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OBJECTIVE: This study aimed to establish the views of a group of mental health professionals from various disciplines working in mental health service in a British hospital about the needs of clients who had experienced childhood sexual abuse. METHOD: Staff members were asked to complete an anonymous survey which asked questions relating to knowledge of sexual abuse and its effects, and the needs of clients and staff in working with this client group. A total of 54 people responded to the survey, 42 were female, 11 male. Most (72%) reported having over 10 years experience working in mental health, working in both in-patient and out-patient settings. RESULTS: While respondents were reasonably knowledgeable about childhood sexual abuse, they were not very comfortable, competent or supported in their work with this client group. There were no differences in responses according to the age or gender of respondents, but less experienced staff were more likely to feel supported. Those that had received training and/or supervision felt significantly more capable in working with this client group. CONCLUSIONS: The study offers some support for the development of specialist training, consultancy and supervision programs for mental health staff in the area of child sexual abuse. 相似文献
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Cultural Studies of Science Education - This commentary seeks to extend the discussion on place, food practices, and ancestral scientific knowledge presented in Silvia Lizette Ramos de... 相似文献
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It has been suggested that the field of Mind, Brain, and Education (MBE) requires a stable infrastructure for translating research into practice. Hinton and Fischer (2008) point to the academic medical center as a model for similar translational work and suggest a similar approach for linking scientists to research schools. We propose expanding their model to include a formal role for clinicians. Including clinicians who work with children with learning problems brings an important perspective to the translational work. For example, the integration of the concept of “differential diagnosis,” a core precept in clinical medicine, would bring needed diagnostic specificity to the field of MBE. We describe a virtual infrastructure for collaboration, or “collaboratory,” consisting of research scientists, educators, and clinicians, linked to an academic institution. We anticipate that MBE graduates can play a critical role in the collaboratory model. With additional training, they can become “neuroeducators” capable of moving comfortably among the disciplines, building linkages, fostering communication, and facilitating collaboration. 相似文献
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Cortisol in Neonatal Mother's Milk Predicts Later Infant Social and Cognitive Functioning in Rhesus Monkeys 下载免费PDF全文
Amanda M. Dettmer Ashley M. Murphy Denisse Guitarra Emily Slonecker Stephen J. Suomi Kendra L. Rosenberg Melinda A. Novak Jerrold S. Meyer Katie Hinde 《Child development》2018,89(2):525-538
Milk provides not only the building blocks for somatic development but also the hormonal signals that contribute to the biopsychological organization of the infant. Among mammals, glucocorticoids (GCs) in mother's milk have been associated with infant temperament. This study extended prior work to investigate rhesus monkey (Macaca mulatta) mother–infant dyads (N = 34) from birth through 8 months postpartum. Regression analysis revealed that cortisol concentrations in milk during the neonatal period predicted impulsivity on a cognitive task, but not global social behaviors, months later. During this time period, sex‐differentiated social behavior emerged. For female infants, milk cortisol concentrations predicted total frequency of play. Collectively, these findings support and extend the “lactational programming” hypothesis on the impact of maternal‐origin hormones ingested via milk. 相似文献
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Juliet Scott-Barrett Katie Cebula Lani Florian 《International Journal of Research & Method in Education》2019,42(2):163-184
This study explores the opportunities and dilemmas that have been encountered by researchers seeking the views of young people with autism. Twelve researchers were interviewed about their experiences in this field. Through exploration of the complex methodological and ethical issues that they encountered, this study aims to better understand how researchers can improve the way they listen to, and engage with, the views of children and young people with autism. This article discusses four themes that emerged from the interviews: power dynamics; building rapport; communication; and meaningful processes and outputs. 相似文献
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Pupil involvement in special educational needs disagreement resolution: some perceived barriers to including children in mediation 总被引:1,自引:0,他引:1
Kirstie Soar Katie Burke Katia Herbst Irvine Gersch 《British Journal of Special Education》2005,32(1):35-41
Recent legislation in England has encouraged the use of disagreement resolution and mediation and emphasised the need to involve pupils in their own schooling. These policies apply in the educational system generally, but are particularly significant in the area of special educational needs (SEN). Kirstie Soar, a lecturer in the School of Psychology at the University of East London; Katie Burke, a PhD student at Salford University, Manchester; Katia Herbst, an independent researcher offering research and development services to the not-for- profit sector; and Professor Irvine Gersch, Director of the MSc educational psychology programme at the University of East London, set out to examine how pupil involvement in informal disagreement resolution has developed across 11 English regions since its introduction. The research consisted of 12 in-depth interviews with local education authority (LEA) SEN officers, mediators and parent partnership officers (PPOs) involved in informal special educational needs disagreement resolution. The aims of the study were to determine how far children were actually involved in mediation and what, if any, barriers existed which were seen to restrict such pupil involvement. A thematic analysis of interview content was conducted. Four major themes emerged, including: the distinction between direct and indirect pupil involvement; the importance of the child's view and how it is elicited; the role of other agencies; and other barriers to pupil involvement in informal disagreement resolution. Direct pupil involvement was found to be limited and variable, but indirect pupil involvement was more prevalent. In this article, the authors note a series of recommendations concerning pupil involvement in the mediation process and, in conclusion, put forward the implications of their work for future policy, practice and research. 相似文献
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