III. ATTACHMENT AND EMOTIONAL DEVELOPMENT IN INSTITUTIONAL CARE: CHARACTERISTICS AND CATCH UP

Attachment has been assessed in the extreme environment of orphanages, but an important issue to be addressed in this chapter is whether in addition to standard assessment procedures, such as the Strange Situation, the lack of a specific attachment in some institutionalized children should be taken into account given the limits to the development of stable relationships in institutionalized care. In addition, this chapter discusses disinhibited or indiscriminately friendly behavior that is often seen in institutionalized children. Enhanced caregiving quality alone appears to be insufficient to diminish indiscriminate behavior, at least in some children, as evidenced by the persistence of indiscriminate behavior in children adopted out of institutions into adoptive families. We suggest that the etiology and function of indiscriminate, “friendly” behavior may be different for institutionalized versus not‐institutionalized children. In the first case it may reflect a distortion or disruption of early attachment relationships; in the latter case it is likely to result from the lack of expected input in the form of contingent interactions with a stable caregiver in early life. We try to delineate infant and caregiver characteristics that are associated with secure attachment in institutional settings, given the inevitable fact that large numbers of infants worldwide are being raised, and will be raised, in contexts of institutional care. We conclude that much further study is needed of the development of children's attachments following adoption out of an institutional setting.     

Fatal child maltreatment in England, 2005-2009

Objective

This paper presents comprehensive and up-to-date data covering 4 years of Serious Case Reviews into fatal child maltreatment in England.

Methods

Information on all notified cases of fatal maltreatment between April 2005 and March 2009 was examined to obtain case characteristics related to a systemic classification of 5 broad groups of maltreatment deaths (severe physical assaults; covert homicide/infanticide; overt homicide; extreme neglect/deprivational abuse; deaths related to but not directly caused by maltreatment).

Results

A total of 276 cases were recorded giving an incidence of 0.63 cases per 100,000 children (0-17) per year. 246 cases could be classified based on the data available. Of these the commonest specific group was those children who died as a result of severe physical assaults. Apparently deliberate overt and covert homicide was less common, while deaths as a direct consequence of neglect were rare. In contrast, some evidence of neglect was found in at least 40% of all cases, though not the direct cause of death.

Conclusions

Class characteristics differ between the different categories of death and may suggest the need for different strategies for prevention.     

Antecedents and outcomes of joint trajectories of mother-son conflict and warmth during middle childhood and adolescence

This study investigated the development of mother-son relationship quality from ages 5 to 15 in a sample of 265 low-income families. Nonparametric random effects modeling was utilized to uncover distinct and homogeneous developmental trajectories of conflict and warmth; antecedents and outcomes of the trajectory groups also were examined. Four conflict trajectory groups and 3 warmth trajectory groups were identified. Difficult temperament in early childhood discriminated both conflict and warmth trajectory group membership (TGM), and adult relationship quality in early childhood was related to warmth trajectories. In addition, conflict TGM differentiated youth antisocial behavior during adolescence, and warmth trajectories predicted adolescent peer relationship quality and youth moral disengagement. Implications for socialization processes are discussed.     

How to respond to the demands set by the communicative approach? New challenges second‐language (L2) teachers face in the classroom

This study investigates prospective teachers' language needs in L2 teacher training programmes. A questionnaire was constructed and administered to a total of 79 first, second and third year students in the teaching training school at the University of the Balearic Islands (UIB). The questionnaire attempted to elicit student teachers' views on the following aspects: a) L2 teachers' qualities; b) Relevance of a Methodology, a Theory and a Language Improvement component in training courses; c) Perceived command of the English language and d) Potential use of English in future classes. The results confirm the value of including a Language Improvement component in teacher training courses to better meet the needs of future teachers and help them respond to the new demands set by the communicative approach. Results also suggest that a more balanced approach between both a Language Improvement and a Methodology component can play a crucial role in the successful implementation of the communicative approach in L2 contexts.

Ce travail étudie les besoins linguistiques des futurs professeurs de seconde langue dans les programmes des professeurs des écoles. Pour ce faire, un questionnaire a été élaboré et administré à un total de70 élèves de première, seconde et troisième année de formation des professeurs à l'Université des Îles Baléares.

Le questionaire aspirait à obtenir l'opinion des étudiants au sujet de: a) Qualités des professeurs de L2; b) Pertinence de la composante méthodologique, théorique, et de Formation Linguistique dans les curricula (programmes) de ces études; c) Perception de l'autorité de la langue anglaise et d) Utilisaton potentielle de la langue anglaise en classe dans le futur.

Les résultats confirment l'importance de l'inclusion d'une composante de Formation Linguistique dans le curricula des études de professeurs pour mieux répondre aux besoins des futurs professeurs et, en conséquence, les aider à s'adapter aux nouvelles exigences mises en place par l'approche communicative.

