台湾地区警察教育考察之启示

台湾地区警察教育有着鲜明的特色,两所警校培养目标明确,既重视多元化教育和注重学生养成教育,把通识教育摆在重要位置,也强调校园伦理规范和学生精神、品德操守的培养训练;教学中突出警察教育实战化,广泛采用实景教学,建立有一支优秀教官队伍;实行警察特考制度,使警察招录与警察教育有效衔接;养成教育序列的学生实行全公费制。与台湾地区警察教育制度相比,内地警察院校应当转变教育教学理念,强调品德与专业素质并重;全力推进贴近实战、服务实战的警察人才培养模式,建立健全"双向交流"制度,壮大"双师"素质教师队伍;改革警察院校招录制度,实行警察招录与警察教育相衔接机制,确保警察院校毕业生就业畅通。     

信息化环境下警察教育资源管理系统研究

正全国公安教育训练工作会议把信息化和科学化、规范化、实战化一同列为今后五年公安教育训练工作的主要奋斗目标,可以预见我国警察教育的信息化进程将迎来一个大发展的机遇期。警察教育资源建设是教育信息化的主要内容之一,是教育信息化建设的基础,作为有效整合各种教育资源的平台,警察教育资源管理系统能否支持各种警察教育资源的获取、分类、组织、存储、共享、评价和创新,解决教育信息化进程中出现的教育资源管理不善、     

比较视野下警察院校专业教师队伍建设之探析

一流教师队伍是一流警察教育的基础。域外警察院校主要以在职警察培训为主,韩国、俄罗斯等少数国家警察院校兼具高等学历教育和在职培训,不同职能决定其专业教师队伍建设侧重点各有不同。在警察院校专业教师队伍建设中,以严格评估促进教师自我提升和发展,以有效激励促进教师自我定位和发展,以外引、内培、多向交流形成多元化队伍,以科学规划合理配置确保教师队伍可持续发展。     

探索我国警察院校国际交流与合作新方式

警察院校是我国高校的组成部分,在为国家培养各类警务人才、保障社会稳定和谐等方面发挥着至关重要的作用。警察院校开展国际交流与合作,可以共享世界范围内的警察培训资源,学习各国(地区)的先进经验;可以传播中国警察院校的培训理念,促进国际执法合作认同感的产生;可以增加警察院校学生的实践机会,促进学生角色的转变。针对我国警察院校国际交流与合作的现状,探索突破型、创新性警察院校国际交流与合作的新方式,一是要利用外警培训工作,拓宽交流合作的渠道;二是要增加专项训练培训班;三是要增加警察院校师生在国际警务部门实践、工作的机会。     

论警校师资队伍的专业化建设

正当前我国警务形势的严峻性,要求公安队伍必须具备更高的专业化素质。而作为公安队伍的力量源泉——警察院校,面对这一客观需求,应如何调整师资队伍发展方向,是各级公安院校必须面对的重要课题。本文将基于警察院校师资队伍现状,明确师资队伍的职业能力和专业能力建设,为提升该队伍的专业化程度提供有效参考。一、警察院校师资队伍现状当前警察院校师资队伍基本上还延续着学历教育的建设模     

公安院校师资队伍管理现状分析及对策

目前,全国公安警察院校正在对建立和实施适应新形势下师资管理的有效机制进行积极的探索。笔者在对公安警察院校师资管理现状调查和实际工作中,深切认识到师资管理中存在的问题对培养高素质的警察人才,对教师素质的提高,增强师资队伍在市场经济条件下的竞争力及对教师切身利益的体现,影响越来越大。公安警察教育是国民教育的重要组成部分,公安警察院校的生存和发展,取决于公安警察教育教学质量的提高和警察人才的素质。而公安警察教育教学质量的保证,关键在于师资队伍的素质和对师资队伍的有效管理。客观上公安警察院校真正步入正轨的师资管…     

建设高水平警察院校的若干认识与思考

警察院校担负着为国家和社会培养、输送警务专门人才的重任。随着时代的不断发展,影响安全与稳定的因素也在不断变化,警务模式日新月异,警察院校人才培养及管理体制面临诸多挑战。要建设高水平警察院校,培养出更加职业化、专业化的警务精英人才,首先应当学会运用法治思维和法治方式,依法深化警察院校教育教学工作改革,更好地实现警察教育院校服务社会发展的目标。     

谈职业化教育背景下的警察院校师资队伍建设

职业化是社会分工和经济发展的必然选择，是一种工作状态的标准化、规范化和制度化。当前，随着我国警察院校毕业生就业制度的改革和警察教育体制重大变革，警察教育的职业化将愈加凸显，培训教育将成为警察院校的主要职能，这就给警察院校的教师队伍建设提出了一个新课题，如何适应这一变革，     

