and 7 years old, and teachers provided information about children's behavior at school. Interviewers rated the likelihood that children had been maltreated based on mothers' reports of harm to the child and child welfare involvement with the family. RESULTS: Resilient children were those who engaged in normative levels of antisocial behavior despite having been maltreated. Boys (but not girls) who had above-average intelligence and whose parents had relatively few symptoms of antisocial personality were more likely to be resilient versus non-resilient to maltreatment. Children whose parents had substance use problems and who lived in relatively high crime neighborhoods that were low on social cohesion and informal social control were less likely to be resilient versus non-resilient to maltreatment. Consistent with a cumulative stressors model of children's adaptation, individual strengths distinguished resilient from non-resilient children under conditions of low, but not high, family and neighborhood stress. CONCLUSION: These findings suggest that for children residing in multi-problem families, personal resources may not be sufficient to promote their adaptive functioning.  相似文献   

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   

Together I Can! Joint Attention Boosts 3- to 4-Year-Olds’ Performance in a Verbal False-Belief Test     

Elia Psouni  Andreas Falck  Leni Boström  Martin Persson  Lisa Sidén  Maria Wallin 《Child development》2019,90(1):35-50

Effects of joint attention were addressed on 3- to 4-year-olds’ performance in a verbal false-Belief Test (FBT), featuring the experimenter as co-watcher rather than narrator. In two experiments, children (N = 183) watched a filmed-FBT jointly with a test leader, disjointed from a test leader, or alone. Children attending jointly with a test leader were more likely to pass the FBT compared with normative data and to spontaneously recall information indicating false-belief understanding, suggesting that joint attention strengthens the plausibility of the FBT and renders plot-critical information more salient. In a third experiment (N = 59), results were replicated using a typical, image-based FBT. Overall findings highlight the profound impact of experimenter as social context in verbal FBTs, and link recall of specific story features to false-belief understanding.  相似文献   

Getting a Read on Ready To Learn Media: A Meta-analytic Review of Effects on Literacy     

Lisa B. Hurwitz 《Child development》2019,90(5):1754-1771

Most U.S. preschoolers have consumed media created with funding from the U.S. Department of Education's Ready To Learn (RTL) initiative, which was established to promote school readiness among children ages 2–8. Synthesizing data from 45 evaluations (N = 24,624 unique child participants), this meta-analysis examined the effects of RTL media exposure on young children's literacy skills. Results indicate positive effects of RTL media exposure on children's literacy outcomes, especially vocabulary and phonological concepts. These effects are equivalent to about one-and-a-half months of literacy learning above and beyond typical growth. Findings are robust across a variety of research designs and for exposure to both television and new media. These results are discussed in terms of accountability evidence for RTL and larger debates in scholarly understanding of educational media effects.  相似文献   

Editorial Statement     

Monica Taylor  Emily J. Klein 《The Educational forum》2019,83(1):1-3

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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   

“They Were There for People Who Needed Them”: Student Attitudes Toward the Use of Trigger Warnings in Victimology Classrooms     

Alison C. Cares  Cortney A. Franklin  Bonnie S. Fisher  Lisa Growette Bostaph 《Journal of Criminal Justice Education》2019,30(1):22-45

Over the last five years, vigorous debate has been waged about the purpose, use, and impact of trigger warnings in courses offered at institutions of higher education. This debate has been largely uninformed by research findings. This study fills this gap using quantitative and qualitative data collected via surveys in a large undergraduate victimology course to explore student attitudes toward trigger warnings. Findings revealed considerable, but nuanced support for trigger warning use in victimology courses. Support does not appear to differ between crime victims and non-victims; support is higher among females than males. These findings underscore that universal decisions mandating or advocating for or against the use of trigger warnings are premature. Further study is needed with a diverse range of samples to gain a fuller picture of student attitudes about trigger warnings as well as to assess any impact of trigger warnings use on student behavior and learning.  相似文献   

Skirting the Sketch: An Analysis of Sketch Inhibition within Contemporary Design Higher Education     

Lisa Thurlow  Peter Ford  Grahame Hudson 《The International Journal of Art & Design Education》2019,38(2):478-491

Sketch inhibition is regularly alluded to by educators within design higher education and one with increasingly marked effects on industry. Over the past thirty years, students have been observed to engage less with the manual processes of design development process in favour of other activities perceived as more attractive, to the detriment of their development as effective designers. This article offers an evaluation of literature which supports the importance of sketching to the design process across a variety of disciplines, its anatomy and functions and demonstrates its role in cognitive support, as a language, a means of reflection, communication and storage of information and the micro‐processes it embodies. Initial findings regarding the symptoms of sketch inhibition are presented: from avoidance of studio sessions and minimal design development, to an overreliance on digital tools. It considers causes, ranging from lacking skill‐sets, psycho‐social, to technological, and although further investigation is recommended to establish depth and enable development of an appropriate pedagogical framework for its management within HE, various methods are offered at this stage for use by educators: these include fine art exercises, a rigorous pursuit of quantity and even paper type.  相似文献   

Particle movement and fluid behavior visualization using an optically transparent 3D-printed micro-hydrocyclone     

Maira Shakeel Syed  Fateme Mirakhorli  Christopher Marquis  Robert A. Taylor  Majid Ebrahimi Warkiani 《Biomicrofluidics》2020,14(6)

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Shared Governance in the Modern University     

Mark Taylor 《Higher Education Quarterly》2013,67(1):80-94

A governance model is developed in which university governance is shared between the academic and governing bodies and is coordinated by the university executive. Viewing the university as a professional service organisation, and noting the importance of developing a flexible culture within a shifting, marketised external environment, it is argued that a degree of shared governance is necessary for the success of the modern university. Although the discussion is couched largely within the context and evolution of UK university governance over the past sixty years, it also draws on the US evidence and experience and the conclusions drawn are general.  相似文献