The confrontation clause and the child victim of sexual abuse

Courtroom proceedings for child sexual abuse often represent a morass of conflicting rights and counterproductive justice. Within this article, conflicting rights of adults and children regarding courtroom testimony are explored with an interest in assessing the effects of testifying for children and addressing the process of making children's testimonies less traumatic and more credible.     

Influencing international child labour policy: The potential and limits of children-centred research

How did research with working children influence child labour policy in the late 1990s and early 2000s? What were the constraints to research findings exerting greater influence over international policy? This paper explores these questions against the backdrop of studies with working children in Jakarta, Indonesia in 1994, 1995 and 1999. It is suggested that rights-based, children-centred research is a potential means of gaining insights into the lives of working children. As such, research has a role to play in informing policy. An analysis of international debates during the 1990s indicates that the findings of research with children did exert some influence over international child labour policy in the 1990s, but there were limits to the extent of that influence. In seeking to explain these limits, this article explores the tension between research that recognises and reports children's agency and the structural constraints that militate against children's views, experiences and priorities being translated into policy.     

Children's comprehension of war

The purpose of this paper is to show how pre-school children, both from Zagreb and refugees, experienced and comprehended the war during 1992. The study included 98 children from Zagreb kindergartens (pre-school nurseries). The children were asked five questions about the war in Croatia. Each was interviewed individually. A content analysis of the answers revealed that the children, in defining the warring parties and the causes of the war, besides using much information obtained through the media, based their concepts of the war on personal experience. The worst war-related experience for Zagreb children was the air-raid alarms, while the displaced or refugee children felt worst when there were bombardments, destruction and shooting—mostly personally experienced events. Generally, the children's answers suggest more mature comprehension of war than usually expected and found at the pre-school age.     

Interviewing children versus tossing coins: accurately assessing the diagnosticity of children's disclosures of abuse

We describe a Bayesian approach to evaluating children's abuse disclosures and review research demonstrating that children's disclosure of genital touch can be highly probative of sexual abuse, with the probative value depending on disclosure spontaneity and children's age. We discuss how some commentators understate the probative value of children's disclosures by: confusing the probability of abuse given disclosure with the probability of disclosure given abuse, assuming that children formally questioned about sexual abuse have a low prior probability of sexual abuse, misstating the probative value of abuse disclosure, and confusing the distinction between disclosure and nondisclosure with the distinction between true and false disclosures. We review interviewing methods that increase the probative value of disclosures, including interview instructions, narrative practice, noncontingent reinforcement, and questions about perpetrator/caregiver statements and children's reactions to the alleged abuse.     

The Effect of Vocabulary Size on Toddlers' Receptiveness to Unexpected Testimony About Category Membership

Children must be willing to accept some of what they hear “on faith,” even when that testimony conflicts with their own expectations. The study reported here investigated the relation among vocabulary size, object recognition, and 24‐month‐olds' (N = 40) willingness to accept potentially surprising testimony about the category to which an object belongs. Results showed that children with larger vocabularies were better able to recognize atypical exemplars of familiar categories than children with smaller vocabularies. However, they were also most likely to accept unexpected testimony that an object that looked like a member of one familiar category was actually a member of another. These results indicate that 24‐month‐olds trust classifications provided by adult labeling patterns even when they conflict with the classifications children generate on their own.     

Exploring issues of children as actors in social research

In recent years, there has been an increasing focus among childhood researchers on the concept of children's agency, or children as social actors, within research. The argument for the focus on children as ‘agents’ has commonly critiqued an earlier dominant tradition of research, whereby children had been positioned as passive objects of investigation, with their capacity for social agency largely ignored.This paper provides a theoretical and methodological exploration of the concept of children's agency in the research process. The authors outline conceptual developments that have contributed to the increased focus on children's agency and discuss how this focus has influenced research methods, both in terms of counting children in and researching collaboratively with them. Key elements of a methodological framework for promoting children's agency in collaborative research are outlined and some of the contextual obstacles to the implementation of this framework are discussed, in particular those encountered in attempting to ‘balance power relations’ between adults and children. The facilitation by adults of children themselves as researchers is identified as a possible way forward.The paper concludes with a brief discussion on the extent to which the acknowledgement of children's agency in research may lead to more inclusive policy practices.     

