Noticing and helping the neglected child: towards an international research agenda

This systematic review examined the evidence on the extent to which practitioners are equipped to recognize and respond to the indications that a child's needs are likely to be, or are being neglected. This paper examines the methodological issues arising from the review. A systematic process of progressive filtering yielded 112 papers representing primary studies that inform the international research agenda for child neglect. A final dataset of 63 studies was of sufficient quality and usefulness for inclusion. The review raised a number of methodological issues of relevance for research in child protection in general, and on neglect in particular. Researchers and practitioners can benefit from an enhanced understanding of the issues that make neglect difficult to understand. Common issues were identified to inform future research. For example, there was a tendency for studies to use a range of proxy measures rather than direct observation of the outcome of interest, and a wide range of different outcome measures was used. Many of the studies were small scale or retrospective in design. Many studies conflated neglect and other forms of maltreatment, and it was often difficult to extract specific messages for neglect.     

Formative evaluation of a motivational intervention for increasing physical activity in underserved youth

The present study was designed to develop an innovative motivational intervention (based on Self-Determination Theory and Social Cognitive Theory) to increase physical activity (PA) in underserved adolescents. Sixty-four adolescents (35 females, 29 males; 50% minority; 65% on reduced lunch program; ages 11-13 yr) participated in either an 8-week motivational intervention after-school (n = 32) or a typical after-school program (n = 32). The conceptual framework for the intervention targeted the social environment (perceived autonomy, perceived social support, participation, fun), cognitive mediators (perceived choice, self-efficacy, and relatedness/belongingness), and motivational orientation (intrinsic motivation, commitment, positive self-concept). Formative evaluation data was collected by staff through daily forms throughout the 8-week program and through observational data completed by independent objective observers during 2 weeks of the program. The major themes that were identified addressed theoretical concepts regarding the intervention and logistical issues in delivering the intervention. The data revealed information regarding the importance of the cognitive appropriateness of the PA and motivational activities, the environmental climate for promoting nurturing relationships, developing specific strategies for increasing intrinsic rather than extrinsic reinforcement, and developing methods for preventing social "cliques" and gender conflicts to maintain an appropriate level of support in the social climate. Themes for training staff included focusing on team building, leadership, and nurturing. This formative evaluation is being used to formalize a randomized trial to test the effects of a student-centered motivational intervention on increasing PA in underserved 6th graders.     

Anything women can do men can do better: An experiment examining the effects of stereotype threat on political knowledge and efficacy

Negative stereotypes have been shown to create cognitive burdens that decrease intellectual performance in a number of tasks such as math and standardized tests. Applying a multidisciplinary approach and an experimental research design, this paper examines the effect of stereotype threat on political knowledge and political efficacy. A sample of 226 undergraduate students completed an online survey on political knowledge and efficacy. Participants were randomly assigned to a stereotype threat condition or a non-threat condition. Contrary to what was hypothesized, stereotype threat does not explain the political knowledge gap between men and women; men score significantly higher than women in both conditions. However, preliminary evidence suggests the presence of stereotype lift in men's sense of political efficacy. Men's political efficacy demonstrates a moderate increase in the stereotype threat condition while women's sense of efficacy does not change (d = .53).     

Social stigma and negative consequences: factors that influence college students' decisions to seek testing for sexually transmitted infections

College students often delay or avoid seeking testing for sexually transmitted infections (STIs), even if the services are readily available. We used in-depth, semistructured interviews to survey 41 college students aged 18 to 23 years about factors that influence decisions about STI testing. We grouped statements into 9 themes that represent influences on the decision. The most frequently mentioned factors were negative consequences of testing and perceived vulnerability to infection; other issues that influenced decision making included perceived benefits, perceived severity of diseases, public knowledge and opinion, social norms, provider characteristics, test-site characteristics, and personal considerations. Social stigmas and negative consequences appear to represent significant barriers to college students' being tested, which could increase the risk of spreading infections to others. Clinicians and health educators should raise students' awareness of the need for screening and should work to reduce the barriers to screening, including social stigmas and negative consequences.     

