An exploration of the differential usage of residential childcare across national boundaries

The use of residential placements for children needing out‐of‐home care remains controversial. This article considers the discourse of ‘residential’ and ‘institutional’ care before describing, mainly through administrative data sources, the wide variations in group‐care usage in different jurisdictions. In some countries, its use is minimal, with foster care, kinship care and in some cases, adoption being the preferred options. This is not so in other countries where a high percentage of children in care are in residential placements. There is also diversity in the type of residential services, ranging from small group homes to large institutions. The challenges inherent in making process and outcome comparisons across national boundaries are explored. The authors concur with those who argue for more systematic ways of describing and analysing the aims and characteristics of residential settings. Only then can meaningful comparisons be made between outcomes from group‐care regimes in different jurisdictions.     

Attachment and adaptive skills in children of international adoption

The attachment pattern of a sample of 168 internationally adopted children was explored in this study using the semi‐structured Friends and Family Interview. The pattern was analysed in relation to the development of adaptive skills as an expression of the children's resilience. The secure attachment pattern rates were slightly lower and the insecure attachment patterns were considerably higher than those of normative samples from the previous studies. The children from Eastern Europe demonstrated a more insecure attachment pattern (odds ratio [OR]= 2.46; confidence interval [CI]= 1.23–3.94), and their scores on the adaptive skills scales were lower than the scores of children from other countries (OR = 2.62; 95% CI = 1.02–6.72). These results help to identify the groups at risk of failing to develop secure attachment patterns and appropriate adaptive skills, and should provide valuable information for designing effective interventions.     

Nonformal education for improving educational outcomes for street children and street youth in developing countries: A systematic review

Tens of millions of children and youth (up to 24 years of age) live and work on the streets of developing countries. Most of them are forced to leave formal education. As a potential solution, nonformal education (NFE) interventions have spread worldwide. However, no previous attempt has been made to address the state of evidence regarding effectiveness studies of NFE for street children and youth. This review addresses this gap by conducting the first systematic review concerning the effectiveness of NFE for improving educational outcomes for street children and street youth. The search was conducted in 35 structured electronic databases and numerous organizations and experts were also contacted. The screening of 9,271 titles resulted in the identification of zero prospective effectiveness studies with a counterfactual. Lessons are drawn from the highest quality excluded studies to inform future evaluations that seek to address this knowledge gap. Key Practitioner Message: ● Practitioners should implement comparable intake and monitoring assessments to track changes consistently over time; ● Programs informed by critical pedagogy and empowerment‐based approaches may improve behavioral outcomes; ● Programs that work with street children and street youth should clarify how they identify their target population.     

《蝇王》中的主导意象及其象征意蕴

《蝇王》是威廉·戈尔丁的一部重要作品,其象征性和隐喻性早就得到学术界的重视,但这种重视并没有引向对其丰富内涵的理析。文章以文本细读的方式,对《蝇王》中的重要意向的表达和意蕴作了细致的分析,从而导向对作品精神内涵与独创性艺术的把握。     

农村留守儿童学业不良研究综述

随着我国现代化、城镇化建设的不断加快,农村剩余劳动力大规模向城市转移,在农村产生了一个特殊群体——农村留守儿童。当前对农村留守儿童教育问题的研究重在探讨农村留守儿童的基本情况和他们面临的严重困难和问题。本文主要对农村留守儿童学业成绩不良研究进行综述,主要包括父母外出打工对留守儿童学习影响的研究综述、农村留守儿童学业成绩不良归因研究综述和相应的对策与建议,以及对现有研究的反思。     

我国第一代独生子女婚恋问题

中国第一代独生子女最大的已进入而立之年,最小的也正值谈婚论嫁的黄金时期。他们的婚恋期待、婚恋方式、择偶标准、生育意愿等越来越与传统社会文化相疏离,越来越挑战传统的价值规范。这跟整个社会环境密切相关,特别是在当今急速变迁的时代里,在富裕的物质生活基础上,道德约束越来越苍白无力,部分人的婚恋偏离“以爱情为基础”的基本要求,婚姻质量下降、家庭不稳定等伴随而来。家庭、学校、社会要担负起各自的责任,帮助他们端正婚恋心态,纠正婚恋行为偏差,教育引导他们树立正确的婚恋观,使他们在未来的人生道路上顺利前行,和谐发展。     

延边地区朝鲜族留守儿童的教育与监护问题

自20世纪90年代起,伴随着延边地区劳务经济的兴起而产生的特殊社会群体——留守儿童的教育与监护问题,越来越成为一个严峻的社会课题。认真分析延边地区留守儿童的现状、问题及其特点,积极探求解决留守儿童问题的对策,是构建和谐社会的重要组成部分,更是教育工作所面临的一个新课题,需要家庭、学校、社会全方位的关注与支持。     

单亲家庭子女自卑心理成因及其教育对策

单亲家庭日益增多,单亲子女的数量急骤上升。单亲家庭对学生教育产生不良影响,这使广大的单亲家庭和教育培养机构面临一个新课题——如何教育单亲子女,使他们健康成长。因此,针对当前单亲家庭教育的现状、单亲孩子的自卑心理及其成因,应制定具体的指导方法和有效策略,使家长形成新的家庭教育观念,促进子女身心和谐健康地发展。     

云南重刑女犯子女权利保护的现状及对策研究

近年来,我国女性犯罪,特别是恶性刑事案件的发案率呈上升的趋势,直接导致我国收监的重刑女犯的人数不断增多,而重刑女犯子女权利却得不到应有的重视和保护.把重刑女犯子女纳入弱势群体的范畴来分析,并根据云南重刑女犯子女权利保护的现状,结合云南的具体实际探究其保护对策,可以引起社会的重视,从而更好地保护重刑女犯子女的权利.     

北京市农民工子女初中后教育研究

北京市农民工子女初中后的教育问题正在凸显。由于北京学生不愿意接受职业教育,北京市中职教育在不断萎缩。调查显示,农民工子女对参加中职教育有很强的需求意愿,劳动力市场对中初级人才有很强的需求,同时北京市中职教育也有很强的供给能力。以教育政策控制流动人口规模、城乡分治和以户籍制度安排,是导致农民工子女不能享受城市中职教育的主要原因。借鉴各地经验,通过政策调整和制度创新,向农民工子女有序开放中职教育资源,是促进首都经济社会发展和社会和谐的重要选择。