Crisis nursery effects on child placement after foster care

The results of a study of the relationship between receiving crisis nursery services and the placement outcomes for young children leaving the child welfare system in Illinois are reported in this paper. The placement outcomes for children leaving foster care whose families received crisis nursery support prior to the children's placement in foster care is compared to the placement outcomes for children whose families received only foster care services. The children in two samples were identified by matching crisis nursery children's data from FY 2006 with children's data in the Illinois Child Abuse and Neglect Tracking System and Children Youth and Services Information System databases. After children served by crisis nursery and foster care services were identified, a comparison group of children with like-characteristics whose families received only foster care services was identified using propensity score matching. The children were followed until their out-of-home placement was terminated or until June 30, 2009. The placement outcomes and the length of stay were compared for the two groups. Using logistical regression analysis the results showed that children whose families received crisis nursery services prior to foster care placement were twice as likely to be reunited with their biological families (birth or extended family members) when compared to children whose families received only foster care services. The difference in the length-of-stay in foster care was not statistically significant when the two groups were compared. This preliminary study using administrative data shows that receiving crisis nursery services may have positive effects on the children's ultimate placement outcome after foster care. Additional research is needed to further explore the relationship between placement outcome and crisis nursery services.     

Presentation matters: how mode effects in item non-response depend on the presentation of response options

Comparability of data across modes is an important issue in survey research. In this paper we discuss item non-response to attitudinal questions in telephone and web surveys. We present results from a survey experiment conducted in Italy and in Spain that compares different presentations of response options in an online setting with a benchmark telephone survey. In line with earlier studies we find that (A), the share of non substantial answers in the online survey depends on how the response option is presented. Comparing different presentations in an online survey to the standard approach of telephone surveys using propensity score matching, we find that (B), the share and pattern of non substantial answers, is most similar across the two modes in the online survey when the it is captured in an instruction on each screen for the online survey. Our findings are of particular relevance for the design of multiple mode or mix-mode surveys of attitudinal questions using online and telephone modes.     

The psychological measurement of childhood sexual development in Western societies: methodological challenges

Children can display sexual behavior or have sexual experiences. Different psychological research methods are available for studying these kinds of behaviors and feelings, such as interviewing or observing children (direct methods), asking adolescents or adults to retrospectively report their childhood memories or using intermediaries to observe children (indirect methods). Each of these methods has its own advantages and limitations. Based on a review of the literature, this work answers three questions: (a) What research methods are generally used to study childhood sexual development? (b) What insight do these methods give into the sexual behaviors or feelings of children? and (c) What are the advantages and limitations of each of these research methods in this research domain? Almost all studies on childhood sexual behavior and feelings use either observational or retrospective methods. In both types of studies, only behavior that is considered to be sexual from an adult perspective is reported. To gain insight into the child's perspective, one has to rely on methods other than observations or retrospective research, such as interviews with children that match their developmental limitations and competencies.     

Moving and Children's Social Connections: Neighborhood Context and the Consequences of Moving for Low-Income Families

Using data from an experimental housing relocation program, this research compares social connections of children in families that move with those of similar children who do not move. Qualitative interview data are used to examine what factors influence the formation of social connections after moving. Results show the impact of moving on children's social connections is influenced by neighborhood context, financial resources, and children's age at the time of the move. Studies of moving during childhood need to pay closer attention to the factors that influence where, when, and why families move.     

