Home environment and school performance: a ten-year follow-up and examination of three models of environmental action

The home environments of 42 10- and 11-year-old children were examined when they were infants and again during middle childhood. Significant correlations were observed between home environments measured at both 2 years and 10 years and the children's SRA achievement test scores and their classroom behavior. However, the home environment at 6 months was only related to a limited number of classroom behaviors. Partial correlations were used to test 3 models of environmental action: Model I (primacy of early experience), Model II (predominance of the contemporary environment), Model III (cumulative effects in stable environments). Strongest relations were noted for the contemporary environment, but all 3 models received some support. Correlations between HOME scores and children's competence in middle childhood revealed a complex portrait that was not explainable with reference to a single model of environmental action. The version of the HOME Inventory used with families of elementary school children is also introduced.     

Experiences in day care and social competence among maltreated children

The experience of 39 preschool-age maltreated children from 13 child care facilities was examined to determine the extent to which the children's social development was related to the quality of day-care service. Maltreated children assigned by the Arkansas Department of Social Services to three different types of child care facilities were observed: specialized day-care programs, regular day-care centers and family day homes. The children scored below average in intelligence and were rated by their parents as displaying higher than normal rates of disturbed behavior. While no comparison group of non-maltreated children was included in the study, observations of the maltreated children in the child care setting revealed substantially more positive than negative social behavior. The children were reasonably effective in interacting with adult caregivers in day care. The maltreated children were also productive in most encounters with peers. Ratings of the quality of care received in day care were significantly correlated with the children's social competence in child care. Aspects of social behavior in maltreated children were related to the organization of the program, the physical facilities, traits of the caregiver, and caregiver expectations for the children.     

Progressive aerobic cardiovascular endurance run and body mass index among an ethnically diverse sample of 10-15-year-olds

This study examined the cardiovascular fitness (CVF, Progressive Aerobic Cardiovascular Endurance Run [PACER], number of laps completed) and the prevalence of at risk of overweight (AR) and overweight (OW) among 10-15-year-olds (48% girls)from the following ethnic backgrounds: African American (n = 2,604), Asian-Pacific Islander (n = 3,888), Hispanic (n = 11,680); and White non-Hispanic (n = 16,352). Hierarchal multiple linear regression analysis, controlling for height and weight, with White non-Hispanics serving as the comparison group, revealed a limited number of significant differences among PACER performances, with no values exceeding +/- 4.43 laps. Odds ratios (OR) for being classified as AR or OW were significantly greater (p < .01) in African American (OR = 1.25, 1.65) and Hispanic (OR = 2.33, 2.28) boys and girls, respectively, and Asian boys (OR = 1.43). The results of this cross-sectional analysis indicated negligible differences in CVF among ethnic groups, while AR and OW were consistent with previous reports for ethnic populations.     

Self-Efficacy,Dropout Status,and the Role of In-School Experiences Among Urban,Young Adult School-Leavers and Non-leavers

The Urban Review - High school non-completion remains a stubborn reality in urban communities where low-income people of color are concentrated, putting young adults at risk for long-term economic...     

A Competency‐Based Study of Academic Staff Development Needs

The role of Australian academics is undergoing a period of rapid change as the Federal Government attempts to restructure both the higher education system and the economy. With these changes in role comes a need for the continuing professional development of academics. This paper gives details of a study which adopted a competency‐based approach to identify the job requirements, skill‐deficiencies and training needs of one group of Australian academics. This group ‐ staff from the Business faculties of (former) Colleges of Advanced Education ‐ is of particular interest because its members are experiencing uncommonly rapid growth and change. In general, the respondents tended to rate (a) teaching skills as more important than research skills, (b) their own teaching skills as more highly developed than their research competencies, and (c) their desire for training as greatest with respect to several specific research skills. Some potential barriers to the successful implementation of professional development programmes are discussed.     

Current Status of Ethnic Minority Counselor Educators in the United States

Recruitment and retention of ethnic minorityfaculty is a challenge facing professionals inhigher education across the country. Issuesrelated to finding and keeping ethnic minoritycounselor educators continue to stimulateresearch interest in barriers to education andcareer development as well as in improvingmulticultural competencies of all counselors.This article reports data from a nationalsurvey of research, teaching, and serviceactivities of ethnic minority counseloreducators. Results indicated that the majorityof faculty of color were untenured and at theassistant professor level. Findings alsorevealed that a small number of ethnic minorityfaculty were asked to collaborate withcolleagues on referred publications.Implications for the counseling profession arealso presented.     

Validity of the MMPI‐2 College Maladjustment Scale

The purpose of the study was to validate the Minnesota Multiphasic Personality Inventory‐2 (MMPI‐2) College Maladjustment scale (Mt) by comparing it with the Student Adaptation to College Questionnaire (SACQ). Significant negative correlations existed between the Mt scale and SACQ scores, indicating that the Mt scale measures maladjustment, especially emotional maladjustment, in college students.     

Substantiation of reported child abuse or neglect: predictors and implications.

Underreporting and overreporting of suspected child abuse and neglect cases reduce the efficiency of child protection services. We used all the reports in South Australia for 1988-1989 (N = 3,228) to study the determinants of the decision by child protection workers to register a reported incident as being one of child abuse and neglect. Logistic regression showed that registration (substantiation) was predictable from two variables: the age of the alleged victim and the caseworker's estimate of severity. This latter variable needs investigation, as despite its crucial role we have no information on how caseworkers form a judgment about severity.