1,239 results on '"CHILDREN"'
Search Results
102. Challenges in HIV/AIDS Education: Implementing a Program Placing the HIV Positive Child into the Classroom.
- Author
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Heimann, G. Allen
- Abstract
This presentation transcript discusses the roles of schools and the public following the enrollment of ten elementary and secondary school students who have AIDS in Windsor, Ontario, Canada. The processes used to allow the children to enter or re-enter the classroom with minimal conflict are discussed. Since the opportunities for transmission of the virus are negligible during the school day, the public needs to know that extraordinary measures are not required to protect students and that the afflicted students need not be identified. The writer recommends that public meetings be held off school grounds to move focus away from the school and to allow for peripheral issues surrounding AIDS, such as adolescent sexual activity and drug use. School staff also have concerns, particularly about their risk of exposure, and teachers and administrators must be prepared to discuss the issue. Six figures highlight points made in the presentation. (RJM)
- Published
- 1993
103. Social Policy Report, 1993.
- Author
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Society for Research in Child Development. and Thomas, Nancy G.
- Abstract
Each of the four issues of this newsletter published in 1993 consists of one article dealing with a particular policy debate. Number 1, "Canadian Special Education Policies: Children with Learning Disabilities in a Bilingual and Multicultural Society" (Linda S. Siegel and Judith Wiener), discusses social and cultural factors affecting the education of children with learning disabilities, including policy issues, and bilingualism and multiculturalism. This issue contains 34 references. Number 2, "Using Research and Theory To Justify and Inform Head Start Expansion" (Edward Zigler and Sally J. Styfco), examines Head Start's programs and goals, and addresses issues surrounding the evaluation of Head Start, policy directions (including issues of quantity and quality), and planning for a better, bigger Head Start program. This issue contains 87 references. Number 3, "Child Witnesses: Translating Research into Policy" (Stephen J. Ceci and Maggie Bruck), begins with a discussion of the McMartin preschool (Manhattan Beach, California) child sexual abuse case, and moves on to a discussion of the prevalence of abuse and court involvement. Research on children's suggestibility, including past and present trends, are discussed as are other issues, including policy implications for expert witnesses, the relationship of research to clinical practice, and professional organizations as ethical gatekeepers. This issue contains 97 references. Number 4, "Integrating Science and Ethics in Research with High-Risk Children and Youth (Celia B. Fisher), deals with federal and professional guidelines for research with children and youth, and such issues as informed consent, problems identified during the course of research, generalization of research results to individuals and diverse populations, and recommendations for future policy. This issue contains 102 references. (DR)
- Published
- 1993
104. Latin American Literacy Partnership Project. Final Formative Evaluation.
- Author
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Watt, David L. E.
- Abstract
This final evaluation of the 1991-92 program year of the Latin American literacy Project, designed to foster English language literacy in Spanish-speaking families in Canada, is intended as a formative report, American Literacy Project is intended as a formative report, assessing the changes in the students' language proficiency and the progress in the program's design. Standardized tests and questionnaires measured progress in language proficiency, and additional data were collected via observation and unstructured interviews. The following findings are reported: (1) the children's program is successful in its language and educational readiness goals, with the children showing progress in literacy skills and attitudinal changes; (2) the adult program, a combination of traditional and more modern methodologies for teaching English, is functioning at a satisfactory level with students exhibiting a degree of second language growth, but structural and content changes in syllabus design would be beneficial; and (3) the intergenerational component of the project is not being implemented to its fullest. Suggestions are offered for program enhancement. (Adjunct ERIC Clearinghouse on Literacy Education) (LB)
- Published
- 1992
105. Native Library Resources for Elementary, Junior and Senior High Schools. Fourth Edition.
- Author
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Alberta Dept. of Education, Edmonton.
- Abstract
This annotated bibliography lists over 300 instructional materials and teaching guides relevant to Native education in Alberta (Canada). The bibliography includes materials related to Native history, culture, traditional values, lifestyles, legends, family life, children, and contemporary issues. The bibliography is divided into four sections: Native education project books developed in Alberta with input from Native people; books for elementary students; books for junior and senior high school students; and audiovisual materials for students and teacher reference. Each book entry includes title, author, publisher, publication date, price, description, a brief annotation, and ISBN number. Audiovisual listings include title, distributor, production date, format, running time, grade level, brief description, and catalogue number. The guide also includes ordering information for materials and a list of audiovisual suppliers. (LP)
- Published
- 1992
106. L'effet de la mise en page d'un livre sur le pairage du texte et de l'illustration par le jeune lecteur (The Effect of Book Layout on the Linking of Text and Illustrations by the Young Reader).
- Author
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Reinwein, Joachim
- Abstract
A study investigated the degree to which the page layout of a book affects the young reader's association of text with appropriate illustrations. Four hundred native French-speaking third-graders in eight Montreal (Canada) schools participated. In a third-grade text about animals, the names of the animals illustrated in pictures and other words were omitted from eight paragraphs and replaced by blanks. Eight versions of the booklet were made with different layouts of illustrations and text, some regularly and some irregularly pairing text with illustration. Subjects were required to read the texts and fill in the blanks. Responses were compared with the words in the original text and examined for correspondence or confusion with the nearby illustrations. It was found that comprehension was best on the version in which the pictures were on the page facing the text. Comprehension was also good for layouts in which text and illustration were both on right-hand pages. Sequence (i.e., picture following text or picture preceding text) had a much less significant effect on comprehension. Some additional comprehension effects were found to occur according to layout. (MSE)
- Published
- 1992
107. The Prevention of Sexual Abuse: An Evaluation of 'Talking about Touching.'
- Author
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Madak, Paul R. and Berg, Dale H.
- Abstract
Evaluated "Talking about Touching" program (designed to increase children's knowledge about sexual abuse, ways to resist abuse, and where to get help) in five elementary schools. Found that children made statistically significant gains in knowledge about sexual abuse, teachers felt the program was needed and had few negative side effects, and parents were generally supportive of program. (Author/NB)
- Published
- 1992
108. Proceedings from the Child Care Policy & Research Symposium (Kingston, Ontario, June 3, 1991). Occasional Paper No. 2.