Les résultats suggèrent aussi qu'une approche plus équilibrée entre les composantes méthodologique et de Formation Linguistique peut jouer un rôle capital dans la mise en oeuvre de l'approche communicative dans le contexte de L2

Este estudio investiga las necesidades lingüísticas de los futuros profesores de segundas lenguas en los programas de formación del profesorado de primaria. Para ello se elaboró un cuestionario y se administró a un total de 70 alumnos de primer, segundo y tercer curso de magisterio en la Universitat de les Illes Balears. El cuestionario pretendía recoger la opinión de los estudiantes sobre los siguientes aspectos: a) cualidades del profesorado de segundas lenguas; b) relevancia del componente Metodológico, Teórico y de Formación Lingüística en los programas de formación del profesorado; c) presunto dominio de la lengua inglesa y d) uso potencial del inglés en clases futuras. Los resultados del estudio demuestran la importancia de incluir un componente de Formación Lingüística en los cursos de formación del profesorado de magisterio para poder responder mejor a las necesidades del futuro profesorado de primaria de modo que puedan enfrentarse a las nuevas exigencias planteadas por el enfoque comunicativo. Los resultados del estudio también sugieren que un balance equilibrado entre los componentes Metodológicos y de Formación Lingüística puede desempeñar un papel primordial en la implementación efectiva del enfoque comunicativo en el contexto de segundas lenguas.

In der folgenden Untersuchung werden die Sprachbedürfnisse der auszubildenden Fremdsprachenlehrer der Primarstufe ermittelt. Dafür wurde einen Fragekatalog entwickelt, der von 70 Studenten im ersten, zweiten und dritten Jahr des Lehrerstudiums an der Universität der Balearen ausgefüllt wurde. Das Ziel der Befragung war, die Meinung der Studenten über folgende Aspekte ihrer Ausbildung zu erfahren: a) Fähigkeiten der Fremdsprachenlehre; b) Bewertung der methodologischen, theoretischen und sprachlichen Inhalte in der Lehrerausbildung; c) Einschätzung über die Beherrschung des Englischen und d) Möglichkeiten über den Gebrauch des Englischen im zukünftigen Unterricht.

Die Ergebnisse der Studie zeigen die Notwendigkeit einer sprachlichen Weiterbildung der Lehrer während des Studiums, damit sie auf die zukünftigen Anforderungen der kommunikativen Methode in ihrer Lehrertätigkeit besser reagieren können.

Die Ergebnisse deuten auch darauf, dass das Gleichgewicht zwischen methodologischen Inhalten und sprachlicher Fortbildung eine zentralle Rolle in der effektiven Umsetzung der kommunikativen Methode im Fremdsprachenunterricht spielen kann.     

When victims don't cry: children's understandings of victimization, compliance, and subversion

How do children understand situations in which the targets of moral transgressions do not complain about the way they are treated? One-hundred and twenty participants aged 5, 7, 10, 13, and 16 years were interviewed about hypothetical situations in which one child ("transgressor") made an apparently unfair demand of another child ("victim"), who then responded by either resisting, complying, or subverting. In general, 5-year-olds judged compliance positively and resistance negatively and 7- to 16-year-olds judged resistance positively and compliance negatively; all but 16-year-olds judged subversion negatively. Most participants judged the transgressor's actions negatively, regardless of how the victim had responded. The findings are discussed in terms of their implications for children's developing understandings of victimization.     

Analyzing language demands facing english learners on science performance assessments: The sald framework

This article report on the development and use of an analytical framework intended to map the language demands encountered by English learners as they engage in science performance assessments. Grounded in functional and interactional views of language and language use, the authors—two science education researchers and a language scholar—developed the framework via an inductive, iterative, and systematic review of written assessment materials associated with three fifth grade science performance tasks. The resulting Science Assessment Language Demands (SALD) framework is organized around three dimensions: participant structures, communicative modes, and written texts and genres that students are called upon to read and produce. The authors used textual analysis to conduct an expert review of the written documents associated with the three assessment tasks. The results indicate that the framework can be used to document a wide range of functional and interactional language demands involved in science performance assessments. The demands revealed by the SALD framework highlight both potential challenges facing English learners during science performance assessments as well as opportunities afforded by such assessments for demonstrating their knowledge and skills and further developing language proficiency. A major implication of the study is the potential use of the framework to evaluate the language demands and opportunities of science assessments used in classrooms with English learners. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 909–928, 2010     

The effects of outcome imagery on golf-putting performance

The aim of this study was to determine the effects of positive and negative outcome imagery on golf-putting performance. Players of both high and low ability performed a golf-putting task in three imagery conditions: (a) a positive outcome imagery condition, (b) a negative outcome imagery condition and (c) a no-imagery control condition. The task was conducted in a competitive setting, reducing the possibility of demand characteristics. We found that negative outcome imagery was detrimental to putting performance; however, performance in the positive outcome imagery condition was no better than performance in the control condition. There was also evidence to suggest that outcome imagery operated through the mechanism of confidence, as negative outcome imagery was detrimental to both confidence and performance. The results of the present study suggest that golfers should avoid visualizing negative images, as this could damage both confidence and performance.     

International cooperation and the European Association for Health Information and Libraries

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