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This article examines, how two Russian-speaking children (ages 9 and 11) learn Finnish morpho-syntactic structures in interaction in a transitional classroom at primary school. It also discusses whether the influence of the mother tongue is observable in the learning process. The study focuses on the development of prototypical possessive structure and standard negation. The data consist of 15 lessons, video-recorded during one school year. The episodes, including the structures used by the children, are analysed by drawing on the principles of conversation analysis. The analyses show that for both children the possessive structure appears to be more complex to learn than the standard negation. However, the children’s acquisition of these structures follows different paths. At the end of the semester, the younger child’s possessive has not become established in Finnish, whereas the older child has begun to use it in accordance with the target language norms. The negation, however, follows the target language norms, in both children’s speech.

Though Bahasa becomes the second language in Indonesia, some lower class students of primary school face difficulties in compiling sentences into short texts. The present study aims to design a SeW – Sentence Writing quartet card for assisting the Grade 2 students of primary school in making short texts. The SeW quartet card was designed by following the design thinking steps namely empathize, define, ideate, prototype, and test. This was designed by adopting the concept of quartet card game and pictoral card games which the students are familiar with. The study has not been tested to the real students, however, the product has been successfully tested to a younger child as well as the group of Grade 2 teachers in Yogyakarta, Indonesia.Keywords: design thinking, SeW quartet card, short text, Bahasa

Participant attrition is a significant challenge for longitudinal studies, particularly those involving disadvantaged populations. We attempted to re-engage n = 990 families in a five-year follow-up of a randomised controlled trial of an early childhood parenting intervention. Tracing was attempted for n = 90/990 (9.1%) uncontactable participants. Evidence for the identification of a matching Facebook profile was classified as strong, moderate or weak. A private message was sent to those with strong evidence (n = 63/90, 70.0%), of which 32 responded, 22 agreed to participate and 19 provided data. Compared to participants engaged using traditional methods, those re-engaged through Facebook were more likely at initial recruitment to have a younger child (p =.02), to be a single parent (p =.04), less educated (p

AIMS: The study sought to 1) characterize the types and frequency of session-level adaptations made to multiple evidence-based practices (EBPs) and 2) identify therapist-, client- and session-level predictors of adaptations. METHOD: Within the community implementation of multiple EBPs, 103 community mental health therapists reported on 731 therapy sessions for 280 clients. Therapists indicated whether they adapted EBPs in specific sessions and described adaptations in open-ended responses. Responses were coded using the Augmenting and Reducing adaptations framework. Multilevel logistic regression analyses examined predictors of Augmenting and Reducing adaptations. RESULTS: Therapists reported making adaptations in 59% of sessions. Augmenting adaptations were reported more frequently than Reducing adaptations. Multilevel models showed that greater therapist openness to EBPs, younger child age, and presenting problems were associated with Augmenting adaptations. Child presenting problem of externalizing problems predicted fewer Reducing adaptations compared to internalizing problems. CONCLUSION: This study extends the growing research examining adaptations within the context of system-driven implementation of multiple EBPs by applying the Augmenting and Reducing adaptation framework to the session-level.

The Top Problems assessment is an idiographic measure of client concerns that may allow clinicians to identify early treatment response. Few studies have examined early response to evidence-based therapies using Top Problems. We collected weekly Top Problems ratings from 95 youth with emotional disorders who received treatment using the Unified Protocols for Transdiagnostic Treatment of Emotional Disorders in Children and Adolescents (UP-C/UP-A). We assessed Top Problems rating change from session 1 to session 4, the role of pre-treatment variables in early Top Problems rating change, and the role of early Top Problems rating change in post-treatment symptom outcomes. Top Problems ratings decreased significantly from session 1 to session 4. Younger child age and higher parent cognitive flexibility were associated with early Top Problems improvement. Controlling for pre-treatment, early Top Problems rating change did not explain the variance in post-treatment outcomes. Future research should examine Top Problems trajectories over treatment course.

Despite difficulties in reading and writing, some research suggests that dyslexia may be related to higher levels of creativity. However, this pattern is not consistently observed. The current research sought to ascertain whether individuals with clinically diagnosed dyslexia exhibit higher creativity than controls through a meta-analysis. Fourteen studies that assessed the creativity of 397 individuals with clinically diagnosed dyslexia and 453 controls were reviewed. Random-effects meta-analysis revealed an overall non-significant difference in creativity scores between those with dyslexia and controls. Additionally, method factors such as the type of creativity task and whether intelligence was controlled for, as well as sample-related factors such as gender, did not explain differences in the dyslexia-creativity relationship. Nonetheless, individuals with dyslexia significantly outperformed controls in creativity scores in adult samples, but not in younger child/adolescent samples. Overall, the current findings provide limited support for the idea that individuals with dyslexia are more creative, and that past evidence of this relationship may be limited to adult samples.