Travel Risks in a Time of Terror: Judgments and Choices

Shortly after the 2002 terrorist attacks in Bali, readers of Conde Nast Traveler magazine were surveyed regarding their views on the risks of travel to various destinations. Their risk estimates were highest for Israel, and lowest for Canada. Estimates for the different destinations correlated positively with (1) one another, (2) concern over aspects of travel that can make one feel at risk (e.g., sticking out as an American), (3) worries about other travel problems (e.g., contracting an infectious disease), and (4) attitudes toward risk. Respondents' willingness to travel to a destination was predicted well by whether their estimate of its risk was above or below their general threshold for the acceptability of travel risks. Overall, the responses suggest orderly choices, based on highly uncertain judgments of risks. Worry played a significant role in these choices, even after controlling for cognitive considerations, thereby supporting the recently proposed "risk as feelings" hypothesis. Thus, even among people who have generally consistent and defensible beliefs, emotions may affect choices. These results emerged with people selected for their interest in and experience with the decision domain (travel), but challenged to incorporate a new concern (terror).     

Symbolic violence and the neighbourhood: the educational aspirations of 7-8 year old working-class girls

This article focuses on the experiences of 7-8 year old working-class girls in Belfast, Northern Ireland and their attitudes towards education. It shows how their emerging identities tend to emphasize relationships, marriage and motherhood at the expense of a concern with education and future careers. The article suggests that one important factor that can help explain this is the influence of the local neighbourhood. In drawing upon Bourdieu's concepts of symbolic violence and habitus and Elias' notion of figuration, the article shows how the local neighbourhood represents the parameters of the girls' social worlds. It provides the context within which the girls tend to focus on social relations within their community and particularly on family relationships, marriage and children. It also provides the context within which the girls tend to develop strong interdependent relationships with their mothers that also tend to encourage and reinforce the girls' particular gendered identities. The article concludes by arguing that there is a need for more research on working-class girls and education to look beyond the school to incorporate, more fully, an understanding of the influence of the family and local neighbourhood on their attitudes towards education and their future career aspirations.     

Adolescents coping with mom's breast cancer: developing family intervention programs

The purpose of this pilot study was to gain a deeper understanding of how adolescents are affected by their mothers' breast cancer and to discover their opinions about how future intervention programs should be designed. Three focus groups were conducted with a total of 10 adolescents. Findings indicate that adolescents' lives had been complicated by their mothers' illness, as they often felt burdened with additional roles and responsibilities. Adolescents suggested that future intervention programs should have the following elements: Adolescent group comprised of boys and girls within 4 months of cancer diagnosis; psychoeducation; target coping skills sensitive to girls and boys of different ethnic and racial backgrounds; and after the adolescent groups, have multiple-family therapy groups that promote shared family understanding and open communication between parents and adolescents.     

Disseminating science-based prevention: lessons learned from CSAP's CAPTs

A wide variety of prevention approaches that reduce substance use and associated problems have been developed and tested. But successes have been limited in promoting the use of these scientific advances by the policy makers, practitioners, and concerned citizens. The Center for Substance Abuse Prevention's six regional Centers for the Application of Prevention Technologies (CSAP's CAPTs) are a major mechanism by which CSAP brings research to practice. This article synthesizes the issues that the CAPTs have faced, the solutions they have developed, and conclusions concerning the work that still needs to be done to increase the application of science-based approaches to prevention. These discussions highlight the particular importance of addressing issues related to the larger systems in which prevention programs and strategies operate.     

Risk Perception and Experience: Hazard Personality Profiles and Individual Differences

The dominance of the "psychometric" paradigm and the consequent emphasis on personality profiles of hazards has resulted in little attention being given to individual variability in risk judgments. This study examines how far differences in experience of risk activities can explain individual variability in risk assessments. A questionnaire study (n = 172) was used to explore the relationships between experience and risk perceptions in relation to 16 risk activities. It was expected that these relationships would differ for voluntary and involuntary activities. Measures of experience included assessments of "impact" and "outcome" valence as well as "frequency." These three aspects of experience each related to risk assessment but their relationship depended on whether the risk experiences were voluntary or not. The results indicate the importance of developing more fine-grained ways of indexing risk experience.     

With a little help from my friends? Integration and the role of mainstream pupils

This paper examines the role of mainstream pupils in the integration of pupils with special educational needs (SEN), based on their accounts of this process. It is argued that mainstream pupils control the experiences of pupils with SEN in both positive and negative ways and that schools need to become more aware of this if integration is to be successful. The paper ends with some suggestions as to how schools might guide mainstream pupils' understanding of disability and promote good relationships.