- Author
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Toronto Univ. (Ontario). Centre for Urban and Community Studies. and Kyle, Irene
- Abstract
This symposium brought together researchers, policymakers, advocates, and child care practitioners to consider information relevant to child care policy which was available from several disciplines and how it could be applied to developing child care policy. The symposium's goals were not only to stimulate discussion among researchers and policymakers and researchers from different disciplines but to underline the importance of conducting Canadian child care research and making it widely available. Seven papers are included in the proceedings: (1) "The Implications of Early Childhood Education and Psychological Research for Canadian Public Policy on Day Care" (Nina Howe and Ellen Jacobs); (2) "Economics and Child Care Policy" (Gordon Cleveland); (3) "A Sociological Perspective on Child Care Research" (Maureen Baker); (4) "School-Age Child Care: A Preliminary Report" (Ellen Jacobs and others); (5) "Talking to Children: The Effects of the Home and the Family Day Care Environment" (Hillel Goelman and Alan Pence); (6) "The Effect of Price on the Choice of Child Care Arrangements" (Gordon Cleveland and Douglas Hyatt); and (7) "Ideology, Social Policy, and Home-Based Child Care" (June Pollard). The papers are followed by comments by Kathleen Brophy and Ruth Rose. A copy of the symposium program is also included. (MDM)
- Published
- 1991
109. Child Care for Canadian Children and Families. Occasional Paper No. 1.
- Author
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Toronto Univ. (Ontario). Centre for Urban and Community Studies. and Friendly, Martha
- Abstract
This report explains the state of child care in Canada and proposes specific solutions to remedy the inadequacies of the current system. Part one discusses the changing composition and needs of Canadian families, defines the nature of child care, and explains what a comprehensive child care system should consist of. Part two addresses the difficulties that many families have in obtaining adequate child care, the availability of regulated child care, the high cost of such care, and the components of high quality child care. Part three presents some solutions to these problems, outlining the current national child care policy, the debate about child care policy in the 1980s, and possible solutions for the future. Contains 84 references. (MDM)
- Published
- 1991
110. Literacy Messages, the Messenger and the Receiver.
- Author
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Fagan, William T.
- Abstract
The message about general literacy standards in Canada (as reported in the Southam Literacy Survey) is that approximately five million Canadians are illiterate. The validity of this message must be challenged because a group of middle-class Canadians with middle-class values established the criteria for being "literate" and felt that all other Canadians must subscribe to their value system. A big question is also how literacy levels relate to the economy. While figures for the rate of illiteracy in Canadian prisons is often placed as high as 80%, it must be remembered that the prison setting is not an ideal setting for literacy development or academic upgrading, and that a more significant factor that must be considered by those who believe that literacy automatically leads to rehabilitation is the lack of definite goals by prisoners. The messengers are generally newspaper reporters, writers in popular magazines, business officials, and politicians. The first responsibility for receivers of messages is to put the problem of literacy in context. Literate persons also have the responsibility to produce clarity of print and to negotiate via print. Literacy is not in a crisis situation, and the educational system is not falling apart. However, some problem areas do need to be addressed, and these include accountability, qualifications of literacy experts, adult literacy versus children's literacy development, and models and definitions of literacy. (Eighteen references are attached.) (RS)
- Published
- 1990
111. Exploring Mental Health Literacy among Pre-Service Teachers
- Author
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Whitley, Jessica and Gooderham, Suzanne
- Abstract
Worldwide, prevalence rates of students experiencing mental health difficulties are growing, with only one in five receiving treatment. The role of teachers in collaborative efforts both to identify and to provide effective services for these students is an essential one. However, scant research has explored the mental health literacy of pre-service teachers. In the present study, 186 pre-service teachers completed a vignette-based measure (Child or Adolescent version based on each teacher's experience) in order to assess their mental health literacy, comprised of beliefs and knowledge. Results indicate that participants expressed lower efficacy when teaching children or adolescents with externalizing as compared to internalizing behaviours but believed that a child or adolescent experiencing behaviours indicative of depression was of the greatest concern and in need of intervention. Pre-service teachers were able to correctly identify cases of anxiety and ADHD, but many attributed behaviours typical of depression to home life difficulties (Child version) or substance use/abuse (Adolescent version). Results are discussed in light of previous research in the field; recommendations for future research and practice are provided.
- Published
- 2016
112. Emerging Mental Health Diagnoses and School Disruption: An Examination among Clinically Referred Children and Youth
- Author
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Stewart, Shannon L., Klassen, Janell, and Hamza, Chloe
- Abstract
Previous research linking school disruption with mental health problems has largely relied on assessments of academic achievement to measure school disruption. Early disruptive classroom behaviour (e.g., conflict with school staff, negative attitudes toward school), however, may precipitate poor academic performance and may stem from emerging mental health concerns, particularly among young children. To address this gap in the literature, 912 clinically referred children and youth (ages 4-18 years old) were assessed using the interRAI Child and Youth Mental Health (ChYMH) assessment utilizing a cross-sectional study design. The ChYMH assessment evaluates school disruption independently of academic achievement, and includes a comprehensive assessment of the child's mental health functioning, needs, and preferences. A logistic regression analysis revealed that various provisional mental health diagnoses (i.e., attention-deficit/hyperactivity disorder, disruptive behaviour, mood disorders, and, to a lesser extent, anxiety) were associated with disruption in the classroom. Implications for school-based care planning are discussed.
- Published
- 2016
113. Children with Mild Bilateral and Unilateral Hearing Loss: Parents' Reflections on Experiences and Outcomes
- Author
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Fitzpatrick, Elizabeth, Grandpierre, Viviane, Durieux-Smith, Andrée, Gaboury, Isabelle, Coyle, Doug, Na, Eunjung, and Sallam, Nusaiba
- Abstract
Children with mild bilateral and unilateral hearing loss are now commonly identified early through newborn hearing screening initiatives. There remains considerable uncertainty about how to support parents and about which services to provide for children with mild bilateral and unilateral hearing loss. The goal of this study was to learn about parents' experiences and understand, from their perspectives, the impact of hearing loss in the mild range on the child's functioning. Parents of 20 children in Ontario, Canada, participated in the study. The median age of identification of hearing loss was 4.6 months (interquartile range: 3.6, 10.8). Parents appreciated learning early about hearing loss, but their experiences with the early process were mixed. Parents felt that professionals minimized the importance of milder hearing loss. There was substantial uncertainty about the need for hearing aids and the findings suggest that parents need specific guidance. Parents expressed concerns about the potential impact of hearing loss on their child's development, particularly at later ages.
