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1.
ObjectiveThis research examined whether additional forms of family violence (partner-child aggression, mother-child aggression, and women's intimate partner violence [IPV]) contribute to children's adjustment problems in families characterized by men's severe violence toward women.MethodsParticipants were 258 children and their mothers recruited from domestic violence shelters. Mothers and children completed measures of men's IPV, women's IPV, partner-child aggression, and mother-child aggression. Mothers provided reports of children's internalizing and externalizing behavior problems; children provided reports of their appraisals of threat in relation to interparent conflict.ResultsAfter controlling for sociodemographics and men's IPV: (1) each of the additional forms of family violence (partner-child aggression, mother-child aggression, and women's IPV) was associated with children's externalizing problems; (2) partner-child aggression was associated with internalizing problems; and (3) partner-child aggression was associated with children's threat appraisals. The relation of mother-child aggression to externalizing problems was stronger for boys than for girls; gender differences were not observed for internalizing problems or threat appraisals.ConclusionsMen's severe IPV seldom occurs in the absence of other forms of family violence, and these other forms appear to contribute to children's adjustment problems. Parent-child aggression, and partner-child aggression in particular, are especially important. Systematic efforts to identify shelter children who are victims of parental violence seem warranted.Practice implicationsMen's severe IPV seldom occurs in the absence of other forms of family violence (partner-child aggression, mother-child aggression, and women's IPV), and these different forms of family violence all contribute to children's adjustment problems. Treatment programs for children who come to domestic violence shelters should address these different forms of family violence, especially parent-child aggression.  相似文献   

2.
BackgroundFollowing traumatization, caregiver support is a crucial factor contributing to children's successful management of posttraumatic reactions and their recovery. Caregivers who have been traumatically impacted themselves, however, may be compromised in this posttraumatic caregiving role. Although there are a number of evidence-based child trauma treatments that are effective in reducing children's trauma symptoms, the impact of child treatment on participating caregiver's posttraumatic symptoms (PTS) has received less attention.ObjectiveExplore PTS reduction caregivers experience through participation in their child's evidence-based trauma-focused mental health treatment.Participants and setting640 Child-Caregiver dyads referred for the Child and Family Traumatic Stress Intervention (CFTSI) following formal disclosure of abuse in a Child Advocacy Center (CAC).MethodsData were collected from 10 community treatment sites trained in CFTSI. A multi-site meta-analytic approach was used to evaluate pooled and site-specific therapeutic effect sizes for caregivers and children.ResultsCFTSI was associated with significant changes (Hedge's g = 1.17, Child-rated; g = 0.66, caregiver-rated) in children's PTS and with clinically meaningful improvements in PTS for 62% of participating caregivers who had started CFTSI with clinical levels of PTS as measured by the Post Traumatic Checklist–Civilian Version (PCL-C). The overall mean PCL-C change (9.31, SD = 12.9) in paired, pre-post PCL-C scores is close to a clinically meaningful change of 10 or higher. There was a robust moderate pooled effect size (g = 0.70, N = 640, p < 0.0001).ConclusionThe value of a reduction in caregiver PTS as a secondary outcome of children's trauma-focused treatment is discussed.  相似文献   

3.
BackgroundInvestigations have found mothers’ adverse childhood experiences (ACEs) confer an intergenerational risk to their children's outcomes. However, mechanisms underlying this transmission have only been partially explained by maternal mental health. Adult attachment insecurity has been shown to mediate the association of ACEs and mental health outcomes, yet an extension of this research to children's behavioral problems has not been examined.ObjectiveTo examine the cascade from maternal ACEs to risk for child behavioral problems at five years of age, via mothers’ attachment insecurity and mental health.Participants and settingParticipants in the current study were 1994 mother-child dyads from a prospective longitudinal cohort collected from January 2011 to October 2014.MethodsMothers retrospectively reported their ACEs when children were 36 months of age. When children were 60 months of age, mothers completed measures of their attachment style, depression and anxiety symptoms, and their children's behavior problems.ResultsPath analysis demonstrated maternal ACEs were associated with children's internalizing problems indirectly via maternal attachment avoidance, attachment anxiety, and depression symptoms, but not directly (β = .05, 95% CI [−.001, .10]). Maternal ACEs indirectly predicted children's externalizing problems via maternal attachment avoidance, attachment anxiety, and depression. A direct effect was also observed from maternal ACEs to child externalizing problems (β = .06, 95% CI [.01, .11]).ConclusionsMaternal ACEs influenced children's risk for poor behavioral outcomes via direct and indirect intermediary pathways. Addressing maternal insecure attachment style and depression symptoms as intervention targets for mothers with histories of ACEs may help to mitigate the intergenerational transmission of risk.  相似文献   

4.

