Opportunities and challenges in screening for childhood sexual abuse

Retrospective studies suggest 1 in 4 girls and 1 in 6 boys will experience sexual abuse before 18 years of age, resulting in future morbidity. Successful interventions exist, however, victims are reluctant to disclose. Screening for childhood sexual abuse (CSA) may provide an opportunity to overcome this barrier, yet no current model for universal CSA screening exists. We sought to understand the perspective of key stakeholders on CSA screening through qualitative research. Eight focus groups of 7–10 participants each (n = 62) were conducted from April-September 2016. Stakeholders included school nurses, school teachers, counselors and administrators, pediatric providers, and parents. The interview guide focused on reporting suspected CSA and impressions of a CSA screening tool. Sessions were audiotaped and transcribed. Researchers used qualitative content analysis to develop conceptual categories that related to CSA screening and reporting. Two research team members independently open-coded 20% of the data for interrater reliability (kappa = 0.98) prior to completing the coding process. Three major categories emerged to inform CSA screening. First, early screening (e.g. kindergarten) was preferred. Confidentiality was a concern, specifically privacy in the school-setting. As CSA perpetrators are often known to the child, parental presence in the medical office was also a concern. Finally, refinement of the screening process was discussed starting with routine education on safe touch and defining “normal.” Rather than direct questioning, consistent and repeated offering of opportunities to disclose CSA and identification of a trusted adult were suggested. Next steps should involve partnering with evidence-based CSA prevention programs to incorporate and evaluate the aforementioned elements.     

Assessing adverse experiences from infancy through early childhood in home visiting programs

The general aim of early intervention and home visiting programs is to support families to minimize Adverse Childhood Experiences (ACEs). However, assessing children's exposure to these risks is complicated because parents serve as the conduit for both measurement and intervention. The primary aims of the study were to develop an assessment of children's exposure to ACEs and to examine concurrently measured parental child abuse and neglect potential and child social–emotional functioning. Home visiting programs in a southern state implemented the Family Map Inventories (FMI) as comprehensive family assessment and child screenings (N = 1,282) within one month of enrollment. Children (M = 33 months of age, SD = 20) were exposed at rates of 27% to one, 18% to two, 11% to three, and 12% to four or more FMI-ACEs. FMI-ACEs were associated with increased parental beliefs and behaviors associated with child abuse and neglect. FMI-ACEs also significantly predicted the likelihood of the child having at-risk social–emotional development; children with 4 or more FMI-ACEs were over 6 times more likely than those with none to have at-risk scores. The findings add to our understanding of the negative impact of trauma on children and families. Assessing these risks as they occur in a family-friendly manner provides a platform for early intervention programs to work with families to increase family strengths and reduce the impacts of adverse experiences for their children.     

A model for portfolio assessment in early childhood education programs

It is necessary for teachers to consider alternative means of evaluating their students. One method proving to be effective for gathering and organizing student productivity, growth, and development is the portfolio approach. This article describes the Early Childhood Portfolio Assessment Preparation (ECPAP) Model that was used to facilitate the use of student portfolios in two different early childhood education programs. The goals of the model, the six steps followed and the participants' responses to this project are discussed. This article may serve early childhood directors and supervisors who are preparing teachers to implement student portfolios as a supplement or an alternative to the existing assessment and evaluation programs. Also early childhood teacher education students can benefit from the design and implementation of ECPAP.     

Becoming family literacy advocates in early childhood programs

New emphasis on emergent literacy and whole language approaches allows early childhood professionals more flexibility in responding to and supporting a family's definition of literacy. This article offers three keys to becoming sensitive family-literacy advocates in early childhood programs. Recognizing that family literacy is highly individualized and providing nonjudgmental and confidential support are crucial. The strengths and abilities of children and families, regardless of their current literacy level or educational priorities, are emphasized.     

