Methodology

Abstract

Any discussions about specialized helping environments for children or young people would be incomplete without reference to the relationships found between practices in group care centers and schools. This involves thinking of a child's total environment as a curriculum for teaching competencies and learning outcomes important to daily living. The task involves making a conscious effort to deal with a child's functioning in the present, thereby avoiding diagnostic conclusions that emphasize difficulties in one area of their life as the cause of learning problems.     

The need for a contextual approach in identifying street-connected children for purposes of intervention

Over the years, the major challenge to the protection of street-connected children’s fundamental rights has been the homogeneous conceptualisation of categories of children who fall within the ambit of street-connected children (SCC). As such, often, states – as duty-bearers – have narrowly identified SCC. This article argues that, if the rights of these children are to be effectively guaranteed, the phenomenon of SCC will need to be contextually conceptualised. A contextual approach, it is argued, affords broader protection to all affected children because it places emphasis on children’s interaction with the street, and how it impacts on their fundamental rights. However, because of the well augmented homogeneous definitions of SCC already in place, a contextual approach warrants express delineation so that the broader obligations of duty bearers are made more apparent. Against this backdrop, since the Committee on the Rights of the Child (CRC) is in the process of developing a General Comment (GC) on SCC, this process presents the CRC with a momentous opportunity to make the contextual approach more apparent. Following a brief introduction, the article gives an overview of the varying homogeneous definitions of SCC and their limitations in affording broader protection to children. A brief discussion of the realities of children in street situations in Africa follows. Subsequently, the potential of the forthcoming GC on SCC to clearly substantiate and further the cause of a contextual approach is underscored.     

Social contention,authoritarian resilience,and political change

This article takes stock of recent advances in the field of comparative authoritarianism. The four books reviewed shed light on the effects of social activism, claim-making and social protests on authoritarian resilience. Taken as a whole, they intervene in the scholarly debates that examine the rise of collective, often contentious action under authoritarian rule. In so doing they account both for how states tolerate or even encourage collective action and the extent to which, in turn, protests by distinct social groups re-shape the political system. As authoritarian institutions, democratic-looking or otherwise, have received considerable attention of late, this article calls for greater attention to the economic and ideational dimensions of authoritarianism and, more generally, a broader research agenda.     

Partner Assaultive Men and the Stages and Processes of Change

Researchers have recently suggested that the Transtheoretical Model of behavior change (TTM; Prochaska, J. O. DiClemente, C. C., and Norcross, J. C., 1992, Am. Psychol. 47: 1102–1114) might help in understanding the mechanisms through which partner assaultive men attempt to change their abusive behavior. In the present study, we present data from 2 psychometrically sound scales designed to assess the stages and processes of change in a cross-sectional sample of 250 men attending 2 batterer's intervention and prevention programs: the University of Rhode Island Change Assessment Scale for Domestic Violence (URICA-DV; Levesque, D. A., Gelles, R. J., and Velicer, W. F., 2000, Cog. Therapy Res. 24: 175–200), which assesses movement through the stages of change, and the Processes of Change Scale (POC), developed by the authors to assess self-reported usage of behavior change processes. Cross-validated cluster analyses indicated a three-cluster solution based upon URICA-DV scores: Immotive, Unprepared Action, and Preparticipation. Results indicated that individuals in more advanced stages of change reported using more behavior change processes, although this did not appear to result from being in treatment for a longer period of time. These data are interpreted in light of recent data indicating relatively small effect sizes for batterer's treatment programs and how assessment of the stages and processes of change might assist in matching men to different levels of treatment.     

法律介入科研违规行为的障碍因素分析

由于严重的科研违规行为同样会带来严重的社会危害性,从而为法律介入科研违规行为提供了可能性。但法律介入科研违规行为的时间毕竟不长,目前还存在着许多障碍因素。这些障碍主要有:我国传统社会的“德主法辅”的观念仍在产生消极影响;科研活动的特点会导致立法的复杂性;我国刑法理论中的犯罪概念含混不清,给具体科研违规行为的定性带来了困难。     

Education for whom? Engineering multiculturalism and liberal peace in post-conflict Kosovo

