Bullying and Victimization Among Young Elementary School Children: The Role of Child Ethnicity and Ethnic School Composition

School-aged children with an ethnic minority background are relatively often involved in bullying and victimization, but the role of ethnic composition of schools in this context remains unclear. This study examined the relation between ethnic minority background, ethnic school composition, and bullying behaviour around primary school entry in the Netherlands. The study was based on a 2008/2009 school survey in Rotterdam, a Dutch city where about 50 % of children have a non-Dutch background. For 8523 children, teacher reports of bullying behaviour at age 5–6 years were available. Children with a non-Dutch background had higher odds of being a victim (adjusted OR 1.41, 95 % CI 1.11, 1.80), bully (OR 1.38, 95 % CI 1.20, 1.58) or bully-victim (OR 1.38, 95 % CI 1.19, 1.62) than children of Dutch national origin. Ethnic diversity in schools increased children’s risk of bullying behaviour (e.g. OR_victim per 0.1 increase in 0–1 diversity range = 1.06, 95 % CI 1.00, 1.13), with children of both Dutch and non-Dutch national origin relatively more often involved in bullying in ethnically diverse schools. The proportion of same-ethnic peers in school reduced the risk of bullying among children of Dutch national origin (e.g. OR_victim per 10 % more same-ethnic children = 0.90, 95 % CI 0.83, 0.98), but not among non-Dutch children. In conclusion, ethnic minority background and ethnic diversity within schools are risk factors for bullying among 5–6 year olds. Plausibly, reductions in absolute numbers of bullying events may be obtained with tailor-made interventions in ethnically diverse schools. Such interventions should preferably be offered early in the school curriculum.     

Elementary Preservice Teachers’ and Teacher Educators’ Perceptions of Financial Literacy Education

The authors conducted an online survey of elementary teacher education programs within a large midwestern state to assess preservice teachers’ and teacher educators’ beliefs about and preparedness to teach financial literacy. Very few preservice teachers had meaningful experiences with personal finance in high school, college, or personal decision making. No teacher educators reported ever teaching financial literacy in their higher education roles. Only 13% of teacher educators and 25% of preservice teachers thought that it was very important to teach financial literacy in elementary education. Most teacher education faculty and preservice teachers reported that they were not well qualified to use state economics standards or the JumpStart standards for financial literacy. Preservice teachers were more confident in meeting financial literacy standards than teacher educators. Both preservice teachers and teacher educators expressed openness to collaborating with other faculty members, members of the financial service industry, and parents to teach financial literacy. Follow-up phone interviews affirmed that elementary preservice teachers and teacher educators value social studies education (and financial literacy) less than reading and mathematics education. Qualitative results also suggest that elementary preservice teachers and teacher educators would like more easily accessible resources for teaching financial literacy.     

Distance domination in graphs with given minimum and maximum degree

For an integer \(k \ge 1\), a distance k-dominating set of a connected graph G is a set S of vertices of G such that every vertex of V(G) is at distance at most k from some vertex of S. The distance k-domination number \(\gamma _k(G)\) of G is the minimum cardinality of a distance k-dominating set of G. In this paper, we establish an upper bound on the distance k-domination number of a graph in terms of its order, minimum degree and maximum degree. We prove that for \(k \ge 2\), if G is a connected graph with minimum degree \(\delta \ge 2\) and maximum degree \(\Delta \) and of order \(n \ge \Delta + k - 1\), then \(\gamma _k(G) \le \frac{n + \delta - \Delta }{\delta + k - 1}\). This result improves existing known results.     

A note on the correlation betweenS 2 and the least squares estimator in the linear regression model

The online version of the original article can be found at     

Rational Suggestions for Pre-Marital Counseling

Pre-marital counseling purports to help clients discover and challenge unrealistic expectations they may have for themselves and for one another. Rational-Emotive Therapy (RET) is ideally suited to locating and correcting irrational thoughts that precipitate personal and interpersonal conflict. In order to demonstrate the utility of RET pre-marital counseling, this article presents examples of specific irrational beliefs which clinicians can use to help couples develop and maintain intimacy with minimal conflict. Mental health practitioners are encouraged to apply these principles to other specific irrationalities they may discover in their own work experience.     

The state intervenes in the battle of the sexes: Causal effects of paternity leave

Do family policies influence attitudes and behavior or are they merely reflections of pre-existing attitudes? We consider the implementation of the Norwegian daddy quota, 4 weeks of parental leave reserved for the father, as a natural experiment, and examine the long-run causal effects on attitudes toward gender equality, on conflicts and sharing of household labor, and on support for public childcare. We find that respondents who had their last born child just after the reform report an 11% lower level of conflicts over household division of labor and that they are 50% more likely to equally divide the task of washing clothes than respondents who had their last child just before the reform.     

Denial of the child's right to counsel, voice, and participation in juvenile delinquency proceedings

Article 12 of the United Nations Convention on the Rights of the Child clearly recognizes the importance of the child's voice in judicial proceedings that affect him or her. Nowhere is the child's voice more important than in delinquency proceedings where decisions will be made about the child's liberty, rehabilitative prospects, and other important constitutional rights. This article examines the role of the child's voice in improving fairness and accuracy in adjudicatory and dispositional decisions and enhancing therapeutic outcomes for youth in juvenile court.