- Published
- 2016
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114. Gooey Stuff, Intra-Activity, and Differential Obesities: Foregrounding Agential Adiposity within Childhood Obesity Stories
- Author
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Land, Nicole
- Abstract
In Canada, forces such as the media, medical discourse, and public policy work to position childhood obesity as increased body fat content or excess adiposity due to various personal, social, and economic factors. Drawing on Barad's "agential realist ontology", this article aims to inhabit-with obesity in an effort to disrupt dominant understandings of childhood obesity, as illustrated in images from three children's picture books. By troubling the positivity inherent in dominant understandings of obesity, in which obesity is a knowable entity that refers to an anatomical body with excess adiposity, we might instead foreground the matterings of the human body at play amid the dynamic intra-actions of agential matter. This article will imagine how novel orientations toward childhood obesity might be made possible if we populate the adiposity of obese bodies such that we might engage with the intra-activity of agential adiposity.
- Published
- 2015
- Full Text
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115. Assessment, Intervention, and Training Needs of Service Providers for Children with Intellectual Disabilities or Autism Spectrum Disorders and Concurrent Problem Behaviours
- Author
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Rivard, Mélina, Morin, Diane, Dionne, Carmen, Mello, Catherine, and Gagnon, Marc-André
- Abstract
This study documented the perceived needs of therapists, specialists, and managers who work with children with intellectual disabilities (ID) and/or autism spectrum disorders (ASD) and concurrent problem behaviours (PBs). Seventy-five respondents from specialized PB and early childhood programs within eight public rehabilitation centres were surveyed. They were asked to describe current practices and perceived needs in terms of assessment, intervention, and training with respect to the target population. Overall, the perceptions of staff were consistent with the results of previous studies examining families' perspectives. Salient themes include the need for specialized assessments for PBs in young children, collaboration between multiple service providers and families, and additional staff training in child development and interventions for PBs. These findings underscore the importance of offering diversified services adapted to the needs of children with PBs, their families, and their service providers.
- Published
- 2015
116. Mental Health Promotion Efforts for Children and Youth in Canada and Beyond: Evidence in Research, Policy and Practice
- Author
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Whitley, Jessica and Gooderham, Suzanne
- Abstract
Mental health issues continue to present barriers for Canadian children, in terms of both psychological and academic outcomes. Growing numbers of students are placed "at risk" as a result. A mental health promotion approach suggests that students can develop a number of skills and competencies, namely those related to social-emotional learning (SEL), which can reduce their chance of developing mental health difficulties. In Canada, a wide range of curricula, frameworks, initiatives, and programs have been put in place that address elements of SEL. In this paper, a sampling of these drawn from across the country is described. The emphasis on SEL apparent in many provinces and territories is evidence of the shared understanding of its importance with respect to improving student outcomes. However, a lack of evidence to support these approaches, inconsistencies in terms of terminology and practices, the lack of alignment between SEL and academics, and the piecemeal approach adopted within some provinces leave SEL and mental health promotion approaches vulnerable to being labelled "add-ons" and becoming transient initiatives.
- Published
- 2015
117. Two Sides to Every Story? Parents' Attributions of Culpability and Their Interventions into Sibling Conflict
- Author
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Recchia, Holly E., Wainryb, Cecilia, and Howe, Nina
- Abstract
This study examined associations between parents' attributions of culpability and their observed interventions into sibling conflict. A total of 61 primary caregivers judged who was at fault for a sibling conflict and subsequently discussed the event with their two children (aged 4-10 years). Nonunilateral fault attributions (blaming both children or neither child) were related to parents' discussion of the reasons underlying children's behavior/perspectives and were more frequent when the age gap between children was larger. Parents selectively referred to their younger child's point of view in conversation and, when the age gap was larger, selectively provided evidence in favor of their younger child. Results extend previous research by providing novel insight into how parents' conflict judgments are linked to their intervention strategies with older and younger siblings and by identifying the circumstances in which parents intervene in ways that promote children's mutual understanding and constructive conflict strategies. (Contains 3 tables and 1 footnote.)
- Published
- 2013
118. Is a Cerebellar Deficit the Underlying Cause of Reading Disabilities?
- Author
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Irannejad, Shahrzad and Savage, Robert
- Abstract
This study investigated whether children with dyslexia differed in their performance on reading, phonological, rapid naming, motor, and cerebellar-related tasks and automaticity measures compared to reading age (RA)-matched and chronological age (CA)-matched control groups. Participants were 51 children attending mainstream English elementary schools in Quebec. All participants completed measures of IQ, word and nonword reading fluency, elision, nonword decoding, rapid naming, bead threading, peg moving, toe tapping, postural stability, and muscle tone. Results from both group contrasts and analyses at the individual case level did not provide support for claims of motor-cerebellar involvement in either typical or atypical reading acquisition. Results were more consistent with a phonological core process account of both typical reading and reading difficulty. Phonological deficits for children with dyslexia compared to RA-matched controls were, however, only evident in group contrasts. Findings thus also have important implications for identifying at-risk readers among their same-aged peers.
- Published
- 2012
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119. The Life Story Board: A Feasibility Study of a Visual Interview Tool for School Counsellors
- Author
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Chase, Robert M., Medina, Maria Fernanda, and Mignone, Javier
- Abstract
The article describes the findings of a pilot study of the Life Story Board (LSB), a novel visual information system with a play board and sets of magnetic cards designed to be a practical clinical tool for counsellors, therapists, and researchers. The LSB is similar to a multidimensional genogram, and serves as a platform to depict personal narrative information and catalyze verbal and nonverbal approaches in assessment and therapy. A prototype version of the LSB was pilot-tested to assess its clinical feasibility for school counsellors in Winnipeg, Manitoba, working for the most part with newcomer immigrants. Results confirmed that the visual participatory process facilitated rapport with students and elicited useful information. LSB methods may be well suited to assessment and interventions common to schools and in diverse therapeutic and assessment applications. (Contains 3 figures, 2 tables and 2 notes.)