Objectives Our aim in this study was to identify patient-level barriers to attending pediatric type 1 diabetes mellitus (T1DM) clinic and to better understand the demographic and clinical characteristics of these reporting barriers. Methods Patients were recruited from pediatric T1DM clinics throughout British Columbia. Barriers to attending clinic were identified through a survey. Demographic and clinical characteristics of patients who reported difficulty attending clinic appointments were compared with those who did not. Results Of the 197 study participants, 31% reported difficulty attending appointments. Commonly reported barriers were distance to clinic and missing work. Younger child age and residing in northern regions increased the odds of reporting a barrier, whereas residing on Vancouver Island decreased odds of reporting a barrier. There were no differences in glycated hemoglobin levels between the 2 groups. Conclusions Approximately 1 in 3 patients identified challenges in attending T1DM appointments in British Columbia. Further research is needed to determine whether similar challenges exist in other provinces.

Siblings’ influence on youth aggressive behavior has been found in previous studies, but further research is needed in order to better understand both the shared relations between siblings’ levels of proactive and reactive subtypes of aggression as well as the factors contributing to this relationship, such as parent behavior. The current study extended the literature by examining the influence of older siblings’ proactive and reactive aggression on younger siblings and whether these associations were influenced by levels of observed parental criticism. Participants were 50 parent–child dyads. Children in each dyad (52% female; 76% Caucasian) were between the ages of 10 and 15 (M = 11.52; SD = 1.25). Parent-reported measures of their younger and older siblings’ proactive and reactive aggression were collected. Next, parents and the younger child engaged in a conversation task which was coded for parental criticism using a modified version of the Family Interaction Task. Results demonstrated that older siblings’ reactive aggression was positively associated with younger siblings’ reactive aggression and that the strength of this influence depended on levels of parental criticism (β = 0.21; SE = 0.10; p 0.00), such that stronger sibling influence was observed at greater levels of parental criticism. No influence of older siblings’ levels of proactive aggression was evident. Findings suggest that the degree of parental criticism is particularly salient when examining the association between siblings’ aggression.

Manufacturers label their sleeping bags with a temperature rating to assist consumers in selecting a bag that will provide them with an acceptable level of thermal protection under the expected conditions of use. These temperature ratings are typically based on thermal manikin testing and whole-body heat loss models. Due to physical and physiological differences between children and adults, existing adult sleeping bag temperature rating models cannot be applied to children's bags. Therefore, a model for determining the temperature ratings of children's sleeping bags is proposed. Issues related to measuring the thermal insulation of children's sleeping bags are also discussed. The results of the model indicate that an older child has a higher temperature rating than a younger child for the same level of insulation. This is due to the higher sleeping metabolic rate of younger children.

Background Mothers with lifelong care responsibilities might involuntarily be non-employed or work part-time, both of which are defined as “underemployment.” This study aimed to investigate who these underemployed mothers are and what are the factors associated with such employment hardship when having a child with intellectual disability (ID). Method An interview survey was conducted in 2011 in two local authorities of Taiwan on 876 working-age mothers with a child with intellectual disability; 514 of them were working part-time/non-employed and chosen as participants of this study. Results The mothers with a younger child with intellectual disability, a higher level of education, a lower level of family income and more family members with disabilities were more likely to be underemployed compared with the mothers who were voluntarily working part-time/non-employed. Conclusions The underemployed mothers were more likely to have financial difficulty and heavy caregiving loads; their employment hardship should be of concern for policymakers. peerReviewed

Navigation systems for cyclists are commonly screen-based devices mounted on the handlebar which show map information. Typically, adult cyclists have to explicitly look down for directions. This can be distracting and challenging for children, given their developmental differences in motor and perceptual-motor abilities compared with adults. To address this issue, we designed different unimodal cues and explored their suitability for child cyclists through two experiments. In the first experiment, we developed an indoor bicycle simulator and compared auditory, light, and vibrotactile navigation cues. In the second experiment, we investigated these navigation cues in-situ in an outdoor practice test track using a mid-size tricycle. To simulate road distractions, children were given an additional auditory task in both experiments. We found that auditory navigational cues were the most understandable and the least prone to navigation errors. However, light and vibrotactile cues might be useful for educating younger child cyclists.

The aim of this chapter is to methodologically characterize a group of contemporary children’s films that have rarely been addressed as a separate category, namely live-action/animation hybrids. Using four recent films, the chapter illustrates a range of possible relationships between the analogue (live-filmed) and computer-generated content and the likely impact on the child viewer of various configurations of such hybrids. In particular, the chapter addresses the role of the live child actor and the function of animated creatures. Because many live-action/animation hybrids are directed toward the younger child audience represented by a G rating, this chapter also addresses the child viewer’s developing ability to distinguish between real and unreal and the role of attachment to fictional characters/creatures in developing empathy.

Monosyllabic place holders (MPHs) have been studied extensively in first-language (L1) acquisition of Spanish and other Romance languages. However, the study of MPHs in second-language (L2) acquisition, both by children and adults, has received much less attention. This study provides evidence for the presence of MPHs in the L2 Spanish of two L1 Moroccan Arabic children living in Spain. The age difference between the children (10;9 for Rachida and 6;10 for Khalid) allows us to address the issue of whether the younger child would use MPHs, as is the case in L1 acquisition. However, what the data show is that both children used MPHs, although Khalid’s MPH rate was slightly higher than Rachida’s. Therefore, based on these findings we argue that MPHs can constitute a strategy available for all child learners of Spanish.

