Child abuse and neglect: Training needs of student teachers

Increasing awareness of child abuse and neglect (CAN) raises questions about how well teachers are prepared for their role in child protection. This paper assesses and differentiates training needs of first-year students (n = 216) in Northern Ireland. Multiple-choice tests were used to assess knowledge of CAN statistics; recognising and reporting; policies, procedures, and legislative frameworks; and direct work with children. Considerable gaps in knowledge were found. Results between student groups varied and provide evidence of the need to develop pre-service child protection training. The importance of differentiation between student groups in terms of training content is emphasised.     

Head Start Teacher Perceptions on Organizational Support of Adult–Child Interactions

Early Childhood Education Journal - Head Start (HS) teachers are central to providing constructive adult–child interactions that prepare preschool-age students for school and future...     

The Effect of Mobile Support Devices on the Anxiety and Self‐Efficacy of Hospital Float Staff

Floating is the act of staff moving from one unit to another based on the needs of the patients in a hospital. Many staff who float to different units express negative feelings, including anxiety and lack of self‐efficacy. However, floating is an economical and efficient method to use staff across the hospital, especially with current staffing shortages in the United States. This study investigated how the use of mobile performance support devices may help reduce anxiety and increase self‐efficacy for staff who float to different units. With access to multiple resources available on mobile devices, Bandura's social learning theory and self‐efficacy concept set the framework through modeling, observing, and imitating others in order to reproduce certain behaviors and tasks and believe in one's capability to perform. A quantitative study incorporating the retrospective pretest‐posttest design was conducted using the population of float staff, both nurses and respiratory therapists, from Children's Medical Center of Dallas. Both the State‐Trait Anxiety Inventory and General Self‐Efficacy Scale, along with a basic demographic tool, were used to explore anxiety and self‐efficacy in relation to the use of mobile performance support devices. Findings can be used to alleviate the negative feelings of staff toward the idea of floating.     

Confronting Prejudice and Stereotypes: A Teaching Model

ABSTRACT : As the demographics of the workforce continue to change dramatically and the globalization of the marketplace escalates, it becomes increasingly important for employees, managers, and leaders to value differences and to work effectively with people who have various cultures, backgrounds, races, genders, sexual orientations, and languages. The competencies and skills necessary for effectively working across these boundaries do not necessarily come naturally, and it is increasingly essential for organizations to provide opportunities for people to develop the capacity to deal with volatile issues such as diversity, prejudice, and stereotyping. These issues, which lie at the heart of many problematic interpersonal conflicts and systemic dysfunctionalities, are extremely difficult to address in learning situations, whether classroom or boardroom. In this article, we present a management development experience based on the notion that sharing accurate information, developing self awareness, and enhancing the capacity for empathy lead to heightened awareness of the negative consequences of prejudice and stereotyping and quite possibly encourage people to consider adopting more effective attitudes and behaviors. Specifically, we present a conceptual framework upon which diversity education initiatives may be based and a brief activity entitled, “Prejudice in Our Lives,” which has proven very effective in both higher education and management development venues.