Quality of experience in residential care programmes: Retrospective perspectives of former youth participants

This exploratory study examined perceptions of care quality within parent‐pay youth treatment programmes such as therapeutic boarding schools, residential treatment centres, wilderness therapy programmes, and intensive outpatient programmes. Reflecting on their personal experiences as youths, 214 adults reported on a total of 75 different treatment settings. Two indices developed for this study measured participants' perceptions of quality of experience and the totalistic programme characteristics of their care settings. Regression analyses and ANOVA tests of means indicated a negative relationship between totalistic programme characteristics and quality of experience index scores. Significant relationships were not found between quality of experience and forcible transport, intake decade, or the amount of time in treatment.     

Assessing behavior in children aged 12–24 months using the Strengths and Difficulties Questionnaire

Behavioral and emotional problems in infants and toddlers are common, often persist and put children at risk of later mental health problems. Reliable, efficient, and sensitive tools are needed to identify young children who may benefit from further assessment and support. The Strengths and Difficulties Questionnaire (SDQ), offers a brief, convenient means of screening for early problems, however, it lacks psychometric validation in infants. The aim of this study was to assess the validity and reliability of the SDQ in children aged 12–24 months. Ninety-three participants, with children aged 12–24 months, completed the SDQ and Child Behavior Checklist (CBCL) online. Concurrent validity of the SDQ was assessed through comparison with the CBCL. The results demonstrated that key subscales of the SDQ and CBCL were significantly correlated (r range= −.19 to –.57). Key SDQ subscales showed moderate reliability (Cronbach's alpha range = .38–.79, mean inter-item correlation range = .06–.43). The SDQ shows promising reliability and validity as a measure for rating the behavior of 12–24-months-old children, particularly for externalizing symptoms. Further research is needed to assess its predictive utility.     

Promoting “Zest for Life”: A Systematic Literature Review of Resiliency Factors to Prevent Youth Suicide

Suicide is a leading cause of death among youth globally. In this critical interpretive synthesis, we examined literature on resiliency factors and suicidality. Systematic searches identified 474 articles, 37 of which were included. Results revealed internal (positive self‐appraisal, zest for life, personal traits, and coping skills) and external factors (social support system and inclusive environments) contribute to resilience among youth, with age, sex and gender, and Indigenous identity as important intersecting considerations. Findings validated fostering resilience as primary suicide prevention among youth, with little explanation for how these factors may work to protect youth from suicidality. Continued research in this area requires a focus on how to promote resilience at the community and systems levels.     

Public space as 'context' in assistive information and communication technologies for people with cognitive impairment

This paper examines emergent issues of 'context' raised by the application of information and communication technologies for people with cognitive impairment. The issue of the development and application of cognitive prostheses for this group provides an opportunity to examine assumptions and issues emerging from this area pertaining to understandings of the term 'context' in these applications. In this sense the paper takes these assumptions and issues as a point of departure for the development of a 'problematic' that can contribute to the study of the experience of cognitive impairment. The paper specifically addresses recent concerns about the lack of knowledge of these experiences in public spaces such as shopping centres, given that this is a critical site for the civic participation of this group. We argue that this participation should be understood in terms of the 'meeting of two histories': the history of contemporary requirements governing participation in public space and the habitus of people with cognitive impairment with regard to this participation. The paper proposes that the salience of cognitive impairment in these spaces turns on what it means for individuals to inhabit them as complex 'Container Technologies' (Sofia) and underlines the importance of understanding their efforts to attain a sense of normality (Goffman) in these contexts. We propose that this approach can inform research contributing to the development of a 'pattern language', informing applications that make cognition a system property in networks that operate between humans, machines and their contexts.     

PERSPECTIVE ARTICLE: The impact of Nordic countries’ family friendly policies on employment,wages, and children

The Nordic countries at the same time exhibit a remarkably high participation rate of mothers and a more moderate decline in fertility rates compared to other Western countries. This has been attributed to the fact that the welfare state model and, especially, the family friendly policies chosen in the Nordic countries are unique. In this paper we evaluate the impact of Nordic countries’ family friendly policies on employment, wages and children’s well-being. We demonstrate that, although the ‘Nordic model’ has been successful in boosting female employment, it is a costly solution. Furthermore, family-friendly policies mainly directed towards giving mothers the right to be on long paid maternal leave have adverse effects on women’s wages with consequences for gender equality. Indeed, extensive family-friendly schemes may even have created a ‘system-based glass ceiling’ hindering women’s career progression. There is no evidence however of a trade-off between family-friendly policies and family welfare as effects on child development and children’s well-being of publicly provided child-care are found to be modest or even positive.

Teaching Intraverbal Behavior to Children with Autism: A Comparison of Textual and Echoic Prompts

Although echoic prompts may be effective for teaching intraverbal behavior to children with autism, the performance of some children may become dependent on such prompts (i.e., the prompts cannot be eliminated). Recent research suggests that visual rather than echoic prompts may be used to teach children with autism a variety of skills and may facilitate independent performance. In the present study, an adapted alternating treatments design was used to compare the effects of using visual (textual) and echoic prompts on acquisition of intraverbal responses (answering questions) by 2 children with autism. The results indicated that the textual prompts were more effective than the echoic prompts. Implications for the use of visual prompts during instruction with children with autism are discussed.     

Resolving the (Apparent) Talker Recognition Paradox in Developmental Speech Perception

The infant literature suggests that humans enter the world with impressive built‐in talker processing abilities. For example, newborns prefer the sound of their mother's voice over the sound of another woman's voice, and well before their first birthday, infants tune in to language‐specific speech cues for distinguishing between unfamiliar talkers. The early childhood literature, however, suggests that preschoolers are unable to learn to identify the voices of two unfamiliar talkers unless these voices are highly distinct from one another, and that adult‐level talker recognition does not emerge until children near adolescence. How can we reconcile these apparently paradoxical messages conveyed by the infant and early childhood literatures? Here, we address this question by testing 16.5‐month‐old infants (N = 80) in three talker recognition experiments. Our results demonstrate that infants at this age have difficulty recognizing unfamiliar talkers, suggesting that talker recognition (associating voices with people) is mastered later in life than talker discrimination (telling voices apart). We conclude that methodological differences across the infant and early childhood literatures—rather than a true developmental discontinuity—account for the performance differences in talker processing between these two age groups. Related findings in other areas of developmental psychology are discussed.