- Published
- 2012
120. Children's Hearing and Speech Centre--Telepractice Programs
- Author
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Richardson, Loretta L.
- Abstract
British Columbia (BC) is a vast province in Canada made up of several distinct geographic areas. Most of the province's population lives in a few metropolitan areas, with the greater Vancouver area being the largest. British Columbians living outside these areas must travel significant distances to see specialists of any kind. Treacherous winter driving conditions, limited and expensive air service, and costly ferry rides are a few of the challenges individuals face when accessing services only available in metropolitan areas. Although Children's Hearing and Speech Centre of BC (formerly the Vancouver Oral Centre) has provided a listening and spoken language option since 1963 for children who are deaf and hard of hearing, families who desired this option and the Centre's services were required to live in or relocate to the Vancouver area. In 2006, Children's Hearing and Speech Centre began providing direct services via telepractice to families of children birth to age 5 living outside of the greater Vancouver area. Telepractice has eliminated the constraints of geography in the choices parents make for their children with hearing loss. Both A Sound Move and Stepping Out have expanded the choices available to families from initial diagnosis through high school graduation. The telepractice initiatives at Children's Hearing and Speech Centre continue to be a work in progress with its success far surpassing the requisite glitches that come with advancing technology.
- Published
- 2012
121. Microarray as a First Genetic Test in Global Developmental Delay: A Cost-Effectiveness Analysis
- Author
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Trakadis, Yannis and Shevell, Michael
- Abstract
Aim: Microarray technology has a significantly higher clinical yield than karyotyping in individuals with global developmental delay (GDD). Despite this, it has not yet been routinely implemented as a screening test owing to the perception that this approach is more expensive. We aimed to evaluate the effect that replacing karyotype with array-based comparative genomic hybridization (aCGH) would have on the total cost of the workup for GDD. Method: We evaluated the cost-effectiveness of aCGH compared with karyotyping by retrospectively analysing the cost of workup in a cohort of 114 children (69 males; 45 females) representing a consecutive series of children diagnosed with GDD. Results: The average increase in cost if aCGH had been performed instead of karyotyping as a first test was $442 per individual when performed by a private company (98% confidence interval $238-604). In contrast, $106 (98% confidence interval -$17 to $195) would have been saved if aCGH was performed locally in a laboratory already possessing the required technology. The incremental cost per additional diagnosis was estimated to be $12,874 if aCGH was performed in a private laboratory, but less than $1379 if performed locally. (Costs reported in Canadian dollars, using 2010 prices.) Interpretation: aCGH would be cost-effective as a first genetic test in the clinical evaluation of individuals with GDD.
- Published
- 2011
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122. Identification of a Core Set of Exercise Tests for Children and Adolescents with Cerebral Palsy: A Delphi Survey of Researchers and Clinicians
- Author
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Verschuren, Olaf, Ketelaar, Marjolijn, Keefer, Daniel, Wright, Virginia, Butler, Jane, Ada, Louise, Maher, Carol, Reid, Siobhan, Wright, Marilyn, Dalziel, Blythe, Wiart, Lesley, Fowler, Eileen, Unnithan, Viswanath, Maltais, Desiree B., van den Berg-Emons, Rita, and Takken, Tim
- Abstract
Aim: Evidence-based recommendations regarding which exercise tests to use in children and adolescents with cerebral palsy (CP) are lacking. This makes it very difficult for therapists and researchers to choose the appropriate exercise-related outcome measures for this group. This study aimed to identify a core set of exercise tests for children and adolescents with CP. Method: Fifteen experts (10 physical therapists/researchers and five exercise physiologists; three from the Netherlands, two from the USA, one from the UK, five from Canada, and four from Australia) participated in a Delphi survey which took four stages to achieve a consensus. Based on the information that was collected during the survey, a core set of measures was identified for levels I to IV of the Gross Motor Function Classification System (GMFCS). Results: For children with CP classified at GMFCS levels I and II, tests were identified for two motor skills (walking and cycling). For the subgroup of children with CP classified at GMFCS level III, the tests that were identified related to walking, cycling, and arm cranking. For children with CP classified at GMFCS level IV, the tests included in the core set were related to cycling and arm cranking. Interpretation: The core set will help physical therapists, exercise physiologists, and other health professionals who work with children and adolescents with CP to decide which test(s) to use in clinical practice or research. This will facilitate comparability of results across studies and clinical programmes.
- Published
- 2011
- Full Text
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123. The Impact of Generation and Country of Origin on the Mental Health of Children of Immigrants
- Author
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Montazer, Shirin and Wheaton, Blair
- Abstract
The authors reexamine the study of generational differences in adjustment among the children of immigrants by arguing that the country of origin defines and shapes the adaptation process across generations. Using a sample of children in Toronto, the authors demonstrate that generational differences in the mental health of children occur only in families from countries of origin at the lowest levels of economic development. Among those at the lowest levels of economic development, a mental health advantage in the first generation evolves to a disadvantage in the 2.5 generation relative to third or later generational children. Children from backgrounds characterized by higher economic development show no initial or eventual differences from the native born. Using data from the Toronto Study of Intact Families, the authors are able to explain differences among children from low economic development backgrounds specifically in terms of increasing family conflict and decreasing school involvement across generations. (Contains 1 figure, 3 tables, and 4 notes.)
- Published
- 2011
- Full Text
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124. Internet Activities and Developmental Predictors: Gender Differences among Digital Natives
- Author
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Johnson, Genevieve Marie
- Abstract
Widespread adoption of the Internet during the past two decades has produced the first generation of digital natives. Ninety-five children (M[subscript age] = 10.4 years) completed a questionnaire that measured three clusters of variables: 1) Internet use at home and school, 2) peer, school, and home self-esteem, 3) and cognitive abilities (planning, attention, and simultaneous and successive processing). There were no gender differences in school-based Internet use and only one gender difference in home-based use. Girls were significantly more likely than boys to report using email at home. Cognitive scores predicted girls' email use at home and website access at school. Self-esteem and cognitive scores predicted boys email use at home and school and online gaming at school. From a developmental perspective, Internet use may benefit girls more than boys because of gender differences in orientation to the Internet (i.e., accomplishment versus recreation). Although girls used email more than boys, of the current sample of digital natives, boys who used email were brighter and more popular than boys who did not use email. (Contains 1 table and 1 figure.)
