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Objectives
Published protocols for forensic interviewing for child sexual abuse do not include specific questions about what prompted children to tell about sexual abuse or what made them wait to tell. We, therefore, aimed to: (1) add direct inquiry about the process of a child's disclosure to a forensic interview protocol; (2) determine if children will, in fact, discuss the process that led them to tell about sexual abuse; and (3) describe the factors that children identify as either having led them to tell about sexual abuse or caused them to delay a disclosure.Methods
Forensic interviewers were asked to incorporate questions about telling into an existing forensic interview protocol. Over a 1-year period, 191 consecutive forensic interviews of child sexual abuse victims aged 3-18 years old in which children spoke about the reasons they told about abuse or waited to tell about abuse were reviewed. Interview content related to the children's reasons for telling or for waiting to tell about abuse was extracted and analyzed using a qualitative methodology in order to capture themes directly from the children's words.Results
Forensic interviewers asked children about how they came to tell about sexual abuse and if children waited to tell about abuse, and the children gave specific answers to these questions. The reasons children identified for why they chose to tell were classified into three domains: (1) disclosure as a result of internal stimuli (e.g., the child had nightmares), (2) disclosure facilitated by outside influences (e.g., the child was questioned), and (3) disclosure due to direct evidence of abuse (e.g., the child's abuse was witnessed). The barriers to disclosure identified by the children were categorized into five groups: (1) threats made by the perpetrator (e.g., the child was told (s)he would get in trouble if (s)he told), (2) fears (e.g., the child was afraid something bad would happen if (s)he told), (3) lack of opportunity (e.g., the child felt the opportunity to disclose never presented), (4) lack of understanding (e.g., the child failed to recognize abusive behavior as unacceptable), and (5) relationship with the perpetrator (e.g., the child thought the perpetrator was a friend).Conclusions
Specific reasons that individual children identify for why they told and why they waited to tell about sexual abuse can be obtained by direct inquiry during forensic interviews for suspected child sexual abuse.Practice implications
When asked, children identified the first person they told and offered varied and specific reasons for why they told and why they waited to tell about sexual abuse. Understanding why children disclose their abuse and why they wait to disclose will assist both professionals and families. Investigators and those who care for sexually abused children will gain insight into the specific barrier that the sexually abused child overcame to disclose. Prosecutors will be able to use this information to explain to juries why the child may have delayed his or her disclosure. Parents who struggle to understand why their child disclosed to someone else or waited to disclose will have a better understanding of their child's decisions. 相似文献5.
Elisabeth M. Spratto Brian C. Leventhal Deborah L. Bandalos 《Educational and psychological measurement》2021,81(1):39
In this study, we examined the results and interpretations produced from two different IRTree models—one using paths consisting of only dichotomous decisions, and one using paths consisting of both dichotomous and polytomous decisions. We used data from two versions of an impulsivity measure. In the first version, all the response options had labels; in the second version, only the endpoints were labeled. Based on past research, we hypothesized that the endpoints would be selected more frequently in the endpoint-only labeled condition, and the midpoint response option would be selected more frequently in the fully labeled condition. Results from the two models (dichotomous and polytomous) were similar and indicated that our hypotheses were partially supported—specifically, there was no consistent pattern in terms of which condition saw a higher frequency of midpoint response selection. However, our hypotheses regarding extreme responding in the endpoint-only labeling condition were supported. 相似文献
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Depending on the kindness of strangers: current national data initiatives and developmental research 总被引：2，自引：0，他引：2
This article provides a brief review of current large-scale, longitudinal data collection initiatives focusing on children. These studies will be available for secondary data analyses in the twenty-first century. In addition to child outcome data, process-oriented information is being collected on child-parent interactions, quality of child care, elementary school teacher reports and classroom observations, accessibility and use of health, educational and social services, parental mental health, family violence, fathering, parental residence patterns, income and income sources, child support, employment patterns, and community characteristics. Several of these studies are randomized trials of the efficacy of early childhood intervention services and housing mobility programs. The usefulness of these efforts for exploring policy-relevant issues (child support enforcement, work requirements for welfare recipients, antipoverty strategies, housing subsidies and relocation, availability of child care, child-care subsidies) are discussed. 相似文献
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Neighborhood income and physical and social disorder in Canada: associations with young children's competencies 总被引：8，自引：0，他引：8
This study examined the association of census level, observational, and parent-reported neighborhood characteristics on the verbal and behavioral competencies of a national sample of Canadian preschoolers (N = 3,350). Children's verbal ability scores were positively associated with residing in neighborhoods with affluent residents and negatively associated with residing in neighborhoods with poor residents and in neighborhoods with low cohesion, even after controlling for family socioeconomic factors. Behavior problem scores were higher when children lived in neighborhoods that had fewer affluent residents, high unemployment rates, and neighborhoods with low cohesion, after controlling for family socioeconomic factors. These findings are discussed in light of neighborhood studies of children in the United States in the mid-1990s. 相似文献
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Two for One: Squeezing Human-Computer Interaction and Software Engineering into a Core Computer Science Course 总被引：1，自引：1，他引：0
The final report of the Joint Task Force on Computing Curricula (CC2001) suggests that an updated computer science curricula must reflect the broadening nature of our discipline. Two areas that are included in the CC2001 are software engineering (SE) and human-computer interaction (HCI). While the first inclination might be to incorporate HCI concepts into a traditional SE course, we propose a different approach. This paper outlines a project-oriented HCI course in which we are able to emphasize some SE notions in the context of HCI concepts. Our course is also a maturation class for our students because they are exposed to a number of non-programming computer science activities, including project specification, software and interface design, user testing, prototyping and use of guidelines. We include an overview of course content that illustrates our approach. We also describe our coverage of specific CC2001 knowledge units and provide some feedback data for our course. 相似文献
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Standard setting is arguably one of the most subjective techniques in test development and psychometrics. The decisions when scores are compared to standards, however, are arguably the most consequential outcomes of testing. Providing licensure to practice in a profession has high stake consequences for the public. Denying graduation or forcing remediation has high-impact consequences for students. Unfortunately, tests that classify individuals are subjected to false positive and false negative misclassifications. When determining a standard, standard setting panelists implicitly consider the negative consequences of the decisions made from test use. We propose the conscious weight method and subconscious weight method to bring more objectivity to the standard setting process. To do this, these methods quantify the relative harm of the negative consequences of false positive and false negative misclassification. 相似文献