Taking Stock of Two Decades of Attachment Transmission Gap: Broadening the Assessment of Maternal Behavior

This report aimed to investigate the capacity of maternal behaviors tailored to children's attachment and exploration systems to jointly explain the well‐known mother–child transmission of attachment. Four home visits were conducted between ages 7 months and 2 years with 130 mother–child dyads to assess maternal attachment state of mind, sensitivity, autonomy support, and mother–child attachment security. Results showed that together, maternal sensitivity and autonomy support fully accounted for the relation between maternal and child attachment, that they each accounted for a unique portion of this relation, and that the magnitude of these mediated pathways was equivalent. These results suggest that the attachment transmission gap can be narrowed by the use of a theory‐driven multidimensional approach to maternal behavior.     

‘I was dead restorative today’: from restorative justice to restorative approaches in school

This paper explores definitions and understandings of restorative practices in education. It offers a critique of current theoretical models of restorative justice originally derived from the criminal justice system and now becoming popular in educational settings. It questions the appropriateness of these concepts as they are being introduced to schools in parts of the UK and refers to a recent Scottish Executive funded pilot initiative to implement restorative practices in schools. The paper then reflects on some findings from the evaluation of this pilot project, outlines a new notion of restorative approaches and suggests that this broader conceptualisation may offer an important way in which to promote social justice in education and to reassess the importance and inevitability of conflicting social interaction and structures inherent in schools as complex social institutions.     

正确的一步

Betty rubbed her hands together,careful not toput too much pressure on her red,chappedknuckles.Her fingers were numb with cold,aswere her feet,but she couldn’t bend over toreach them.Craning her neck over the bedsidefrom which her legs dangled,Betty inspected her feetfrom her seated position.Her left foot pointed harshlyinward,the big toe angled at nearly forty—five degrees.Grimacing,she scanned the floor for her new slippers,noting the digital clock on her dresser.Eleven-thirty,she thought.Another early morning.Yawning,shewondered if sometimes the fatigue wasn’t worse than thepain.     

Systematic review of the evidence to support expert practice in the education and care of children and young people with special educational needs and disability in the UK

Scopus, EBSCO, ERIC and British Education Index were interrogated in a systematic review of primary research since 2014 addressing expert practice and outcomes in education and care for young people with special educational needs and disability in the UK. Grey literature and studies of medical settings, preschool children, mainstream education or professional education were excluded. Quality was gauged by effect sizes, risk of bias and the Critical Appraisal Skills Programme. The search identified 7058 items. Twenty-eight studies were included, with 1839 participants of 4–22 years. Risk of bias was low, with effect sizes from small to extremely large. The qualitative studies were rigorous. Expert practice with positive outcomes was evidenced in comprehensive assessment, enhancing engagement and personalised interventions. Correction of visual problems, use of humanoid robots, and tested models were generally effective. There was rigorous evidence for efficacy of frameworks and reasonable evidence for creative approaches to physical activity. Drama lessons were valued. Standing frame use improved peer interaction or caused segregation. Disparity between problem identification and planned support in education health and care plans, and addressing personal and physical health factors were problematic. The voice of young people was lacking. More training was required in augmented and alternative communication.     

Confronting Prejudice and Stereotypes: A Teaching Model

ABSTRACT : As the demographics of the workforce continue to change dramatically and the globalization of the marketplace escalates, it becomes increasingly important for employees, managers, and leaders to value differences and to work effectively with people who have various cultures, backgrounds, races, genders, sexual orientations, and languages. The competencies and skills necessary for effectively working across these boundaries do not necessarily come naturally, and it is increasingly essential for organizations to provide opportunities for people to develop the capacity to deal with volatile issues such as diversity, prejudice, and stereotyping. These issues, which lie at the heart of many problematic interpersonal conflicts and systemic dysfunctionalities, are extremely difficult to address in learning situations, whether classroom or boardroom. In this article, we present a management development experience based on the notion that sharing accurate information, developing self awareness, and enhancing the capacity for empathy lead to heightened awareness of the negative consequences of prejudice and stereotyping and quite possibly encourage people to consider adopting more effective attitudes and behaviors. Specifically, we present a conceptual framework upon which diversity education initiatives may be based and a brief activity entitled, “Prejudice in Our Lives,” which has proven very effective in both higher education and management development venues.