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OBJECTIVES: To describe the characteristics and repertoires of community practitioners serving families involved in child physical abuse that may inform training and treatment dissemination efforts. The aims are to: (a) describe the background characteristics of these clinicians; (b) document their most common intervention techniques; (c) examine clinicians' attitudes toward manualized treatment; and (d) understand the organizational climate of community agencies. METHOD: Practitioners from nine different agencies who have worked with cases in which there was child physical abuse (n=77) completed focus group discussions and three self-report questionnaires. Qualitative and quantitative analyses were conducted in tandem. RESULTS: Practitioners reported that they most often focused on family issues and employed family therapy techniques. Although treatment manuals were important, it was difficult to determine how practitioners used or would use these materials with families. An almost equal number of concerns and benefits were raised regarding using manuals in treatment. There was moderate agreement in how practitioners perceived their work environments. Age and attainment of a graduate degree were positively related to greater caring and job satisfaction, respectively, while length of time at a given agency was positively related to greater reports of emotional exhaustion on a measure of organizational climate. CONCLUSIONS: Given the promising benefits of evidence-based treatments for child abuse, it is important that researchers begin to form partnerships with community agencies that will lead to the dissemination and evaluation of effective treatment strategies. 相似文献
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In this paper the relationship of identity to a form of institutional interaction is considered, i.e. classroom talk. To illustrate this relationship and its variations, applied ethnomethodology was used to explore the issue of the behavioural and interactional latitudes that the participants afford one another. To do this, features of the assembly and coordination of identities for and in two classroom lessons were compared. The results illustrate ways in which the institutional identities of teacher and student are enacted through and in the interactions in classrooms. It is proposed that, even when such powerful categorizations as ethnicity, class and gender are readily available as potential organizers of practical events such as these lessons, the analysis needs to begin with the empirical structure of the events themselves, treating them as displays of coordinated reasoning practices, and thus treating the contingently assembled identities of the participants as social, locally activated, and resolutely practical. 相似文献
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Arun Garg Pankaj Abrol AD Tewari Rajiv Sen Harbans Lal 《Indian journal of clinical biochemistry : IJCB》2005,20(1):85-86
Fifty children (1–4 years age) presenting with microcytic hypochromic anemia (hemoglobin less than 10g/dl) were studied in
two groups of 25 each. Group I was supplemented with iron (ferrous sulphate 6 mg/kg/d) while group II in addition to iron
was also supplemented with vitamin A (5000 IU/d). Hemoglobin concentration was found to be significantly increased after 4
weeks of iron supplementation. Rise in hemoglobin was comparatively more in-group II, as compared to group I, after 8 and
12 weeks. Serum iron was significantly higher after 4 weeks in both the groups. Packed cell volume (PCV) and retinol levels
increased significantly in-group II only. The data suggests that supplementation of vitamin A improves hematopoiesis. 相似文献
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