Aims Approximately 1/3 of all children will sustain a fracture before they turn 16 years old. Most are accidental but some are due to abuse, with the younger child at highest risk. We sought to assess how robustly such young children presenting to the Emergency Department (ED) in our Trust are assessed for abuse. Methods Both authors reviewed the notes for all children aged Results 34 had appropriate safeguarding information completed at Triage. In 75% of cases, the ‘mandatory’ Safeguarding Questions on the ED card were completed by the doctors. Only half of the assessments included a comment about development. 8 had ‘high risk’ injuries by radiological type– all were spiral fractures however none were under 12 months of age. The authors were concerned about 2 of these cases which either contained insufficient information or were not discussed with paediatrics when the mechanism was not absolutely clear. Only 44% of children were fully examined. In several cases, there was disparity between the opinion given in ED and that of the reviewers. The authors felt that an extra 7 patients had potential safeguarding concerns and should have been discussed with paediatrics, with a further 6 cases where there might have been safeguarding risk but information was insufficient. Interestingly, however, all eight who were seen by paediatrics were felt to be accidental or due to an underlying condition (two had genetic bone disorders and one had rickets). In several instances, the expected actions from the reviewers were not completed – see table 1. Conclusion Whilst some positives were demonstrated including some excellent individual assessments, use of interpreters and triage actions, the audit establishes the need for improvements in assessment of safeguarding risk.

Two children of 4 and 18 years of ages developed multiple supratentorial metastases at 3 years and 8 months follow up respectively, following their gross total microsurgical excision of medulloblastomas. Both the children received standard doses of craniospinal irradiation following surgery. An adjuvant chemotherapy was also offered to the younger child (of 4 years), who developed recurrence at posterior fossa along with supratentorial metastases. It is concluded, that early supratentorial metastases may occur even following gross total excision, craniospinal irradiation and chemotherapy of medulloblastomas. Probable routes of dissemination remain subarachnoid, cerebrospinal fluid and leptomeningeal.

This study was conducted to find answers to whether younger children acquire the language easier if it has an older sibling. Does preschool teacher note that the younger children with older siblings generally have lighter or better language development than those who do not have it? The literature reveals the importance of having loved ones around when learning languages and that emotional attachment is crucial for language development. I apply socio-cultural perspective, and the development-ecological perspective that claims that learning is always embedded in and dependent on social relations of mutuality and interdependence. The methodological framework of the study is phenomenological and makes use of an unstructured interview and a questionnaire that calls for elaborated, written answers from preschool teachers. The results in both the interview and the questionnaire indicate that preschool teachers do not concur with scholars on the issue of the importance of siblings for successful language development. Instead, they claim that language learning is individual, and that it is the first-born child that tends to develop language skills with greatest ease. I conclude that preschool teachers seem to lack knowledge about research done on this subject, but that it is also possible that their experiences and opinions could be the basis of future criticism of current research. Den här studien genomfördes för att söka svar på om yngre barn tillägnar sig språket lättare om det har ett äldre syskon. Uppmärksammar förskollärare att de yngre barn som har äldre syskon generellt har en lättare eller bättre språkutveckling än de som inte har det? Litteraturen visar att det är viktigt att ha nära och kära runt sig, att känslomässig anknytning är avgörande för språkutvecklingen och att de yngre barnen i en familj har nytta av äldre syskon. Undersökningen tolkas genom det sociokulturella och utvecklingsekologiska perspektiv som har visat att vi lär oss i relation till varandra. Den metodansats som tillämpas är fenomenologisk och en ostrukturerad intervju och en enkät har använts för att söka reda på svaren på undersökningens frågor. Resultaten i både intervjun och enkäten visar att förskollärare inte upplever att yngre barn som har äldre syskon tillägnar sig ett bättre språk. De menar att tillägnandet av språket är individuellt och till och med att det är det första barnet som tycks tillägna sig ett bättre språk än vad yngre syskon gör. Förskollärarna verkar sakna kunskap om dessa forskningsresultat, men det kan också vara så att de intervjuade förskollärarnas erfarenheter och åsikter skulle kunna ligga till grund för en framtida kritik av nu aktuella forskningsrön.

PURPOSE To evaluate the current vision screening criteria regarding amblyopia and refractive errors, with emphasis on screening limits and retesting, in Region Vastra Gotaland (VGR), Sweden. Visual acuity (VA) screening is performed by nurses at primary healthcare centres (PHCs) in 4-year-old children and at school in 6- or 7-year-old children. Children with VA 0.19 logMAR) at either eye are referred. If VA is 0.65 in one or both eyes, a retest is performed by nurses at PHCs and schools, the children are then referred if VA is 0.10 logMAR). METHODS We included all children aged ≥5 and

Previous research demonstrates that children with attention-deficit/hyperactivity disorder (ADHD) can experience social difficulties. Therefore, the current study examined the effects of cross-age peer coaching on social behaviors of first graders with significant symptoms of ADHD using a multiple baseline design. Four students who met criteria for ADHD participated, along with four third- or fourth-grade coaches without ADHD. Coaching pairs met each morning to establish a goal for the younger child to meet during free time. Although results were variable, findings suggested that the cross-age coaching program led to decreases in negative social behavior, and was highly acceptable to participants.

