Young Women's Expected and Preferred Patterns of Employment and Child Care

Researchers have consistently found that evenfemale students who expressed a high value for bothcareer and family roles usually expected to compromisetheir careers to accommodate family responsibilities. However, with the steadily increasinginvolvement of women in careers, it is reasonable to askwhether students still share these expectations.Furthermore, the relationship between expectation andlater behavior merits investigation. This studyaddressed the two questions by determining thepreferences and expectations for career and family rolesof 54 white female students in senior high school, andagain four years later. On both occasions, themajority expected continuous employment. Over time,their values did not change markedly but a discrepancyemerged between their preferences and theirexpectations.     

Child Care in Cross-Cultural Perspectives: Implications for the Future Organization of Child Care in the United States

In every society care of children is primarily a female responsibility, yet there is still tremendous cross-cultural variation in the organization of child care. Three characteristics of child care in small-scale traditional agrarian societies are discussed: role integration, use of auxiliary caregivers, and the effects of certain ecological patterns on childrearing. Data concerning each of these points is presented, along with implications for the future organization of child care in our own society. These implications are based on, first, the assumption of adaptiveness in forms of child care organization that have evolved over periods of time in these relatively stable societies, and, secondly, on the notion that concepts of child care that work in other societies can, in many cases, be adapted to current conditions in the United States.     

Representing Blissymbols with a Young Child

This article describes a comparison of pencil embellishment cued, versus picture cued learning, in lhe establishment of an initial Blissymbol vocabulary. The design of the study followed N = 1 time series principles. The single subject represented an analog developmentally young individual. She was 2 years 10 months old at the commencement of the study and on a range of cognitive scales was of average ability. Within its restricted parameters, the study indicated superiority of pencil embellishment over pictures as simultaneous learning aids. Various speculative conclusions based on these findings are drawn.     

A Search for Systematic Personality Differentiae of the Only Child in Young Adulthood

The effects of the affective relationship between the model and the observer and locus of control on imitative behavior were investigated by exposing 28 boys to their most liked peer and least liked peer on a simple imitative task. Locus of control was determined by the Nowicki-Strickland (6) Locus of Control Scale for Children. More imitative responses were exhibited to the most liked peer than to the least liked peer, and a positive correlation between number of imitative responses and internal locus of control was found. Results were interpreted as indicating the need to control the affective relationship between the model and observer and as supporting Bandura (1) in that imitative behavior is primarily under self-reinforcement control.     

急诊医学中的人文关怀

人文关怀是对人、人类社会的生存和发展、命运和前途的关心,是对人性和人权的尊重和保护,是对人独立思想和人格的容许与提倡。随着医学模式的转变和急诊医学的发展和完善,越来越需要重视对病人的人文关怀,也就是对病人人权和人格的重视。在急诊医学教学当中,不但要传授相关的专业知识,而且需要将人文关怀的理念贯穿于教学始终,培养医学生人文关怀的素养,教师同时要重视医学生自身对人文关怀的需求。     

急诊医学中的人文关怀

人文关怀是对人、人类社会的生存和发展、命运和前途的关心,是对人性和人权的尊重和保护,是对人独立思想和人格的容许与提倡.随着医学模式的转变和急诊医学的发展和完善,越来越需要重视对病人的人文关怀,也就是对病人人权和人格的重视.在急诊医学教学当中,不但要传授相关的专业知识,而且需要将人文关怀的理念贯穿于教学始终,培养医学生人文关怀的素养,教师同时要重视医学生自身对人文关怀的需求.     

Center-Based Care for Young Children: Examining Predictors of Quality

The authors collected information from caregivers, trained observers, and parents to investigate quality elements in child-care programs designed for young children in center-based settings. Participants were 75 parents of children aged 15 to 36 months and their caregivers from 13 child-care centers in a southeastern state. Observers collected indicators of program quality and process and structural quality indicators, including adult-child ratio, group size, use of planned activities, use of child-designated space, housekeeping activities, and caregiver-child interactions. Participants responded to questions regarding their child-rearing beliefs, social support networks, perceived stress levels, and demographic characteristics. The best predictors of higher quality care and sensitive caregiver-child interaction in centers were specialized caregiver training, higher adult-child ratios, use of planned activities, and less perceived stress by caregivers. Implications of these findings are discussed.     

