The Implementation of Families First in the Netherlands: A One Year Follow-up [IF: 0.725]

Contains fulltext : 63625.pdf (publisher's version ) (Closed access)This study examined whether the American family preservation program Families First was successfully implemented in the Netherlands. Data were collected on 250 children of 177 families who received Families First. At the start of treatment 78% of the children appeared to have serious behavioral problems, 67% of the parents experienced a high level of parental stress, and 63% of the children went through a substantial number of life events during the year preceding the treatment. On average the treatments had the intended duration (about 4 weeks), intensity (about 10 hours a week) and availability (during working hours as well as in evenings and in weekends), and family workers did adhere to important guidelines of treatment delivery. One year after treatment 76% of the children were still living at home. Moreover, children's behavioral problems, parental stress and the number of life events turned out to be significantly decreased. It was concluded that Families First had reached its intended target group, delivered the treatment as intended, and achieved its intended outcomes, suggesting a successful implementation in the Netherlands

Emotions in social information processing and their relations with reactive and proactive aggression in referred aggressive boys

Contains fulltext : 56830.pdf (publisher's version ) (Open Access

Effectiviteit van ervarend leren op de boerderij

In Noord-Brabant zijn individuele woon-werktrajecten op boerderijen ontwikkeld voor jongeren tussen de 16 en 20 jaar met ernstige problemen. Er is sprake van problemen en ruzie in het gezin, de jongeren gaan niet meer naar school en ze hebben geen goede vrijetijdsinvulling. De jongeren verblijven een half jaar op de boerderij. Daarna volgt nog een nabegeleiding van een half jaar. De resultaten van de door de jongeren ingevulde vragenlijsten laten zien dat het traject met name een positief effect heeft op probleemgedrag en zelfwaardering en in iets mindere mate op het copinggedrag. De positieve veranderingen zijn ook een half jaar na afsluiting van het nabegeleidingstraject nog zichtbaar. Uit de scores van de begeleiders blijkt dat er verbeteringen opgetreden zijn in het contact met het gezin, schooluitval, politiecontact, drugsgebruik, vrijetijdsbesteding, welzijn, gedragsproblemen en zelfvertrouwen

Designing for interaction

At present, the design of computer-supported group-based learning (CS)GBL) is often based on subjective decisions regarding tasks, pedagogy and technology, or concepts such as ‘cooperative learning’ and ‘collaborative learning’. Critical review reveals these concepts as insufficiently substantial to serve as a basis for (CS)GBL design. Furthermore, the relationship between outcome and group interaction is rarely specified a priori. Thus, there is a need for a more systematic approach to designing (CS)GBL that focuses on the elicitation of expected interaction processes. A framework for such a process-oriented methodology is proposed. Critical elements that affect interaction are identified: learning objectives, task-type, level of pre-structuring, group size and computer support. The proposed process-oriented method aims to stimulate designers to adopt a more systematic approach to (CS)GBL design according to the interaction expected, while paying attention to critical elements that affect interaction. This approach may bridge the gap between observed quality of interaction and learning outcomes and foster (CS)GBL design that focuses on the heart of the matter: interaction