A teacher-judgment measure of social competence: Validity data

The purpose of this study was to assess the behavioral meaning of scores from a teacher-judgement measure of social competence. The measure is based on two judgmental instruments, the Social Competence Scale and the Problem Checklist, and it is scored in terms of two independent dimensions of competence. The latter are labeled Interest-Participation versus Apathy-Withdrawal (Factor 1) and Cooperation-Compliance versus Anger-Defiance (Factor 2). The validity of this measure was assessed in terms of observational data collected in the classroom, with these data gathered by means of a schedule designed to parallel the judgment measure. Analysis yielded support for the convergent and discriminant validity of Factor 1 scores in the case of boys and for the convergent validity of Factor 2 scores for girls. There was no support, however, for the validity of Factor 1 scores for girls or Factor 2 scores for boys

Applying complexity theory to risk in child protection practice

This article looks at the application of complexity theory to risk assessment in child protection practice, and how it may help to give a better understanding of risk in relation to protecting vulnerable children. Within the last 20 years increasing use has been made of the term complexity within the natural sciences. In recent times, some of the key concepts in complexity theory have started to filter through to the social sciences. The article offers an explanation of some of the key concepts in complexity theory and discusses the development of a model of assessing risk in child protection cases