Violent behaviour,victimization, self-esteem and physical activity of Spanish adolescents according to place of residence: a structural equation model / Conducta violenta,victimización,autoestima y actividad física de adolescentes españoles en función del lugar de residencia: un modelo de ecuaciones estructurales

This study aims to establish and verify an explanatory model for aggressive behaviour, self-esteem, victimization and physical activity in adolescents, and to use this explanatory model to analyse the association of place of residence with these variables. This research analysed 2,273 adolescents from the province of Granada (Spain) using the questionnaires Violent Behaviour at Schools, School Victimization Scale and Global Self-Esteem Scale. An analysis was carried out using structural equations. Results showed that relational and overt aggressiveness are related to self-esteem, victimization and physical activity. Furthermore, relational aggressiveness showed a stronger association with victimization and low self-esteem in adolescents who live in residential care. In addition, overt aggressiveness showed a stronger association with self-esteem in adolescents who live in family homes. Thus, exclusion and social rejection among peers have a greater impact on the victimization of young people who live outside of the family context.     

Intervening with Couples Experiencing Domestic Violence: Development of a Systemic Framework

Current gendered interventions for couples experiencing intimate partner violence often do not address the complex systemic issues, nor allow for couple therapy. Experience of working in men's behaviour change group programs (or batterer programs) and with heterosexual couples, indicates this is not enough. Change options for men perpetrating domestic violence and support for partners are generally provided by individual services or gendered groups, located in separate agencies. This article initially poses some of the inadequacies of this gendered, ‘one size fits all’ ideology, which may compromise safety when couples stay together or there is shared parenting. It then explores further questions and possibilities raised by utilising a systemic lens in working with partners and families. It is possible to work systemically with a couple without compromising safety and accountability, where there is flexibility at intake, a both/and approach, ongoing assessment of risk, collaboration between professionals, and good transitions between individual and conjoint work. This article describes a systemic practice framework for working with partners, utilising individual, group, and conjoint sessions in a recursive four phase approach.     

Maternal singing of lullabies during pregnancy and after birth: Effects on mother–infant bonding and on newborns’ behaviour. Concurrent Cohort Study

Background

Mother–infant bonding is of great importance for the development and the well-being of the baby. The aim of this Concurrent Cohort Study was to investigate the effects of mothers singing lullabies on bonding, newborns’ behaviour and maternal stress.

“We felt completely left to ourselves.” Foster parents' views on placement disruption

The purpose of this paper is to explore the reasons for unintended placement disruptions in foster care. Based on a semistructured survey, the paper presents the views of 132 Norwegian foster parents who have experienced placement disruption between 2013 and 2015. Foster parents rated several relevant causes of placement disruption: the child's behaviour, the need for care, concern for the well‐being of their biological children, and lack of support from the Child Welfare Service (CWS). Although the child's behaviour was the cause most frequently reported in the quantitative data, CWS‐related factors such as poor collaboration, not being valued and listened to, insufficient support and follow‐up, and a mismatch between the child's needs and the foster carers' capacity were reported most frequently in the qualitative data. Placement disruption appears to be caused by the sum and interaction of several coexisting causes. It may not be the child's behaviour per se but rather the combination of challenging behaviour, concern for one's biological children, and insufficient support from CWS that lead to disruption. Good collaboration with the CWS in the form of respect, recognition, support, and follow‐up appears to be of the utmost importance in reducing the risk of placement disruption.     

