Progress report on the development of child abuse prevention, identification, and treatment systems in Eastern Europe

PROBLEM: After the Soviet Union dissolved in 1989, it became apparent that there was little recognition of the problems of child abuse and neglect, professionally, legally, or societally. There were no effective systems or laws in place to deal with these problems. METHOD: Beginning in 1995 the Children's Mental Health Alliance, in conjunction with the Open Society Institute began conducting trainings in Eastern Europe [Journal of the American Academy of Child Adolescent Psychiatry 39 (2000) 660]. Originally 18 countries from the Baltics to the Balkans participated. A program was elaborated which would proceed in several stages: (1) training mental health professionals to deal with child abuse and neglect (CAN); (2) teaching multidisciplinary team work and fostering the development of multidisciplinary NGOs focused on CAN; (3) promoting the self-sufficiency of these NGO's which would then facilitate social and legal reform and increase public awareness of the problem. Specific methods included multi-national trainings, assignment of mentors to the developing teams who maintained weekly contact with the teams and made yearly site visits to their countries, and overseeing project grants from OSI. RESULTS: NGO's had been established and registered in 11 countries, many establishing a network of programs within their countries. By 2000, over 3800 mental health professional had been trained, either directly by the program or by the trainees of the program. By the end of 2000, over 17,000 other professionals (lawyers, police, judges, educators, other physicians, etc.) had been trained by the network. CONCLUSION: While more work needs to be in this region, the teams in 11 countries have made solid starts.     

Mental Effort and Performance as Determinants for the Dynamic Selection of Learning Tasks in Air Traffic Control Training

The differential effects of four task selectionmethods on training efficiency and transfer incomputer-based training for Air Traffic Controlwere investigated. A non-dynamic condition, inwhich the learning tasks were presented to theparticipants in a fixed, predeterminedsequence, was compared to three dynamicconditions, in which learning tasks wereselected on the basis of performance, mentaleffort, and a combination of both (i.e., mentalefficiency). Using the 3-factor mentalefficiency formula of Tuovinen and Paas (2004, this issue), the hypothesis that dynamic taskselection leads to more efficient training thannon-dynamic task selection was confirmed.However, the hypothesis that dynamic taskselection based on mental efficiency leads tomore efficient training than dynamic taskselection based on performance or mental effortalone was not supported. The results arediscussed in light of the theoretical frameworkand suggestions are given for futureresearch.     

Primary School Students' Attitudes towards Reading

This study investigates the applicability to upper primary school children of a multidimensional conceptualization of attitude towards reading which previous research (Lewis and Teale, 1980; Teale and Lewis, 1981) had shown to be useful for characterizing the reading attitudes of secondary school students. Self-report scales designed to measure Individual Development, Utilitarian, and Enjoyment dimensions were found to be both internally consistent (α= 0.65 to 0.88) and stable (r_tr= 0.73 to 0.86). Concurrent validity data based on peer ratings are also provided. Factor analyses showed that primary school students also hold attitudes about reading which are multidimensional. Enjoyment was clearly one facet of their feelings about reading. Although the primary school students did not discriminate between valuing reading as a means of facilitating success at work and at school, they did consistently discriminate between valuing reading and enjoying it. Implications for pedagogical and research issues arising from this conceptualization of attitude towards reading are also discussed.     

Predicting psychopathology in six-year-olds from early social relations

113 children were seen at 1 and 6 years of age in order to examine the relationship between the quality of the early attachment relationship and later psychopathology. On the basis of scores from the Achenbach and Edelbrock Child Behavior Profile, an outcome measure of psychopathology at 6 years, the results indicated different outcomes for male and female children. For males, attachment classification at 1 year was significantly related to later psychopathology; insecurely attached males showed more psychopathology than securely attached males. No relationship between attachment and later psychopathology was observed for females. Even for males, the attachment classification only partly predicted later behavioral problems. Several other factors, including life-stress events and family demographic variables, appeared to influence the development of psychopathology. The findings suggest that although the child's attachment relationship plays an important role in the development of psychopathology, the child is neither made invulnerable by an early secure attachment nor doomed to psychopathology by an insecure attachment.     

Towards Artistry: A Critique of the HRD Performance Paradigm and a Suggested New Model

ABSTRACT This article critiques the performance approach to HRD and proposes a new model that takes into account the deep complexities inherent in the human transaction of work. In critically examining the dominant performance paradigm, meanings of work are examined, illustrating that the desire to work extends beyond extrinsic considerations. That work and working need to be problematized and made the basis of inquiry within HRD is explored. Social exchange theory is drawn upon to explain how employees can become impelled to exercise the discretion to engage in creative behaviors that can redound to the benefit of their organizations. The proposed model is premised upon two variables, namely impetus for training and purpose of training. Impetus for training is on a continuum from individual to organization. Purpose of training is on a continuum from intrinsic to instrumental. Of the four approaches to HRD suggested by the model, the type that is bounded by intrinsically driven purpose and focused upon the developmental needs of the individual is suggested as being most likely to prompt worker artistry.     

Maximising the language and learning link in computer learning environments

In studies on the implementation and educational uses of computers there are reports of changes in students' behaviour as a result of working with computers (Rowe, 1993; Crook, 1994). Social, collaborative and dialogic exchanges have been observed as students engage in tasks around computers. This research provides evidence that the computer is a social facilitator in the sense that it provides opportunities for collaboration, group work and interaction which fosters cognitive change (Wild, 1995).
This article recognises the social role of the computer, and supports the view that computers can be used to facilitate learning through language. There is growing awareness that if we are to realise the full potential of computers in education, consideration must be given to their role as catalysts in the learning process, rather than technological tools (Hawkridge, 1990). Computer assisted learning has progressed through many phases, and through investigation of underlying theoretical frameworks it is possible to recognise the change of focus from individual accounts of learning to social perspectives.
Theoretical frameworks which emphasise the social dimensions of learning (Vygotsky, 1978) legitimise the link between computers, language use and learning and indicate that computers must be integrated into the social life of classrooms if their pedagogical benefits are to be realised.     

DETERMINANTS OF RESEARCH PRODUCTIVITY IN HIGHER EDUCATION

As research expenditures have risen and assources of research funding have changed, an increasedemphasis on research performance has developed in U.S.research universities. Although much of the historical debate has centered around the individualattributes of faculty, several recent studies have begunto focus on the effect of program or organizationalfactors as powerful attributes for enhancing suchproductivity. This paper extends the findings of these recentstudies by examining the relationship between academicresearch productivity and institutional factors from themost recent National Research Council data on the nation's research universities and theirprograms in the four broad fields of the biologicalsciences, engineering, the physical sciences andmathematics, and the social and behavioral sciences. Several findings are recommended forinstitutional policymakers.