The construction of fear: Americans' preferences for social distance from children and adolescents with mental health problems

Debates about children's mental health problems have raised questions about the reliability and validity of diagnosis and treatment. However, little research has focused on social reactions to children with mental health problems. This gap in research raises questions about competing theories of stigma, as well as specific factors shaping prejudice and discrimination toward those children. Here, we organize a general model of stigma that synthesizes previous research. We apply a reduced version of this model to data from a nationally representative sample responding to vignettes depicting several stigmatizing scenarios, including attention-deficit/hyperactivity disorder (ADHD), depression, asthma, or "normal troubles." Results from the National Stigma Study-Children suggest a gradient of rejection from highest to lowest, as follows: ADHD, depression, "normal troubles," and physical illness. Stigmatizing reactions are highest toward adolescents. Importantly, respondents who label the vignette child's situation as a mental illness compared to those who label the problem as a physical illness or a "normal" situation report greater preferences for social distance, a pattern that appears to result from perceptions that the child is dangerous.     

The Effect of Question Framing and Response Options on the Relationship between Racial Attitudes and Beliefs about Genes as Causes of Behavior

Prior research suggests that the attribution of individual and group differences to genetic causes is correlated with prejudiced attitudes toward minority groups. Our study suggests that these findings may be due to the wording of the questions and to the choice of response options. Using a series of vignettes in an online survey, we find a relationship between racial attitudes and genetic attributions when respondents are asked to make causal attributions of differences between racial groups. However, when they are asked to make causal attributions for characteristics shown by individuals, no such relationship is found. The response scale used appears to make less, if any, difference in the results. These findings indicate that the way questions about genetic causation of behavior are framed makes a significant contribution to the answers obtained because it significantly changes the meaning of the questions. We argue that such framing needs to be carefully attended to, not only in posing research questions but also in discourse about genetics more generally.     

Philosophy and profound disability: learning from experience

Reflection on profound and multiple learning difficulties and disabilities raises a series of questions in moral and political philosophy, a claim supported by philosophical argument but also given credence by human testimony, some examples of which are presented here. I introduce three young people with profound learning disabilities, before presenting testimony on their behalf, organised so as to coincide with a series of related philosophical questions about human dignity, respect, citizenship and dependency. I suggest that there are implications that apply to all people and not only to those with profound learning difficulties.     

The "quality " of early care and education settings: definitional and measurement issues

There is a widespread belief that high-quality early care and education can improve children's school readiness. However, debate continues about the essential elements of a high-quality experience, about whether quality means the same things across different types of care settings, about how to measure quality, and about the level of quality that might make a meaningful difference in outcomes for children. Are the aspects of the child care environment that researchers measure the ones that are most strongly related to children's development? This article argues that the ways in which researchers currently measure early care environments are flawed and that the conclusions drawn about the relationship between these measures and outcomes for children are frequently incorrect or overstated. The article addresses four questions: How is the quality of the child care environment commonly defined and measured? Do the most commonly used measures capture the child's experience? Do they work well across all settings? Are researchers drawing the correct conclusions from studies that relate the child care environment to child outcomes? Finally, the article discusses some possible directions for future research.     

Children's abilities and strategies in managing the facial display of affect

To examine children's ability to control their affective expression facially, 68 second- and fourth-grade boys and girls were unobtrusively videotaped while discussing six self-chosen activities about which they felt positively, neutrally, or negatively. Children then performed three facial management tasks: (a)inhibition (showing no emotion instead of a felt emotion); (b)simulation (showing an emotion when not feeling anything); and (c)masking (showing an emotion that is different than what is felt). Twelve raters judged the edited tapes of the children's performance for affect positivity and deceptiveness. Repeated measures ANOVAs indicated, in contrast to previous research, that children were highly competent in managing facial displays. To understand children's techniques for managing affective displays, two raters categorized the primary cognitive strategies children used. Results showed that fourth graders used more complex strategies more often than second graders. These results highlight children's skill and strategies in affect management.Funding for this project was provided by a NICHHD grant (#HD22367) to the first author. We gratefully acknowledge the assistance of Nancy A. Ballard and Michael G. Rakouskas in data collection and preparation. We also thank the children whose participation and cooperation made this research possible.     