ABSTRACT

This paper traces the changing relationship between the state and its education system at the intersection of diverging visions and agendas of local and international actors in post-war Kosovo in the period 1999–2014. Specifically, it explores why and how externally driven reforms that carry the ideals of an inclusive multi-ethnic polity clashed with domestic actors’ visions of education as a locus of national resistance and independent statehood. To critically inquire into the direction of education reforms in the post-war context, the empirical part of the analysis identifies critical historical junctures through which these competing ideas and relevant actors changed and/or gained traction. Accordingly, the paper focuses mainly on the post-war period, but also considers the pre-war period in order to highlight the predominant vision of local actors on the roles of education, its intertwinement with unfolding conflicts, and its central role in processes of state formation and nation-building, in particular in a post-war context. The analysis is based on genealogical historical narrative, textual analysis of key official documents related to the education sector in Kosovo, and semi-structured interviews conducted in Pristina in November 2013 and October 2016. The analysis demonstrates that the role of education in post-war Kosovo reflects tension between multicultural ideals promoted by international actors, on the one hand, and nationalist, often exclusive concerns of local actors embedded in an unfinished and contested process of state- and nation-building, on the other hand. The paper finds that by over-emphasizing equal collective rights, extensive autonomy for the different communities and ethnic-based decentralized governance, international actors have unwillingly contributed to further education separation along ethnic lines.     

俄罗斯军事干预叙利亚危机的情感动机

俄罗斯自2015年9月30日开始军事干预叙利亚危机。目前,国内外学术界主要采取理性分析路径讨论俄罗斯军事干预叙利亚的动机,即认为俄罗斯是基于对利益的考虑而采取军事干预行动的。文章从情感角度考察俄罗斯的干预行为,认为俄罗斯的行动主要是受到对美国不满的驱动,因为美国干预叙利亚危机造成了对俄罗斯大国身份的蔑视。冷战后俄与西方之间的长期互动,使得俄面临"身份遭到蔑视"状态,从而形成针对西方的消极、压抑的"情感定向";而美国在叙利亚危机中的行为,进一步使俄感知到了对其身份的蔑视,从而激发了俄罗斯的"道德悲愤"和"羞辱"等"指向情绪反应"。在该情感的影响下,俄决定实施军事干预叙利亚危机这一"复仇"行为,其目的即在于警告西方不要再做出蔑视俄身份及情感的行为并重塑俄的身份和尊严。明晰俄军事干预叙利亚危机的行为逻辑,能为掌握俄罗斯与西方之间关系的发展前景以及中国在构建"一带一路"的过程中如何与俄罗斯相处等问题提供一定的启发。     

The interplay between bystanders’ intervention styles: An examination of the “bullying circle” approach

This study explores correlations between bystanders’ intervention styles by means of the bullying circle model. Three aims were examined in this study. First, we reevaluated the number and type of bystander intervention styles in aggressive school incidents. Second, we examined the association between reports of relational aggression and victimization and bystander intervention styles. Third, we estimated relationships between the different bystander intervention styles, by examining two directional paths. Participants were 1,518 adolescents (61.9% boys, 38.1% girls) from 15 Israeli religious and secular middle and high schools. The data analysis indicated two new intervention styles: help-seeker and passive bystander. Two structural models, illustrating the path leading to and from provictim and antivictim bystander intervention styles are presented. The distinction between the “participant-role approach” and the bullying circle is discussed in order to address the theoretical difference between social categorization of fixed bystander roles as opposed to rating bystander intervention styles on a continuum.     

Consumer Evaluation of an Ecobehavioral Program for Prevention and Intervention of Child Maltreatment

This study was conducted to evaluate parental satisfaction and acceptability of Project SafeCare, an intensive parent training program to prevent and treat child abuse and neglect with a focus on three areas of intervention: (1) home safety, (2) infant and child health care, and (3) bonding and stimulation. Social validation questionnaires were employed to evaluate the acceptability, the effectiveness, and the outcome of treatments based on parents' perspectives. The questionnaires were divided into four categories: outcome measures, process and procedures, staff performance, and training modes. Overall, Project SafeCare was reported to be very successful and parents reported high satisfaction with all three training programs. Parents rated the procedures, staff, and outcomes very positively. Although parents liked the videos and rated them positively, they seemed to prefer training by counselors to training by video. Data were collected on 45 families and the training was conducted over 15 weeks.     

学生认识信念研究新进展

认识信念是指学习者对知识、学习现象和经验所持有的直觉、潜在的认识,涉及对知识和学习的本质、形式、过程、条件、结果评价等一系列问题的认识.在综述认识信念形成及发展的影响因素的基础上,重点介绍了Bendlixen提出的认识信念的动态整合模型以及通过教学干预引导学生认识信念转变的实证研究.未来这一领域的研究,首先应关注概念界定与结构探讨,其次应关注年幼儿童认识信念的研究,同时还应关注实践应用.对我国的儿童青少年做追踪研究,揭示其认识信念的发展趋势,也将是一个重要的研究方向.