Exploratory assessments of child abuse: Children's responses to interviewer's questions across multiple interview sessions     

Tess Patterson  Margaret-Ellen Pipe 《Child abuse & neglect》2009,33(8):490-504

ObjectiveThe present study extends field research on interviews with young children suspected of having been abused by examining multiple assessment interviews designed to be inquisitory and exploratory, rather than formal evidential or forensic interviews.MethodsSixty-six interviews with 24 children between the ages of 3 and 6 years who were undergoing an assessment for suspected child abuse were examined. Each child was interviewed 2, 3, or 4 times. The interviewer's questions were categorized in terms of openness (open, closed or choice), in terms of the degree of interviewer input (free recall, direct, leading, suggestive), and for topic (whether the question was abuse-specific or nonabuse-related). Children's on-task responses were coded for amount of information (number of clauses) reported in relation to each question type and topic, and off-task responses were categorized as either ignoring the question or a diverted response.ResultsChildren provided a response to most questions, independent of question type or topic and typically responded with one or two simple clauses. Some children disclosed abuse in response to open-ended questions; generally, however, failure to respond to a question was more likely for abuse-specific than for nonabuse-related questions.ConclusionThe findings are discussed in terms of the growing literature on interviewing children about suspected abuse, particularly in interviews conducted over multiple sessions.Practice implicationsAssessment of suspected child abuse may involve more than a single investigative interview. Research examining children's responses to questioning over multiple interviews (or single interviews conducted over multiple sessions) is necessary for the development of best practise guidelines for the assessment of abuse.  相似文献   

Grip and Forearm Position Effects on Tests of Static and Dynamic Upper Body Endurance     

Carl Gabbard  Patrick Patterson  Jerry Elledge 《Research quarterly for exercise and sport》2013,84(2):174-179

Abstract

The effects of grip and forearm position on two tests of upper body muscular endurance were investigated in 109 male subjects 18–21 years of age. Subjects were systematically presented 12 tasks: six pull-up and six straight-arm hang grip and forearm variations. Each of the six tasks for both endurance tests represented a different combination of grip (thumb over bar and thumb under bar) and forearm position (pronated, supinated and semi-pronated). Task results were analyzed utilizing 2 × 3 (grip × forearm) ANOVA with repeated measures on the two factors. Analysis of pull-up data revealed that the semi-pronated and supinated forearm positions were not statistically different from each other, but superior to the pronated condition. Results of straight-arm hang performance revealed a significant difference between grips at the semi-pronated position, with the “thumb under bar” being superior. Results for forearm positions at grips indicated a significant difference for the “thumb under bar,” with the pronated and semi-pronated positions being superior to the supinated position. For forearm positions at “thumb over bar,” the pronated condition was significantly different from the semi-pronated and supinated positions. Thumb position trends and kinesiological mechanical analysis did foster general recommendations for use of the “thumb over bar” for pull-ups and the “thumb under bar” position for the straight-arm hang.  相似文献   

Children's Academic and Behavioral Adjustment as a Function of the Chronicity and Proximity of Peer Rejection   总被引：4，自引：1，他引：4  

Melissa E. DeRosier  Janis B. Kupersmidt  Charlotte J. Patterson 《Child development》1994,65(6):1799-1813

The experience of peer rejection is associated with a number of concurrent and later problems for children. However, we know very little about differences in risk relative to different experiences of rejection over time. This study examined later academic and behavioral problems as a function of two dimensions by which rejection may vary over time: chronicity and temporal proximity. 622 second- through fourth-grade children (ages 7–12) were tested in the spring of 4 consecutive years. The results indicated that both chronicity and proximity directly influenced later adjustment. Taken together, the findings suggest that all levels of rejection were associated with greater absenteeism from school, and more chronic and proximal experiences of rejection were associated with elevated externalizing behavior problems and teacher-rated internalizing behavior problems. There was evidence that initial level of adjustment, gender, and development moderated the relation among these dimensions of rejection and later adjustment.  相似文献   

Student Drivers and the Fiduciary Duty of School Boards     

James Kent Donlevy  Dianne Gereluk  Jim Brandon  Peggy Patterson 《Interchange》2017,48(2):195-203

Following E.D.G. v. Hammer, Canadian law has held that school boards, although they have a fiduciary duty to their students, do not guarantee the safety of their students from the acts of their employees. The scope of that fiduciary duty is narrow, restricted to a board acting with disloyalty, in bad faith, or in a conflict of interest to its students, which causes them injury. This paper takes the position that the scope of that duty should include cases where a school board’s policy allows students to use their own cars to drive fellow students to school-sponsored functions.  相似文献   

It Takes Two to Replicate: A Mediational Model for the Impact of Parents' Stress on Adolescent Adjustment   总被引：15，自引：1，他引：15  

Rand D. Conger  Gerald R. Patterson  Xiaojia Ge 《Child development》1995,66(1):80-97