V diplomski nalogi Doživljajska vzgoja v naravnem okolju – taborjenje smo se v teoretičnem delu posvetili osnovam doživljajske pedagogike, naravi ter razvoju senzoričnih in motoričnih sposobnosti otrok. Namen diplomske naloge je bil, da otrok izvedeno dejavnost čustveno doživi, se ob tem nauči osnov taborjenja, spozna življenje v naravnem okolju ter aktivira pozitivna čustva do gibalne dejavnosti. Za opazovanje čustvenih stanj otrok smo uporabili ocenjevalne liste, otroci pa so svoja doživljanja ocenjevali na podlagi pripravljenih simbolov, ki so predstavljali, kako je otrok izvedeno dejavnost sprejel. Na podlagi zbranih rezultatov smo ugotavljali primernost izvedenih dejavnosti na taborjenju. Pri evalvaciji in analizi rezultatov smo ugotovili, da posamezne dejavnosti niso v celoti primerne za izvajanje, zato smo predlagali ustrezne rešitve. Dejavnost nočnega pohoda smo nato z novim načrtovanjem znova izvedli. Pri obeh izvedenih dejavnostih smo dokazali, kako pomembna je izbira primernih vsebin in zahtevnost posameznih gibalnih nalog za starostno stopnjo otroka. Theoretical part of the thesis Experiential Education in the Natural Environment – Camping presents the basics of experiential pedagogy, nature and the children's development of sensory and motion abilities. The purpose of this thesis was to show the child's emotional response to performed activity as he learns the basics of camping, learns about life in the natural environment and activates positive emotions to physical activity. For observing children’s emotional states we used the evaluation sheets, whereas the children were also able to evaluate their experience on the basis of prepared symbols that represent how a child has accepted the carry out activities. Based on the accumulated results we assessed the adequacy of the activities at camp. In the evaluation and analysis of the results, we found that individual activities are not fully adequate to implement, so we proposed appropriate solutions. Night hike activity was thus carefully re-planned and carried out again. In both of the activities carried out, we have demonstrated the importance of choosing the appropriate content and complexity of individual motor tasks according to the age level of the child.

Although mild homesickness during summer camp is common, 10 to 20% of children report moderate to severe homesickness that can interfere with their functioning during camp. Previous research has considered many risk and protective factors for homesickness, including prior camp experience and coping strategies. Few studies have examined the role of parent or child anxiety. Both are associated with child adjustment difficulties in school and clinic settings, but have rarely been examined in the camp setting. This exploratory study examined parents' worries about sending their children to camp, and children's anxiety symptoms in predicting homesickness during overnight summer camp. Participants included 275 children and adolescents (7 to 14 years, 131 male and 144 female). At the beginning of camp, parents/guardians reported their anxious expectations, and children completed several items from the Screen for Child Anxiety and Related Emotional Disorders (SCARED). Near the end of camp, children reported the amount of homesickness they experienced using items from the Rate Your Day-Revised checklist. The regression model accounted for 36% of the variance in homesickness, with younger child age, less prior camp experience, higher parental anxious expectations, and greater child separation anxiety uniquely predicting homesickness. Implications for including strategies for parents in homesickness prevention programs are discussed.

In recent decades, research on health care design and planning has highlighted the strong relationship between environmental characteristics and human health. According to a patient-centered model, the focus on the hospital environment is important in reducing the negative effects of hospitalization on the patient, especially in the case of children. In a hospital Pediatric Unit, a pictorial intervention, characterized by natural landscapes with cartoon characters, was introduced. The study sought to evaluate the effects of this intervention on the affective qualities attributed to the hospital environment by parents whose children were hospitalized; our main hypothesis was that the pictorial intervention would benefit parents, enhancing the positive and reducing the negative affective perception of the hospital environment. A total of 502 parents of admitted children aged 0–11 completed a questionnaire to describe the affective perception of the hospital environment, 200 before the pictorial intervention was performed, and 302 (200 parents of children with acute illness, 102 of children with chronic pathology) after it. Results revealed that the parental affective perception of the hospital environment significantly improved after the pictorial intervention, with almost no differences in relation to severity of child illness (acute versus chronic); a younger child age was negatively related to parental affective perception of the unit only in the condition without the intervention. Data suggest that the pictorial intervention represents a useful technique to create more welcoming hospital environments, reducing the negative affective perception of the unit in parents facing the stress of their child's hospitalization.

