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Duggan A Caldera D Rodriguez K Burrell L Rohde C Crowne SS 《Child abuse & neglect》2007,31(8):801-827
OBJECTIVES: To assess the impact of a voluntary, paraprofessional home visiting program in preventing child maltreatment and reducing the multiple, malleable psychosocial risks for maltreatment for which families had been targeted. METHODS: This collaborative, experimental study focused on 6 Healthy Families Alaska (HFAK) programs; 325 families were enrolled in 2000-2001, randomized to intervention and control groups, and interviewed to measure baseline attributes. Follow-up data were collected when children were 2 years old (85% follow-up rate). Outcomes included maltreatment reports, measures of potential maltreatment and parental risks, for example, poor mental health, substance use, and partner violence. HFAK records were reviewed to measure home visiting services. Home visitors were surveyed to measure perceived effectiveness and training adequacy. RESULTS: Parental risks were common at baseline, and one-sixth of families had a substantiated child protective services report in the child's first 2 years of life. There was no overall program effect on maltreatment reports, and most measures of potential maltreatment. Home visited mothers reported using mild forms of physical discipline less often than control mothers. The groups were similar in their use of more severe forms of physical discipline. There was no program impact on parental risks. There was no impact on outcomes for families with a 'high dose' of home visiting. Home visitors often failed to address parental risks and seldom linked families with community resources. Contradictions in the model compromised effectiveness. CONCLUSIONS: The program did not prevent child maltreatment, nor reduce the parental risks that had made families eligible for service. Research is needed to develop and test strategies to improve the effectiveness of home visiting. 相似文献
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The research aims to explore the role of science for employees in science-based industries and for members of the public interacting with science in their everyday lives. Case studies were carried out in a small sample of industries, in community action groups and in personal decision making. The methodology, informed by a tentative model of science, included scrutiny of available relevant documentation and semi-structured interviews. The findings suggest that procedural understanding was essential in the higher levels of industry and in interacting effectively with everyday issues, while conceptual understanding was so specific that it was acquired in a need-to-know way. The implications for science education hinge on a substantial reduction in the conceptual content and the explicit teaching of the nature of evidence (procedural understanding). The authors suggest building on primary pupils' enthusiasm for investigative work at UK Key Stage 3 (11-14 years) and developing an issues-based curriculum at Key Stage 4 (14-16 years). 相似文献
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ABSTRACTThis article describes a program session about licensing electronic resources. The speakers discussed a range of licenses in the current electronic resources landscape and described current trends in the negotiation and management of licenses. They also explored the impact of workflow design on the accessibility of electronic resources at any institution. 相似文献
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Amy B. Adcock Molly H. Duggan Ginger S. Watson Lee A. Belfore 《British journal of educational technology : journal of the Council for Educational Technology》2010,41(3):388-402
This paper describes an assessment of a web‐based interview simulation designed to teach empathetic helping skills. The system includes an animated character acting as a client and responses designed to recreate a simulated role‐play, a common assessment method used for teaching these skills. The purpose of this study was to determine whether learning gains found in previous evaluations would transfer to students needing similar skill sets but in different areas of study. Findings indicate a positive trend in learning gains across both areas of study (human services and counselling) with no significant differences in skill acquisition. Developers of the system conclude that the system is effective in the general training of empathetic helping skills regardless of the students' area of study. 相似文献
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Beth Le Poire Ashley Duggan Carolyn Shepard Judee Burgoon 《Communication Research Reports》2013,30(3):195-206
Previous research suggests that individual nonverbal cues and cue complexes communicate multiple relational messages simultaneously. This work examines the contention that nonverbal percepts may predict relational message interpretations in romantic relationships. Results provide support for the hypothesis that nonverbal cues indicative of greater involvement, pleasantness, and expressiveness connote messages of intimacy. Specifically, the current study reveals that perceptions of intimacy and composure are associated with greater vocalic involvement. Interpretations are provided in line with the social meanings model. 相似文献
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The research presented in this paper shows the continued evaluation of a web‐based interview simulation designed for human services and counseling students. The system allows students to practice empathetic helping skills in their own time. As a possible means to reinforce acquisition and transfer of these skills, interactive learning modules (ILMs) were developed and implemented. The ILMs act as supplemental instruction presenting scenarios and demonstrating best practices responses to client behaviors. Data were collected to assess the impact of these modules on empathetic helping skill acquisition and to assess the efficacy of repeated interactions with the system. Survey items and comments from users were also collected. Findings show some positive trends in empathetic helping skill acquisition through repeated interactions but no significant effects of the ILMs. Attitudinal survey results and comments from users were collected to assess user perceptions of the system as a whole and of the ILMs. 相似文献
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Children, Power and Schooling. How Childhood is Structured in the Primary School By Dympna Devine Trentham Books Ltd. 2003, ISBN: 1 85856 271 6 (pbk) 相似文献
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Stephen Duggan 《比较教育学》2001,37(2):193-212
Comprehensive national educational change is a complex and often difficult process. In countries such as Viet Nam where the govemment exercises tight control over social and economic development strategies, wide scale changes to an education system are often not possible. Viet Nam's increasing engagement with private sector development has, however, enabled greater flexibility for improving and strengthening its education system. In response to Viet Nam 's transition to a market economy, educational planners have had to consider strategies for making the education system more responsive to current and future labour demands. Accordingly, beginning in the early 1990s, the Govemment of Viet Nam put in place policies to enable the education system to 'modemise'. Guided by the principle that an investment in education is an investment in economic development, the government has pursued and continues to pursue an agenda of educational refonn by means of curriculum reforns. Early evidence indicates that despite an initial rapid development and implementation of change-driven policies and Strategie directions, the pace of reform is slowing down. The thesis of this paper is that a programme of substanrial education change and innovation in VietNam is actually a programme of cautious reform based on select targeting of particular school populations, in this case, populations in the arger cities, economic priority zones and urban areas. 相似文献