Objectives: Current study explores the potential of the safety rating scale in order to determine the surplus value for evidence based practise. This study wants to contribute to this knowledge gape by exploring the safety scale by analysing the change between two safety ratings. First, the absolute change in safety is investigated. Secondly the study explores to what extent family background characteristics and case management characteristics determine the extent of change in perceived safety. Materials and Methods: The study analysed 105 Dutch child protection cases who had registration files with filled out LIRIK checklist, Action Plan and additional baseline safety and end safety measure as perceived by case managers. Results: On average perceived safety increased from an insufficient level to sufficient level. Significant regression coefficients with larger changes for primary school children (6 - 12 years) and lower changes for children within the ‘socio economic problems cluster’. The results reveal significant vulnerability for preschool children and families attending the socio-economic cluster due to limited improvement. Conclusion: According to this study the safety measure can be of value to outcome monitoring. The safety measure is a practical measure that reflects on the current state of safety within a family according to professionals and can be used on several occasions during case management. In addition, on aggregated level pre and post measures can be analysed for quality management purpose. Further exploration of this measure is needed. Publishers article: https://www.ecronicon.com/ecpe/ECPE-10-00873.php
PURPOSE: To determine what is known from the literature about nursing care of psychiatric patients with a history of child maltreatment. CONCLUSIONS: Psychiatric nurses underline the importance of a routine inquiry of child abuse on admission of patients to psychiatric care, but are reluctant to ask about child abuse. They often feel insufficiently competent to respond effectively to patients with a history of child maltreatment. PRACTICE IMPLICATIONS: Psychiatric nurses need training in how to assess a history of child abuse and the late-life consequences of abuse in adult psychiatric patients. They also need to be trained to respond effectively to these patients.
Affective teacher–child relationships have frequently been investigated in school settings, but less attention has been devoted to these relationships in after-school care. This study explored caregiver- (N = 90) and child-informed reports (N = 90) of the affective caregiver–child relationship (N = 180 dyads) in Dutch after-school care, exploring gender differences at caregiver and child level and the relationship with a gender match between children and caregivers. The caregivers and children reported relatively high levels of closeness and relatively low level of conflict and dependency/autonomy support, irrespective of gender. Multilevel regression analyses revealed that a gender match between child and caregiver was associated with teacher-reported closeness: levels were highest in female-girl dyads and lowest in male-boy dyads. Further, boys indicated the highest levels of autonomy in male-boy dyads, whereas girls indicated the lowest levels in female-girl dyads. Masculinity of staff was associated with more child-reported autonomy support, whereas femininity predicted caregiver-reported closeness in the relationship.
Using technology to improve the adolescents' journey to school by bike in province of Drenthe and Groningen.All unsafe area that children spotted on the map, are because the lack of traffic safety ( lack of visibility, high speed, etc). In general children do not have a positive perception of cycling to school, and their favourite mode of traveling to school is car. What technology based intervention can make adolescents’ cycling to and from school safer and more attractive for them? Also does it help to encourage those who live far from the school (>10 km) to cycle to and from school more often?
Bullying at school is an emotionally charged topic that significantly tests the relationship between parents and teachers. It is a sensitive issue as it directly relates to the child's upbringing at home. Furthermore, parents and teachers have differing perspectives on the child, and the strategies they adopt to curb bullying are based on different perspectives and spheres of influence. In recent years, a variety of measures have been implemented in order to combat bullying at primary schools. Many different anti-bullying programmes have been developed for schools and a wide range of methods, training courses and tools are available to help teachers work together with parents in order to optimise their child's educational development. However, all of these anti-bullying methods lack concrete advice and tools to help teachers work together with parents whose children are personally involved in an incidence of bullying, despite experts across the board agreeing that cooperation between parents and teachers is of vital importance.The goal of this project is to develop an effective strategy to facilitate cooperation between parents and teachers that can be employed in the event of bullying as a supplement to existing anti-bullying programmes. This consortium's ambition is to boost the social safety of children in primary education by applying expertise in the field of bullying and parental involvement, and by combining past experiences.
