The Quantifiable Effects of SafeCare on the Language Environment of Three Families at risk for Child Maltreatment

Abstract Children who are victims of maltreatment often suffer from a lack of physical, emotional and linguistic stimulation from their caregivers. This prolonged lack of stimulation has the potential to result in language delays that can have lasting negative effects on children including behavioral problems, psychiatric conditions, an increased risk for adult long-term health sequela, and criminality and violent behavior. Research suggests that children who live in low socio-economic homes have significantly less linguistic stimulation than children who live in moderate to high-income brackets. Language Environment Analysis (LENA) technology is a device through which the language environment of the infant and mother can be captured and quantified. The mechanism records parental utterances (words spoken around the child); child vocalizations (including typical infant babble); conversational turns (verbal exchanges between parent and infant); and, time spent near televisions. SafeCare, an evidence-based family support program, aims to reduce child maltreatment by increasing bonding behaviors between parent and infant. Through implementation of the Parent-Infant Interaction module, parents are taught important bonding behaviors with their infants. What is yet to be evaluated is the quantifiable effect implementation of PII has on the language environment of families at-risk for maltreatment. The LENA device was utilized in this quasi-experimental research design to assess parental utterances pre-and postimplementation of SafeCare. Maternal utterances include adult word count, child vocalizations and conversational turns. Results from this exploratory research may have implications for future modifications to SafeCare, as well as to other family support programs aimed at child maltreatment prevention

Multidimensional Recovery Among an Opioid Use Disorder Outpatient Treatment Population

Background: Given the current opioid crisis, recovery from opioid use disorder (OUD) warrants attention. SAMHSA’s working definition of recovery highlights dimensions that support recovery including health, home, community, and purpose. Recovery capital captures factors that support recovery within these dimensions and has been associated with recovery outcomes. Prior research highlights possible gender differences in recovery outcomes. Objective: 1) Describe and compare recovery capital among an OUD outpatient treatment population by gender; 2) Identify the relationship between recovery capital and length of time in treatment within this population. Methods: Patients (n=126) taking medication for OUD at a single outpatient substance use treatment clinic completed an electronic, cross-sectional survey (July-September 2019). The Brief Assessment of Recovery Capital (BARC-10) assessed recovery components. Length of current treatment episode was abstracted from Virginia’s Prescription Monitoring Program. Descriptive statistics were calculated. Chi square and Mann Whitney-U were used to test differences by gender. Multivariate linear regression was conducted. Results: Participants (n=126) were 45.3% men and 54.7% women. Most identified as Black (67.7%) and were single (69.0%). Compared to men, women were younger (38.8711.31 vs. 47.0712.12; p\u3c.001) and more likely to be unemployed (60.9% vs. 42.1%; p=.037). Mean BARC-10 score was 45.08 (9.73) and did not vary by gender. Several BARC-10 individual items within the purpose recovery dimension differed by gender (p\u3c.05). More social support was associated with higher BARC-10 score (p\u3c.001); length of treatment was not (p=.599). Conclusions: Recovery capital was high and gender differences minimal. Individuals receiving medication for OUD can initiate and sustain recovery.https://scholarscompass.vcu.edu/gradposters/1061/thumbnail.jp

A Walk into the Past: Access to Adoption Records

Thousands of children are adopted every year, yet a majority of these children have no knowledge of who their parents are or where they come from. Adoptees should have the right to access their birth records and medical history. Furthermore, it is vital for adoptees to have an understanding of their cultural identity, just as most American do. The right to birth records is a fundamental right to every citizen of the United States. Adoptees should be granted the right to know who their parents are, with consent from the birth parents, where they come from, and why they are who they are. This basic right should be codified as federal law without delay

Temporalising the house: exploring alternative perspectives on time and the archaeological record within Danish settlement archaeology

This article calls for a renewed debate on the role played by time and temporality within Danish settlement archaeology. Recent theoretical debate has challenged the conventional way of thinking about time in archaeology by drawing attention to the multitemporal character of the archaeological record. In the article, the temporalisation of the archaeological record of the house is discussed based on a critical review of the archaeological process. The analysis shows how basic excavation and archiving practices favours a temporalisation of the house based on the chronological date and, at best, downplays other temporalities. The inherent temporalities of the archaeological record of the house, particularly the posthole, are discussed, and it is argued that the posthole should both be perceived as an object and a process in order to create space for alternative temporalities. Instead of seeing stratigraphy as a property of the posthole, the postholeshould be seen as an assemblage made up of the events and materials that created the stratigraphy, a process which is directly related to the life history of the house. It is argued that amultitemporal perspective is a prerequisite for new and fruitful ways to understand the house as an archaeological and cultural phenomenon

