Funding realities: child abuse diagnostic evaluations in the health care setting.

OBJECTIVE: This study examines staffing, funding sources, reimbursement, and financing of medically-oriented child protection teams. METHOD: A 16-item questionnaire on the composition, size, and services of the team, program costs, revenue sources, reimbursement rates, and perceptions of funding stability was mailed to a sample of 118 medically-oriented child protection teams. RESULTS: After excluding 10 programs, an overall response rate of 68% was obtained. Teams varied in configuration, services, charges, and funding. Over 50% identified funding as being important, yet, demonstrated varying levels of awareness of budget and reimbursement issues. Many generally relied on patient care reimbursement from health care and government payers. Some programs seemed to be doing well financially while others were struggling. Approximately one-third of the respondents indicated that funding was unstable. CONCLUSIONS: Many programs are innovatively knitting together patch-works of funding and support to serve children and families in need. Team leaders should increase their knowledge of fiscal issues in order to be effective advocates at the institutional level for continued team support. A potential way of accomplishing this would be to utilize the existing structure of a national professional association and its national meeting to provide a forum for relatively successful programs to showcase their "ideal models" of team financing.     

Examining key issues underlying the Audit Commission Reports on SEN Policy Paper 1 (5th series)

This book is the first publication in the fifth series of seminars organised by the SEN Policy Options Steering Group to examine policy issues to do with special educational needs. The aim of the seminar was to examine in depth several underlying issues raised by the recent Audit Commission Reports on special educational needs. The seminar provided a distinctive perspective and analysis of these reports. The focus was on (1) assurance for parents: alternatives to statements? (2) justifying common national definitions of difficulties and SEN and (3) managing inclusion. Papers were presented by: Peter Gray, SEN Policy Consultant, on common national definitions of difficulties and SEN; Penny Richardson from Nottinghamshire Local Education Authority (LEA) on assurance for parents: alternatives to statements? and Chris Beek from Capita Strategic Education Services on managing inclusion. The main purpose of this publication is to provide policy makers at all levels of the education system with an examination of relevant and practical policy options in the field of special educational needs. The book raises crucial issues and outlines ways forward.     

The role of occupational identity in negotiating traumatic experiences: the case of a rural fire department

Firefighters are routinely exposed to situations involving contact with deceased or injured children, burned and seriously injured bodies, and high-uncertainty calls. Thus, many firefighters suffer debilitating consequences including depression, dysfunctional drinking, and posttraumatic stress disorder. Using an identity tensions framework, we sought to understand the challenges firefighters encounter as they cope with exposure to traumatic events. We interviewed 27 members of a rural fire department and used a constant comparative method to analyze their responses. We found trauma was induced when occupational identity intersected futile situations and those involving children; tensions emerged between traditional and newer, emergent firefighting cultures; and firefighters experience tensions in negotiating how and when to express emotion. Based on these findings, we offer a number of practical implications centering on an occupational identity tensions framework to encourage reflexivity in firefighters and moving beyond older, enduring stereotypes of what it means to be a firefighter.     

Meaning Orientation and Reproducing Orientation: a typology of approaches to studying in higher education?

Interview‐based research has suggested that individual students exhibit either a deep approach or a surface approach to learning in higher education. Questionnaire‐based research has subsumed this notion within a distinction between a meaning orientation and a reproducing orientation to studying, but these are typically conceptualised as separate dimensions along which groups of students might vary. This study demonstrates that responses to questionnaires on studying can be analysed in such a way as to recover the distinction between a meaning orientation and a reproducing orientation in the form of a coherent, robust and reliable classification of the approaches to learning that are exhibited by individual students.     

Approaches to studying and perceptions of academic quality in electronically delivered courses

The Course Experience Questionnaire (CEQ) and a short form of the Approaches to Studying Inventory (ASI) were administered to students who were taking electronically delivered courses in computer science. The constituent structure of the CEQ was preserved in this distinctive context, and a second-order factor analysis confirmed its role as an index of perceived academic quality. The students' scores on the individual scales of the CEQ and the ASI shared nearly two-thirds of their variance. In short, approaches to studying in electronically delivered courses are strongly associated with students' perceptions of the academic quality of those courses.