- Published
- 2011
125. Intraverbal Behavior and Verbal Conditional Discriminations in Typically Developing Children and Children with Autism
- Author
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Sundberg, Mark L. and Sundberg, Cindy A.
- Abstract
Individuals with autism often experience difficulty acquiring a functional intraverbal repertoire, despite demonstrating strong mand, tact, and listener skills. This learning problem may be related to the fact that the primary antecedent variable for most intraverbal behavior involves a type of multiple control identified as a verbal conditional discrimination (VC[superscript D]). The current study is a descriptive analysis that sought to determine if there is a general sequence of intraverbal acquisition by typically developing children and for children with autism, and if this sequence could be used as a framework for intraverbal assessment and intervention. Thirty-nine typically developing children and 71 children with autism were administered an 80-item intraverbal subtest that contained increasingly difficult intraverbal questions and VC[superscript D]s. For the typically developing children the results showed that there was a correlation between age and correct intraverbal responses. However, there was variability in the scores of children who were the same age. An error analysis revealed that compound VC[superscript D]s were the primary cause of errors. Children with autism made the same types of errors as typically developing children who scored at their level on the subtest. These data suggest a potential framework and sequence for intraverbal assessment and intervention. (Contains 2 figures and 2 tables.)
- Published
- 2011
126. The Better Beginnings, Better Futures Project: Findings from Grade 3 to Grade 9
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Peters, Ray DeV, Bradshaw, Alison J., Petrunka, Kelly, Nelson, Geoffrey, Herry, Yves, Craig, Wendy M., Arnold, Robert, Parker, Kevin C. H., Khan, Shahriar R., Hoch, Jeffrey S., Pancer, S. Mark, Loomis, Colleen, Belanger, Jean-Marc, Evers, Susan, Maltais, Claire, Thompson, Katherine, and Rossiter, Melissa D.
- Abstract
Although comprehensive and ecological approaches to early childhood prevention are commonly advocated, there are few examples of long-term follow-up of such programs. In this monograph, we investigate the medium- and long-term effects of an ecological, community-based prevention project for primary school children and families living in three economically disadvantaged neighborhoods in Ontario, Canada. The Better Beginnings, Better Futures (BBBF) project is one of the most ambitious Canadian research projects on the long-term impacts of early childhood prevention programming to date. Bronfenbrenner's ecological model of human development informed program planning, implementation, and evaluation. Using a quasi-experimental design, the BBBF longitudinal research study involved 601 children and their families who participated in BBBF programs when children were between 4 and 8 years old and 358 children and their families from sociodemographically matched comparison communities. We collected extensive child, parent, family, and community outcome data when children were in Grade 3 (age 8-9), Grade 6 (age 11-12), and Grade 9 (age 14-15). The BBBF mandate was to develop programs that would positively impact all areas of child's development; our findings reflect this ecological approach. We found marked positive effects in social and school functioning domains in Grades 6 and 9 and evidence of fewer emotional and behavioral problems in school across the three grades. Parents from BBBF sites reported greater feelings of social support and more positive ratings of marital satisfaction and general family functioning, especially at the Grade 9 followup. Positive neighborhood-level effects were also evident. Economic analyses at Grade 9 showed BBBF participation was associated with government savings of $912 per child. These findings provide evidence that an affordable, ecological, community-based prevention program can promote long-term development of children living in disadvantaged neighborhoods and produce monetary benefits to government as soon as 7 years after program completion. (Contains 22 tables, 4 figures and 2 notes.)
- Published
- 2010
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127. The Developmental Trajectories of Peer Victimization in Middle to Late Childhood and the Changing Nature of Their Behavioral Correlates
- Author
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Boivin, Michel, Petitclerc, Amelie, Feng, Bei, and Barker, Edward D.
- Abstract
This study investigated the evolving relations between peer victimization and social/emotional difficulties in middle to late childhood. Peer assessments of peer victimization and social/emotional difficulties (aggressive behavior, social withdrawal, and emotional vulnerability) were collected over 4 years for 1,035 children attending Grades 3-6 and were analyzed via cross-lagged panels and trajectory analyses. All dimensions were highly stable and significantly related initially. Peer victimization became progressively less related to aggression and increasingly associated with withdrawal. Bidirectional contributions over 1-year periods were found between withdrawal and emotional vulnerability and victimization. Trajectory analyses revealed heterogeneity in peer victimization patterns, with a small group of children (4.5%) being extremely victimized and with another group (10%), less severely, but increasingly victimized over time. Compared to nonvictimized children, these children were generally more emotional and became less aggressive but more socially withdrawn over time. These small behavioral changes were not associated with decreases in victimization. (Contains 5 figures and 1 table.)
- Published
- 2010
128. Bringing the War Home: The Patriotic Imagination in Saskatoon, 1939-1942
- Author
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Kelly, Brendan
- Abstract
Previous studies pay insufficient attention to the impact of "patriotism," a curious omission given how frequently both government officials and ordinary citizens used their love of country as a rallying cry. This article focuses on Saskatoon, whose 43,027 inhabitants made it Saskatchewan's second-largest city, and examine the way in which patriotism was nourished in the collective mind by several war-related events in the city. Through what may be called the patriotic imagination, World War II was made intense and immediate to prairie dwellers far removed from its conflict zones. Unlike a London or a Leningrad, North American cities like Saskatoon never experienced bombardment. For patriotism to flourish in such locales, the war overseas had to be imagined--and, to a degree, vicariously experienced--at home.
- Published
- 2010
129. Unanticipated Effects of Children with Learning Disabilities on Their Families
- Author
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Dyson, Lily
- Abstract
This study examined the unanticipated effects that children with learning disabilities have on the life of their families. Eleven parents of students aged 8 to 16 years old participated in two separate focus group interviews. Findings showed that children with learning disabilities had a range of effects on their families. These included family stress, parenting discrepancies, negative reactions from extended family members, difficulty in interacting with the school, and mixed effects upon siblings. Patterns of family coping also emerged. Recommendations for supporting families and students with learning disabilities are suggested. (Contains 1 table.)