We examined the relationship between the parents' education levels and the adult intelligence of their children in a population-based, nationwide sample of Norwegian half-brothers with different fathers (2,016 pairs of half-brothers). In a family where the mother has two children with different men, the firstborn child usually lives with the younger child's father during a period of their childhood. This makes it possible to study the non-genetic effects of paternal education on children's development. Results showed that the education level of the younger half-brother's father was positively associated with the intelligence score of the older half-brother. The education level of the older half-brother's father was not associated with the intelligence score of the younger half-brother. Firstborn men whose half-brothers' fathers had high levels of education had intelligence scores that were 33% (95% confidence interval: 18-47%) of a standard deviation higher than those of firstborn men whose half-brothers' fathers had low levels of education, after adjustment for the biological fathers' education levels, mothers' education levels, and other background factors. These findings are compatible with the hypothesis that a child's family environment exerts an effect on the cognitive abilities of the child that lasts into adulthood.

This qualitative longitudinal study focuses on analyses of journals written by 31 sixth grade students who participated in the Chapel Buddy program. The Chapel Buddy program is a developmental mentoring program that pairs sixth graders with kindergarten students. Mentors responded to guided writing prompts three times during the course of the year. Prompts were designed to encourage mentors to explore their role as mentors and their understanding of the mentor–mentee relationship. Results indicated that the program presented a rich, experiential learning opportunity for the sixth graders to develop a relationship with a younger child, to reflect on what it means to be in a helping relationship, and to examine their experiences as “big kids.” Sixth graders varied in their ability to successfully engage and manage their kindergarten mentees, which in turn meaningfully affected the mentors’ satisfaction. Strategies to maximize the educational value of developmental mentoring programs with younger mentors are...

This study examined the features of maternal involvement in Korean children's early education and their relation to contextual variables and three forms of parental cognition. For this study 333 Korean mothers with 5 to 7 year-old children completed questionnaires that covered aspects such as demographical characteristics, three forms of involvement in their children's education, and three forms of parental cognition. Descriptive analysis indicated that mothers who were more involved in monitoring homework paid more monthly activity fees for supplementary classes and engaged more in cognitively stimulating activities at home. Financial investment in supplementary classes for children was not associated with engagement in cognitively stimulating activities at home. Stepwise regression analysis found that mothers who were more involved in monitoring their young childrens homework expressed higher aspirations for their childrens future occupation. Korean mothers who paid more for their child's supplementary classes had higher family incomes. Korean mothers who engaged more often in cognitively stimulating activities at home expressed higher parental self-efficacy, had a higher educational level, had a younger child, and had an earlier birth order or only child.

Cognitive-behavioral therapy (CBT) protocols for anxiety disorders have been shown to have efficacy with older children and adolescents; however, only recently have investigators begun to adapt and pilot such interventions for younger children. This article reviews data suggesting that even very young children can benefit from CBT for anxiety, discusses some of the necessary developmental adaptations when working with children of preschool and early elementary school age, and reviews studies that have implemented CBT for anxiety disorders with youngsters in this age range. The authors conclude with recommendations for future directions for research in this area.

Resume : Dans l’espace francophone, parler de « litteratures postcoloniales » represente un veritable defi. D’une part, il s’agit d’un courant litteraire envisage avec mefiance, voire meme reticence et hostilite, malgre les ecrivains et les philosophes francais et francophones cites comme precurseurs. De l’autre part, les caracteristiques eclectiques du corpus postcolonial donnent lieu a un rassemblement sous un meme label d’œuvres litteraires proteiformes (aussi bien sur le plan de l’espace et de l’epoque d’emergence que sur le plan des problematiques traitees et de la langue d’ecriture) ; parallelement, elles entrainent une mise a l’ecart d’un ensemble litteraire hybride (a cause de l’histoire personnelle des ecrivains et de leur langue d’expression). Dans notre contribution, nous nous proposons de voir si la litterature des intrangers, produite par les descendants d’immigres maghrebins ou de harkis, presente vraiment les caracteristiques du corpus post(-)colonial. Nous fonderons notre analyse sur deux romans de l’extreme contemporain appartenant a deux ecrivaines ayant connu un destin completement different : Un homme, ca ne pleure pas (2014) de Faiza Guene, chouchou des medias, cadette d’une famille originaire d’Algerie, nee a Bobigny et ayant grandi dans la cite des Courtillieres a Pantin, et Mohand le harki (2003) de Hadjila Kemoum, elle-meme fille de harki. Mots-cles : post(-)colonial, intrangers, hybride, harkis, immigration. Abstract : In the French-speaking space, talking about “postcoloniales literatures” represents a real challenge. It is about a literary movement envisaged suspiciously, even reluctant and hostile, despite the French and Francophone writers and philosophers cited as being the precursors. On the other hand, the eclectic peculiarities of the postcolonial corpus give rise, at the same time, to a gathering under the same label of protean literary works, from the point of view of the space and of the period of emergence as well as the point of view of the problems treated and of the language of writing. Meanwhile, it also considers the hybrid corpus because of the personal history of the writers and of their language of expression. In our contribution, we investigate whether the literature of intrangers, produced by the descendants of Maghrebi immigrants or harkis, really presents the characteristics of the post(-)colonial corpus. We base our analysis on two novels of two contemporary female writers who knew a completely different destiny: Un home, ca ne pleure pas (2014), of Faiza Guene, younger child of an Algerian family, born in Bobigny and raised in Courtillieres, and Mohand le harki (2003), of Hadjila Kemoum, herself girl of harki. Keywords : post (-) colonial, intrangers, hybrid, harkis, immigration.

