Examining developmental differences in the social‐emotional problems among frequent bullies,victims, and bully/victims     

Lindsey M. O'Brennan  Catherine P. Bradshaw  Anne L. Sawyer 《Psychology in the schools》2009,46(2):100-115

Bullying poses a threat to children's social‐emotional functioning and their perceptions of school climate, yet few studies have examined different types of social‐emotional and behavior problems presented by children involved in bullying, as a bully, victim, or bully/victim across multiple school levels. The current study used data from 24,345 elementary‐, middle‐, and high‐school students to examine the association between frequent involvement in bullying and aggressive impulsivity, attitudes toward aggressive retaliation, internalizing symptoms, peer relations, and perceptions of school climate. Logistic regression analyses indicated that bully/victims were most likely to display internalizing symptoms, problems in peer relationships, and have poorer perceptions of the school environment. Both frequent bullies and bully/victims displayed aggressive‐impulsive behavior and endorsed retaliatory attitudes. High‐school students frequently involved in bullying tended to display the greatest risk for internalizing problems, but less risk for aggressive impulsivity. Developmental trends and implications for prevention and early intervention are discussed. © 2008 Wiley Periodicals, Inc.  相似文献   

Toward instituting a chaperone policy in outpatient pediatric clinics     

Kenneth W. Feldman  Carol Jenkins  Tyler Laney  Kristy Seidel   《Child abuse & neglect》2009,33(10):709-716

ObjectivesWe sought to evaluate child, parent and medical provider preferences for chaperones for outpatient encounters and to evaluate the acceptability and frequency of utilization following institution of a chaperone policy. Secondarily, we sought to understand what medical history and examinations teens consider “sensitive.”DesignWe conducted an observational study 1 month before and 1 month after institution of outpatient clinic chaperone policy. Post clinic questionnaires were used for patients ≥12 years old, parents, and clinicians. A research assistant observed chaperone use.SettingAdolescent Medicine, Urology, and Rehabilitation Clinics at a regional, tertiary-care pediatric hospital, in a major metropolitan area were studied.ParticipantsConvenience sample: 117 clinic patients during control period and 119 after policy implementation.Main outcome measuresPreferences for and satisfaction with chaperone use were documented.ResultsAlthough non-parent chaperones were usually declined (99.6%), offers were appreciated. Non-parent chaperone use increased modestly (5.3–18.1%).Most patients preferred not to have non-parent chaperones. This preference was greater among older patients (88%), than early teens (52%). After experiencing sensitive examinations, more young adolescent patients (89%) wished their parent had been present than older patients (38%). Patients’ opinions about what constitutes “sensitive” questions and examinations and chaperone preferences varied widely. Providers often did not recognize issues patients and parents considered sensitive questioning (21% agreement), but recognized sensitive physical examinations better (74% agreement). Providers felt chaperones had been a detriment to examination and exams would have gone better without one only 1% of the time.ConclusionsAlthough usually declined, offers of chaperones were appreciated and use of non-parent chaperones increased modestly. Offering chaperones for sensitive examinations may remind providers about appropriate, respectful patient encounters. Implications for children's hospitals’ patient safety and satisfaction, and institutional staff protection and costs are significant.Practice implicationsQuestions and examinations which patients consider sensitive vary widely. Asking patients for their preferences for examination chaperones may reassure them about the appropriateness of examinations, remind staff to conduct respectful examinations and protect providers from accusations of impropriety. Since most chaperone offers are declined, the cost of asking is likely to be minimal.  相似文献   

Examining the "Whole Child" to Generate Usable Knowledge     

Gabrielle Rappolt-Schlichtmann  Catherine C. Ayoub  Jenna W. Gravel 《Mind, Brain, and Education》2009,3(4):209-217

Despite the promise of scientific knowledge contributing to issues facing vulnerable children, families, and communities, typical approaches to research have made applications challenging. While contemporary theories of human development offer appropriate complexity, research has mostly failed to address dynamic developmental processes. Research typically fragments or splits the human organism into "investigatable" units—biology, behavior, culture, genetics, relationships, innate modules of mind, etc.—resulting in the inevitable loss of the person as an integrated, embodied center of agency. This is problematic for generating knowledge that is usable because in educational practice the unit of analysis and application is the whole person. We discuss the problems inherent to generating usable knowledge when theory and research methodology are so deeply incongruent. In an illustrative example, we adopt a "person-in-context" perspective to demonstrate how research has led to the mischaracterization of maltreated children as immature, disorganized, and dysregulated. Using this "person-in-context" perspective in research can facilitate generating usable knowledge.  相似文献   

逐渐消亡     

Catherine L.Barker  刘中飞 《海外英语》2009,(3)

世界上可口的水果正面临一大堆的麻烦:一种叫做"甜型高地香蕉"的亚洲品种——甘蕉,正在遭受香蕉巴拿马病的折磨,这种病很可怕还无法治愈。它产生的病菌会导致叶子枯萎凋落,并致使植物其余部分因阳光直射而死亡。该病毒四处肆虐残害,这已经不是第一次了:20世纪60年代,受  相似文献   

Three reflections on assessing safety training needs: A case study     

Catherine M. Sleezer  Kathleen D. Kelsey  Thomas E. Wood 《Performance Improvement Quarterly》2008,21(2):103-118