- Published
- 2010
130. Using Web-Based Technologies to Increase Evaluation Capacity in Organizations Providing Child and Youth Mental Health Services
- Author
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Sundar, Purnima, Kasprzak, Susan, Halsall, Tanya, and Woltman, Heather
- Abstract
Given today's climate of economic uncertainty and fiscal restraint, organizations providing child and youth mental health services are required to do so with limited resources. Within this context, service providers face added pressure to deliver evidence-based programs and demonstrate program effectiveness. The Ontario Centre of Excellence for Child and Youth Mental Health works with organizations to meet these demands by building capacity in program evaluation. While personal instruction and mentoring are important ways of providing support, face-to-face consultations are not always cost-effective. In this article we describe the use of interactive technology and computer-based learning as an alternative and/or complementary (to face-to-face) means of delivering evaluation information and training. We discuss the process of developing these tools and share findings from our preliminary evaluation of their effectiveness in enhancing the evaluation-related supports we offer to providers of child and youth mental health services. (Contains 5 notes.)
- Published
- 2010
131. School Injury among Ottawa-Area Children: A Population-Based Study
- Author
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Josse, Jonathan M., MacKay, Morag, Osmond, Martin H., and MacPherson, Alison K.
- Abstract
Background: Injuries are the leading cause of death among Canadian children and are responsible for a substantial proportion of hospitalizations and emergency department visits. This investigation sought to identify the factors associated with the likelihood of sustaining an injury at school among Ottawa-area children. Methods: Children presenting to Ottawa-area hospitals and urgent care clinics from January to December 2002 (n = 24,074) were included for analysis. The frequency of school injuries by sex, age group, type of injury, and hospitalization was analyzed. Multivariate logistic regression was used to assess the factors associated with sustaining an injury at school. The school activities most associated with injury and the most frequent types of school injuries were assessed. Results: A total of 4287 Ottawa-area children were injured at school in 2002, representing 18% of all injuries. Children aged 5-9 years and 10-14 years were more likely to have school injuries than older children (aged 15-19 years) (OR = 3.07, 95% CI = 2.77-3.40 and OR = 3.10, 95% CI = 2.83-3.37, respectively). The most frequently encountered school injuries were fractures (n = 1132) and musculoskeletal injury (n = 907). The most frequent mechanisms of school injuries were "playing" (n = 1004) and "informal sports" (n = 1503). Conclusions: Many children get hurt at school, particularly during informal recreation activities. Environmental modification and increased supervision are strategies that may reduce school injuries. (Contains 2 tables and 2 figures.)
- Published
- 2009
- Full Text
- View/download PDF
132. 'When I Was Little': Childhood Recollections in Chinese and European Canadian Grade School Children
- Author
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Peterson, Carole, Wang, Qi, and Hou, Yubo
- Abstract
Recollection of early childhood experiences was investigated in 225 European Canadian and 133 Chinese children (ages 8, 11, and 14) by a memory fluency task that measured accessibility of multiple early memories and elicited the earliest memory. Younger children provided memories of events that occurred at earlier ages than older children. Furthermore, Canadian children produced more memories and had an earlier age of first memory than did Chinese children, with cultural differences in both measures increasing with age. It appears that while adultlike childhood amnesia is still emerging among Canadian children, Chinese children by age 14 already resemble adults. Content of Canadian versus Chinese children's memories reflected an autonomous versus relational self-construal. Results are discussed in terms of sociocultural influences on memory.
- Published
- 2009
- Full Text
- View/download PDF
133. 'Strong in Their Minds': Young People's Poems across an Ocean
- Author
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Searle, Chris
- Abstract
This article stresses the quality of universality within young people's poetry. The writer uses the poetry mainly written by children of Pakistani origin living in Pitsmoor and Fir Vale in north-east Sheffield, Yorkshire, England, as a stimulus for the creative writing of children of the Mohawk nation in the reservation school of Tyendinaga Territory in Eastern Ontario, Canada. The similar qualities and themes of both sets of poems illustrate both the internationalism of the imagination, and a critical consciousness within children that stretches across oceans.
- Published
- 2009
- Full Text
- View/download PDF
134. The 'Mbira' Metaphor: Inspiring Creative Thinking through Folktale
- Author
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Ngara, Constantine
- Abstract
The paper presents the author's views on inspiring creative thinking among students through a folktale. The mbira metaphor is this author's interpretation of a unique African (Shona) folktale that has the potential to enrich the pedagogy of giftedness. The mbira metaphor is an informative and thought-provoking folktale originating from previous studies on Shona culture's views of giftedness. The recognition of the mbira folktale as a metaphor that has the potential to enrich gifted programming follows new thinking in research that values the contribution of sociocultural perspectives to our understanding of giftedness and creativity. The author recommends that the mbira metaphor be used in gifted programming to inspire creative thinking among students. (Contains 2 footnotes.)
- Published
- 2009
135. Race, Resistance, and Restructuring: Emerging Skills in the New Social Services
- Author
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Baines, Donna
- Abstract
Since the introduction of the first neoliberal budgets in the mid-1980s, Canadian social service workers have had ample reason to resist changes in their work lives. Drawing on literature as well as on themes emerging from an intentionally diverse subset of data collected as part of a multiyear study, this article explores the resistance strategies of female, First Nations social workers and social workers of color in relation to changing work structures and power relations in their workplaces. Given their location in ethnically specific services and programs, racialized workers have been affected differently by restructuring and have, in turn, resisted these changes with different outcomes. Indeed, rather than the deskilling common to the sector, First Nations workers and workers of color have generated new, culturally sensitive practice skills. This article analyzes how the marginalized position of many workers of color and Aboriginal workers has shaped the kinds of resistance strategies they use within their paid and unpaid work in the restructured social services arena. The article explores the issue of unpaid work as an important but contradictory form of resistance among social workers. It concludes with suggestions for teaching and practicing in the new social services.