This article explains how Julie Laible's "loving epistemology" has implications for practitioners' research-based activities. Laible's view of the Other provides guidance for the research of those striving to be both feminist in approach and respectful toward research subjects.  相似文献   

5.
In painting and music it is common for one artist to build upon the work of another. Beethoven's Ninth Symphony is a composite of variations on Schiller's Ode To Joy, and Picasso readily admitted that he drew heavily from the work of Velasquez in some of his early paintings. The practice of thematic variation is, however, less frequent in works of dramatic literature. Seldom does one writer draw upon the work of another in an obvious manner, use it to reinforce his own thesis, and have his borrowing remain undetected. Yet this is precisely what playwright Arthur Kopit has done in The Day The Whores Came Out To Play Tennis. Although Kopit's thematic variations may not be obvious in the work as produced, they are, however, quite clear if the play is read. The only possible explanation for lack of comment on what is obvious is that very little has been written about any of Kopit's work. Nevertheless, in The Day The Whores Came Out To Play Tennis, Kopit draws extensively from material contained in Anton Chekhov's play, The Cherry Orchard.  相似文献   

6.
Résumés     
Abstract

La methode explicative et l'éducation écologique non formalisée en malière de gestion des ressources naturelles E. C. Olson, Mary Lynne Bowman, et Robert E. Roth

La familiarisation et la compréhension de l'environment William E. Hammitt

La tǎche de l'éducation écologique en République Dominicaine Clinton L. Shepard

La persuasion et la formation des attitudes dans les activités fluviales organisées David Cockrell, Steve Bange, Joseph Roggenbuck

L'évaluation directe: un instrument de gestion permettant las justification, l'évaluation et la modification de programmes Paul F. Nowak

Les bénéfices économiques réalisés par les visiteurs d'un centre d'information Ted T. Cable, Douglas M. Knudson, David J. Stewart  相似文献   

7.

The con man has long been a powerful figure in American history and fiction. This study examines that figure in three popular novels: Jim Thompson's The Grifters (1963), Stephen Robinett's Unfinished Business (1990), and Lawrence Sanders's Sullivan's Sting (1990). These novels trace the con man from the street hustler to the swindler, using worldwide modern technology. The authors' insights into the character, motivation, jargon, and methods of the con man will illuminate him for students, who will be exposed at the same time to the syntactical and narrative skills of fiction writers.  相似文献   

8.
Abstract:

Kohlberg's system of moral judgment development has some important links with Piaget's work on moral judgment, though Piaget's work is not the only influence on Kohlberg's ideas. Piaget's system of moral growth is briefly examined, and the extent to which subsequent research has validated it, is noted, thus placing Kohlberg in a historical context. The ways in which Kohlberg extends or departs from Piaget's system of moral growth are examined. The concept of stages and the nature and processes of stage development are discussed, and in this context the relationship between Kohlberg's moral development and Piaget's cognitive development is examined. It is concluded on the basis both of logic and evidence that the relationship, although complex rather than isomorphic, is likely to hold considerable potential for future research.  相似文献   

9.

Abstract:

This paper challenges the assumptions underpinning James Tooley's earlier critique in this edition of the Journal of the author's negative assessment of market‐led forms of educational provision. In particular, the paper highlights Tooley's failure to acknowledge that the pursuit of self‐interest within the market place can be self‐defeating. The paper concludes by arguing that deliberative public action is a necessary condition for addressing the major predicaments of our time, including those facing education.  相似文献   

10.
Abstract

This article provides a theoretical foundation for understanding women's technical skill development (TSD) in outdoor adventure. An examination of societal and biological factors influencing women's TSD focuses on gender role socialization, sense of competence, technical conditioning, sexism, spatial ability, and risk-taking. The article suggests leadership and instructional strategies for facilitating technical skill competency for women in outdoor education.  相似文献   

11.
Out of Silence     
Abstract

The author examines her uncle's life and death by using narrative and social construction theory to deconstruct both her family's and the socio-cultural stories of mental illness.  相似文献   

12.
Abstract

This paper uses Durkheim's critique of Kant to criticize Kohlberg's theory of morality. After examining the applicability of Durkheim's criticism of Kant's definition of morality to Kohlberg's equation of morality with justice structures, it explores Durkheim's psychological views on emotional and dispositional aspects of morality, which are typically neglected by Kantians. Some standard criticisms of Durkheim's moral theory are re‐examined and the argument is advanced that Durkheim's social ethic is substantively at Stage Six on Kohlberg's developmental schema. Several modifications of Kohlberg's theory are proposed, using Durkheimian insights.  相似文献   

13.

