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191.
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OBJECTIVE: The aims of this study are to demonstrate 1) the criterion validity of the Abel Assessment for sexual interest (AASI) based on its ability to discriminate between non child molesters and admitting child molesters, and 2) its resistance to falsification based on its ability to discriminate between liar-denier child molesters and non child molesters. METHOD: A group of 747 participants matched by age, race, and income was used to develop three logistic regression equations. The models compare a group of non child molesting patients under evaluation for other paraphilias to three groups: 1) a group of admitting molesters of girls under 14 years of age, 2) a group of admitting molesters of boys under 14 years of age, and 3) a group believed to be concealing or denying having molested. RESULTS: Both of the equations designed to discriminate between admitting child molesters and non child molesters were statistically significant. The equation contrasting child molesters attempting to conceal or deny their behavior and non child molesting patients was also statistically significant. CONCLUSIONS: The models classifying admitting child molesters versus non child molesters demonstrate criterion validity, while the third model provides evidence of the AASI's resistance to falsification and its utility as a tool in the detection of child molesters who deny the behavior. Results of the equations are reported and suggestions for their use are discussed. 相似文献
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194.
Rose E. Constantino Andrew Thomas Reyes Claudia M. Kregg-Byers Betty Braxter Paul Wesley Scott Jordan Cobb 《Educational gerontology》2020,46(7):367-381
ABSTRACT The purpose of this study was to assess the HEARTS (Health, Experience of Abuse, Resilience, Technology use, and Safety) of older adults (OAs). More particularly, we aimed to assess three components of the HEARTS (health, experience of abuse, and resilience) of OAs and explore the relationships among health, resilience, the experience of abuse, and other demographic variables. Forty-two male and female OAs in Pittsburgh, Pennsylvania, USA participated in the study. A correlational design was used in this study. The variables correlated were health, the experience of abuse, and the resilience of OAs. We used a community-engaged research approach in that participants were more than research volunteers but stakeholders in the research project. Findings showed that the means for more positive health features (physical function, and social roles) increased with increases in education, while more negative health features (anxiety, depression, fatigue, sleep disturbance, pain interference, and pain intensity) decreased with higher levels of education. Regression models indicated that above and beyond demographic features, resilience had a significant prediction of anxiety and depression. None of the other health outcomes were significantly predicted by either resilience or older adults’ abuse suspicion. Adding health to years in older adults is a collaborative effort with healthcare providers, healthcare systems, families, and communities. This study has identified three components of HEARTS (Health, Experience of Abuse, and Resilience) that blend with successful aging and provide data and possible prevention and intervention strategies, and family and community education programs that could add health to years in older adults. 相似文献
195.
Belinda J. Hardin Joanna K. Lower Gretchen Robinson Smallwood Swetha Chakravarthi Linlin Li Carol Jordan 《Journal of Early Childhood Teacher Education》2013,34(1):20-36
The purpose of the Teachers, Families, and Communities Supporting English Language Learners (TFC) project was to implement and evaluate a sustainable model of high-quality professional development focused on improving inclusive pre-kindergarten services for English Language Learners (ELL) and their families. The professional development program consisted of three interactive training sessions and on-site classroom coaching visits. The project evaluation consisted of an assessment of the professional development program (i.e., the training sessions and coaching) and teachers' self-assessments of their beliefs and practices. Results indicate that the professional development program supported pre-kindergarten teachers in their efforts to be responsive to ELL children in their classrooms and with their families. Results also indicate that pre-kindergarten teachers are in need of continued support as they work with linguistically and culturally diverse children and their families. Implications for future professional development focused on English Language Learners are discussed. 相似文献
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Jordan J. Titus 《Gender and education》2000,12(1):21-37
This article examines the written language of student resistance to feminism in teacher education. Inductive textual analysis of data in the form of standardized student narrative evaluations of teaching and course content uncovers students' situated conceptions of women's subordination, ranging from complete denial of its existence to confused despair over an absence of definitive solutions. Implications for pedagogy of these student postures are discussed, and strategies are offered for engaging students in assessing the coherence of their own positions. 相似文献
198.
Schedules of reinforcement typically produce reliable patterns of behaviour, and one factor that can cause deviations from these normally reliable patterns is schizotypy. Low scorers on the unusual experiences subscale of the Oxford-Liverpool Inventory of Feelings and Experiences performed as expected on a yoked random-ratio (RR), random-interval (RI) schedule of reinforcement, with significantly higher rates of responding on the RR schedule than in the RI schedule. However, high scorers in UE showed no such differences between response rates between the RR and RI schedules. In addition, contingency awareness scores were high, and did not differ in low UE scorers for both types of schedule, whilst awareness scores differed significantly between the schedules in high UE scorers, with more awareness of the RR schedule than the RI one. These results suggest that, as well as being unable to differentiate between the RR and RI schedules in terms of response rates, high UE scorers are also unable to verbally describe the RI schedule parameters. 相似文献
199.
Barbara L. Buchko Connie H. Gutshall Elizabeth T. Jordan 《The Journal of perinatal education》2012,21(4):238-247
The purpose of this study was to investigate the implementation of an evidence-based, streamlined, education process (comprehensive education booklet, individualized education plan, and integration of education into the clinical pathway) and nurse education to improve the quality and efficiency of postpartum education during hospitalization. A one-group pretest–posttest design was used to measure the quality of discharge teaching for new mothers and efficiency of the education process for registered nurses before and after implementation of an intervention. Results indicated that a comprehensive educational booklet and enhanced documentation can improve efficiency in the patient education process for nurses. 相似文献
200.
Jan L. Plass Catherine Milne Bruce D. Homer Ruth N. Schwartz Elizabeth O. Hayward Trace Jordan Jay Verkuilen Florrie Ng Yan Wang Juan Barrientos 《科学教学研究杂志》2012,49(3):394-419
Are well‐designed computer simulations an effective tool to support student understanding of complex concepts in chemistry when integrated into high school science classrooms? We investigated scaling up the use of a sequence of simulations of kinetic molecular theory and associated topics of diffusion, gas laws, and phase change, which we designed and experimentally tested. In the two effectiveness studies reported, one in a rural and the other in an urban context, chemistry teachers implemented two alternate versions of a curricular unit—an experimental version, incorporating simulations, and a control version, using text‐based materials covering the same content. Participants were 718 high school students (357 rural and 361 urban), in a total of 25 classrooms. The implementation of the simulations was explored using criteria associated with fidelity of implementation (FOI). Each context provided insights into the role of FOI in affecting the effectiveness of the interventions when working with groups of teachers. Results supported the effectiveness of this sequence of simulations as a teaching tool in a classroom context, and confirmed the importance of FOI factors such as adherence and exposure in determining the specific environments in which these materials were most effective. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 394–419, 2012 相似文献