心理健康教育应从亲子关系做起

儿童时期亲子关系的状况是影响青少年心理健康的诸多要素之一.文章分析了亲子关系的特点,着重论述了亲子关系对儿童心理健康的影响,大力倡导心理健康教育应从亲子关系做起,建立良性亲子关系,使儿童健康成长,为青少年的身心健康打下坚实的基础.     

The enforcement of normalcy in schools and the disablement of families: unpacking master narratives on parental denial

The notion that some parents may be ‘in denial’ is a pervasive theme in dominant discourses on families of children with disabilities. In this analytic essay, I deconstruct cultural and institutional master narratives on parental denial and discuss their role in the marginalization of students with disabilities in schools. I argue that discourses on parental denial privilege the perspectives of those in positions of power and control, leave the practice of ability-based segregation in schools unexamined, and discredit agency among families. Additionally, drawing from existing narrative-based research, I explore alternative interpretations of parents’ responses to their children’s differences, situating these in the framework of critical disability studies.     

Anger as a Frequent Factor in Custody Evaluation Complaints to Boards of Psychology

In order to provide the highest quality services when court-ordered to do child custody evaluations, it is important for mental health professionals, particularly psychologists who do psychological testing, to be clear about the ethical requirements associated with the child custody evaluation process. They should be impartial, thorough, and competent focusing on the best interest of the child. Mental health professionals have been accused of unethical and illegal behavior when doing such evaluations, in part, due to the anger associated with the outcome and/or the process. The ethical issues most associated with licensing board and ethics committee complaints and civil lawsuits focus on bias, informed consent, lack of symmetry, timeliness, finances, confidentiality, negligence, chemical dependency, multiple relationships, and failure to report/omissions.     

Consequences of Teen Parents' Child‐Care Arrangements for Mothers and Children

Using the nationally representative Early Childhood Longitudinal Study, Birth Cohort (2001–2006; N ?7,900), the authors examined child‐care arrangements among teen parents from birth through prekindergarten. Four latent classes of child care arrangements at 9, 24, and 52 months emerged: (a) “parental care,” (b) “center care,” (c) “paid home‐based care,” and (d) “free kin‐based care.” Disadvantaged teen‐parent families were overrepresented in the “parental care” class, which was negatively associated with children's preschool reading, math, and behavior scores and mothers' socioeconomic and fertility outcomes compared with some nonparental care classes. Nonparental care did not predict any negative maternal or child outcomes, and different care arrangements had different benefits for mothers and children. Time spent in nonparental care and improved maternal outcomes contributed to children's increased scores across domains. Child‐care classes predicted maternal outcomes similarly in teen‐parent and nonteen‐parent families, but the “parental care” class predicted some disproportionately negative child outcomes for teen‐parent families.     

Gender,Work Time,and Care Responsibilities Among Faculty1

This study explores how faculty at one research‐intensive university spend their time on research, teaching, mentoring, and service, as well as housework, childcare, care for elders, and other long‐term care. Drawing on surveys and focus group interviews with faculty, the article examines how gender is related to time spent on the different components of faculty work, as well as on housework and care. Findings show that many faculty report working more than 60 hours a week, with substantial time on weekends devoted to work. Finding balance between different kinds of work (research, teaching, mentoring, and service) is as difficult as finding balance between work and personal life. The study further explores how gendered care giving, in particular being a mother to young children, is related to time spent on faculty work, controlling for partner employment and other factors. Men and women devote significantly different amounts of time to housework and care giving. While men and women faculty devote the same overall time to their employment each week, mothers of young children spend less time on research, the activity that counts most toward career advancement.     

农村第一代已婚独生子女父母养老心态及其影响因素分析

基于2011年江苏、四川两省720户中老年农民调查数据,以同龄的非独生子女父母为参照,对农村第一代已婚独生子女父母的养老心态及其影响因素进行探索性分析。结果表明,在对待自己养老问题的担心上,独生子女父母的担心程度略高于非独生子女父母。而在子女能否赡养、经济上能否支持、生病时能否照顾上,独生子女父母的担心程度均低于非独生子女父母,在年老时是否感到孤独寂寞上,独生子女父母担心程度略高于非独生子女父母。对独生子女父母养老总体心态的多因素方差分析发现,婚姻状况、亲子关系、子女婚后支持变化、居住条件及生活满意度等变量可能是显著影响研究对象养老心态的重要因素。     

家庭养老在不同文化背景下的地位及前途

社会化养老制度之所以最先在欧洲产生是有其深刻的历史传统和文化背景的,社会化养老是欧洲文化的必然结果。而以中国为代表的东方社会则有尊老养老的传统美德。在分别对东西方不同文化背景下家庭养老的地位进行分析的基础上,可以看出家庭养老并不一定就是一种落后的养老制度,社会化养老也不是各国唯一的选择。构建我国未来的社会保障制度一定要注意发挥家庭养老的积极功能。     

幼儿家长家庭教育观念:现状及问题

家庭教育观念是一个具有时代性特点的概念,它对儿童发展具有极为重要的影响作用.笔者探讨了幼儿家庭教育观念与儿童发展的关系,并立足于家庭教育观念所包括的几大成分如亲子观、发展观、教育观等分析了我国当前幼儿家长家庭教育教育观念的现状及问题,并提出了相关的改善或转变的建议.     

Service user participation in diverse child protection contexts: principles for practice

Promoting the participation of children and parents in child protection practice is one of the most complex and sensitive areas of social work practice. Increasingly, child protection legislation and policy in many parts of the world enshrines ideals of service user participation. Yet, with the exception of extensive discussion about family group conferencing, the principles and methods for achieving participatory practices in child protection work remain underdeveloped. We use the term 'child protection' to refer to a broad spectrum of child and family welfare services aimed at prevention of (or intervention to address) child abuse and neglect. This spectrum of services includes intensive family support, family support, domestic violence, statutory child protection and child and family advocacy services. In this paper, we present findings from the first phase of a 3-year study into participatory practice in child protection. In this paper, we present findings from a qualitative analysis of interviews with 28 child protection practitioners across five domains of child protection work. Our analysis reveals three core principles of participatory practice underpinning these practitioners' accounts as well as contextual differences among them. We conclude with a discussion of the educational implications of our findings.