Perpetrators of early physical and sexual abuse among homeless and runaway adolescents

OBJECTIVE: To examine abuse specific variables among homeless and runaway adolescents and to look at perpetrators of childhood abuse. METHOD: A total of 372 homeless and runaway adolescents were interviewed using a systematic sampling strategy in metropolitan Seattle. Young people were interviewed on the streets and in shelters by outreach workers in youth service agencies. RESULTS: Approximately one-half of these young people reported being physically abused and almost one-third experienced sexual abuse. Females experienced significantly higher rates of sexual abuse compared to males, and sexual minority youth experienced significantly higher rates of physical and sexual abuse compared to heterosexual youth. Average duration of physical and sexual abuse was 5 and 2 years, respectively. Both types of abuse were rated as extremely violent by more than half of those who were abused. The average number of different perpetrators of physical and sexual abuse was four and three, respectively. Biological parents were the majority of perpetrators for physical abuse whereas nonfamily members most often perpetrated sexual abuse. Average age of perpetrators was late 20s to early 30s and the majority of perpetrators were male for both types of abuse.CONCLUSIONS: The pattern of exploitation and victimization within the family may have serious and cumulative developmental consequences for these youth as they enter the street environment. Early intervention programs are needed to break the cycle of exploitation and abuse that adolescents experience within the family. Without intervention, many of these youth may be at risk of future exploitation and re-victimization out on the street.     

Children's perseverative appearance-reality errors are related to emerging language skills

Two experiments explored the communicative bases of preschoolers' object appearance-reality (AR) errors. In Experiment 1, 3-, 4-, and 5-year-olds (N = 36) completed the AR test (with high- and low-deceptive objects), a control test with the same discourse structure but nondeceptive stimuli, and stimulus naming and memory tests. AR performance correlated positively with control (discourse) and naming test performance. Object deceptiveness had little effect. In Experiment 2, 3- and 4-year-olds (N = 64) completed AR tests that experimentally varied question phrasing and use of exemplar objects. Children also completed memory, vocabulary, and control tests (of verbal perseveration). AR performance variance was predicted by a composite perseveration score from three non-AR tasks, vocabulary, and exemplars. The results indicate that the discourse structure of the AR test elicits a perseverative tendency that is mediated by children's verbal knowledge.     

Evaluating the advantages and disadvantages of providing lecture notes: The role of internet technology as a delivery system and research tool

Relationships among patterns of access to online notes, examination performance, and student absenteeism were examined. Students who made more frequent use of online notes performed at a higher level on course examinations. Students most frequently accessed online notes while corresponding lecture content was being presented in class, but this pattern weakened to some extent during the semester. Students who attended class most consistently made greater use of online notes. Patterns of online note use were different for students with low and high rates of absenteeism.     

School climate and teacher beliefs in a school effectively serving poor South Carolina (USA) African-American students: A case study

This study examined the roles of school climate, teacher expectations, and instructional practices in one elementary school in South Carolina (USA) that produced effective achievement outcomes with poor and minority students. Survey data, teacher interviews, and classroom videotaping was used to identify school characteristics and instructional behaviors of six teachers nominated by colleagues as exemplary. The school was characterized by an emphasis on high student expectations, school staff cohesiveness, engaging instruction, high parent involvement, and multicultural instruction integrated with curriculum. The practices identified are consistent with literature on effective American schools; and the practices are key aspects of the sound instruction of poor and minority children. Teachers stated that teacher education programs did not prepare them to teach these students and that they had to learn this on the job.     

Willing to play the game: How at‐risk students persist in school

A qualitative case study of 17 high‐school students identified as at risk for dropping out, this research develops a grounded theory describing the process of students' persistence and the support they received from teachers and school administrators. Three interactive factors appear critical to persistence: (a) goal orientation—students' belief they will benefit from graduating, (b) willingness to play the game—students' willingness to follow school rules, and (c) meaningful connections—relationships with teachers who believed students could graduate and provided support and caring. All three factors were present for students who stayed through the school year whereas one or more was absent from the experiences of the students who left school before graduation. The research provides further support for the role of schools in supporting students' persistence and has implications for how schools support students who are struggling to stay in school. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 599–611, 2006.     

