传统家训的德育观

传统家训是一种以儒家精神为主导,以宗法制为社会基础的承传性家庭教育媒介;其方式主要是以长者的口吻,通过家书、诗文、家谱、族牌、宗祠等介质,从家庭、家政、修身、勉学、伦理等方面,教育族人晚辈如何成才,其中特别注重品德教育,形成了较系统的品德教育理念和教育方法。综观传统家训的德育思想,无论是其内涵还是教育方法都有可借鉴之处,当前应大力弘扬优秀家训文化。     

农村独生子女家庭养老保障的弱势地位与对策研究——来自山东农村的调查

利用来自山东省农村的调查数据,比较农村独生子女户父母和非独生子女户父母养老需求满足程度的差异。研究发现,相对于农村非独生子女户,农村独生子女户在家庭经济状况、子女经济供养、日常照料等方面存在明显弱势。应进一步完善农村计划生育家庭养老保障制度,注意处理"普惠"与"优抚"的关系,积极探索独生子女户老人集中供养制度,整合农村集体资源,弥补家庭养老能力不足,用足现有生育政策减少未来独生子女家庭数量规模。     

地震后家庭幸福指数研究

2008年5月12日,举国震动的汶川大地震打破了平静,灾区人民的生命财产遭受巨大损失。灾后重建,八方支援,灾区人民找回失去的幸福。文章采用问卷调查地震灾区重建后家庭幸福感状况,从物质生活幸福感、环境幸福感和精神生活幸福感三因子反映地震后家庭幸福指数,构建因子模型,以期向爱心人士提供灾后重建的家庭幸福感的可靠信息。     

洋务派的文化选择评析

该文针对洋务派文化选择的主要特征、文化选择的过程及策略,以及文化选择的积极影响及其失败原因等几个方面进行论述,分析了这一文化选择模式的由来、合理性及其给人们的启示。     

论协议扶养

当事人意思表示一致可以引起扶养法律关系的变动,这是协议扶养可行性的法理基础。近现代社会,扶养的模式逐渐由家庭亲属间的扶养向依靠社会共同体的扶养演变,婚姻家庭外亲属间协议扶养的案例也屡见不鲜。构建协议扶养法律制度,将充实我国扶养制度的内容,应对扶养领域出现的新情况和新问题。     

关于当代大学生家庭和学校德育效果的调研

家庭和学校德育是德育过程非常重要的方面,都对当代大学生的思想、政治、品德及心理素质的形成和发展起着重要作用。通过调查和比较发现:目前家庭和学校德育对大学生在道德品质、人际交往和心理健康等内容的教育上影响程度较大,在对大学生恋爱及性的教育上,家庭和学校的教育都影响甚微。同时,大学生家庭德育内容和影响程度之间呈正比,学校德育内容与影响程度之间不一定呈正比。     

The concept of family: Perspectives of Spanish young people in foster care

This article employs concepts from family sociology to explore how ‘family’ is conceptualised in 14 life narratives of young people in foster care in Spain. The article draws on a multi-method approach with young people who are in long-term non-kinship foster care. Seven girls and seven boys aged 10 to 22 took part in the study. The empirical material reveals an interplay between biological preference and foster family affective practices in young people's narratives, illuminating a struggle to make sense of the concept of family in foster care. Most of the participants understand family as shared affective practices sustained through love, commitment, consistent care and reciprocity rather than blood ties. Some show a preference for biological connectivity, while others describe family as determined by rituals and family displays. The key practice implications highlight the importance helping young people positioning themselves in birth family relationships, and supporting their sense of family belonging.     

Shared and unique characteristics of school,cyber and family victimization among school-aged children in Hong Kong

Victimizations from online and offline violence, such as sibling violence, school violence and witness of family violence, both have negative associations with victims' mental health and may share similar individual and family characteristics. This study aims to explore the common and differentiated characteristics in the prediction of school, cyber and family victimization and whether there are unique associations within these victimization types. We employed a two-stage stratified sampling method to collect a representative sample of 5567 children aged 3–17 from a cross-sectional, school-based survey in Hong Kong. Results showed that all types of child victimization, including sibling, school and cyberbullying, as well as the witness of violence at home, were positively correlated with each other. Children's age was positively related to the occurrence and cooccurrence of all types of child victimization. Frequent family residential mobility and parents' higher education level were positively related to all types of children's victimization. The scores of all aspects of children's paediatric quality of life were found negatively related to children's school victimization. This study provides insight into the unique and shared elements of children's online and offline victimization. Knowledge of the distinguished familial gradients of child victimization at home and beyond could benefit the development of child victimization prevention.     

Adapting private family time in child protective services decision-making processes

The Family Group Conference (FGC) is grounded in a rights-based framework, whereby children and their families have the right and responsibility to be primary decision-makers when child protection issues arise, and the statutory agency has the responsibility to convene the entitled members of the family network to lead the decision-making. A distinct core component of FGC—private family time (PFT)—allows families to discuss the information and formulate their responses and plans privately during conferencing. This paper describes how a large child welfare agency in the United States adapted PFT in two ways: (1) including a parent advocate (PA) and (2) abbreviating the amount of time allowed for this discussion. Given the lack of empirical research on the PFT component, this qualitative exploratory study sought to understand the functions and perceived impacts of PA-supported PFT during initial child protective services (CPS) conferences at which decisions of child removal or placement were being contemplated. PFT served multiple beneficial functions and impacted families in several positive ways: families gained greater awareness of safety concerns, felt empowered and confident in the preferred safety and service plan, became increasingly engaged and involved in the case decision-making process and ultimately felt less apprehensive.     

Children's participation in child protection—How do practitioners understand children's participation in practice?

Children's participation is essential to achieve good outcomes for children involved in child protection systems. Despite this, research has consistently found children report low levels of participation, are poorly consulted and feel inadequately involved in decisions about their lives. To explore how practitioners understand children's participation, 18 in-depth interviews were conducted with statutory child protection practitioners in Australia. The interviews explored the ways child protection practitioners understand children's participation. Our findings show practitioners conceptualize children as rights holders and believe it is essential to hear directly from children about their needs and wishes to keep them safe. Practitioners identified the importance of transparent processes and decisions. Different understanding of participation emerged, with some participants talking about children as their central focus but not discussing meaningful participation of the child. It appeared that children's participation relied largely on the views and skills of individual workers, as well as their ability to incorporate meaningful participation in limited time and in complex practice environments where children's safety is a primary concern. Systemic changes to address time barriers, training practitioners to understand and implement participatory practice, and seeking children's input into service design, will support consistent and meaningful participation.