Bias in child maltreatment self-reports using interactive voice response (IVR)

Few methods estimate the prevalence of child maltreatment in the general population due to concerns about socially desirable responding and mandated reporting laws. Innovative methods, such as interactive voice response (IVR), may obtain better estimates that address these concerns. This study examined the utility of interactive voice response (IVR) for child maltreatment behaviors by assessing differences between respondents who completed and did not complete a survey using IVR technology. A mixed-mode telephone survey was conducted in English and Spanish in 50 cities in California during 2009. Caregivers (n = 3,023) self-reported abusive and neglectful parenting behaviors for a focal child under the age of 13 using computer-assisted telephone interviewing and IVR. We used hierarchical generalized linear models to compare survey completion by caregivers nested within cities for the full sample and age-specific ranges. For demographic characteristics, caregivers born in the United States were more likely to complete the survey when controlling for covariates. Parenting stress, provision of physical needs, and provision of supervisory needs were not associated with survey completion in the full multivariate model. For caregivers of children 0–4 years (n = 838), those reporting they could often or always hear their child from another room had a higher likelihood of survey completion. The findings suggest IVR could prove to be useful for future surveys that aim to estimate abusive and/or neglectful parenting behaviors given the limited bias observed for demographic characteristics and problematic parenting behaviors. Further research should expand upon its utility to advance estimation rates.     

Embedding mental health support in schools: learning from the Targeted Mental Health in Schools (TaMHS) national evaluation

The Targeted Mental Health in Schools (TaMHS) programme was a nationwide initiative that funded mental health provision in schools for pupils at risk of or already experiencing mental health problems. The implementation, impact and experience of this programme was evaluated using quantitative and qualitative methodology involving three main studies: (1) a 1-year RCT involving 8658 8–10 year olds and 6583 11–13 year olds, (2) a 3-year longitudinal study involving 3346 8–10 year olds and 2647 11–13 year olds and (3) qualitative interviews with 26 TaMHS workers, 31 school staff, 15 parents and 60 pupils. The RCT demonstrated that TaMHS led to reductions in behaviour problems but not emotional problems for 8–10 year olds. No impact was found for 11–13 year olds. The effects on behaviour problems in primary school were enhanced by the provision of evidence based self-help materials, but not by other area level support. The longitudinal study found information giving and good inter-agency working correlated with more positive outcomes for behavioural problems in secondary schools. The qualitative findings indicated that TaMHS was well received by all groups, though challenges to its implementation were noted. Overall, findings indicate the utility of targeted mental health provision in schools, particularly in primary settings. The implications for implementation are discussed.     

A Meta-Analysis on Gender Differences in Mental Rotation Ability Measured by the Purdue Spatial Visualization Tests: Visualization of Rotations (PSVT:R)

This meta-analysis was conducted to estimate the magnitude of gender difference in three-dimensional (3-D) mental rotation ability and to investigate how factors related to test administration conditions play a role in varying gender difference effect sizes and threatening validity. Individuals’ 3-D mental rotation ability was measured by the Purdue Spatial Visualization Tests: Visualization of Rotations (PSVT:R). We integrated 70 effect sizes of gender differences in mental rotation ability measured by the PSVT:R which were obtained from 40 primary studies. The results indicated that male participants outperformed females on the test (Hedges’ g?=?0.57). The I ² statistic indicated 41.7 % of variation in effect sizes reflects real heterogeneity. The moderator analysis indicated that male superiority on spatial ability tasks measured by the PSVT:R is related to the implementation of time limits. The gender difference became larger when stringent time limits (equal or less than 30 s per item) were implemented.     

