Evaluation of the effectiveness of the stay safe primary prevention programme for child sexual abuse

OBJECTIVE: This child abuse prevention study aimed to evaluate the effectiveness of the Stay Safe Programme in training unscreened 7 and 10 year old children in personal safety skills. Subsidiary aims were to evaluate the program's impact on children's self-esteem and parents' and teachers' knowledge and attitudes of relevance to child abuse and protection. METHOD: Changes in safety knowledge and skills and self-esteem of 339 children who participated in the Stay Safe Programme were compared with those of 388 waiting list controls. Children in the training group were also followed up at 3 months. In addition, the knowledge and attitudes of parents and teachers of children who completed the program were evaluated before and after the program and 5 month follow-up data were collected from teachers only. RESULTS: Compared with waiting-list controls, trained children showed significant improvements in safety knowledge and skills and these gains were maintained at follow-up. The greatest gains were made by 7 year olds. Children who participated in the program also showed significant improvements in self-esteem which were maintained at 3 months follow-up but only the 7 year olds in the training group made significantly larger gains in self-esteem than their control group counterparts. Children with a higher socioeconomic status benefited more from the program than less privileged children. Both parents and teachers showed significant improvements in knowledge and attitudes concerning protection over the course of the program and for teachers, these gains were maintained at follow-up. CONCLUSION: The findings suggest that the Stay Safe Programme was effective in training children in safety skills and so may usefully be used as a primary prevention intervention for child abuse.     

“Score-for-Credit”: An Analysis of AP Chemistry Policies at Medium-Sized,Full-time, 2-Year Undergraduate (MFT2) Institutions

This study aimed to identify a consensus Advanced Placement (AP) chemistry exam score among MFT2 institutions, and determine how this value compared against target schools within the State of Alabama. AP Credit Policies for MFT2 institutions and popular destination schools were researched using The College Board website (https://apstudent.collegeboard.org/creditandplacement/search-credit-policies). The resulting data was analyzed using simple statistical approaches to gain generalized information. Most MFT2 schools were found to offer college credit when the student obtained a 3/5 or higher on the AP chemistry exam. This outcome is one point lower than popular destination universities for our students at Central Alabama Community College. Community colleges can use lower AP chemistry exam scores to attract students who are likely to be college ready, but may not have the ability (academic, financial, social, or otherwise) to thrive at popular destination schools. A word of caution is included.     

The Primary School Brochure: a sample analysis

A sample of primary, junior and infant schools’ brochures for the current year is analysed in terms of the requirements arising from the 1980 and 1988 Education Acts and the Parent's Charter. A comparison with an earlier study of 1987 reveals a change in emphasis of schools’ aims and the appearance of a new one. The form of schools’ relationships with parents is examined and particularly the aim of partnership with parents. The manner in which schools choose to represent themselves to readers reveals the emphasis which schools place upon their own work. The message which springs from the choice of image on the front cover of brochures and the manner in which pupils are represented reveal important variations. There are also variations in the nature of the adult community which is presented. Finally, the language of the brochures is generally clear and direct, making the contents accessible to the reader. Paradoxically, there is often no table of contents or index to what amounts to a lengthy and varied document.     

Can playscapes promote early childhood inquiry towards environmentally responsible behaviors? An exploratory study

This paper investigates young children’s exploratory play and inquiry on playscapes: playgrounds specifically designed to connect children with natural environments. Our theoretical framework posits that playscapes combine the benefits of nature and play to promote informal science exploration of natural materials. This, in turn, is expected to lead to environmental science literacy, which in turn is likely to strengthen a child’s ecological identity and lead to environmentally responsible behaviors (ERBs). The following questions are of specific interest: to what extent do children go beyond observations and explorations and use science-specific representations and language during their play on playscapes? What locations on the playscape afford science-specific activities? And how do these activities relate to their play on the playscape? In an attempt to answer these questions, we describe data obtained from a video analysis of preschoolers visiting a playscape. As a means of initial comparison, we also analyzed data obtained from a traditional playground. We examine the intersection of children’s play and inquiry within specific areas of interest at the two sites. The two sites vary in many dimensions, including size, familiarity, and access to natural materials. Nevertheless, our data provide initial support for our hypothesis that natural environments promote explorations and inquiry, fostering ERBs.     

One Click,Many Meanings: Interpreting Paralinguistic Digital Affordances in Social Media

In this study we conceptualize cues in social media that require a single click (e.g., Likes, Favorites) as paralinguistic digital affordances (PDAs). Why do people use PDAs and how do they interpret them when they are the recipient? Through focus groups (N = 25) and interviews (N = 26) we address these research questions within a uses and gratifications framework. Using adaptive structuration theory as a lens for analysis, we examine both faithful and ironic uses of PDAs, finding they contribute more than phatic communication and may indicate just as much about the relationship between sender and receiver as they do content.     

Can Infant Temperament Be Used to Predict Which Toddlers Are Likely to Have Increased Emotional and Behavioral Problems?

The 'terrible twos' are often associated with increased temper tantrums, noncompliance and aggression. Although some expression of these behaviors is normal, whether early individual factors can predict which children are most at risk of frequent or prolonged emotional and behavioral problems is of increasing interest. The current study of 6,067 toddlers found that their 9 month scores on a new brief measure of temperament—the Infant Behavior Questionnaire – Revised - Very Short Form (IBQ-R-VSF)—were associated with both difficult behaviors and prosocial behaviors at age 2, measured using a preschool version of the Strengths and Difficulties Questionnaire. Controlling for a range of demographic, maternal characteristics and contextual factors, we found that infants higher on the trait Negative Emotionality and/ or lower on Orienting Capacity and Fear were more likely to develop hyperactivity, emotion, peer and conduct problems and less likely to demonstrate pro-social behaviors at two years of age. Temperament aged 9 months explained an additional 1 - 6 % of the variance in toddler behavior. These findings suggest that infant temperament is associated with the behavior strengths and difficulties of 2-year-olds and provide the first longitudinal validation of the new 5-factor structure of the new IBQ-R-VSF.     

Education, Profession and Culture: Some Conceptual Questions

What is it to regard the occupation of teaching as a profession – as distinct from a trade or vocation? The conventional modern conception of a profession is that of a normative enterprise in which standards of good practice are not just technically or contractually but also morally grounded: indeed, arguably the key difference between trades like plumbing or building and professions like medicine or law is that although the former are doubtless often subject to ethical regulation, ethical principles are actually constitutive of professions. It is also plausible to regard universal professional obligations as grounded in rights indexed to considerations of human need: insofar as humans cannot in general flourish without health, medical practitioners are bound to respond to any medical need without favour or prejudice. This paper argues, however, that powerful and persuasive contemporary critiques of notions of objective or value-neutral development and flourishing raise quite serious theoretical problems (expressed here as antinomies) for any analogous view of teaching as a profession.