Intensive oversight of youth residential treatment: Staff perspectives on the New York State Justice Center for the Protection of People with Special Needs

Youth care workers in U.S. residential treatment centers (RTCs) provide 24-h care to youth whose significant psychosocial needs cannot be managed in a less restrictive setting. They have sometimes abused or neglected youth in their care. This study investigates staff perspectives on a new form of intensive oversight developed in New York State to prevent maltreatment of youth in care facilities. It asks: How does intensive oversight and investigation mandated by a state-run agency for the protection of people in care affect residential youth care workers in RTCs? Derived from a 15-month ethnographic study of an RTC serving a child welfare population conducted in 2015 and 2016, these results suggest that intensive oversight may have unanticipated consequences for RTCs, the youth care workforce, and youth in care. Consistent with other studies of regulation and surveillance in risk societies, participants reported that fear of prolonged and intimidating investigations, false allegations, and unavoidable violations of policy negatively affected their practice and contributed to staff turnover. Organizational consequences included serious staffing challenges and increased costs of overtime and administrative management of compliance. Some participants suggested that the form of intensive oversight studied here may have reduced the quality of care received by youth by disrupting therapeutic relationships, causing youth to be cared for by unfamiliar workers, and compelling workers to act defensively to prevent allegations rather than in the best interest of youth. We suggest that, under conditions of intensive oversight, youth care workers, like their clients, should be considered an at risk population whose well being is essential for the provision of high quality care. We conclude with modest recommendations to organizations and jurisdictions using or considering intensive oversight practices to protect the rights and safety of youth in RTCs.     

“为美国而教”的价值承当:社会与个人的双赢

"为美国而教"计划开辟了美国教师培养的新路径,它招募、选拔、培养并派遣来自一流大学的优秀毕业生到贫困落后地区从事两年的教学工作,一定程度上缓解了美国教师短缺的问题。在20多年的发展历程中,"为美国而教"计划对美国教师教育领域产生了深远的影响,"为美国而教"计划之所以能够吸引一流大学毕业生的参与以及其他国家的效仿,主要在于其社会价值的建构和个人价值的实现。     

尧舜自然崇拜观刍议——《尚书正义》之自然观解读

尧舜对自然的崇拜贯穿在当时整个社会的管理和整治之中,整个社会的有机运转体现了当时人民心向自然。自然是最原始、最纯粹、最基本的存在状态。分析尧舜的自然崇拜观,思考人与自然的和谐共处之道,将会对人类未来发展有所启迪。     

Peer Assessment of Children's Prosocial Behaviour

The study was designed to examine 8-12-year-olds' peer assessments of prosocial behaviour and their relationship to self-assessments, teacher-assessments and peer acceptance. Although prosocial behaviour has been studied for many years, it has been narrowly operationalised and research has tended to lack ecological validity. To rectify these weaknesses, child-generated normative prosocial behaviours were used to generate peer nomination items for the purpose of rating children's performance of prosocial behaviour in peer interactions. Children also filled out self-ratings of social behaviour and peer sociometric nominations. Teachers assessed children's social behaviour, rating the same child-generated prosocial behaviours. Popular children were rated as significantly more prosocial than all other sociometric groups and rejected children were rated as significantly less prosocial than all other groups. The highest correlation was found between teacher and peer reports of prosocial behaviour. Self-ratings and peer-ratings of prosocial behaviour were significantly related, as were self-ratings and teacherratings of prosocial behaviour. Implications of research findings are discussed.     

地理学的马克思主义思考——读大卫·哈维《社会正义与城市》有感

20世纪60年代,受到当时美国三大运动的影响,地理学界对传统地理学的反思悄然展开,其中最著名就是以大卫．哈维为代表的激进马克思主义地理学。大卫·哈维在《社会正义与城市》一书中回顾了传统地理学的研究领域及方法,首次尝试利用马克思主义原理对传统地理学中的空间、地理集聚与城市化进程、城市剩余的再分配、本体论与认识论等方面进行初步的探讨,从而初步建立起地理学激进马克思主义学派的基础理论框架,对20世纪后期的地理学发展有着非常深远的影响。     

Perceptions of Instructor Interactional Justice as a Predictor of Student Resistance An earlier version of this paper was presented at the 2004 annual meeting of the Central States Communication Association,Cleveland, OH and was named a Top Four Paper in the Communication Education Interest Group.

This study examined students’ perceptions of instructor interactional justice as a predictor of students’ self-reported likelihood of using teacher-owned resistance strategies. Interactional justice refers to the fairness and quality of interpersonal treatment students receive from their instructors. Results indicate that students’ perceptions of instructor interactional justice negatively predicted the student resistance strategies of Teacher Advice, Teacher Blame, Appeal to Powerful Others, and Modeling Teacher Affect. This study suggests that instructors use interactional justice as a possible means to reduce student resistance.     

试论民国初年部院之争

1913年，北京临时政府司法部与大理院之间就关于《各级审判厅试办章程》所定民事上告期限和上告程序是否可由大理院变更、前清《禁革买卖人口条款》是否可由司法部认定无效两个法律问题展开了一场论争。通过这一事件可以看到：论辩双方互相指责对方违背《临时约法》，反映了辛亥革命、民主思想的深入人心；部分官员对新旧法律制度进行整合时，在践行“三权分立”、坚持“司法独立”方面进行了真诚的努力；论争暴露了政权更迭之初行政制度和法律制度因草创而不够完备，促使人们对有关法律、制度进行修改，使其臻于完善，因而具有积极意义。     

略评亚里斯多德之伦理思想

亚里斯多德的伦理学总体上是基于对于人的活动的特殊性质的说明的目的论伦理学。《尼各马科伦理学》是亚里斯多德伦理思想的代表作,这部著作主要介绍了善、幸福、中道、友爱、公正等德性,这些德性无论对于个人的成长,还是对于社会的发展都具有积极的意义。     

Fairness,trust, and school climate as foundational to growth mindset: A study among Brazilian children and adolescents

Recent research has established the importance of children and adolescents developing a growth mindset for future success and motivation. This research tests believes about fairness, adult trust, and school climate that are theoretically foundational for establishing a cognitive connection between effort and outcome. Regressions and MANOVAS were conducted to understand the direct and indirect relationships between perceptions of justice, adult trust, school climate and growth mindsets.

The first study included 363 children from Brazilian public schools and the findings supported our hypothesis that adult trust partially mediates the relationship between justice perceptions and growth mindset. The second study included an adolescent sample (n?=?497) from more diverse backgrounds and included a measure of institutional mindset. In this study, school fairness and solidarity mediated the relationship between perceptions of justice on institutional growth mindset. This research can help inform educators and researchers of other constructs necessary to foster a growth mindset.