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OBJECTIVE: The current study examines multiple empirically based perspectives (i.e., child, caregiver, and clinician) of behavior and functioning as they contribute to the clinical and psychosocial profile of children (aged 5 to 17.5 years) with reported histories of sexual abuse.METHOD: A large, multi-site data set of children referred into Comprehensive Community Mental Health Services both with and without reported histories of sexual abuse, was examined. Seven hundred and fifty-nine children with a reported history of sexual abuse were compared to 2722 without such a history on caregiver and child reported behavior, clinician rated functioning, diagnosis, demographic variables, and life challenges.RESULTS: The multiple perspectives contributed unique and specific information to regression models: caregiver-reported behavior contributed information about externalizing behavior while child-reported behavior added information about internalizing behavior and clinician ratings about self-harmful behavior. Children with reported histories of sexual abuse were also more likely to be female, Caucasian, and have reported histories of life challenges (e.g., physical abuse, substance use, running away). Child sexual abuse was associated with higher rates of depression and anxiety diagnoses, and lower rates of substance abuse, conduct, and attention deficit disorder diagnoses.CONCLUSIONS: The findings indicate that the profile of children entering into Comprehensive Community Mental Health Services with reported histories of sexual abuse, as compared to those without such histories, is complex and best understood via multiple perspectives. Caregiver, child and clinician rated information, when taken together, provide a comprehensive clinical and psychosocial profile around which to plan and implement individualized service plans. 相似文献
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This paper exploresthe effects of specific teacher threshold knowledges about boys and gender on the implementation of a so‐called ‘boy friendly’ curriculum at one junior secondary high school in Australia. Through semi‐structured interviews with selected staff at the school, it examines the normalizing assumptionsand ‘truth claims’ about boys, as gendered subjects, which drive the pedagogical impetus for such a curriculum initiative. This research raises crucial questions about the need for the formulation of both school and governmental policy grounded in sound research‐based knowledge about the social construction of gender and its impact on the lives of both boys and girls and their experiences of schooling. This is crucial, we argue, in light of the recent parliamentary report on boys' education in Australia which rejects gender theorizing and given the failure of key staff in the research school to interrogate thebinary ways in which masculinity and femininity are socially constructed and institutionalized in schools through a particular ‘gender regime’. While some good things are happening in the research school, the failure to acknowledge the social construction of gender means that ultimately the school's programs cannot be successful. 相似文献
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Positive Youth Development Among Diverse Racial–Ethnic Children: Quality Afterschool Contexts as Developmental Assets 下载免费PDF全文
Positive youth development (PYD) deserves more empirical attention, particularly among children of diverse racial–ethnic backgrounds. Given the need among families for monitoring and supervision during out‐of‐school time, community‐based afterschool is a potentially promotive ecological setting. This study explores the quality of afterschool experiences upon PYD. This multimethod study includes over 500 elementary school children in Grades 2–5 (Mage = 8.80, SD = 1.12). The sample comprises of 49% White, 27% African American, 7% Latino, and 17% mixed race/others with 45% free/reduced lunch eligible children. In multilevel models, independently observed quality across time positively impacted competence, connection, caring for all youth, and cultural values for racial–ethnic minority youth. Afterschool fosters PYD, including sociocultural dimensions, when comprised of appropriately structured, supportive, and engaging interactions. 相似文献
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Description and field test of a career development course for male youth offenders with disabilities
Wayne W. Munson 《Journal of Career Development》1994,20(3):205-218
This project was supported in part by a grant from the U.S. Department of Education, Office of Special Education and Rehabilitative Services. 相似文献
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Three emotionally divergent strains of mice (SWR/J, A/HeJ, and SJL/J) were mated to produce three populations: a pure strain population (N = 90), an F1 population (N = 120), and an F2 population (N = 96). All Ss were tested on a battery of measures of emotionality. Each population was factored separately by principal components factoring with varimax and promax rotations. Factorial invariance was assessed quantitatively by congruence coefficients. Eight of the resultant factors were found to be replicable across populations. These were autonomic balance, motor discharge, territorial marking, acrophobia, tunneling-1, tunneling-2, underwater swimming, and audiogenic reactivity. Of the eight factors, motor discharge was most distinct in each population and tunneling-1 was least distinct. 相似文献
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This article compares the costs of four assessment formats: multiple choice, open ended, laboratory station, and full investigation. The amount of time spent preparing the devices, developing scoring consistency for the devices, and scoring the devices was tracked as the devices were developed. These times are presented by individual item and by complete device. Times are also compared as if 1,000 students completed each assessment. Finally, the times are converted into cost estimates by assuming a potential hourly wage. The data show that a multiple choice item costs the least, and that it is approximately 80 times as much for an open ended item, 300 times as much for a content station, and 500 times as much for a full investigation item. The very large discrepancies in costs are used as a basis to raise several policy issues related to the inclusion of alternative assessment formats in large scale science achievement testing. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 615–626, 2000 相似文献
50.
Xavier Fazio Wayne Melville Anthony Bartley 《Journal of Science Teacher Education》2010,21(6):665-681
This article disseminates findings from a multi-year study regarding secondary preservice science teachers’ perceptions toward
inquiry-based science teaching, and the extent these perceptions are augmented by their practicum. While findings indicated
that preservice teachers did improve their understanding and capability of using scientific inquiry due to their methods course,
the role of practicum in supporting their newly developed perceptions was problematic. Issues ranging from associate teacher
subjugation, availability of resources, time constraints, and the need to address curriculum standards were the most commonly
cited reasons for preservice teachers’ difficulty in creating an inquiry-based environment during their practicum. Implications
are presented highlighting the importance of practicum experiences as a key determinant of pre-service science teachers’ emerging
inquiry-based science views and practices. 相似文献