Into the Fire: Using Therapeutic Enactments to Bridge Early Traumatic Memories of Childhood Sexual Abuse

While traditional forms of therapy focus heavily on a survivor's ability to tell his or her story, the very nature of traumatic memory can present a challenge since survivors of trauma often struggle to find the verbal language to describe the terrifying events that have occurred. In verbal therapies, survivors of childhood sexual abuse can be left in a state of re-experiencing the past as they face the overwhelming task of trying to find words for something that is often wordless. Researchers have identified the need to “bridge” the non-verbal and the verbal in trauma therapy. The purpose of this research is to examine the lived experience of using therapeutic enactment as a tool to address the fragmented and wordless memories of childhood sexual abuse. Using a case study research design, four women shared their stories of participating in a therapeutic enactment to address memories of their abuse. From these stories, four dominant themes emerged. These themes (re-connection to self and others, reclaiming voice, empowerment, and corrective re-experiencing) indicate an overall positive and reparative experience.     

亲子关系对独生子女成长的影响

独生子女家庭的亲子关系具有如下特点：亲子互动频繁，亲子关系伙伴化；父母对子女的高期望值；偏重子代。而这样的亲子关系对独生子女的学业成绩，性格特征，社会交往能力等多方面都产生了不可忽视的影响。     

Participation and rights of children with Specific Needs of Educational Support in Castilla y León (Spain): bridging the gap between policies and practices

ABSTRACT

The administration of the Spanish State is based on a decentralised model consisting of 17 autonomous regions. Castilla y León represents the largest region in Spain and the third largest in the European Union. Our analysis of both national and regional (Castilla y León) legislation on the rights of children and youth with Specific Needs of Educational Support (SNES) to participate in education suggests that the relevant legislation incorporates the minimum standards proposed by various international organisations (UNCRC, UNCRPD). Nevertheless, socio-educational organisations and researchers report limitations and setbacks to the participation of children and young people in Castilla y León, which especially impact on children with SNES: no representation on Primary and Special Education School Boards, socio-economic segregation at some schools, and scarce social participation with disadvantages for girls and other vulnerable groups. In view of these challenges, we set out to ascertain the impact of legislation on the rights of children, by listening to the voices of children with SNES. Our research, a replication of a British project, is adapted to our region. We expect to perform comparative analyses, to learn from other examples of good practice, and to offer innovative proposals for international implementation and dissemination.     

学校道德教育的转向:从“好孩子”到“好公民”

德育的根本目的在于关注儿童主体的发展,但是传统文化对“好孩子”的狂热和迷信最终无法续展“完人”的道德梦想,“好孩子”掩盖、遮蔽了儿童主体,导致了道德教育的标本化、理性化、功利化、一元化的倾向。关注人性的发展,倡导以人为本,这是当代德育教育的特征,道德教育应重返主体世界的意义在于找回失落的主体意识,在现实的基点上实现从“好孩子”到“好公民”的转向。     

Institutional child abuse in Greece: some preliminary findings

A long-term study on child abuse and neglect in Greece is being carried out at the Institute of Child Health, Athens. A multidisciplinary team is investigating the nature of the problem in Greece, is trying a system of therapeutic intervention to families, is evaluating the adequacy of child protection as it is used in child abuse and neglect, and is examining the efficacy of the law. During a one year period, 5 children cared for in institutions were referred to the program. All were boys. All were children with minor or major handicaps. Two of died from the abusive incident. A study of the circumstances of the injury, and of the conditions in Greek institutions, supports the idea that institutional and family child abuse share many common characteristics. Special mention is made of the Greek circumstances pertaining to child protection and the law.     

Teachers’ Beliefs about Parent and Family Involvement: Rethinking our Family Involvement Paradigm

This article seeks to provide insights into the role of teacher beliefs about parent and family involvement in supporting or inhibiting parent and family participation in partnerships related to the well being of child and family. The authors aim to offer positive beliefs and strategies for developing nurturing relations between families and schools.     

试论金波儿童文学作品教学的意义与策略

本文尝试讨论当代儿童文学作家金波作品对于小学生语言积累和文学素养提高的意义,分析教学其文学作品应着重解读的几个关键词和应采用的教学策略,以更好地实现儿童语文教育的价值愿景。     

杜威的教育目的论——“教育即生活”新探

本文通过探讨杜威＂教育即生活＂的教育思想及其对儿童教育的启示,提出＂教育即生活＂理论思想为儿童的正确价值取向及现代素质教育提供了有用的材料,对今天的教育改革有着重要的现实意义。     

高功能自闭症儿童注意力训练的个案研究

研究采用感觉统合训练、游戏、生活训练、视觉追踪等方法对一例高功能自闭症儿童进行注意力训练。经过近四个月的训练,个案的共同注意能力,注意的广度、稳定性、分配及转移能力取得较大进步,且个案自伤行为消失,刻板语言减少,语言和社会交往能力得到提高。     

Losing the whole child? A national survey of primary education training provision for spiritual,moral, social and cultural development

International concerns about the performativity agenda in schools gives rise to concerns about the neglect of a holistic approach to teaching and learning. Whilst schools in England and Wales are legally obliged to promote the spiritual, moral, social and cultural (SMSC) development of children, little is known about how initial teacher training providers prepare trainees to do so. This project aims to address this gap in the literature. This paper details the findings of phase one of a National Survey which investigates trainers’ approaches to delivery and their views on the place of SMSC in primary schools. Findings suggest that trainers value SMSC, but time devoted to it is relatively low and policy changes are perceived to threaten SMSC’s security. The paper argues that it is vital that trainers empower trainees to understand the importance of holistic themes of their respective curricula, informed by critical engagement with theory, in order to avoid them being overshadowed by the performativity discourse.