Abraham is traditionally seen as a role model by the three ma-jor monotheistic religions. Yet many of his acts as described in the biblical text seem to belie this image. This article reviews Abraham's “sale” of his wife, Sarah on two separate occasions to two kings who intend to have inti-mate relations with her. On two other occasions, Abraham allows Sarah to abuse his second wife Hagar; the first time she is pregnant with his child and in the second he acquiesces to the expulsion of Hagar and his older son Ish-mael into the desert, a clear danger. Likewise he is prepared to sacrifice his younger child Isaac believing he has been commanded by God to do so. We modern readers detect many ethical considerations and dilemmas within these texts. The rabbinic tradition does not view Abraham's actions as problematical. In what ways are we intended to view him as role model? This article focuses on Jewish sources.

Following an acrimonious divorce or separation, arguments are frequently presented as to why a child should not be with a nonresident parent. The custodial parent, whether a father or a mother, uses the concept of a child being attached to himself or herself and therefore this should prevent the child from having actual or reasonable contact with the absent parent. This view is based on antagonism between the former partners rather than the importance of the attachment theory being relevant. The attachment theory is also used to discredit the intentions of the noncustodial parent. This is especially the case for the younger child. With older children this is not likely to be as relevant. The history of the development of the attachment theory commencing with Bowlby and Ainsworth is presented, and the counterarguments are also presented. Attachment to the mother is obviously important initially but attachment to the father is equally important to the child and such bonding is likely to lead to positive emo...

This study evaluated emotional functioning in parents of children with food allergy and examined child factors as correlates of caregiver adjustment. Questionnaire data regarding parent subjective distress and emotional resources, allergy characteristics, and child behaviors were gathered from 282 caregivers of food-allergic children. Parents reported experiencing mild-to-moderate distress related to guilt and worry, unresolved anger and sorrow, and long-term uncertainty. Greater distress was associated with caring for a younger child and having a child with emotional or behavioral problems. Parents who perceived having more emotional resources endorsed less distress and had children with fewer emotional or behavioral problems.

This article focuses on key stages in the assessment of psychiatric disorders in children and adolescents. The main stages of the assessment interview are considered, including preparation for the interview, interview with the family, interview and observation of the child, interview with the parents, physical examination, and investigations, as well as the gathering of information from other sources. Some contextual factors are then considered in the formulation of the child’s difficulties. Key points are discussed as to how assessment of the adolescent may differ from that of a younger child and how the interview with an adolescent may be conducted in an ‘adolescent-friendly’ fashion.

Summary The Salter osteotomy has stood the test of time, proving to be a safe and effective means of improving acetabular cover in the younger child. Alternative procedures are briefly discussed and technical aspects are described.

A sample of 917 children, aged 7 to 17 years, their parents, and their teachers each completed the appropriate version of the Strengths and Difficulties Questionnaire (SDQ), and 120 from each group did so again 2 weeks later. The results indicate that the SDQ demonstrates sound interinformant and test-retest reliability. Younger children, whose self-reports have not been assessed in previous studies, were reliable in their responding, although not as reliable as older children by these measures. However, the internal reliability of the various subscales, in particular, the peer problems subscale, is questionable for both older and younger child respondents. Overall the findings suggest that the SDQ's use may be extended cautiously to include self-report from younger children.

Many controversies remain in Perthes'. These algorithms are presented as a way through the maze of contradictory and incomplete evidence. Catterall has emphasised the importance of clinical examination in the assessment of cases of Perthes' and this is particularly important in the younger group, many of whose hips heal very round, despite rather adverse-looking X-rays early on, because they have maintained an excellent, almost normal, range of movements. The older child or early adolescent with Perthes' requires urgent attention, as the femoral head lacks the regenerative capacity of the younger child. Before any operation in Perthes', action must be taken to unstiffen the hip. Containment procedures will fail if performed on a stiff hip and even salvage procedures are best performed on a hip that has been loosened as much as possible. Surgeons need to recall that most untreated Perthes' do not require intervention until the age of 40. If our interventions on the child result in hip replacement being required in the 20's, then we have not done that patient a service.

In this paper the course of the therapy of an adopted latency-aged girl is described in some detail. There was considerable improvement outside the sessions while within sessions she remained a not-very-vocal child and continued to play in the way that a younger child might. The clinical material is examined in a discussion of the possible therapeutic factors.