Evaluating the outcomes and implementation of a TaMHS (Targeting Mental Health in Schools) project in four West Midlands (UK) schools using activity theory

Government guidance in 2008 endorsed the “Targeting Mental Health in Schools” (TaMHS) agenda, which sets out to promote mental health in schools through the delivery of universal and targeted interventions. This paper initially defines mental health and outlines the TaMHS initiative. It then offers empirical findings from four focus groups with schools who took part in the TaMHS initiative in one local authority. Socio-cultural activity theory is used as an analytic framework to explore perceived outcomes of TaMHS, as well as providing insight into the processes of TaMHS implementation. Data were analysed using thematic analysis. Findings are consistent with existing literature and suggest positive outcomes for children, staff and the whole-school system. Implications for the role of educational psychologists in continuing to promote mental health in schools and considerations for effective implementation are discussed.     

Assessing visibility,legibility and comprehension for interactive whiteboards (IWBs) vs. computers

The usability of interactive whiteboards vs. computers was evaluated on three dimensions (visibility, legibility and comprehension) in the secondary school pupils. The visibility assessment consisted in detecting a visual stimulus varying in luminance using a staircase procedure, legibility was assessed with a target-search task, and we administered narrative and explanatory texts with or without illustrations to evaluate comprehension. The results of the visibility test showed that pupils found the light signal easier to detect on the IWB. For the legibility test, we observed differences in error rates and discriminability according to medium, font size and congruence between target and the distractor letters. Performances in the comprehension test were similar for both explanatory and narrative texts. Moreover, the presence of illustrations does not improve comprehension. These results could be related to the hierarchical structure of the texts, which facilitate comprehension.     

Epidemiological pattern of bullying using a multi-assessment approach: Results from the Bullying and Youth Mental Health Naples Study (BYMHNS)

BackgroundBullying is a widespread phenomenon that has captured attention from mental health researchers. Several studies have assessed bullying prevalence with some methodological concerns.ObjectivesPreliminary, we analyzed the psychometric properties of two bullying scales for victimization (the multidimensional peer victimization scale – MPVS) and for perpetration (the bully subscale of the Illinois bully scale – IBS-B); then, we estimated bullying prevalence; finally, we evaluated the effect of gender and classroom on the phenomenon.Participants and setting2959 students from the metropolitan city of Naples constituted the sample.MethodsData collection was obtained using a multi-assessment approach that included both single-item questions and intensity scales in order to compare the two methods.ResultsThe two scales resulted valid and showed good reliability. The MPVS displayed a 1-factor second order model. The IBS-B had a mono-factorial structure. Both showed full invariance for gender and classroom. Prevalence of victimization was 37% whereas that for perpetration was 21%. As expected we obtained several bullying prevalence results depending on the specificity of questions and in particular repetitiveness of episodes. There was a good correspondence between results of single-item questions and multi-item scales. Finally results demonstrated several differences for gender and classroom attended.ConclusionIn this epidemiological study the multi-assessment approach identified different but complementary features of bullying phenomena. The use of the two measurement approaches allowed us to obtain more precise and exhaustive information on bullying prevalence and compare it with previous findings.     

The Remote Area Teacher Program (RATEP): Cultural contextualisation of distance education through interactive

The Remote Area Teacher Education Program (RATEP) is a successful and innovative distance education programme. Curriculum design demands the meaningful integration of traditional distance education materials and strategies with other electronic technology and interactive multimedi a computer courseware. RATEP is more than ‘two‐way schooling’ for the Aboriginal and Torres Strait Islander distance education students studying in their home communities. Centred within Vygotsky's theory of cognitive development, the interactive multimedia computer courseware is informed by the intersecting set of the various cultural contexts: academic culture embedded in Western culture; Aboriginal and Torres Strait Islander cultures; and that of the computer. Illustrative examples from generalist and mathematics content and curriculum subjects demonstrate the effectiveness of culturally contextualising instructional computer‐student interface design in order to promote learning through interactive.     