In this study of parental stress and adolescent adjustment, experiences of negative life events during the recent past were used to generate a measure of acute stress. In addition, multiple indicators based on reports from various informants were used to estimate latent constructs for parental depression, discipline practices, and adolescent adjustment. Employing 2 independent samples of families from 2 different regions of the country (rural Iowa and a medium-sized city in Oregon), structural equation models were used to test the hypothesis that in intact families acute stress experienced by parents is linked to boys' adjustment (average age equaled 11.8 years in the Oregon sample, 12.7 years in the Iowa sample) through 2 different causal mechanisms. The findings showed that parental stress was related to adjustment through stress-related parental depression that is, in turn, correlated with disrupted discipline practices. Poor discipline appears to provide the direct link with developmental outcomes. The structural equation model (SEM) used to test the proposed mediational process was consistent with the data for mothers and boys from both the Oregon and the Iowa samples. The similarity in results was less clear for fathers and boys. Implications of these results for future replication studies are discussed.  相似文献   

Moral Education Polices in Five Canadian Provinces: Seeking Clarity, Consistency and Coherency     

K. Leinweber  J. K. Donlevy  D. Gereluk  P. Patterson  J. Brar 《Interchange》2012,43(1):25-42

This paper asks the question, “What is the current status of provincial moral education polices in the five Canadian provinces which have mandated or optional moral education programs: Saskatchewan, Ontario, Quebec, British Columbia, and Alberta?” It then offers a response through an analysis of the relevant policies in those provinces that draws upon Sanger and Osguthorpe’s Moral Work of Teaching Framework. It concludes with the finding that there is a lack of clarity, consistency, and coherence in those policies which could be addressed through their ongoing examination, combined with the development of standardized terminology, and clearly stated definitions and assumptions.  相似文献   

Bioinformatics Education in High School: Implications for Promoting Science,Technology, Engineering,and Mathematics Careers     

Dina N. Kovarik  Davis G. Patterson  Carolyn Cohen  Elizabeth A. Sanders  Karen A. Peterson  Sandra G. Porter  Jeanne Ting Chowning 《CBE life sciences education》2013,12(3):441-459

We investigated the effects of our Bio-ITEST teacher professional development model and bioinformatics curricula on cognitive traits (awareness, engagement, self-efficacy, and relevance) in high school teachers and students that are known to accompany a developing interest in science, technology, engineering, and mathematics (STEM) careers. The program included best practices in adult education and diverse resources to empower teachers to integrate STEM career information into their classrooms. The introductory unit, Using Bioinformatics: Genetic Testing, uses bioinformatics to teach basic concepts in genetics and molecular biology, and the advanced unit, Using Bioinformatics: Genetic Research, utilizes bioinformatics to study evolution and support student research with DNA barcoding. Pre–post surveys demonstrated significant growth (n = 24) among teachers in their preparation to teach the curricula and infuse career awareness into their classes, and these gains were sustained through the end of the academic year. Introductory unit students (n = 289) showed significant gains in awareness, relevance, and self-efficacy. While these students did not show significant gains in engagement, advanced unit students (n = 41) showed gains in all four cognitive areas. Lessons learned during Bio-ITEST are explored in the context of recommendations for other programs that wish to increase student interest in STEM careers.  相似文献   

Socioemotional Selectivity Theory and the Macrodynamics of Friendship: The Role of Friendship Style and Communication in Friendship across the Lifespan     

Kevin B. Wright  Brian R. Patterson 《Communication Research Reports》2013,30(3):163-170

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Coparenting Among Lesbian,Gay, and Heterosexual Couples: Associations With Adopted Children's Outcomes     

Rachel H. Farr  Charlotte J. Patterson 《Child development》2013,84(4):1226-1240

Coparenting is associated with child behavior in families with heterosexual parents, but less is known about coparenting among lesbian‐ and gay‐parent families. Associations were studied among self‐reported divisions of labor, coparenting observations, and child adjustment (M_age = 3 years) among 104 adoptive families headed by lesbian, gay, or heterosexual couples. Lesbian and gay couples reported sharing child care, whereas heterosexual couples reported specialization (i.e., mothers did more child care than fathers). Observations confirmed this pattern—lesbian and gay parents participated more equally than heterosexual parents during family interaction. Lesbian couples showed the most supportive and least undermining behavior, whereas gay couples showed the least supportive behavior, and heterosexual couples the most undermining behavior. Overall, supportive coparenting was associated with better child adjustment.  相似文献   

Re-reading the reading lesson: episodes in the history of reading pedagogy     

Bill Green  Phillip Cormack  Annette Patterson 《牛津教育评论》2013,39(3):329-344

Reading pedagogy is constantly an object of discussion and debate in contemporary policy and practice but is rarely a matter for historical inquiry. This paper reports from a recent study of the history of reading pedagogy in Australia and beyond. It focuses on a recurring figure in the historical record—the ‘reading lesson’. Presented as a distinctive trope, the reading lesson is traced in its regularity in and through the discourse of reading pedagogy, starting in 1930s Australia and moving back into 19th-century Europe, and with specific reference to the UK and the USA. Teaching reading is expressly identified as a moral project—something that, it can be argued, clearly continues into the present.  相似文献