Models of supervision in early childhood programs: Implications for training

Many child care directors inherit their role of supervisor without having had adequate training or experience. Given the wide disparity in the field with respect to staff preparation, child care directors, in their role as supervisors, are called on to develop, train, evaluate, and appraise child care workers on a daily basis. The literature in the field suggests that there are common threads among supervisory models in early childhood and that directors of child care programs can benefit from in-service training that specifically addresses their supervisory functions. “The most difficult part of my job as Director is trying to get my staff to change certain practices.” Director, Church Preschool Program “I don't feel comfortable with my role as evaluator; I guess I don't like telling people they're doing something wrong.” Director, Day Care Center     

Social-emotional effects of early childhood education programs in Tulsa

This article assesses the effects of Tulsa, Oklahoma's early childhood education programs on social-emotional outcomes, examining teacher ratings of children's behavior from the Adjustment Scales for Preschool Intervention and a measure of attentiveness using fixed effects regressions with propensity score matching. The sample includes 2,832 kindergarten students in 2006, of whom 1,318 participated in the Tulsa Public Schools (TPS) pre-K program and 363 participated in the CAP of Tulsa County Head Start program the previous year. Program participation was associated with lower timidity and higher attentiveness for TPS pre-K alumni and a marginally significant reduction in timidity for Head Start alumni. Results were similar for the free lunch-eligible subsample. We conclude that high-quality, school-based preschool programs can enhance social-emotional development.     

Assessment practices in model early childhood special education programs

Examination of assessment practices in 54 model programs for early education of handicapped children revealed extreme variability. Only 19 tests were used by at least five programs; only one device was used by over half of the responding programs. Most tests were listed as being used for more than one purpose, but some tests appeared to be used more exclusively than others for a particular purpose. Although the technical adequacy, in terms of norms, validit, and reliability, was reportedly an important factor influencing selection and continued use of tests, analysis of the 19 most commonly used devices revealed that only three were technically adequate. Other methods of assessment also were examined. Implications for model practice are discussed.     

Evaluation of intratympanic dexamethasone for treatment of refractory sudden sensorineural hearing loss

Objective  

To observe and compare the efficacy of intratympanic application of dexamethasone (DXM) for the treatment of refractory sudden sensorineural hearing loss (SSNHL), the DXM was given in three different ways: by tympanic membrane injection, by drip through a ventilation tube, and by perfusion through a round window catheter.     

Preservice teachers,caring communities,and parent partnerships: Challenges and possibilities for early childhood teacher education

Abstract

The creation of caring classroom communities and a heightened focus on the central importance of partnerships between teachers and parents are two significant features of the revised guidelines for developmentally appropriate practices [Developmentally Appropriate Practice in Early Childhood Programs, revised ed., National Association for the Education of Young Children, Washington, DC]. This article reports findings from a study of preservice primary grade teachers’ understandings of caring in which participants developed negative, adversarial beliefs about parents during their initial field placement period. The findings in this study indicate that in order to prepare preservice teachers to meet our expectations for high quality early childhood teaching practices, we must create teacher education programs and coursework specifically aimed at developing commitments to caring community and to parent partnership.     

Personal epistemology and relational pedagogy in early childhood teacher education programs

Over the last decade, research related to personal epistemological beliefs has offered insight into how to promote effective teaching and learning across educational settings. Personal epistemological beliefs reflect an individual's views about what knowledge is, how knowledge is gained, and the degree of certainty with which knowledge can be held. However, there has been no research that specifically investigates the relationship between such epistemological beliefs and early childhood practice. This paper draws together current research findings on epistemological beliefs and tertiary learning to provide a conceptual framework which can be used in early childhood teacher education programs to provide a basis for investigating early childhood teachers' understanding about their own learning and how they use this knowledge in their practice.     

Adverse childhood experiences and health anxiety in adulthood

Childhood experiences are thought to predispose a person to the development of health anxiety later in life. However, there is a lack of research investigating the influence of specific adverse experiences (e.g., childhood abuse, household dysfunction) on this condition. The current study examined the cumulative influence of multiple types of childhood adversities on health anxiety in adulthood. Adults 18–59 years of age (N = 264) completed a battery of measures to assess adverse childhood experiences, health anxiety, and associated constructs (i.e., negative affect and trait anxiety). Significant associations were observed between adverse childhood experiences, health anxiety, and associated constructs. Hierarchical multiple regression analysis indicted that adverse childhood experiences were predictive of health anxiety in adulthood; however, the unique contribution of these experience were no longer significant following the inclusion of the other variables of interest. Subsequently, mediation analyses indicated that both negative affect and trait anxiety independently mediated the relationship between adverse childhood experiences and health anxiety in adulthood. Increased exposure to adverse childhood experiences is associated with higher levels of health anxiety in adulthood; this relationship is mediated through negative affect and trait anxiety. Findings support the long-term negative impact of cumulative adverse childhood experiences and emphasize the importance of addressing negative affect and trait anxiety in efforts to prevent and treat health anxiety.     

