UNDERSTANDING DISPROPORTIONATE REPRESENTATION IN SPECIAL EDUCATION BY EXAMINING GROUP DIFFERENCES IN BEHAVIOR RATINGS

The aim of the current study was to examine mean‐group differences on behavior rating scales and variables that may predict such differences. Sixty‐five teachers completed the Clinical Assessment of Behavior–Teacher Form (CAB‐T) for a sample of 982 students. Four outcome variables from the CAB‐T were assessed. Hierarchical linear modeling was used to analyze variance components across three levels; examine mean‐group differences across outcome variables for student gender, race/ethnicity, and free or reduced‐price lunch status; and examine whether teacher variables predicted teacher‐specific differences in ratings. Results revealed that a significant amount of variance was attributable to teacher‐ and school‐level variables. Several mean‐group differences emerged, and some teacher‐specific differences in ratings across groups were predicted by teacher self‐efficacy for behavior management and teacher age, but not for teacher race/ethnicity, gender, or years of experience.     

Effects of the child–perpetrator relationship on mental health outcomes of child abuse: It's (not) all relative

The present study was conducted to better understand the influence of the child–perpetrator relationship on responses to child sexual and physical trauma for a relatively large, ethnically diverse sample of children and youth presenting for clinical evaluation and treatment at child mental health centers across the United States. This referred sample includes 2,133 youth with sexual or physical trauma as their primary treatment focus. Analyses were conducted to ascertain whether outcomes were dependent on the perpetrator's status as a caregiver vs. non-caregiver. Outcome measures included psychiatric symptom and behavior problem rating scales. For sexual trauma, victimization by a non-caregiver was associated with higher posttraumatic stress, internalizing and externalizing behavior problems, depression, and dissociation compared to youth victimized by a caregiver. For physical trauma, victimization by a non-caregiver was also associated with higher posttraumatic symptoms and internalizing behavior problems. The total number of trauma types experienced and age of physical or sexual trauma onset also predicted several outcomes for both groups, although in disparate ways. These findings are consistent with other recent studies demonstrating that perpetration of abuse by caregivers results in fewer symptoms and problems than abuse perpetrated by a non-caregiving relative. Thus, clinicians should not make a priori assumptions that children and adolescents who are traumatized by a parent/caregiver would have more severe symptoms than youth who are traumatized by a non-caregiver. Further exploration of the role of the perpetrator and other trauma characteristics associated with the perpetrator role is needed to advance our understanding of these findings and their implications for clinical practice.     

School staff perceptions of well-being and experience of an intervention to promote well-being

An intervention was carried out with primary school staff to promote well-being with weekly sessions of a project which became known as Chill and Chat. Data were gathered via questionnaires completed before and after the project and from three focus groups (before, during and after the intervention), and were analysed using thematic analysis. Results suggested that well-being was seen as important; however, colleagues with poor mental well-being were “pathologised”, with “learning” to cope and maintaining positive well-being perceived as the sole responsibility of the staff member. Staff perceived the informality of provision to promote well-being as important and valued time to develop better relationships with colleagues rather than just “working relationships”. Staff also reported perceptions of greater classroom efficacy, increased job satisfaction and feeling calmer. Implications for educational psychologist (EP) practice in helping school staff reflect on their well-being and actions to work as a team to promote well-being in school are discussed.     

“It’s the X and Y Thing”: Cross-sectional and Longitudinal Changes in Children’s Understanding of Genes

Studies from different theoretical traditions investigating children’s inheritance and genetics concepts have adopted a cross-sectional method. This paper is the first to examine both cross-sectional and longitudinal changes in children’s basic genetic concepts. It forms part of a larger investigation into the development of intuitive inheritance and genetics concepts in childhood. Four age cohorts (4–5 years, 7–8 years, 10–11 years, 14–15 years) were interviewed individually at two measurement occasions (T1, N = 182; T2, N = 164) separated by a 1-year interval. Cross-sectional analyses revealed an increase in children’s knowledge of genetics by 10 years. Between 10 and 14 years, there were fewer changes in the content of children’s knowledge, especially at the level of scientific genetic understanding. There was little evidence of longitudinal changes over the 1-year period. Overall, children may hold an understanding of genetics that is tied to knowledge of inheritance within families. This may pose challenges for acquiring more abstract and formal concepts of genes.     

Nurture corners in preschool settings: involving and nurturing children and parents

This article draws on the findings from a small qualitative study which focused on gathering perspectives and accounts of experiences from nursery practitioners, health and third sector professionals and parents. It explored the ways in which parents/carers and practitioners experienced the nurture approach developed in preschool settings in Glasgow, Scotland and their perspectives on the impact that this provision has had on the development and well-being of young children and family engagement in learning. The findings provided some insights into the specific ways in which settings involved parents and worked towards developing a nurturing ethos towards parents themselves, underpinned by the following three elements: a welcoming setting, sensitive and empathic staff and creative practice. The particular characteristics of these three elements seemed to support some parents in developing the parenting skills which were required to consolidate the benefits experienced by their children. These benefits included parents being supported to replicate some of the practices at home and becoming more involved in their children’s learning. The study identified challenges for some nurseries in achieving this, such as the limited scope for nurture corner practitioners in some of the settings to fully utilise their skills with parents due to accommodation constraints.     

Learners’ perspectives on Life Orientation sexuality education in South Africa

ABSTRACT

This article examines the views of male and female learners regarding how Life Orientation (LO) sexuality education is taught at their schools. Learners in the study were selected from five former ‘Black’ schools in the Eastern and Western Cape Provinces of South Africa. Focus groups were used to identify what learners could recall about their LO sexuality education classes. The strong trend in the data speaks to how LO sexuality education implies a gendered, heteronormative and moralistic approach to youth sexuality which silences and negates same sex relationships and girls’ accounts of sexuality. Although LO sexuality curricula are, as crafted on paper, often sophisticated learning programmes, participants point to a disjuncture between the official LO sexuality education curriculum and how LO sexuality education is taught in the studied schools. The paper concludes with some specific recommendations for teachers to promote a non-judgemental approach to sexuality education that challenges heteronormativity and other gendered injustices as part of the teaching of LO sexuality education.     

Teachers as mediators between educational policy and practice

Teachers obviously serve as the medium for causing the result of policy as they carry it into schools and classrooms and deliver it to pupils. They mediate between education policy and practice. Knowledge of the exact nature and effects of this vital role is limited. Drawing on a range of research and evaluation of both national and local policy in practice, carried out by the authors in England, this paper illustrates how teachers mediate policy and the resulting outcomes. Further, it proposes a typology of teacher adaptation to education policy. The paper argues that as yet the appropriate professional role for teachers within policy‐making and implementation has not been achieved, and outlines what this might be. Finally, it outlines some implications for teacher education.