Needs assessment plays an important role in training and human performance improvement efforts, but the literature contains little research on this topic. This study extended previous research on the Performance Analysis for Training (PAT) model of needs assessment by examining its implementation to determine environmental and occupational health and safety training needs in a government agency. Using case study methodology and the lens of responsive evaluation, this study resulted in three perspectives about the actual needs assessment implementation. The three professionals' distinct areas of expertise (evaluation, health and safety, human resource development) informed the case in unique ways. The results can be used to improve the PAT model and also to give human resource development and performance improvement professionals insights about nuances of needs assessment practice.  相似文献   

Asking queer(er) questions: epistemological and methodological implications for qualitative inquirers     

Michael P. O’Malley  Nina Asher  Brandon L. Beck  Colleen A. Capper  Catherine A. Lugg  Jason P. Murphy 《International journal of qualitative studies in education》2018,31(7):572-594

This collection of distinct scholarly essays deliberatively turns to queer experience and theorizing as a resource for constructing vibrant qualitative research designs. Queer theory offers a breadth of epistemological and methodological possibilities for qualitative projects that are too frequently overlooked for many reasons. These reasons include frequently strict association of queer theory with queer research topics and researchers, as well as a concurrent reluctance to interrogate the representational needs of heterosexist culture served by the metaphor of the ‘closet.’ Queer theory also compels inquiry that takes up the unique circumstances of queer subjects. Locating educational inquiry within globally complex socio-historical dynamics and a post-Obergefell/post-2016 election U.S. context, this article poses multiple trajectories through which various scholars explore queer(er) qualitative inquiry in educational studies. These perspectives invite researchers to rethink qualitative inquiry designs through engagement with the queer, inclusive of research topics not initially perceived to be queer.  相似文献   

The Concept of Metamorphosis and its Metaphors     

Catherine Bruguière  Olivier Perru  Frédéric Charles 《Science & Education》2018,27(1-2):113-132

The article examines a number of links between the metaphorical uses of the concept of metamorphosis in literature and the various changes of the meaning of the concept that took place at the beginning of the modern scientific age between the 17th and 19th centuries, a period during which the notion of metamorphosis resurfaced in conflict with evolutionist thinking. We present the extent to which the concept of animal metamorphosis, the object of multiple redefinitions over the course of this historical period, became the vector of a very strong metaphorical meaning, which emerged in the literature of the period and survives to this day in certain children’s storybooks belonging to what we term the genre of “realistic fiction”. We intend, from a pedagogical standpoint, to identify which specific attributes of these metaphors exist in those storybooks, and to gauge the extent to which those attributes contradict the scientific characteristics and fictional representations of the concept of metamorphosis.  相似文献   

Integration of information and scientific literacy: promoting literacy in undergraduates     

Porter JA  Wolbach KC  Purzycki CB  Bowman LA  Agbada E  Mostrom AM 《CBE life sciences education》2010,9(4):536-542

The Association of College and Research Libraries recommends incorporating information literacy (IL) skills across university and college curricula, for the goal of developing information literate graduates. Congruent with this goal, the Departments of Biological Sciences and Information Science developed an integrated IL and scientific literacy (SL) exercise for use in a first-year biology course. Students were provided the opportunity to access, retrieve, analyze, and evaluate primary scientific literature. By the completion of this project, student responses improved concerning knowledge and relevance of IL and SL skills. This project exposes students to IL and SL early in their undergraduate experience, preparing them for future academic advancement.  相似文献   

Cooperation Through Movement Education and Children’s Literature     

Catherine F. Molenda  Navaz Peshotan Bhavnagri 《Early Childhood Education Journal》2009,37(2):153-159

This article demonstrates evidence-based practice that integrates movement education with children’s literature, in order to promote cooperation among Bengali kindergarteners, from an urban public school in Midwestern USA. First, the authors argue the need for this integration based on limitations of previous scholarship. Second, authors present their developmentally and culturally appropriate conceptual framework based on Bhavnagri and Samuel’s research, along with the theory of cooperation and schema development. Third, children’s understanding of cooperation concepts (helping, turn taking, sharing, dividing labor, negotiating, coordinating, exchanging information, and perspective taking) embedded in literature are analyzed. Concomitantly, children demonstrated same cooperation sub-skills during four movement activities related to the stories. Fourth, authors reflect that cooperation was successful because activities met Johnson and Johnson’s guidelines of high social interactions, high emotional involvement, and effective communication. Finally, the authors recommend that integration of cooperation and movement education is beneficial for educational programs in diverse settings.  相似文献   

Effects of Animations in Learning—A Cognitive Fit Perspective1     

Pengtao Li  Radhika Santhanam  Catherine M. Carswell 《Decision Sciences Journal of Innovative Education》2009,7(2):377-410

Information technology (IT) artifacts such as animations are increasingly used in educational institutions. Researchers caution that, if we are to derive benefits from animations and other such IT artifacts, we must understand how to use it optimally. In this study, we look at the effects of animations in supporting learning processes. IT‐enabled animations dynamically depict changes in events and are used in the classroom as external representations to elaborate on the knowledge content transferred in the classroom. Research in related disciplines has investigated the effects of using these animations on student learning outcomes and has reported conflicting results. We propose that the theory of cognitive fit in information systems could reconcile these conflicting findings and offer some insight into how these animations might be used most beneficially. We conduct laboratory‐based experiments to test our ideas. Our findings indicate that these representations are superior to text‐based representations and reduce students' cognitive load only in learning tasks where animations have a good cognitive fit. We discuss the implications of our findings for the use of animations and other external representations in the classroom and for future research on the role of Technology Mediated Learning.  相似文献