- Published
- 2008
136. Neighborhood and Family Influences on Educational Attainment: Results from the Ontario Child Health Study Follow-Up 2001
- Author
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Boyle, Michael H., Georgiades, Katholiki, Racine, Yvonne, and Mustard, Cameron
- Abstract
This study uses multilevel models to examine longitudinal associations between contextual influences (neighborhood and family) assessed in 1983 in a cohort of 2,355 children, 4-16 years of age, and educational attainment in 2001. Variation in educational attainment in 2001 attributable to between-neighborhood and between-family differences was 8.17% and 36.88%, respectively. The final model explained 33.64% of the variance in educational attainment, with unique variances of 14.53% for neighborhood and family-level variables combined versus 10.94% for child-level variables. Among the neighborhood and family-level variables, indicators of status (5.29%) versus parental capacity/family process (4.03%) made comparable predictions to attainment while children from economically disadvantaged families did not benefit educationally from living in more affluent areas.
- Published
- 2007
- Full Text
- View/download PDF
137. Class Matters: Inequality, SES, Education and Childhood in the USA and Canada Today
- Author
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Farnen, Russell F.
- Abstract
This article examines recent trends in childhood and youth policy, political socialization, and civic education in the USA and Canada since 2000. It examines some of the current trends (such as political socialization and education research findings on children and youth) as well as policy initiatives (such as the landmark federal legislation called the "No Child Left Behind" law which mandates yearly testing in reading, writing, and mathematics from grade 5 on while totally ignoring other fields critical to democratic political development (such as social studies and civics). In addition, the article broaches the subject of class and socio-economic status (SES) in the US educational system and other trends such as introducing service learning into the elementary grades. Briefly put, all measures used for evaluation to date point to SES as the principal determinant of test performance, along with race, ethnicity, urban residence, and other such background factors. Service learning is also worth discussing both for its philosophical roots (which are firmly middle class) but also for its fit with the US and Canadian volunteeristic capitalistic political cultures which stress self-reliance and individualism. The article also considers some of the counter-effectiveness research that people (such as Gerald Bracey) use to indicate that except for its elitism, the US/Canadian educational systems are not underperforming and that educational critics have a hostile anti-public policy stance because they wish to privatize everything, regardless of the consequences therefrom to a democratic society. (Contains 4 figures and 1 note.)
- Published
- 2007
- Full Text
- View/download PDF
138. The Ecological Transition to Auditory-Verbal Therapy: Experiences of Parents Whose Children Use Cochlear Implants
- Author
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Neuss, Deirdre
- Abstract
This Canadian study reports on the experiences of parents whose children use cochlear implants and on their perspectives prior to and following the transition to Auditory-Verbal therapy. A qualitative case study design, framed in social-ecological theory, guided this research. Data collection procedures included a family information questionnaire, observations, individual interviews and a discussion group. The study describes personal attributes that parents identified as helpful to them as they made this transition. It indicates the importance of support from family and the cochlear implant center's professionals. It highlights that funding from provincial Ministries, access to technology, therapy and speaking role models and an inclusive environment facilitate the transition to Auditory-Verbal therapy.
- Published
- 2006
139. 'MSN Was the next Big Thing after Beanie Babies': Children's Virtual Experiences as an Interface to Their Identities and Their Everyday Lives
- Author
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Thomas, Angela
- Abstract
In this article the author explores the seamlessness between children's online and offline worlds. For children, there is no dichotomy of online and offline, or virtual and real; the digital is so much intertwined into their lives and psyche that the one is entirely enmeshed with the other. Despite early research pointing to the differences that mark the virtual as a space of "otherness", the author suggests that the fabric of children's everyday lives knows no such distinct demarcation, and that what they do in their virtual worlds significantly affects how they connect to society. Moreover, through the virtual, children are simultaneously engaging in acts of self-reflection, self-fashioning and identity formation. Using data from a longitudinal ethnographic study of children online, the author illuminates a number of case studies which support this argument. She does this by using narrative accounts based on extensive interviews with the children. (Contains 1 note and 3 figures.)
- Published
- 2006
- Full Text
- View/download PDF
140. Parental Divorce and Child Mental Health Trajectories
- Author
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Strohschein, Lisa
- Abstract
A process-oriented approach to parental divorce locates the experience within the social and developmental context of children's lives, providing greater insight into how parental divorce produces vulnerability in some children and resiliency in others. The current study involves prospectively tracking a nationally representative sample of Canadian children of ages 4-7 and living with two biological parents at initial interview in 1994 (N = 2,819), and comparing the mental health trajectories of children whose parents remain married with those whose parents divorce by 1998. Results from growth curve models confirm that, even before marital breakup, children whose parents later divorce exhibit higher levels of anxiety/depression and antisocial behavior than children whose parents remain married. There is a further increase in child anxiety/depression but not antisocial behavior associated with the event of parental divorce itself. Controlling for predivorce parental socioeconomic and psychosocial resources fully accounts for poorer child mental health at initial interview among children whose parents later divorce, but does not explain the divorce-specific increase in anxiety/depression. Finally, a significant interaction between parental divorce and predivorce levels of family dysfunction suggests that child antisocial behavior decreases when marriages in highly dysfunctional families are dissolved.
- Published
- 2005
- Full Text
- View/download PDF
141. Sibling Conflict in Middle Childhood: Influence of Maternal Context and Mother-Sibling Interaction over Four Years.
- Author
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Howe, Nina, Fiorentino, Lisa M., and Gariepy, Nadine
- Abstract
Investigated: (1) influence of maternal context on frequency and types of conflicts of sibling dyads in middle childhood, and (2) the stability of maternal and sibling interaction over 4 years. Found that maternal presence depressed conflict frequency and aggression. Earlier patterns of family interaction were related to later indices of sibling conflict and maternal interaction. (Author)
- Published
- 2003
142. Challenges of Parenting for Families Living with HIV/AIDS.
- Author
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Antle, Beverley J., Wells, Lilian M., Goldie, Robyn Salter, DeMatteo, Dale, and King, Susan M.
- Abstract
Reviews literature and reports on parenting needs identified in a Canadian study that examined parents living with HIV/AIDS. Some themes that emerged were chronic sorrow, stress and burden, stigma, secrecy, and disclosure. Parenting was found to be a source of joy, even when complicated by the special circumstances of AIDS/HIV. (BF)
- Published
- 2001
143. Processes Underlying Children's Adjustment in Families Characterized by Physical Aggression.
- Author
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Onyskiw, Judee and Hayduk, Leslie A.