This paper presents a novel structure for displaying a phenomenographical hierarchy, and then proceeds to construct such a hierarchy for children's ideas on light and vision. Five independent dimensions of cognitive demand are proposed. After a discussion of children's use of Emission and Reception models in different contexts, suggestions are put forward for progression in learning in this area.  相似文献   

14.

John Wilson's attempts to identify the key ''components'' of morality have been a familiar part of the moral education landscape for many years. His work, however, has probably not had as much influence on researchers and teachers as might have been expected, and an examination of possible reasons for this may help us to appraise some of the strengths and weaknesses of his approach.  相似文献   

15.
《师资教育杂志》2012,38(3):211-215
Abstract

This paper argues that the Scottish Education Department (SED) has dispensed with its earlier advocacy of human relations management approaches to staff development. The concept of ‘collaboration’, stressed in the National Committee for the In‐service Training of Teachers (NCITT) reports of 1984, is not mentioned in the SED's consultation paper School Teachers’ Professional Development into the 1990s. The period between 1979 and 1984 is analysed briefly. This period was typified by a declared preference for collaborative INSET. Consideration is given to the SED's consultation paper School Teachers’ Professional Development into the 1990s, and the SED's concept of ‘professional development’ is examined. The SED's management ethos as implied in Curriculum and Assessment in Scotland: a policy for the 1990s is incorporated into the analysis.  相似文献   

16.
Abstract:

Cognitive developmental research has neglected the very early stages of moral development. Three recent attempts to fill this gap are briefly described. The first is Martin Hoffman's stage theory account of the origins of empathy. The second is Selman's theory of the development of social perspective‐taking. The third is Damon's account of the development of ‘positive justice’ in early childhood. The implications of these approaches for early moral education are then discussed.  相似文献   

17.
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18.

This paper comments on the Annette Hemmings's paper entitled, 'Youth culture of hostility: Discourses of money, respect and difference.' The paper briefly looks at Hemmings's findings, in particular those related to identity development. However, the major focus is on reframing methodological aspects of Hemmings's study. In particular, the paper examines challenges facing cultural outsiders doing research; the dynamic and multiple roles of the researcher in discourse analysis (i.e., participant, observer, and subject); and a theoretical rationale for including the researcher as subject in research, which is based on Foucault's notion of how discourse systems impact the construction of people's sense of social, political and cultural realities.  相似文献   

19.
Rationality and Freedom AMARTYA SEN, 2002 London, Harvard University Press 736 pp., £25.04 ISBN 0 674 00947 9 Valuing Freedoms. Sen's Capability Approach and Poverty Reduction SABINA ALKIRE, 2002 Oxford, Oxford University Press 340 pp., £45.00 ISBN 0 19 924579 This important selection of essays by the in.uential Nobel Prize winning economist, Amartya Sen, deals with economic theory and social philosophy. Sabina Alkire's book combines a lucid exposition of the significance of Sen's work with an analysis of how it might be operationalised in development practice. Together with Sen's popular and now very widely read exposition of his key ideas in Development as Freedom (Sen, 1999) the works provide a new language to understand important social and economic processes. These recently published works also indicate some new directions debates concerning Sen's innovative ideas are taking. On the one hand, the connections across disciplines that Sen's work represents are being explored, partly by Sen himself and partly by those who have interpreted his ideas. On the other hand, the implications of Sen's work for examining practical approaches to social justice are emerging. While Sen's ideas have posed some central questions for debates in philosophy concerning equality, for discussions on social choice in economics, and for the reframing of the de.nition of ‘development’ in development studies, his work has had surprisingly little impact on discussions in sociology of education. Before considering what some of the potential of his thinking is for sociologists of education, some elements of his thinking need explanation.  相似文献   

20.
Abstract

This article describes the standards‐based redesign of one university's advanced master's degree program for early childhood practitioners. It discusses the philosophy and goals, degree components, and features that aligned with standards from the National Board for Professional Teaching Standards and the National Association for the Education of Young Children guidelines for advanced degree programs.  相似文献   

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