Divertissements et loisirs dans les sociétés urbaines. Introduction

Ouvrage disponible en édition numérique depuis 2013 : http://books.openedition.org/pufr/609Les loisirs, ces temps et ces activités consacrés à la détente, aux divertissements et au développement personnel, sont devenus objets d'études sociologiques, puis historiques depuis leur " découverte " en tant que fait social lors des Trente Glorieuses. Malgré un essor de ces études depuis quelques années, de nombreuses interrogations persistent, notamment en ce qui concerne les liens directs des loisirs avec les sociétés urbaines. Questions qui portent d'abord sur les rapports des loisirs à l'espace et aux rythmes du temps de la ville, sur les tentatives faites par les pouvoirs de les contrôler et codifier, voire de les interdire, et sur les transgressions de ces interdits... Questions qui portent ensuite sur les loisirs comme élément d'identité, comme facteur d'intégration et d'exclusion, comme vecteur de contestation... Questions qui portent finalement sur les pratiques qu'ils suscitent, sur leur fonction de distinction sociale, sur leur rôle dans la société dite de consommation... Un colloque international, tenu à l'Université François-Rabelais de Tours en mai 2003, a tenté de répondre à une partie de ces interrogations inhérentes à l'histoire des loisirs en comparant les sociétés urbaines du monde occidental avec celles du Proche-Orient et du Maghreb. C'est ce regard croisé d'historiens, d'historiens de l'art, de géographes et d'anthropologues que propose cet ouvrage

“MORE THAN JUST A BOX”: THE CO-CREATION OF SOCIAL IDENTITY WITHIN HISPANIC-CAUCASIAN MULTIETHNIC FAMILY SYSTEMS

Approximately 15% of all new marriages in the United States in 2010 were between spouses that shared different racial or ethnic backgrounds from one another. Socha and Diggs (1999) began to examine race as both an outcome of family communication as well as a factor that influences children\u27s communication development in families because of the social pressure multiethnic families endure to fit a nuclear family model. This study utilized dyadic interviews of eleven multiethnic parent couples (N = 22 individuals; 11 dyads) in order to gain a deeper understanding of Hispanic-Caucasian multiethnic family systems. Communication in families plays a foundational role in many aspects of society and socialization of the young. However, slim research has addressed how communication in families affects the understandings of ethnicity and the formation of social identities as a social construction (see Hecht, Collier, & Ribeau, 1993; Socha & Diggs, 1999; Socha, Sanchez-Hucles, Bromley, & Kelly, 1995). Researchers in the social sciences, especially in communication, must recognize that the sanctuary of the home may be generating the keys to understanding problems concerning social identity formation and diversity. Thus, there is a need for communication research at the crossroads of ethnicity, family, and identity. This dissertation highlights family factors that may influence Hispanic-Caucasian multiethnic children’s social identities as well as family communication within Hispanic-Caucasian multiethnic family systems. This study explicates multiethnic families through the lens of communication accommodation theory (CAT; Giles, 1973), social identity theory (SIT; Tajfel & Turner, 1979), and self-categorization theory (SCT; Turner, 1985; Turner, 1987), explicitly overviewing the intersection of interpersonal and intergroup communication (Giles, 2012). This study provides insights to both theoretical expansion and practical application within Hispanic-Caucasian multiethnic family systems. Ultimately, this study addresses questions such as: a) How do Hispanic-Caucasian multiethnic family systems communicate surrounding topics of race and ethnicity, b) How do Hispanic-Caucasian multiethnic families discuss components of social identity (e.g., ethnic identification for multiethnic children), and c) What challenges are unique to Hispanic-Caucasian multiethnic family systems

Case Selection in Three Supreme Courts: A Comparative Perspective

This paper brings a comparative perspective to an important procedural issue faced in many judicial systems. It examines the exercise of the power of case selection in three supreme courts that have each been given some degree of control over whether to accept particular cases for review. The focus is on two American courts, the Supreme Court of the United States (USSC) and the Supreme Court of Georgia (GASC), as well as one Russian court, the Supreme Arbitrazh (Commercial) Court of the Russian Federation (SACRF)

Measuring student teachers development of metacognition and self-regulated learning in professional dialogue

Teachers are often considered to be the most important agents in reforming education and in bringing about change in practices (Lieberman & Mace, 2008). Since the publication of ‘Teaching Scotland’s Future’ (Donaldson, 2010), the teacher education sector in Scotland has gone through significant changes. One of the key changes is to allow teachers to develop as reflective practitioners. Reflection on one’s own perceptions, experiences and practices is at the heart of all activities that teachers do. Reflective practice enables learning by thinking back and articulating the acquisition of knowledge and strategies. For teachers at the pre-service stage, this can be particularly powerful and even transformative (Kramarski & Kohen, 2016). More recently, researchers have argued that the development of reflective skills can be enhanced by combining reflection with professional dialogue (Simoncini et al., 2014), enabling teachers to ‘maintain an awareness of their learning and be attuned both to evidence of changes to content and pedagogic knowledge as well as to the impact on professional and personal identity that can be revealed through the conversations themselves’ (Lofthouse & Hall, 2014, p. 759). This paper addresses this important aspect of teacher education. We aim to investigate how student teachers on a Scottish teacher education programme learn by reflecting on their professional dialogue experiences. We are particularly interested in the self-regulated learning (SRL) and metacognitive processes in their reflection