Transdisciplinary Conversations in Child and Youth Care

Beginning from the proposition that doing transdisciplinary child and youth care (CYC) entails an ethic of risk and vulnerability, four graduate students from differing social, spiritual, bodied, and academic locations trace how our research and professional projects encounter, challenge, support, and disrupt one another. Thinking through two concepts critical to the field of CYC in Canada (politics and care), we aim to (a) make visible the possibilities, tensions, and incommensurabilities that emerge when we collectively risk generous, rigorous dialogue between distinct research projects, practice orientations, and lived ontological and epistemological loyalties; and (b) imagine the practices required to enact, and the creative collaborations that might emerge through, transdisciplinary conversations in child and youth care.     

Development of Stepped Care Trauma-Focused Cognitive-Behavioral Therapy for Young Children

Young children who are exposed to traumatic events are at risk for developing posttraumatic stress disorder (PTSD). While effective psychosocial treatments for childhood PTSD exist, novel interventions that are more accessible, efficient, and cost-effective are needed to improve access to evidence-based treatment. Stepped care models currently being developed for mental health conditions are based on a service delivery model designed to address barriers to treatment. This treatment development article describes how trauma-focused cognitive-behavioral therapy (TF-CBT), a well-established evidence-based practice, was developed into a stepped care model for young children exposed to trauma. Considerations for developing the stepped care model for young children exposed to trauma, such as the type and number of steps, training of providers, entry point, inclusion of parents, treatment components, noncompliance, and a self-correcting monitoring system, are discussed. This model of stepped care for young children exposed to trauma, called Stepped Care TF-CBT, may serve as a model for developing and testing stepped care approaches to treating other types of childhood psychiatric disorders. Future research needed on Stepped Care TF-CBT is discussed.     

Elderly Persons as Intergenerational Child Care Providers

Programs involving elderly adults in the provision of child care services have evolved as a possible solution to problems identified by working parents and the elderly.     

Child-care effect sizes for the NICHD Study of Early Child Care and Youth Development

This report summarizes findings from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development as effect sizes for exclusive maternal care and--for children in child care--type, quality, and quantity of care. Children (n = 1,261) were recruited at birth and assessed at 15, 24, 36, and 54 months. Exclusive maternal care did not predict child outcomes, but multiple features of child-care experience were modestly to moderately predictive. Higher quality child care was related to advanced cognitive, language, and preacademic outcomes at every age and better socioemotional and peer outcomes at some ages. More child-care hours predicted more behavior problems and conflict, according to care providers. More center-care time was related to higher cognitive and language scores and more problem and fewer prosocial behaviors, according to care providers. Child-care effect sizes are discussed from 3 perspectives: (a) absolute effect sizes, reflecting established guidelines; (b) relative effect sizes, comparing child-care and parenting effects; and (c) possible individual and collective implications for the large numbers of children experiencing child care.     

A New State-Level Index of Child Well-Being for Young Children in the U.S.

Public interest and public policy attention on the importance of cognitive and social development of young children has increased in recent years, at least in part, because scholars and researchers have found that experiences early in life have critical developmental consequences. Although scholars have generated a great deal of data on young children, relatively little is known about spatial variation in the well-being of young children. This study uses 12 indicators of child well-being to construct a comprehensive composite index of child well-being for children age 0 to 5 in each state in the United States. Examination of the 12 indicators of well-being for young children shows a high level of variation across states. The modest positive correlations among the four domains in the index suggest that they are measuring different elements of well-being. The composite index reveals that the well-being of young children follows a familiar spatial pattern, namely the well-being of young children in states located in the Deep South and the Southwest is relatively poor and the well-being of children in New England and the upper Midwest is relatively good. However, there are a several exceptions to this pattern which underscores the importance of examining the wellbeing of young children separately for all children. This study adds to a growing literature that uses an index of well-being to examine different groups of children.     