A cross-cultural study of parents' perceptions of early childhood programs

Cross-cultural studies in early childhood education assist in expanding perspectives and gaining increased understanding and appreciation of programs in other countries. Because both Sweden and the United States are interested in parent involvement in early childhood programs, a survey was conducted to assess parent's perceptions of these programs. Following a review of family life and early childhood education in Sweden and the United States are the specific components of the cross-cultural study. A stratified random sample of parents whose children were involved in early childhood programs was done in St. Louis County, MN, United States, and Kronobergs Lan, Småland, Sweden. In the first section of the five-part survey, parents indicated the degree to which they agreed or disagreed with statements about such areas as governmental support of children and families. Parents in Sweden felt more support of the government, whereas parents in the United States used early childhood programs as a support mechanism to increase their confidence. In the other four sections of the survey, parents rated the importance of various types of parental involvement and the importance of various materials, activities, and caregiver actions in their children's programs. In general, parents in Sweden valued informal contact and inner-directed creative materials and activities. Parents in the United States valued more confining activities such as rote counting, community-based experiences, and compliance with adult expectations. The influence of the macro-society on parents' perceptions as well as microsystem interactions and environments is evident in this study. As early childhood educators learn about and adapt new ideas to their own programs, the potential of cross-cultural studies becomes realized in improved opportunities for young children and their families.     

Continuing evolution: The Rhode Island early childhood summer institute

Abstract

This narrative chronicles the continued evolution and development of the Rhode Island Early Childhood Summer Institute, an intensive 5‐day inservice professional development program designed for educational leaders from various sectors of the early care and education field. The goal is to review the continued use of successful practices implemented in the 1993 through 1997 programs and to highlight new programmatic features that were introduced in the most recent 2000 and 2001 programs. The Rhode Island Early Childhood Summer Institute program may serve as a model to others responsible for designing inservice professional development experiences to enhance the capacity of the early childhood workforce.     

Ameliorating the biological impacts of childhood adversity: A review of intervention programs

Childhood adversity negatively impacts the biological development of children and has been linked to poor health outcomes across the life course. The purpose of this literature review is to explore and evaluate the effectiveness of interventions that have addressed an array of biological markers and physical health outcomes in children and adolescents affected by adversity. PubMed, CINAHL, PsychInfo, Sociological Abstracts databases and additional sources (Cochrane, WHO, NIH trial registries) were searched for English language studies published between January 2007 and September 2017. Articles with a childhood adversity exposure, biological health outcome, and evaluation of intervention using a randomized controlled trial study design were selected. The resulting 40 intervention studies addressed cortisol outcomes (n = 20) and a range of neurological, epigenetic, immune, and other outcomes (n = 22). Across institutional, foster care, and community settings, intervention programs demonstrated success overall for improving or normalizing morning and diurnal cortisol levels, and ameliorating the impacts of adversity on brain development, epigenetic regulation, and additional outcomes in children. Factors such as earlier timing of intervention, high quality and nurturant parenting traits, and greater intervention engagement played a role in intervention success. This study underlines progress and promise in addressing the health impacts of adversity in children. Ongoing research efforts should collect baseline data, improve retention, replicate studies in additional samples and settings, and evaluate additional variables, resilience factors, mediators, and long-term implications of results. Clinicians should integrate lessons from the intervention sciences for preventing and treating the health effects of adversity in children and adolescents.     

Intervening with teachers to encourage father/male involvement in early childhood programs

The purpose of this exploratory study was to examine the impact of an intervention program targeted at teachers and designed to encourage and facilitate father/male involvement in state-funded prekindergarten programs for children identified as being at-risk for later school failure. In contrast to other intervention programs which provide direct services to fathers/families, the nature of the current intervention was on providing support services to staff members which focussed on strategies for encouraging father/male involvement. Participants were 21 teachers at two state-funded prekindergarten programs. Evaluation data were collected which tracked the nature, content, and context of all parent involvement contacts at the treatment and control program sites over a 26 week period. Findings suggest that a significantly higher proportion of the parent involvement contacts and activities at the treatment site program involved fathers/men than that reported at the comparison site program. Results are discussed in terms of implications for future research and program development in this area.