Interprofessional work in child and adolescent mental health services     

Steven Walker 《Emotional and Behavioural Difficulties》2013,18(3):189-204

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Thinking it through: a study of how pre-service teachers respond to children who present with possible mental health difficulties     

David Armstrong  Deborah Price  Tim Crowley 《Emotional and Behavioural Difficulties》2013,18(4):381-397

Teachers are key professionals in responding to children and adolescents with possible mental health difficulties and who exhibit social, emotional or behavioural difficulties in the classroom. Health and education policy increasingly positions teachers as vital agents in connecting mental health services with affected young people. A growing corpus of research, however, questions practitioners’ capacity to undertake this important role, particularly given the limited space afforded to content around mental health in pre-service teacher education. This paper reports on a qualitative case study, conducted in an Australian context, investigating pre-service teacher responses to five vignettes of young people presenting behaviours indicative of possible mental health difficulties. In light of educator expectations to identify and appropriately respond to mental health difficulties, this study discloses the need for explicit, structured mental health guidance which form a discrete, core ‘knowledge base’ of teacher education. Patterns in data, analysed in light of policy literature, also suggest the value inherent in advocating open-minded, non-judgemental and collegial professional responses. Further research opportunities highlighted include a systematic review of current provision around mental health in pre-service teacher education programmes.  相似文献   

Ethical review and reflexivity in research of children's sexuality     

Paul Flanagan 《Sex education》2013,13(5):535-544

Research in the area of children's sexuality is largely based on observational and retrospective studies. Childhood studies literature increasingly calls upon the inclusion of children's voices, yet with sensitive topics ethical positions often close research possibilities in the territories of children's worlds. Children are perceived as a vulnerable group, especially when the investigation focuses on their sexual development and activity – and it is perceived that this research area is too sensitive and potentially harmful to children. Within the context of beginning a qualitative study on children's sexuality in New Zealand (including interviews with children), this paper reviews a number of studies of childhood research. These studies provide a glimpse at how research focusing on children has been conducted, and explores ethical issues arising in such research. The significance of researcher reflexivity is acknowledged for ethical research practice. The paper concludes that in research on children's sexuality a process of ethical review is limited, and that researcher competence in sensitive investigations is required. Among other difficulties for this researcher (with a professional background in child and family therapy) is the vulnerability of being a man choosing to research children.  相似文献   

Latin American immigrant women and intergenerational sex education     

Maria Cristina Alcalde  Ana Maria Quelopana 《Sex education》2013,13(3):291-304

People of Latin American descent make up the largest and fastest-growing minority group in the USA. Rates of pregnancy, childbirth, and sexually transmitted infections among people of Latin American descent are higher than among other ethnic groups. This paper builds on research that suggests that among families of Latin American descent, mothers have a particularly strong influence on the sexual attitudes and behaviours of their children, yet that parents of Latin American descent communicate less with their children about sex than parents of other ethnic groups. It examines the messages about sex women received as children in their countries of origin, and how these messages and their views of the USA influence the sexual education women provide for their children. On the basis of data from focus groups, we suggest that, in spite of the persistence of sexual silence, some women's self-reflective analyses of their own sexual education as well as their views of the USA as a sexually more open society contribute to their views of silence as dangerous and trigger more open communication with sons and daughters. Mothers hope to break the cycle of unwanted pregnancy by speaking with daughters about the consequences of menstruation and with sons about contraception.  相似文献   

舟曲儿童自我意识对创伤后应激障碍的影响分析     

安容瑾  蒋霞 《商丘职业技术学院学报》2013,(1):22-23

为了探讨创伤后应激障碍与自我意识的关系,为创伤后应激障碍的治疗方向提供依据。采用分层整群抽样的方法用儿童自我意识量表和创伤后应激障碍17项筛查问卷对舟曲县的596名学生进行问卷调查。结果显示:男、女生在行为、焦虑和合群分量表均存在极其显著性差异;除躯体外貌和属性分量表与PTSD无显著性相关外,其余分量表均与PTSD总分之间存在极其显著的负相关关系;除智力与学校情况和躯体外貌与属性分量表在PTSD等级上无显著性差异外,总分和其余分量表得分在PTSD等级上均存在极其显著性差异。加强对自我意识各维度的关注与改变,将有益于PTSD的预防和治疗。  相似文献   