Free‐choice worksheets increase students' exposure to curriculum during museum visits

The museum visit is an important part of elementary school science teaching. However, a divide exists between teachers, who require curricular accountability, and museums, who emphasize free‐choice exploration. Can a carefully constructed worksheet bridge this divide by providing free‐choice exploration of curricular topics during the museum visit? In the present study, a theoretical framework was constructed to inform the design of worksheets as free‐choice learning devices. This framework was used to analyze the design of an existing museum worksheet. Subsequently, curriculum‐related conversations among school groups visiting a museum were monitored in groups supplied with the worksheet and in control groups without. Overall, the worksheet complied well with design criteria synthesized from the free‐choice learning literature. Furthermore, the use of the worksheet increased the number and diversity of curriculum‐related conversations among school groups during the visit. This study documents that the use of carefully designed worksheets may increase students' exposure to curriculum during a museum visit, and thus may help build better bridges between teacher needs and museum free‐choice identities. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 1389–1414, 2007     

Preschoolers' Ability to Adopt Justice and Care Orientations to Moral Dilemmas

This study examined the moral reasoning that preschoolers use in resolving moral dilemmas. Children's resolutions and justifications were examined with regard to their care orientation and their justice orientation. Thirty-one preschool children participated in the study (18 girls, 13 boys). Children were each read 4 stone containing moral dilemmas and were asked to resolve these dilemmas. The results indicated that children's answers revealed a care orientation or a justice orientation with equal frequency. At times, children could even accept both orientations to the same dilemma. The data analysis also revealed no gender differences in moral orientation. Results are discussed in terms of children's social-cognitive abilities. Educational implications are also raised.     

Managing emotion in a maltreating context: a pilot study examining child neglect

OBJECTIVE: The primary goal of this pilot study was to examine emotion management skills (i.e., emotional understanding, emotion regulation) in children who had experienced neglect and a control group to determine the ways that neglect may interfere with children's emotional development. METHOD: Participants included children 6--12 years of age and their mothers (neglect group, N=24; control, N=24). Participants completed questionnaires and an interview that assessed children's emotional understanding and emotion regulation. RESULTS: Findings indicated that neglected children, compared to their non-maltreated peers, demonstrated lower understanding of negative emotions (i.e., anger, sadness) and fewer adaptive emotion regulation skills. Further, neglected children expected less support and more conflict from mothers in response to displays of negative emotion and reported that they were more likely to attempt to inhibit the expression of negative emotion. CONCLUSIONS: Findings suggest that neglect may interfere with the normal acquisition of emotional understanding and emotion regulation skills, highlighting the importance of addressing these skills in the context of clinical intervention with neglected children.     

The concept map as a research and evaluation tool: Further evidence of validity

This study sought further evidence of the concurrent validity of concept mapping as a research and evaluation tool in science education. Specifically, the study examined the extent to which differences exist in the concept maps of advanced college biology majors (N = 25) and beginning nonmajors (N = 25) in the domain of mammals. Furthermore, it explored whether these differences are reflected in the way subjects assign class membership as revealed in a card sorting task. The results indicate that concept maps of biology majors are structurally more complex than those of nonmajors and that differences in the structural complexity and organizational patterns depicted in concept maps are reflected in the underlying dimensions used to assign class membership. Together, these findings suggest that the concept map provides a theoretically powerful and psychometrically sound tool for assessing conceptual change in experimental and classroom settings.     

Campus Strategic Action in the <Emphasis Type="Italic">Fisher</Emphasis> Case: Organizational Stakeholder Advocacy Across the Field of Higher Education

Using a census sampling, this analysis evaluates the campus structures and practices that are predictive of a campus being affiliated with stakeholder legal advocacy regarding the Fisher Supreme Court affirmative action case of 2013. Findings reveal that a campus utilizing selective admissions operated as a sufficient, but not a necessary, requirement to prompt stakeholders to take a legal position in the case. Also, campuses that enrolled and graduated the largest percentages of nonwhite students were inclined to have stakeholders submit amicus briefs advocating support for UT-Austin and the use of race in selective college admissions.