浅谈警察院校图书馆在教学中应发挥的作用

警察院校，顾名思义就是培养警察的学校。警察院校图书馆自然是为公安教学提供服务的信息资料室。如果不能为教学提供及时准确的信息资料和服务，这个图书馆就失去了应有的作用和存在的意义。这就提出了一个警察院校图书馆如何适应教学要求，在政治思想、公安业务等方面充分发挥配合作用的问题。 一、要有助于教师和学生确立正确的世界观 警察院校的学生，大都是高中毕业的学生。进入警察院校之后正是他们世界观形成的关键时期。因此，图书馆的工作和图书一定要有助于他们确立和掌握科学的世界观和方法论。对教师来说，他们既是警官又是培养…     

南非警察教育训练给我们的启示

南非警察按军队系列编制,警察总局所属的教育训练局统管全国的各类警察院校,负责招募警察的教育和培训。教育培训体制机制自成体系,布局分工明确,体现合理性;严格执行统一的教育培训规模、内容和方法,突出职业性和专业性;基础培训与在职培训相结合,具有相互依托的关联性;体育设施齐全,设备高效利用,体育训练富有成效性。我国应积极借鉴和广泛吸收国外警察教育训练工作的成功经验,办出特色学校;积极推进教育教学改革,培养适合公安队伍建设和公安工作实践需要的专业人才;将警务专业教育和在职培训作为公安院校的主业,积极推进教育训练工作从知识型向能力型、普通型向专用型、单一型向系统型转变。     

Components of the Solution-Based Casework Child Welfare Practice Model That Predict Positive Child Outcomes

While a number of studies have shown the efficacy of the solution-based casework (SBC) practice model for child welfare (e.g., Antle, Christensen, van Zyl, & Barbee, 2012 Antle, B. F., Christensen, D. N., van Zyl, M. A. & Barbee, A. P. (2012). The impact of the Solution Based Casework (SBC) practice model on federal outcomes in public child welfare. Child Abuse & Neglect, 36, 342–353.[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]), the current analysis examines the top ranked behaviors in cases reaching outcomes of safety, permanency, and well-being in both high adherence and low adherence cases. Sixteen top behaviors seem to have the greatest impact on outcomes, all of which are key to the three major theoretical orientations utilized in SBC. Thus, these results not only narrow in on the key behaviors that drive success in the practice model, but also shows the utility of the theoretical underpinnings of the practice model.     

Implementing the Foundations of Learning Project: Considerations for Preschool Intervention Research

While studies have documented the importance of strong implementation in intervention studies (e.g., see Durlak & Dupre, 2008 Durlak , J. A. , & Dupre , E. P. ( 2008 ). Implementation matters: A review of research on the influence of implementation on program outcomes and the factors affecting implementation . American Journal of Community Psychology , 41 , 327 – 350 .[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]), more information is needed about how to ensure strong fidelity and quality of program implementation when delivering interventions under “real world conditions” and on a large scale. In this article, key lessons in implementing a demonstration and evaluation project known as the Foundations of Learning (FOL) demonstration are presented. Our discussion highlights several key components to the success of the project, including the building of effective coalitions before, and during, the delivery of the intervention to support the implementation process, as well as intensive, collaborative, and multilayered technical assistance provided as the intervention was delivered. Key lessons learned over the course of this project represent some that are highly consistent with prior research on this topic, as well as some that are unique, thus representing new areas for exploration in this burgeoning area of study.     

A Review of the Use of Social Support in Anti-Bullying Programs

Abstract

Bullying is a significant problem in schools across America. Educators are dealing with the problem of bullying through the implementation of various anti-bullying programs. Additionally, researchers are studying the problem and have begun to focus on the importance of contextual factors surrounding bullying such as social support (Beran & Tutty, 2002; Demaray & Malecki, 2003; Furlong, Chung, Bates, & Morrison, 1995; Malecki & Demaray, 2004a; Natvig, Albrektsen, & Qvarnstrom, 2001; Rigby, 2000; Rigby & Slee, 1999). Social support is an important contextual factor to consider in the bullying cycle. However, the use of social support in anti-bullying programs and interventions is often not explicit or is lacking. This paper provides an overview of the research on social support as a contextual variable in bullying behaviors and reviews six existing anti-bullying programs with a specific focus on how they incorporate social support elements into their interventions.     

