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91.
In 2015, 523 reports of suspected child abuse and neglect (CAN) were brought to the attention of the Confidential Center of Child Abuse and Neglect (CCCAN) of Brussels. Around 38% of these reports came from school personnel. This study investigated which factors affect the recognition of CAN by school personnel of Dutch-speaking primary education in Brussels and their intervention need. Two hundred seventy-nine staff members of 16 schools professionally working with children, filled in a Questionnaire Assessment of Situations of CAN. The instrument consists of 24 vignettes describing CAN. Respondents were asked questions regarding recognition and intervention need about each vignette. Detection, severity assessment, the need for professional help, the need for referral to a CCCAN and the need to involve judicial authorities were mainly associated with case characteristics. Although most situations of CAN were detected, situations of emotional abuse were less often recognized. Situations involving non-Western victims were considered to be more severe and the perceived need for involvement of professional help, CCCAN and judicial authorities was larger. Ethnic stereotypes affect the actions undertaken in case of CAN. Awareness of these reactions may result in equal treatment for all victims. Staff characteristics were little associated with detection and intervention need. 相似文献
92.
Parents referred to child welfare services for child maltreatment often struggle against chronic risk factors including violence, substance abuse, mental health concerns, and poverty, which impinge upon their ability to be sensitive caregivers. The first line of intervention within the child welfare context is to modify parenting behavior. This scoping review comprehensively surveyed all available literature to map the extent and range of research activity around the types of interventions available within a child welfare context to parents of infants and toddlers (0–5 years of age), to identify the facilitators and/or barriers to the uptake of interventions, and to check that interventions match the risk factors faced by parents. This scoping review engaged in stringent screening of studies based upon inclusion/exclusion criteria. Sixty-five articles involving forty-two interventions met inclusion criteria. Interventions generally aimed to improve parenting practices, the relationship between parent and child, and/or attachment security, along with reducing child abuse and/or neglect. A notable finding of this scoping review is that at present, interventions for parents of children ages 0–5 involved with the child welfare system are most frequently measured via case study and quasi-experimental designs, with randomized control trials making up 26.2% of included study designs. 相似文献
93.
The current research study used a developmental–epidemiological approach to examine the prevalence and impact of multiple risks on educational outcomes for an entire population of second grade children in a low-income, urban public school system. The Kids Integrated Data System (KIDS) provided information about children's entire histories of involvement with public services from birth through the end of second grade. Educational risk factors identified through these systems included poverty, child maltreatment, homelessness, low-maternal education, and biological birth risks. Multiple logistic regression analyses revealed the differential impacts of type and amount of risk on multiple academic and behavioral outcomes. Findings emphasized the disproportionate educational challenges that fall squarely in the purview of other publicly funded service providers outside the education system. Implications of this study include the increasing of the collaborations between early childhood educators and public service systems such as child welfare and homelessness. Enhancing the educational well being of young children with disproportionate risks requires intentional, systematic, and comprehensive interventions that can only be done through such collaboration. 相似文献
94.
The present study reports the results of a randomized controlled trial aimed at fostering specific aspects of pre-service teachers’ data literacy. The 6-h intervention focused on data types, reference norms, scale transformations, graphic displays of the properties of frequency distributions, and judgments about the magnitude of mean differences. Pretest-posttest comparisons of a data literacy test showed a large and significant effect of the intervention. Furthermore, main effects but no significant interaction effects with pretest scores were found for personal and motivational covariates (academic self-concept, value beliefs, study interest) on posttest data literacy. 相似文献
95.
音乐作为一种体育运动的表现形式和运动训练的辅助手段,在近现代体育的蓬勃发展中逐步被一些体育项目所吸纳,开始纷纷登上体育舞台,如:体育舞蹈、健美操、艺术体操、花样滑冰等。人们在认识和感官上已能自然地把音乐和体育运动联系在一起,把它们视为一个统一体。可见,音乐已成为诸多项目的重要组成部分。文章主要通过实验研究对音乐介入套路训练对运动员的情绪产生差异性的影响进行研究,分析在训练中有无音乐的介入对武术套路运动员前后心境状态变化的对比,进而探讨音乐介入武术训练对武术套路发展的影响。 相似文献
96.