In three studies we investigated the question of whether children consider the attributes of the artist (sentience, age level, affective style, emotion) when making judgments about the traces (drawings) made by that artist. In Study 1, 2‐ 5-year-old children were asked to find pictures drawn by a machine, an adult, an older and a younger child. Results indicated that children younger than 4 years do not consider the artists’ attributes when making judgments, but 4- and 5-year-olds do. Furthermore, whereas the oldest children were adept at both machine‐ person (sentience) and person‐ person (age) contrasts, 4-year-olds succeeded only with person‐ person contrasts. In Study 2, videotaped artists displayed differences in degree of agitation (affective style) while drawing, and this attribute was manipulated in the drawing by varying line density, asymmetry, line overlap and line gap, or all four features, across stimuli. Three- and five-year-old children judged whether a calm or agitated person drew the stimuli. Findings showed that five-year-old, but not 3-year-old, children easily completed the task. In Study 3, 3-, 5- and 7-year-old children judged whether happy or sad artists made paintings of matching emotional tone. Performance on this picture judgment task was contrasted with performance on three theory of mind tasks (false belief, emotion and interpretative). The results indicated that 5- and 7-year-olds successfully judged the impact of artists’ emotions on paintings, but 3-year-olds did not. Performance on the picture task was related to that on the false belief task, but not to the emotion or interpretive tasks. Taken together, the results suggest that children’ s view of visual symbols includes a consideration of the qualities of the artist beginning around 5 years, and there appears to be a common link between judgments of the mind behind the visual symbol in the picture task and judgments of mental state reasoning in the false belief task.

Hand trauma in children is common, but often inadequately assessed and treated. The types of injury vary with age depending on the pattern of hand use. Assessment of the injury, particularly in the younger child, can be difficult, given the inability or reluctance of the child to co-operate, both in providing a history and allowing an examination of the injured hand. The established principles of treatment for hand trauma, detailed elsewhere in this text, apply equally to children, but the healing and growth potential of the child has specific implications for management. The management plan also has to take into account the varying capacity of the child for co-operation with active rehabilitation programmes.

BACKGROUND Children living with a smoker experience increased environmental tobacco smoke (ETS) exposure, even when the smoker refrains from smoking inside the house, compared to children not living with a smoker. Given the risks of ETS in children, it was hypothesized that households with children are less likely than those without children to experience home ETS exposure. DESIGN Cross-sectional analysis of the Canadian Community Health Survey 2009-2010 for the association between children aged

Over the past three decades numerous studies from the English-speaking world have pointed to the advantages for young children of family involvement in their literacy development. However, their emphasis has always been firmly and almost exclusively upon parentsworking with children in specific waysand often using school-sanctioned materials. This article investigates the role played by young siblings close in age in each others’ literacy development and argues for a unique reciprocity in learning between older and younger child. Thus it steps outside hitherto recognized paradigms of ‘scaffolding’ and ‘collaborative learning’. This reciprocity of learning I refer to as a synergywhereby siblings act as adjuvants, stimulating and fostering each others’ development. Using examples from Bangladeshi and Anglo children living in East London, the article traces ways in which synergy takes place between dyads through play activities in home and community contexts.

Two consecutive cases of chronic dislocation of the head of the radius after missed Bado type-I Monteggia lesions are presented. Reduction was successfully achieved in both patients after ulnar corticotomy, gradual lengthening and angulation of the ulna using an external fixator. Open reduction or reconstruction of the radio-ulnar capitellar joint was not undertaken. The age at injury was seven years in the older and two years in the younger patient. The time from injury to treatment was five years in the older and three months in the younger child. At follow-up, nine years after completion of treatment in the older and eight months in the younger patient, both show satisfactory movement, function of the forearm and reduction of the head of the radius. This technique may be considered in missed Monteggia lesions before open procedures on the radio-ulnar capitellar joint are undertaken.

The effects of trauma in children are amply documented. This paper investigated the relationship between children's age and posttraumatic clusters of symptoms 30 months after the end of the Gulf War and the mother's reaction to the trauma 6 and 30 months after the war. Fifty-one children aged 6 to 8 years (3 to 5 years during the war) and their mothers were interviewed. Results showed no age differences in the various posttraumatic symptoms of the children. Correlations between the children's posttraumatic symptoms and both the general and the specific posttraumatic symptoms of their mothers were positive and significant in the 6-year-olds, positive and nonsignificant in the 7-year-olds, and nonsignificant and mostly negative in the 8-year-olds. These findings may reflect the developmental changes that render the older child more autonomous and the younger child rigidly attached to the mother after a traumatic event.

Objective. The purpose of this study was to determine the effect of the presence of passenger airbags on places where children sit when traveling in motor vehicles. Methodology. An observational and driver interview survey of 503 passenger vehicles was conducted in five New England states at randomly selected long- and short-distance travel sites during the summer of 1998. Each vehicle was occupied by at least 1 child Results. Controlling for the effects of the driver and vehicle characteristics, children Conclusions. Some New England drivers are protecting children from the risks of passenger airbags by seating them in the rear. There remains, however, a substantial number of children who are being exposed to the risk of passenger airbag deployment.