- Abstract
The hypothesis that physical aggression in the family affects children's adjustment through both observational learning/modeling and through its impact on parenting was tested, via LISREL, using data from a sample of Canadian children (N=11,221). Results showed observational learning and disrupted parenting provide reasonable explanations of mothers' assessments of children's adjustment in families characterized by physical aggression. (BF)
- Published
- 2001
144. Informed Consent with Children: Ethical and Practical Implications.
- Author
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Henkelman, Julie J. and Everall, Robin D.
- Abstract
Discusses ideas of informed consent as they apply to working with children. Focuses on how counselors can deal with issues of consent with children and makes suggestions for improving the consent process with children in everyday practice. (Contains 39 references.) (GCP)
- Published
- 2001
145. The Morphosyntax of Specific Language Impairment in French: An Extended Optional Default Account.
- Author
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Paradis, Johanne and Crago, Martha
- Abstract
Examines the use of tense, agreement, and non-tense morphemes and associated distributional contingencies in the language production of Quebec French-Speaking children with specific language impairment and normally developing language and age-matched controls. Sought to determine whether the optimal infinitive/extended optional infinitive pattern of normal and impaired developmental language in English occurs in French as well. (Author/VWL)
- Published
- 2001
146. Roots of Empathy.
- Author
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Gordon, Mary
- Abstract
Describes the "Roots of Empathy" program for elementary school students in some Toronto schools, designed to teach about parenting, human development, and emotional literacy, and to nurture the growth of empathy. Focuses on development of a culture of caring, the role of perspective taking for conflict resolution, the positive neuroscience message of the program, father involvement, the importance of inclusion, and building acceptance and respect for individual differences. (KB)
- Published
- 2001
147. The Games Children Play.
- Author
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Vanier Inst. of the Family, Ottawa (Ontario). and Glossop, Robert
- Abstract
Discussed are characteristics of the modern Canadian family and the social context within which the issues of adolescent pregnancy and adolescent sexuality arise. Various options for families and related ambivalent attitudes toward such personal freedoms are described. The historical evolution of western industrialized society is briefly sketched, and influences of urbanization and industrialization on the family are traced. The machine is seen as the model of Canadian society, and problems resulting from "machine-like" social structures are delineated. Extensive attention is given to problems of children and adolescents. Additionally, historical changes in the social conditions of and influences on children are indicated. Contemporary children and adolescents are depicted as aliens within their own culture, as frequently living in an artificial and unreal world, and as excluded from responsibilities and confined to playing games such as "recreational sex" in their quest for identity. Statistical data about teenage pregnancies are reviewed, and problems in interpreting the facts are discussed. The "teenage pregnancy epidemic" is viewed as a problem resulting from teenagers' keeping their babies. Consequences of adolescent pregnancy and childbearing for mothers and children are pointed out. Concluding remarks focus on the difficulty of reducing the incidence of adolescent pregnancy. (RH)
- Published
- 1982
148. Beyond the City: Library Service to Children in the Northwest Territories, Canada.
- Author
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Northwest Territories Public Library Services, Hay River. and Smith, Patricia L.
- Abstract
The objectives and programs involved in public library service to children in the Northwest Territories (NWT) are not very different from those of other small public library systems. However, program operation is affected by the vast distances involved, the isolation of the communities, and the presence of ethnic groups whose language had no written form until a century ago. Service to this area is provided by the Northwest Territories Public Library Services. During the six years since a children's librarian was appointed, new facets of the children's program have gradually been introduced. Through cooperation with the Department of Education, visits are made to schools for storytelling and talks on library services. NWT aids local librarians through workshops, booklists, and the encouragement of interlibrary loan. A wide range of children must be provided for, including those for whom English is a second language. There is still a deficit of materials suited to the languages and cultures of these children. The Department of Education has been given the sole responsibility for audiovisual materials, but improved cooperation between the schools and the NWT libraries will allow for a sharing of media resources and improved service to small communities. (Author/SL)
- Published
- 1974
149. A Cross-Cultural Study of Concept Learning.
- Author
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Brooks, Ian Royston
- Abstract
After reviewsing the literature relative to culture and cognition, an hypothetical model was developed to explain some aspects of concept learning and cognitive development. To test aspects of the model, 3 tests which had had prior use in cross-cultural studies and 5 original tests were administered individually to 34 Stoney Indian and 34 Euro-American 8-year-old children derived from the same geographic region in Alberta, Canada. Tested was the relationship between cognitive learning and: (1) field independence, (2) abilities to perceive and compare attributes, (3) category width, (4) level of abstraction, (5) memory, and (6) general intelligence. Results suggested some support for the proposed model and identified some areas of cultural differences. For Euro-American children, field independence was correlated with the ability to perceive attributes and both were related to the ability to verbalize concepts. For the Stoney children, more than one ability or set of abilities was involved in concept learning. Memory played a greater role in problem solving for Stoney Indian subjects, and they did better on the first two Stone Games and relatively better on the tests of field independence and memory, while Euro-American performance was more markedly superior on the remaining measures. (Author/JC)
- Published
- 1975
150. The Assessment of Role Identity: Problems of Administering the Instrumental Activities Inventory to Inuit Children.
- Author
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McElroy, Ann
- Abstract
A modified version of the Instrumental Activities Inventory (IAI) was administered to a sample of Canadian Inuit children (41 girls and 37 boys aged 9 to 17 from Frobisher Bay and 40 boys and 35 girls aged 8 to 16 from Pangnirtung) for purposes of assessing role model preferences relative to the socialization process. Consisting of 12 female and 12 male drawings, the modified IAI represented the following role categories: (1) Modern--occupations and activities presently monopolized by Eurocanadians but open to Inuits with specialized training or advanced education (male doctors, teachers, etc., and female nurses, teachers, etc.); (2) Transitional--occupations currently represented by town Inuit of moderate or high levels of acculturation (male airplane mechanics, construction workers, etc., and female cooks, post office clerks, etc.); and (3) Contact-traditional--roles characteristic of either town or land based Inuit which do not require formal education, bilingualism, or wages (male hunters, carvers, etc., and female hunters, skin workers etc.). Responses indicated that Inuit girls were more strongly influenced by Eurocanadian role models than Inuit boys. Since statistical significance depended upon the role categories, it was suggested that further testing include Native role classifications/evaluations and expanded numbers of role types. (JC)
- Published
- 1974
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