Nonverbal Maternal Warmth and Children's Locus of Control of Reinforcement

Previous research on antecedents of generalized control expectancies has indicated that parents of children with internal control expectancies express more warmth than parents of children with external control expectancies. However, few studies have utilized observational methodologies and no study has identified a specific mechanism by which parental warmth may contribute to differences in children's control expectancies. In addition, no study has examined whether individual differences in children's behavior are associated with differences in parental warmth. We tested the hypothesis that mothers of internally and externally controlled children would differ in their expression of nonverbal behavioral indicators of warmth. To test the hypothesis, the interactions of 50 second-grade children and their mothers were videotaped. Compared to mothers of externally controlled children, mothers of internally controlled children displayed more smiles, exhibited more positive touches (hugs, pats, rubs), and gazed for longer periods of time toward their child. Analyses of the children's behavior revealed that internally controlled children displayed more smiles and engaged in less off-task behavior than externally controlled children. Results of the current study further clarify the nature of the association between parental warmth and children's generalized control expectancies and suggest nonverbal behavior as a possible mechanism.     

The development of economic notions: Single sequence or separate acquisitions?

The conceptions on shops and factories of a group of 3rd-grade children were assessed by means of the Piagetian clinical method. Factorial analysis showed that children's answers about the two economic institutions yielded two distinct factors. Children were then divided into three groups (one control and two experimental); children in the experimental groups were taught, by means of two different training procedures, how the shopkeeper can earn a profit. A post-test interview, one month later, showed that both experimental groups had progressed in the target notion; however, children did not generalize to the factory what they had learned about shops. According to these results, 3rd-graders' thinking about economics consists of separate part-systems, which will eventually become integrated as children grow older.     

Recent Supreme Court Rulings on Child Testimony in Sexual Abuse Cases

Three recent United States Surpreme Court decisions concerning court testimony in cases involving sexually abused children are discussed. Two of the decisions establish criteria for allowing courtroom procedures (such as televised testimony) that enable a child witness to testify without a direct face-to-face encounter with the alleged abuser. The third decision establishes some criteria for the admissibility of incriminating hearsay statements made by very young children during the course of professional evaluation for reported sexual abuse. Implications of these criterai for decisions about courtroom procedures for obtaining children's testimony and for interviewing children in cases of alleged sexual abuse are also discussed.     

PROBING "DONT KNOW" ANSWERS: EFFECTS ON SURVEY ESTIMATES AND VARIABLE RELATIONSHIPS

Don't Know responses to survey questions are ambiguous becausethe same words are used by respondents to mean different things—ignorance,indecision, or uncertainty about the meaning of the questionasked. In order to clarify the meaning of such answers, surveyinterviewers are frequently trained to probe Don't Know answersat least once before the answer is considered final. We arguethat unconditional probing of Don't Know answers may not bea desirable practice, particularly as regards knowledge items.Large unintended effects on responses to four knowledge itemsresulted when two groups of interviewers, who administered thesame survey questions, probed Don't Know responses at differentrates. Strong evidence is provided in the article that the probingof Don't Know answers encouraged guesswork on the part of uninformedrespondents, giving rise to significant distributional differencesand differences in means across half samples for the affectedvariables. However, relationships between variables appear tobe largely unaffected by probing effects. In order to formulatevalid probing guidelines for interviewer training, further researchis needed to establish whether the findings for knowledge questionsgeneralize to factual questions.     

Child witness support and preparation: are parents/caregivers ignored?

Over recent decades research has confirmed the sensible belief that to participate in criminal proceedings (that were designed for adults) child witnesses may benefit from support and preparation. This is so even in countries where special measures have been introduced to make it less arduous for children to give their testimony (e.g. closed circuit television to allow children to testify away from the actual courtroom; video recorded evidence‐in‐chief). Indeed, it could be argued that as more and more children provide testimony (e.g. as alleged victims or witnesses), the more comprehensive should be preparation and support programmes for them. However, while in some countries preparation and support programmes are now offered to such children, the needs of these children's (non‐offending) parents/caregivers seem to be ignored. This paper contends not only that these adults need preparation and support but also that the provision of this is likely to benefit child witnesses. Copyright © 2006 John Wiley & Sons, Ltd.