The Principles and Ethics of Including Children with Disability in Child Research

This paper provides a set of principles and ethics, developed in collaboration between Pacific‐ and Australian‐based researchers, to guide research practice in a project enabling the self‐reporting of children with disability in Vanuatu and Papua New Guinea (PNG). The paper presents both a summary of academic literature relating to these principles and ethics, as well as their succinct ‘translation’ into a set of action statements for researchers working with children with disability. The paper offers a base for further development by others to guide research practice and foster the autonomous participation of children with disability in developing countries.     

面向新时代的国民经济核算研究议题及相关问题

本文结合国际国内研究动态分层次归纳、阐释当前国民经济核算的研究议题。具体包括:以国民账户体系2008版(SNA-2008)为起点的前沿研究,SNA中心框架的灵活运用研究,接驳中国国民经济核算体系(CSNA)及其实务的优化和创新研究,国民经济核算数据的综合应用研究。最后针对中国当前国民经济核算研究方法中存在的一些倾向性问题做讨论,比如是否过分关注与GDP的关联, 如何充分发挥卫星账户的作用等。     

卢梭主体性教育思想及启示

卢梭的主体性教育思想强调人的主体性，凸显了教育过程中受教育者的主体地位。反映在儿童教学中，就是教育应体现儿童的天性，要以儿童作为主体，根据儿童的特点，充分发挥主动性和创造性，引导进行自主、能动的学习。为了更好地了解卢梭的主体性教育思想，本文对其作了详细的整理和系统的阐释，在介绍理论与特征的基础上，重点论述该思想的内涵及目的，思考其对现代儿童教育的启示，以期望能丰富现有的教学理论，为儿童教育的发展提供理论和现实依据。     

Wider Perspectives in Family Mediation: An Ecosystemic Approach

All mediation processes are constrained by their theoretical frameworks. A wider ecosystemic framework extends perspectives and can open new windows on family systems, interdisciplinary connections, and links between past, present, and future that shape decisions. While showing some similarities to family therapy, ecosystemic family mediation is a discrete process with clearly defined principles and boundaries. In practice, it needs to be tailored to the needs of the particular family, with special attention to the importance of listening and talking with children who are experiencing parental separation and major changes in their lives. Family mediators help family members to manage change. Mediators need to look for change within themselves too, remaining open to new ideas and the development of their thinking and practice.     

The Prevalence of Sexual Abuse by K-12 School Personnel in Canada, 1997–2017

ABSTRACT

Studies surrounding the sexual abuse of children by school personnel in Canadian contexts are infrequent and often limited in their scope. The present study addresses this drawback with a contribution of data gathered from disciplinary decisions of educator misconduct, media reports, and published case law concerning child/student sexual abuse cases (between 1997 and 2017) that involved any individual employed (or formerly employed) in a Canadian K-12 school. The study revealed a number of interesting points about the larger student victim and offender demographic patterns and characteristics across Canada. The study found 750 cases involving a minimum of 1,272 students and 714 offenders, 87% of which were male. Moreover, 86% of all offenders were certified teachers, and offenders employed grooming as the main tactic in 70% of the cases. Of the child/student victims, 75% were female, 55% were sexually abused on school property, and more than two-thirds of all victims were in high school at the time the offense was committed. The study also found that excluding Ontario and B.C., the media was the sole source of information for 50–86% of all cases depending on the province/territory. Finally, almost three-quarters of offenders from the study were charged with at least one criminal offense, and of the cases that proceeded to trial, 70% resulted in findings of guilt.     

论宪法权威的自我保障制度

作为国家根本大法的宪法必须具有最高效力和最高权威,任何与宪法相冲突的立法和公权行为都必然因违宪而无效。维护宪法权威绝不能借助于个人权威,而必须依靠健全的宪法保障制度建设才能达成,此一方面的任何"天衣之缝"都可能导致宪法权威的崩解。对于致力于依宪治国的中国立宪实践而言,建立健全宪法自我保障制度乃是维系宪法权威的唯一路径选择。     

Harmful care. To what extent is terminology from medicine and clinical psychology applicable to out‐of‐home care?

Research concerning outcomes for children who have been placed in out‐of‐home care has indicated that the care may have unwanted consequences. However, there has been no coherent terminology for differentiating between different types of such unwanted consequences. In this article therefore, we attempt to disentangle different aspects of potentially harmful care for looked after children, as well as to discuss potential pathways to more systematically approach and report adverse events for this group. In this endeavour, we turn to two adjacent disciplines, medicine and psychology, where these issues have received more interest. The applicability of the concepts used in these fields is discussed, and it is concluded that although they provide some help in categorizing different aspects of harmful care, the complexity of out‐of‐home care makes existing models difficult to adopt without adjustments. This has consequences for the possibility of evaluating care in research, as well as for monitoring adverse events in practice. Importantly, the causality will often be unknown. We therefore suggest that it is essential to shed more light on how decisions should be made about when to intervene or not in out‐of‐home care, despite limited information.     

“Helping teenagers in care flourish: What parenting research tells us about foster care”

In this article, I review a range of theoretical and practical issues that are relevant to the foster care of teenagers. I argue that topics such as the recent research evidence from neuroscience regarding brain development in adolescence, as well as control, the promotion of autonomy, and resilience, all have major implications for the provision of appropriate care for teenagers. I outline some of the key conclusions reached by researchers on these pertinent topics and then go on to consider the implications from this evidence for the training of foster carers.     

儿童社会情绪学习：Strong Kids系列课程介绍及启示

Strong Kids系列课程是儿童社会情绪学习的经典课程之一，包括5个相对独立的版本，具有扎实的理论基础，是一项方便、经济且见效快的短期预防干预项目，能有效地预防和减少儿童的情绪行为障碍，提升儿童的社会情绪能力。该课程的设计、内容及形式等都值得为他人所借鉴。为此，笔者通过对Strong Kids系列课程的理论基础、主要内容及应用的阐述，探讨该课程的优势及对我国儿童社会情绪学习课程开发与实施的启示。