关于儿科学向儿童保健方面发展的哲学思考

随着医学模式的转变,儿科学的发展将面临很大的挑战,从传统的、单一的临床诊治过渡到以含多学科领域的儿童预防保健为主,这不仅是一种发展趋势,而且为儿科学发展的前景拓宽领域,同时也要求儿科医师必顺转变思雏模式,用辩证的观点解决在临床工作中遇到的问题.因此,培养和提高儿科医生的辩证思维能力尤为重要.     

Very Young Child Well-being in Military Families: A Snapshot

Since the September 11th attacks on the U.S., more than 2 million children have experienced parental deployment during their early years, with potentially lasting impact. When a parent is deployed, a number of factors may affect the well-being of the service member and his/her family. One parental factor—posttraumatic stress disorder or distress—might be particularly powerful in its effect on young children and the family system. We analyzed baseline data from an intervention development project which focused on supporting military families with very young children during post-deployment. The purpose of this research is to understand the relationships between parental mental health status, parenting stress, couple functioning, and young child well-being. The effects of mental health status of home-front and service member parents and the role of couple functioning on parent–child interactions and behavioral problems of young children were examined in a sample of military families during the post-deployment period. Findings suggest that service member posttraumatic stress symptoms are associated with higher parental report of child behavior problems. Higher quality of the couple relationship appears to lessen the impact of parental posttraumatic stress but is not related to parent perceptions of child behavior concerns. Implications for future research with military families are discussed.     

The Child Behavior Checklist for Group Care Workers: A Study Regarding the Factor Structure

In this study we examined the factor structure of the Child Behavior Checklist (CBCL) filled out by group care workers. Group care workers' judgements were collected on 846 children and adolescents treated in various residential settings in The Netherlands. Using confirmatory factor analysis, we were able to show that the original CBCL factor model based on parental judgments of child behavior also fits for the judgments of group care workers. This means that the well known 8 narrow-band syndromes (Withdrawn, Somatic Complaints, etc.) as well as the 2 broad-band syndromes (Internalizing and Externalizing) can be used to interpret the CBCL scores of group care workers. This confirmation of the CBCL factor structure is a first step to add a group care worker version to the CBCL family. However, as a second step, normative data need to be gathered to further enhance the use of the CBCL for group care workers.     

Assessing Psychosocial Impairment in the Pediatric Emergency Department: Child/Caregiver Concordance

The objective of this study was to examine the level of agreement between child- and caregiver-reports of the child’s psychosocial problems presenting to a Pediatric Emergency Department (PED) using a validated screening tool. This was an anonymous, prospective, cross-sectional, multi-informant (child and caregiver) study assessing cognitive, emotional, and behavioral problems and physical complaints in children and adolescents presenting to a PED. Three-hundred and fifty-eight children and adolescents (8–18 years old) and their caregivers participated. Children completed the Youth-Pediatric Symptom Checklist (PSC-Y), while their caregivers completed the Pediatric Symptom Checklist–35 (PSC-35) to measure psychosocial impairment. The child’s physical complaints (e.g., chief complaint, chronicity, other medical problems, medications) and demographic information were assessed using an investigator-developed patient background questionnaire completed by the caregivers. Physical complaints (e.g., chief complaint, chronicity, other medical problems, medications) were assessed using an investigator-developed patient background questionnaire. Agreement between child- and caregiver- reports was analyzed using Cohen’s kappa coefficient. Differences between child and caregiver-reported scores were determined by t-tests. Poor to moderate agreement was found between child- and caregiver-reports of attention problems (κ = .355), externalizing problems (κ = .340), internalizing problems (κ = .065), and total PSC score (κ = .410). Both children and caregivers should complete the psychosocial screener to maximize the accuracy of assessment and the identification of impairment.