The crucial role of the micro caregiving environment: Factors associated with attachment styles in alternative care in Chile

The distribution of attachment styles has been shown to differ between groups of children living with their parents and children placed in alternative care (AC), defined as residential or foster. However, this is the first study in Latin America to explore possible factors affecting the quality of attachment in children living in both residential and foster care. Two groups of children (N = 57) were compared: one group living in Residential Homes (RC) and the other in Foster Care (FC) in Chile. Children’s, caregivers’ and structural factors (e.g., child: caregiver ratios) and their links with attachment styles were investigated. The micro caregiving environment (i.e., the specific individual child caregiver relationship), especially the caregivers’ engagement, sensitivity, disciplinary control and affection, as well as some structural factors (i.e., child: caregiver ratios), were linked to attachment security in children. Specifically, better emotional caregiving and lower child-caregiver ratios were associated with higher rates of secure attachment. The association between quality of care (as measured by the HOME inventory) and attachment styles seems to be influenced by caregiver relationships (as measured by CCSERSS). Caregiver relationship factors (i.e., affection, engagement and sensitivity) directly impact the quality of the attachment children establish with them while living in AC. However, the relationships that caregivers establish with children under their care can be facilitated by good quality structural factors, particularly child-caregiver ratios.     

家庭养老功能异质视角下社会养老与土地养老的互动机制

农村空心化、老龄化问题引发了包括养老、土地资源配置等在内的一系列问题,亟需引起关注.本文系统研究了家庭养老功能异质视角下新型农村社会养老保险(简称"新农保")与土地养老的互动机制,及对60岁及以上农户家庭土地转出决策的影响.在理论分析作用机制的基础上,利用中国健康与养老追踪调查(CHARLS)4期面板数据,采用面板工具...     

同伴教育在围手术期结肠造口患者心理护理中的应用研究

探讨同伴教育对围手术期结肠造口患者心理的影响。首先选取8例行造口术后多年并有丰富经验的患者,经培训合格后成为同伴教育者。抽取行结肠造口术的患者共40例分别放在对照组和试验组。对照组由病区护理人员给予心理护理及健康指导。试验组在常规护理基础上再选择同伴教育。出院前,评估两组患者的社会心理适应水平。试验组社会心理适应水平高于对照组(P<0.01),差异显著,有统计学意义。实施同伴教育可为围手术期结肠造口患者提供心理支持,提高其社会心理适应水平。     

Meeting in the circle: examining identity,attitudes, and pedagogy in the context of an early childhood teacher education program in the United States

As a team of teacher educators at a university in the United States, we engage in participatory action research to reflect on how reflective tools which we design engage teacher candidates (TCs) in their reflecting on teaching. In this paper, we describe how we invite TCs to write in-class reflections, respond to self-assessment probes, and practice problem-solving processes. We critically analyze our approaches and identify further intentional approaches to promote university students’ understandings of (1) links between the self and working with children and families and (2) connections between attitudes and pedagogy towards social justice and inclusion. We conclude that we must continue to explore how the teaching practices we use affect students’ understandings of social justice in education. Doing so demands our focus on examining attitudes through self-reflection among and between faculty and university students so that identity, relationships, attitudes, inclusion, and social justice are prioritized as pillars of curriculum in early childhood education at all levels of schooling.     

贫困与关爱的相遇——基于徐州工程学院贫困生资助状况的调查

给贫困生提供全面的人文关怀是贫困生资助的根本任务和价值。人文关怀的缺失影响了高校贫困生资助的效果。高校贫困生资助人文关怀的核心是以人为本,即以贫困生为本;提高高校贫困生资助效果的关键是人文关怀的回归并构建体现人文关怀的长效机制;和谐校园建设是高校贫困生资助人文关怀最重要的实现载体和路径。     

Dangerous Carers: Pastoral power and the caring teacher of contemporary Australian schooling

Whilst care imperatives have arisen across the breadth of Western societies, within the education sector they appear both prolific and urgent. This paper explores the deployment of care discourses within education generally and draws upon the case of Australian Health and Physical Education (HPE) more specifically, to undertake a Foucauldian interrogation of care. In so doing I demonstrate the usefulness of Foucault's pastoral power lens and its capacity to provide insight into the moral and ethical work conducted by caring teachers on behalf of the state (Acker, 1995). Following a brief overview of the advocacy, challenges and debates surrounding the issue of caring teaching within education, I draw on the work of Hunter (1994) and three case studies from a genealogical interrogation of HPE that employed Foucualt's ethical fourfold as a heuristic device to reveal the ethical practices and objectives of the good HPE teacher. Drawing on this genealogical work, I argue that HPE teachers and their colleagues have been purposefully incited to constitute themselves as agents of pastoral power. From this Foucauldian perspective, I conclude with an exploration of the unintended and possibly ‘dangerous’ practices of caring teaching that may emerge within the complex and messy nexus of contemporary self‐constitution.     

曲线拟合误差加权分析

根据时间序列分析的“近大远小”原则,研究预测分析中拟合误差的权重问题,采用分式,指数加权法、建立预测数学模型并进行简单应用。     

各型颈椎病非手术治疗的护理体会

目的:通过观察综合性护理对保守治疗颈椎病患者的临床疗效。方法:收集我科保守治疗的颈椎病患者68例,通过一般护理、牵引护理、颈部功能锻炼指导、心理护理、生活护理进行临床干预,观察患者症状及治疗后效果。结果:所有患者在综合护理干预后,临床治疗效果及身心健康得到明显改善。结论:综合性护理在保守治疗颈椎病中起着至关重要的作用。     

An actor‐network theory reading of change for children in public care

The education of children in public, or Local Authority (LA), care, known in the United Kingdom (UK) as looked‐after children (LAC), is supported by government initiatives to reduce the attainment gap that exists between LAC and their non‐LAC peers. These children often find remaining in education a challenge, are twice as likely to be permanently excluded, and three times more likely to receive a fixed‐term exclusion than other school‐age children. A high proportion (61%), have been labelled as having special educational needs (SEN) (DfE, 2015a ). In the UK, the Virtual School (VS) has a statutory role in the education of LAC (DfE, 2014a) and aims to encourage more stringent monitoring and intervention for pupils. This is partly achieved through the creation of a personalised education plan (PEP) for each LAC pupil, which outlines progress, strategies intended to accelerate attainment, and resources needed for doing so. The process involves the pupil, their social worker and the designated teacher (responsible for the welfare of LAC pupils) of the school attended. The current study uses Actor‐Network Theory (ANT, e.g. Latour, 1999 ) as a lens through which to conceptualise change for LAC pupils during the PEP process. The focus is upon three PEP meetings in one LA setting, in order to explore the people and things that are active in driving forwards change for LAC, with a view to examining the efficacy of the process and the roles of those involved. The analysis made visible the importance of the role of the designated teacher in the PEP process, in contrast to the relative inactivity of social workers and of pupil voice.     

Guys and ‘the rest of us’: tales of gendered aptitude and experience in educational carework

A history of framing the teaching of young children as a matter of ‘natural’ female aptitude has led a number of researchers and educators to oversimplify men's experiences as a foil or antidote to the ills of schooling. In this qualitative study of men, women, and ‘feminisation’ in early education and care environments, interview data (N?=?4) are discursively analysed to provide a more nuanced understanding of how male and female careworkers construct and orient themselves in relation to masculinity and maleness.