以认知干预为代表的心理技能训练被广泛用于运动员技能的改善,其中表象训练和自我谈话对运动操作表现的改善获得大量的研究支持,但在不同水平的运动员中的适用情况存在争议。本研究旨在考察能否通过认知干预来加以改善不同水平网球选手的发球准确性。研究对象为国家网球青年集训队男运动员（ n ＝24）与网球专项大学生男运动员（n ＝24）。研究采用3×2组间设计。实验组在两周间进行6次发球表象训练或自我谈话训练,对照组观看体能训练录像。因变量为一发击中目标区域的准确度改善率,协变量为身高。结果显示,对高水平选手而言,表象训练与自我谈话对一发准确性均有改善效果,表象训练效果更优;对大学生运动员而言,只有自我谈话能改善一发准确性而表象训练无显著效果,但自我谈话对大学生运动员一发准确性的改善效果比优秀运动员更明显。本研究总体支持了认知干预的有效性,同时提出针对专项需求和训练目的将心理训练方法与运动水平进行匹配是确保心理训练有效的重要前提。 相似文献
97.
The nurturing of a child has been termed the “Irrational commitment” [1]—“the enduring, irrational commitment of one or more adults in care and joint activity with the child.” The paper examines ways of facilitating this kind of caring. It is not enough to utilise the extensive technology and skills now available in obstetrics and paediatrics if there is a failure to ensure that the parents are able to nurture and enjoy their new infant. Success can only be claimed if parents are assisted in establishing a mutually satisfying relationship with their infants, i.e. they make an irrational commitment to the nurturing of their children. Results from a study of early identification and prediction of major parenting difficulty within the maternity hospital [7] are given and some of the various methods of early intervention and support now being undertaken to assist in the establishment of good nurturing between mothers and infants are described. 相似文献
98.
There is a substantial and persistent gap in achievement between children from different backgrounds [National Center for Education Statistics. (2002). Children's reading and mathematics achievement in kindergarten and first grade. Washington, DC: U.S. Government Printing Office] that can be traced to the preschool years [Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Research Council, National Academy Press], highlighting the importance of ensuring that preschools that serve low-income populations provide strong support for children's language and early literacy development. The current project sought to improve program quality in Head Start classrooms throughout New England with the Literacy Environment Enrichment Program (LEEP), an in-service intervention that was delivered in the form of a credit-bearing course. The impact of LEEP was studied using a wait-list comparison group strategy to determine whether intervention group teachers (n = 30) showed more fall–spring growth in measures of classroom support for literacy than did comparison group teachers (n = 40). Multiple hierarchical regression analyses that controlled for background measures and fall scores on classroom measures revealed moderate to large positive effects on all measures of classrooms support for language and early literacy with the exception of writing, for which only a small effect was found. 相似文献
99.
面对中考、高考的激烈竞争,中学生的考试心理问题已日益受到社会关注。中学生考试心理问题的成因有主观因素和客观因素,表现在考试认知、考试情绪和考试适应性等几个方面。其防治与调控可采取考试心理问题专题训练、个别辅导和家庭辅导等途径对其干预。 相似文献
100.
Despite the importance that is attached to flood-risk awareness and preparedness in the Netherlands, Dutch students show low flood-risk perceptions and preparedness intentions. This study focused on evaluating the effectiveness of a flood-risk education program that aimed for the enhancement of 15-year-old students’ flood risk perception as well as their preparedness intentions. The experiment consisted of a pretest/posttest-design with an intervention group and a control group in a particular area in a flood-prone area in the Netherlands. 271 students participated in this study. As expected, the results showed that the intervention caused increases in risk perception while perceptions of fear and trust remained the same. However, preparedness intentions did not change. Strategies to improve flood-risk education are discussed. 相似文献