Abuse of children in foster and residential care     

Hobbs GF  Hobbs CJ  Wynne JM 《Child abuse & neglect》1999,23(12):601-1252

OBJECTIVE: There have recently been many debates in the UK about how to provide good care for children placed away from home. Professionals have realized that the level of child abuse in foster care and children's homes is high. This research examines the characteristics of physical and sexual abuse of children in foster and residential care in a city in England. The number of cases of abuse reported by pediatricians in this group was compared to the number reported by the same pediatricians for the population of Leeds as a whole. METHOD: This is a retrospective study of 158 children, fostered or in residential care who were involved in 191 episodes of alleged physical and/or sexual abuse assessed and reported by pediatricians over a 6 year period from 1990 to 1995 in Leeds, England. Details of the child including the reason for placement in care, their physical and mental health, abuse characteristics, including perpetrator and case management were studied. RESULTS (see Table 1): 158 incidents of abuse in 133 children in foster/residential care are described. In foster care, 42 children were physically abused, 76 were sexually abused, and 15 experienced both forms of abuse. In residential care, 12 children were physically abused, 6 were sexually abused, and 6 experienced both forms of abuse. In foster care 60% of sexual abuse involved girls and 60% of physical abuse involved boys. In residential care almost twice as many boys as girls were reported to be abused. Foster carers perpetrated the abuse for 41%, natural parents on contact for 23%, and children 20% of incidents. A significant proportion of abuse was severe with 1 death, 8 children with burns, 18 with genital, and 34 with anal penetration. Long-standing emotional, behavioral and learning difficulties were common. Most children (80%) had been abused prior to entry into care. Foster children were 7-8 times and children in residential care 6 times more likely to be assessed by a pediatrician for abuse than a child in the general population. CONCLUSIONS: Children in foster or residential care form an at risk group for maltreatment. Their special needs include additional measures to protect them from abuse.  相似文献   

Will you Play with Me? Improving Social Skills for Children with Asperger Syndrome     

Renee Muller 《International Journal of Disability, Development & Education》2010,57(3):331-334

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A Model for Studying the Effects of Social Policy on Education     

Renee J. Martin 《Equity & Excellence in Education》2013,46(2-4):53-56

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Studying the Use of Peer Learning in the Introductory Computer Science Curriculum     

Craig E. Wills  Dorothy Deremer  Renee A. McCauley  Linda Null 《Computer Science Education》2013,23(2):71-88

This paper reports the results of studying the use of peer learning in the introductory computer science curriculum. The project involves educators from a variety of institutions who participated in two summer workshops and either introduced or continued their use of peer learning at their institutions as part of this project. The results of the collective work include much experience with different types of peer learning in different settings. Overall, the results indicate that peer learning is a valuable technique that should be used as one pedagogical approach in teaching the introductory computer science curriculum.  相似文献   

COMBINING SELF‐MONITORING AND AN INTERDEPENDENT GROUP CONTINGENCY TO IMPROVE THE BEHAVIOR OF SIXTH GRADERS WITH EBD     

Hilary Denune  Renee Hawkins  Lauren Donovan  Dacia Mccoy  Lyndsie Hall  Anthony Moeder 《Psychology in the schools》2015,52(6):562-577

A withdrawal design was used to examine the influence of a self‐monitoring procedure on the overall effectiveness of an interdependent group contingency intervention implemented in a sixth‐grade classroom in an alternative school serving students with emotional and behavioral disorders (EBD). Dependent variables included student on‐task, off‐task, and disruptive behaviors exhibited during language arts. Following baseline, the classroom teacher implemented an interdependent group contingency using randomized criteria for reinforcement and randomized reinforcers. Next, a self‐monitoring intervention procedure was added to the existing interdependent group contingency intervention. The self‐monitoring procedure was then withdrawn and reinstated. Results indicated that though there were improvements in behavior from baseline upon intervention implementation, the self‐monitoring procedure did not increase the effectiveness of the interdependent group contingency intervention. Limitations and suggestions for future research investigating the influence of self‐monitoring on group contingency interventions are discussed.  相似文献   

Family Fun Nights: Collaborative Parent Education Accessible for Diverse Learning Abilities     

Christen Knowles  Anne Harris  Renee Van Norman 《Early Childhood Education Journal》2017,45(3):393-401

Quality early childhood education programs have a responsibility to provide enriched educational services to preschool students paired with parent support, education, and outreach. Pearl Buck Preschool, a non-profit organization devoted to the delivery of preschool services for children of parents with intellectual disabilities or learning difficulties, created a unique parent program titled Family Fun Night. This six-session series was developed with a strengths-based, collaborative framework and was connected to the Program-wide Positive Behavioral Interventions and Supports implementation in the preschool. The following paper discusses the development, facilitation, implementation, logistics, and assessment of the Family Fun Night series. Barriers to implementation are also discussed.  相似文献   

University of North Carolina at Charlotte: Using the EIA Application as a Catalyst for Intentional Improvement     

Christine Robinson  Cathy Sanders  Harriet Hobbs  Elise Demeter  Karen Singer‐Freeman 《Assessment Update》2019,31(1):1-16

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International Student Support Groups: Learning from Experienced Group Members and Leaders     

Nate Page  Derek Griner  Timothy B. Smith  Aaron P. Jackson  Klint Hobbs 《Journal of College Student Psychotherapy》2019,33(3):180-198

A multisite qualitative study investigated the experiences of six group leaders and 10 group members who participated in seven different university counseling center international student support groups. Analyses of interview data using hermeneutic interpretation resulted in nine major themes and 10 subthemes organized into four sections: (a) recruitment and group design, (b) experiences of group members, (c) experiences of group leaders, and (d) additional considerations.  相似文献   

Phonological processing and emergent literacy in Spanish-speaking preschool children     

Anthony JL  Williams JM  McDonald R  Corbitt-Shindler D  Carlson CD  Francis DJ 《Annals of dyslexia》2006,56(2):239-270

Phonological awareness (PA), phonological memory (PM), and phonological access to lexical storage (also known as RAN), play important roles in acquiring literacy. We examined the convergent, discriminant, and predictive validity of these phonological processing abilities (PPAs) in 147 3-, 4-, and 5-year-old children whose native language was Spanish. Confirmatory factor analysis (CFA) supported the validity of each PPA as separate from general cognitive ability and separate from each other. Moreover, structural equation modeling found RAN uniquely associated with knowledge of Spanish letter names and Spanish letter sounds. PA was found the best predictor of children’s ability to distinguish alphabetic text from nonalphabetic text. Finally, general cognitive ability was only indirectly associated with emergent literacy skills via PPAs. These results highlight the importance of PPAs in the early literacy development of native Spanish speaking preschool children.  相似文献   

Introduction to the special issue: Identifying effective classwide interventions to promote positive outcomes for all students     

Renee O. Hawkins 《Psychology in the schools》2010,47(9):869-870

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