Vicarious Trauma in Child Welfare Workers: A Study of Organizational Responses

Child welfare is provided within an organizational context that both supports and thwarts the efforts of workers and administrators to meet the myriad of goals established by federal, state, and local regulation and professional bodies. As the field moves toward trauma-informed services for children and families (Ko et al., 2008 Ko, S. J., Ford, J. D., Kassam-Adams, N., Berkowitz, S. J., Wilson, C., Wong, M., Brymer, M. J., &; Layne, C. M. (2008). Creating trauma-informed systems: Child welfare, education, first responders, healthcare, juvenile justice. Professional Psychology: Research and Practice, 39(4), 396–404.[Crossref], [Web of Science ®] , [Google Scholar]), the effect of trauma on workers has received less agency attention (Middleton &; Potter, 2015 Middleton, J. S., &; Potter, C. C. (2015). Relationship between vicarious traumatization and turnover among child welfare professionals. Journal of Public Child Welfare, 9(2), 195–216.[Taylor &; Francis Online], [Web of Science ®] , [Google Scholar]). This exploratory, qualitative study examines the level of knowledge administrators have regarding vicarious trauma and probes the organizational responses of public child welfare agencies to the vicarious trauma experienced by workers.     

Bullying,peer victimization,and emotional problems in Cypriot adolescents referred to mental health services—a comparison of normative and clinical data

This study explores the prevalence of bullying and victimization among Cypriot adolescents diagnosed with mental health problems. Their psychosocial adjustment in relation to bullying is studied. The sample consisted of 187 adolescents (60.2% boys; M age = 13.2) and their parents. The present sample reported significantly higher rates of victimization than existing published normative values χ² (1, N = 187) = 27.0, p < .001. An alarming finding was that a total of 25.8% reported to be involved in bullying. There was a significant positive correlation between bullying and emotional symptoms (r = 0.36, p < .001), conduct problems (r = 0.35, p < .001), hyperactivity (r = 0.23, p < .003) and peer problems (r = 0.48, p < .001). The study suggests that there is increased victimization and psychosocial difficulties among Cypriot clinical population in regards to bullying.     

Community Elder-Care in Tasmania

SUMMARY

Adult caregivers (n = 184; M age = 43.9 years old) working at a non-profit, eldercare program at five geographically diverse sites located in the self-contained, island state of Tasmania, Australia, completed a set of self-report measures. Results across the five sites indicated that respondents experienced a relatively strong sense of self-efficacy toward making a difference in their local community. However, there were significant differences (controlling for social desirability) when comparing caregivers from rural northern (n = 45) with urban southern (n = 139) communities, with rural caregivers claiming stronger sense of common mission with others, reciprocal responsibility to help others, and caregiver satisfaction, plus lower disharmony with other members and caregiver stress in helping the elderly than urban caregivers. Implications suggest that community self-efficacy may be high among eldercare staff, but their sense of community and caregiving perceptions may reflect geographic differences, especially in Tasmania.     

Global and Urban Engagement to Promote Social Justice: Reflections of One’s Faith Tradition

The current study compared perceptions on self-report measures of university mission identity and social justice attitudes between general university students (151 women, 63 men; M age = 19.72, SD = 1.91) and campus ministry students (64 women, 24 men; M age = 19.85, SD = 1.71). Results demonstrated that campus ministry students scored significantly higher on each of four social justice and global/urban engagement subscales. Implications suggest that perceptions of university mission-identity are linked to social justice attitudes, yet campus ministry students compared to regular student samples may be linked to a stronger emphasis on social justice through campus activity.     

Social Justice and the University Community: Does Campus Involvement Make a Difference?

We examined perceptions on school sense of community and social justice attitudes among undergraduates (N = 427; 308 women, 115 men; M age = 19.72, SD = 1.91), and how year in school and club membership affected these constructs. Results demonstrated that involvement with a greater number of clubs was associated with having a stronger school sense of community and more positive social justice attitudes. Multiple regression analyses demonstrated that year in school did not significantly predict social justice attitudes. Results suggested that greater involvement and sense of school belonging might be linked to social justice attitudes.     

Conjoint Behavioral Consultation: Implementing a Tiered Home–School Partnership Model to Promote School Readiness

An ecological perspective to school readiness focuses on child and family readiness by enhancing the developmental contexts and relationships within which children reside (e.g., home environment, parent–child relationship, home–school relationships). The Getting Ready intervention is an ecological, relationally based, tiered intervention providing both universal and intensive services to children and families to promote child and family school readiness. Intensive level consultation services were provided via Conjoint Behavioral Consultation (CBC; Sheridan & Kratochwill, 1992 Sheridan , S. M. , & Kratochwill , T. R. ( 1992 ). Behavioral parent-teacher consultation: Conceptual and research considerations . Journal of School Psychology , 30 , 117 – 139 .[Crossref], [Web of Science ®] , [Google Scholar], 2008 Sheridan , S. M. , & Kratochwill , T. R. ( 2008 ). Conjoint behavioral consultation: Promoting family-school connections and interventions () , 2nd ed. . New York , NY : Springer . [Google Scholar]). The purpose of this article is to describe the implementation and effects of CBC within the Getting Ready intervention to promote child and family school readiness. Keys to successful implementation of the CBC intervention and issues needing further investigation are discussed.