The mental health and wellbeing of Unaccompanied Refugee Minors (URMs)

BackgroundToday, almost half of all refugees worldwide are children and adolescents, nearly a quarter of whom arrive in Europe as Unaccompanied Refugee Minors (URM). Many URMs have experienced the cumulative stress of being exposed both to the adverse environmental conditions which drive forced migration, and to the traumatic experience of displacement and resettlement. These experiences, coupled with other developmental stressors, may impede their overall development and increase their likelihood of mental health problems. Despite the evident vulnerability of URMs, much controversy currently surrounds the legitimacy of their arrival in host countries and their mental health is given little consideration.ObjectiveThis review synthesises and examines the limited published literature on the impact of traumatic refugee experiences on the mental health and development of URMs.MethodsAcademic databases and other sources were searched using key terms relating to URMs and mental health.ResultsThe findings confirm in large part that being a URM negatively influences mental health development, and that adolescence and being female are particular indicators of increased risk of psychiatric disorders. However, cultural differences in measurement and assessment of mental health are important confounding factors.ConclusionsThe current literature on youth in transit consistently paints a picture of how experiences URMs face can place a great burden on their mental health - clearly depicting an urgent need to consider their mental health within the current climate. The pressing need for improved care based on best practice is discussed.     

体育教学中心理健康教育的运用

本从提高教师自身的心理素质，改进教学评价导向，重视学生审美意识的培养，培养学生的创新精神和竞争意识五个方面，阐述了在体育教育学中学生进行心理健康教育的原理和路径。     

Open Disclosures: Learning,Creativity and the Passage of Mental (III) Health

This article describes an ongoing research project at the University of the Arts, London, which investigates the learning and creativity of a group of students with mental health difficulties. It discusses emerging findings on one theme, that of motivation. Employing a longitudinal biographic narrative methodology, this research, now entering its second year, has triggered questions regarding the resilience and fortitude of a group of practising, aspiring artists. This article sketches the theoretical background used to explore this resilience and motivation, and draws on the Kleinian concept of reparation as a way to understanding the narrativised yearning for learning and the urge to create.     

员工帮助计划(EAP):提高企业员工心理健康的有效途径

员工帮助计划(EAP)是一项针对企业员工心理问题进行治疗的福利制度，在西方社会得到了广泛的应用。本文主要从EAP的内涵、起源与发展、作用与社会效益、服务项目以及对未来的展望等几个方面对这种新兴的心理治疗模式作一简单的评述。     

Mayes Motor-Free Compilation (MMFC) for Assessing Mental Ability in Children with Physical Impairments

Currently, no standardised, nonmotor test is available to assess mental ability in children with physical impairments and mental ages below 2 years. Instead, these children are often administered traditional developmental tests that may underestimate mental ability because the tests are heavily loaded with motor items. Underestimation of ability may result in misdiagnoses and inappropriate educational goals. The Mayes Motor-Free Compilation (MMFC) was developed to provide an unbiased assessment of mental ability in young children with motor disabilities. During field testing with over 200 children who had physical impairments, MMFC items were adapted to allow for nonmotor responses. In the present study, the MMFC and Bayley Scales of Infant Development Mental Scale were both administered to normal children under 2 years of age to determine the concurrent validity of the MMFC. Using the BSID-II as the criterion, the findings suggest that the MMFC can provide a valid estimate of mental age, even though items requiring motor skills are not included.     

不同职业类别教师心理健康水平的横断历史研究(1995-2011)

采用横断历史研究的方法,整合1995-2011年使用90项症状自评量表(SCL-90)作为测评工具研究教师心理健康的47组数据,分析了教师(N=24042)心理健康随年代的变化趋势及不同职业类别教师(N=21356)的心理健康水平.研究结果表明:教师心理健康整体水平有所降低;幼儿教师和高等教育教师的心理健康水平较高;中小学以及特教教师心理健康水平较低;职业中学教师居中.     

使用键盘HOOK开发按键发声程序

按下键盘能发音，其关键就是让程序能够知道当前键盘上是哪个键被按下，并播放相应的声音，自己的程序当然是没有问题，那么其他的程序当前按下哪个键又如何得知呢?利用键盘钩子便可以很好地解决这个问题。