Early education teachers’ conceptualizations and strategies for managing closeness with the class in child care     

Sharon Quan-McGimpsey  Sarah Carmen Marziliano  Trevor Gregory Hassen  Allison Sandra Brown  Leon Kuczynski 《Teachers and Teaching》2013,19(5):514-526

This study investigated teachers’ experiences of closeness during interactions with the group of children in child care. Structured interviews were conducted with 24 female teachers who were teaching children between the ages of three and five (mean age = 3.9) regarding their perceptions of closeness with the group of children in the class. Qualitative analyses of the interviews revealed a group solidarity domain of teacher–group relationships composed of three dimensions which comprise emotional solidarity, consensual solidarity, and functional solidarity, with emotional solidarity most dominant in the teachers’ perceptions. This group solidarity domain was interpreted as being consistent with qualities found in Grusec and Davidov’s group participation domain. The findings that, teachers’ closeness with the group of children in the class were dominated by the emotional dimension is similar to previous research results which report the predominance of personal and intimate interactions in relational closeness between teachers and individual children. Teachers described intentional strategies for managing close group relationships that made use of interactional histories between the teachers and children in the class. These discoveries provide a new perspective on teacher closeness with groups, an area of research not often investigated. It also provides insights into the importance teachers place on connecting emotionally with children when they are with the collective group in the classroom.  相似文献   

Childrearing Among Thai First-Time Teenage Mothers     

Atcharawadee Sriyasak  Ingemar ?kerlind  Sharareh Akhavan 《The Journal of perinatal education》2013,22(4):201-211

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幼儿文学作品有效性阅读策略——儿歌作品鉴赏方法     

翟云  王岩 《甘肃高师学报》2013,18(3):32-35

儿歌是篇幅最短小、内容最浅显的幼儿文学的一种体裁。它是以口语化的韵语来叙事表情的一种短歌,也是人生最早接受的文学样式,也是幼儿最易接受的一种文学样式。有效阅读儿歌作品,就是结合儿歌体裁的基本艺术特征,通过作品分析,看儿歌是否具备优美和谐的韵律、形象化的语言、无处不在的游戏精神、生动活泼的独特形式、丰富奇妙的想象和幼儿生活情趣等。  相似文献   

5-6岁幼儿故事复述能力研究——以西安市4所幼儿园为例     

高艳艳 《安康学院学报》2013,(3):87-91

幼儿故事在幼儿发展和幼儿园教学中起着非常重要的作用,不同的幼儿在不同的故事呈现方式中表现出不同的复述特点。本文采用多彩光谱语言评估标准,对从西安市市区4所不同类型幼儿园中获得的126份语言样本进行了分析。研究结果显示,图书组和录音组幼儿的故事复述能力差异不显著,视频组幼儿在故事复述能力测试中总体得分较低。尽管从总体上看,许多幼儿的复述能力处于同一水平,但构成复述能力的要素却存在较大的个体差异。不同幼儿在同一语言活动中复述故事的字数和语言特点各不相同。  相似文献   

幼儿文学作品中的比喻认知探究     

江兆炜 《合肥教育学院学报》2013,(6):61-64

运用认知心理分析和与成人文学作品中比喻比较分析的研究方法,分析了幼儿文学作品中比喻喻体的择语特点、比喻似同点的特点及其认知心理阐释。阐述了必须充分考虑幼儿的认知心理特点,幼儿才能理解幼儿文学作品中的比喻的道理。  相似文献