The surgical treatment of Perthes’ disease by femoral or innominate osteotomy is not as effective in those over the age of eight years as it is in the younger child. This has prompted the search for other types of management in those who are older. The preliminary results of the use of a lateral shelf acetabuloplasty for such cases have shown encouraging results at two years. The concern with such an operation is that it might interfere with the growth of the outer aspect of the acetabulum and so prejudice the long-term outcome. We describe a review at maturity of 26 children presenting with early disease after the age of eight years who were treated by lateral shelf acetabuloplasty. The results suggest that the outcome is improved; 22 of 27 hips were rated as Stulberg groups 1 to 3. Poor results occurred in children, particularly girls, presenting with Group-4 disease over the age of 11 years.

Pre-school siblings' comments about, and behaviour towards, their older, learning-disabled brothers and sisters are reported. Initially, some of the very young siblings want to be similar, and attempt to imitate their brothers and sisters, particularly if he or she is also physically disabled; this may be because of the immediate visibility of physical disability, which makes it appear interesting and important to the younger child. Before they are 2 years old, children are able to recognize that their older brothers and sisters are different, and often imitate the parents' behaviour towards the older child.

A group of 13 child sex abusers over the age of 65 years is described. They are similar in most respects to sex offenders against children in other age groups, with regard to the seriousness of the abusive behaviours described, but they differ in terms of being of higher socioeconomic status, having stable backgrounds and reporting low rates of personal sexual victimization. These factors may contribute to their apparent skill in avoiding detection. In common with younger child sex abusers, these elderly offenders demonstrate low levels of psychiatric illness, and in particular of organic disorders. There appears to be an increased tendency by the courts to consider non-custodial disposal options for elderly sex offenders as they are perceived as being less of a risk and their physical frailty may make them less able to tolerate the rigours of prison life.

A play skills self-report questionnaire in game form was administered to 72 children aged between 4 years 10 months and 7 years 6 months. The same questions were answered by a parent and teacher of each child. The aim was to establish how children's perceptions of their play skills differed from those of their parents and teachers. Twenty-two children were retested after 1 month to examine test-retest reliability. The influence of age and gender on play self-report and on parent and teacher report, and the effect of position in the family, were also examined. Results indicated that children's views of their play skills were different from adults. Child and parent absolute agreement was significant to P = 0.05 on 6 questions, and child and teacher on 1. There was a significant positive correlation between means of parent and teacher responses (r = 0.42, P = 0.0025) but not betweeen child and parent or child and teacher. Some consistency over time in the children's own view was found (7 questions showed significant agreement to P = 0.05). There was no significant interaction between age, gender and total score, but a significant gender difference for teacher mean score (z =-2.31, P = 0.02) was identified. Means of parents with only one child and those with the subject and one younger child were significantly different (t = 3.48, d.f. = 23, P = 0.002). These results suggest that further investigation of methods for children to self-report their play skills is warranted.

Lisa McGee’s play Girls and Dolls was first performed by Tinderbox Theatre Company, Belfast, in 2006. At the centre of the narrative is a violent crime which closely resembles the murder of two-year-old James Bulger by two ten-year-olds, Robert Thompson and Jon Venables, in 1993 — but for the fact that the two perpetrators, as well as the young child they kill, are female. McGee’s play was by no means the only response to Thompson and Venables’ crime which emerged from theatre in the United Kingdom. Rather, Mark Ravenhill has noted that the Bulger case provides the starting point for much notable British new theatre writing of the 1990s because of the particular ‘dramatic landscape’ it suggests: ‘the shopping centre, the video camera, the child-killers’.1 For Ravenhill, the level of creative and media interest in this crime — committed by children, and in which the victim was an even younger child — was a reflection of the fact that this case exposed the individualist and infantalised society associated with consumerism, ‘an environment of the infant “me,” where it is difficult to grow into the adult “us”’.2 Thus the Bulger case prompted immediate creative responses to the questions of morality, the nature of the penal system, education, and childhood which the case raised.3

Most of the children who attend Literacy Space are in the early elementary years, between aged six and ten. But sometimes a parent wants to bring an older student, a preteen or tween. Frequently, he or she is the older sibling of the younger child who has been referred to Literacy Space. Julisa was one such girl. Her nine-year-old brother Ernesto was referred and Julisa’s dad asked if Julisa, who wasn’t doing well in sixth grade, could come along too.

We assessed parental differential treatment of siblings (maternal time, affection, discipline) in normal and high-risk families. Differential treatment was measured using home interviews, nightly phone ratings, and daily diaries tracking how mothers spent their time. Subjects were 40 mothers of toddlers (average age 2 years) and preschoolers (average age 4 1/2 years): half were caring for a younger child with a chronic illness (i.e., cystic fibrosis), and half were caring for two healthy children. Little evidence of parental differential treatment was found in the home or phone interview data. However, on the diary variables, both quantitative and qualitative differences in parental treatment were found in cystic fibrosis (CF) versus comparison families. Specifically, mothers spent more individual time with younger, chronically ill children in play and mealtime activities than with their older, healthy siblings. Further, mothers in the CF group rated time spent with older children as significantly more negative than time spent with younger children. Convergence between measures of differential treatment and advantages of using a high-risk comparison approach are discussed.