Barriers to and facilitators for addressing overweight and obesity before conception: A qualitative study

BackgroundObesity is a significant global health issue, especially for reproductive-aged women. Women who enter pregnancy overweight or obese are at increased risk of a range of adverse reproductive, maternal, and child health outcomes. The preconception period has been recognised as a critical time to intervene to improve health outcomes for women and their children. Despite this recognition, adequate information is significantly lacking in relation to women’s health experiences, behaviours, and information preferences to inform the development of high-quality preconception intervention strategies.AimThis study aimed to examine women’s perspectives of barriers, enablers, and strategies for addressing overweight and obesity before conception.MethodUsing a qualitative research design, twelve multiparous women, aged between 32 and 43 years, who considered themselves to be overweight or obese were interviewed. Data were analysed using thematic analysis.FindingsThree themes were identified in relation to barriers: lack of information and knowledge, time constraints, and affordability. The following four themes emerged with respect to enablers and strategies: knowledge provision, accountability and motivation, regular contact, and habit formation.ConclusionKey factors to incorporate in women-centred interventions for preconception weight loss include multi-faceted knowledge provision and practical affordable methods for supporting healthy behaviours. Interventions should integrate techniques for ensuring regular contact with support networks, to enhance accountability, motivation, and facilitate habit formation. Further research is now being conducted by our team to co-design interventions and strategies informed by these findings.     

我国乡村社会中政府行为的限度

村社民主制度及其运作机制是介于国家与社会之间的一种限定界面,它构成政府行为的边界,对政府的行为起着限定性作用。这种限定要求政府在乡村延伸其行为时,必须注意行为目的、内容和方式的合理性。     

薄壳支架的模态分析

利用有限元理论,对某承受动态载荷产品中的关键支撑件棗支架建立了有限元模型,并进行模态分析,计算了前六阶模态参数(固有频率和模态振型)。通过与试验模态分析的方法获得的模态参数相比较,证明计算结果是合理的,提出了对结构的修改意见以提高结构的动态特性。     

食品网购行为意愿影响的实证研究--以结构方程模型为基础

消费者网络购物行为研究是近年来理论界和实务界的关注热点,与其相关的多个领域也取得了丰富的研究成果。以计划行为理论、感知风险理论及前景理论为基础,构建经验、感知风险、风险倾向、行为态度、行为控制、主观规范与食品网购行为意愿关系的理论模型,用该模型分析食品网络购物调查数据,结果表明：消费者在食品网络购物行为中,主观规范对行为意愿影响最为强烈,其次是行为态度与行为控制;经验对行为态度、行为控制、主观规范、感知风险及风险倾向有显著的影响,并通过这些因素对行为意愿产生间接影响;感知产品风险对行为态度影响显著,并通过其间接影响行为意愿。     

道义与报偿:中国科学家在新冠肺炎疫情期间的应急科普意向

新冠肺炎疫情早期中国科学家个人化的科普行为值得关注.通过建构基于计 划行为理论的概念模型,文章探讨了中国科学家在疫情突发时的应急传播意愿及其影响因 素.结果表明:科普态度、主观规范、感知行为控制、道德规范均显著正向影响科学家的科学 辟谣行为意愿;基于中国特殊背景提出的变量———感知机构支持能够影响科学家对于科普 的态度与感知行为收益,然而感知机构支持与感知行为收益都无法正向影响科学家的科普 行为意愿.由结果可知,中国科学家群体在科学传播过程中表现出强组织性特征以及在危 机情境之中的高度社会责任感;同时,研究也揭示了 “科学传播”向“知识表达”的转变趋势, 并阐释了这种转变在未来研究中的独特价值.     

The influence of student characteristics and interpersonal teacher behaviour in the classroom on student’s wellbeing

Student wellbeing can be considered a major output indicator of quality of education. A positive classroom climate can contribute to a higher sense of wellbeing. Interpersonal relationships between teachers and students are an important aspect of the classroom climate. This study investigated how student wellbeing was predicted by student characteristics, interpersonal teacher behaviour and achievement. 594 students from 55 classes in 13 technical and vocational secondary schools were involved in this study. The results indicated that those students who attended school because they were highly motivated learners reported a higher sense of wellbeing than those who attended out of a sense of duty. It also appeared that student perception of interpersonal teacher behaviour predicted student wellbeing. As a case in point, when students viewed their language teacher as tolerant yet exacting discipline, a positive relationship was found with student wellbeing. Students also felt better when their mathematics teachers were less authoritarian, but the cooperative component was still important.