Suchergebnisse

The First Principle of the United Nations Declaration of the Rights of the Child (1959) states that "The child shall enjoy all the rights set forth in this Declaration. All children, without any exception whatsoever, shall be entitled to these rights, without distinction or discrimination on account of … birth or other status, whether of himself or of his family". Such a general expression of the desirability of equal rights for all children can be of little practical significance in the absence of positive laws to give substance to its spirit. The Declaration itself recognizes this in its Preamble, which calls upon "… national Governments to recognize these rights and strive for their observance by legislation and other measures".

AbstractFor many years, researchers studied executive functions (EFs) in the laboratory with a focus on understanding an individual child's development and brain processes in a controlled environment. Building on this foundational research, there is a growing interest in EFs in the context of a child's dynamic, social world, and the contextual and compositional factors influencing EF development. This paper provides a descriptive view of EFs in 1112 K‐3 children from six schools in Phoenix, AZ, USA. The study's goals were to examine (1) variation in EF scores between and within schools and classrooms, (2) predictors of variation in children's spring EF scores, and (3) individual and compositional predictors of children's spring EF scores. Our findings indicate greater variation in children's EF within schools than between, with very little or no variation arising from differences between schools. Though we observed greater variation within classrooms than between them, a notable amount of variance in children's spring EF scores appears to arise from differences between classrooms. Classroom‐level variables, including a fall leave‐out classroom mean (without the students' own score) and the number of children in the top or bottom grade‐level quartiles in each classroom, were significant predictors of variation in spring EF scores as well as in fall to spring changes in EF. In some cases, the classroom variables were stronger predictors than individual fall scores. Findings suggest that understanding variation and cultivating growth in EF skills requires intervention, measurement, and analytic approaches that extend beyond the individual to include compositional features of the classroom environment.Research Highlights
Variation in children's EF scores (n = 1112 children) was greater within schools (n = 6 schools) than between, with very little or no variance arising from differences between schools.
While variance was greater within classrooms than between (n = 67 classrooms), a notable amount of variance in children's spring EF scores appears to arise from differences between classrooms.
Classroom‐level variables (e.g., leave‐out mean, number of children in the top or bottom grade‐level quartiles in each classroom) were significant predictors of variation and of changes in spring EF outcomes.
In some cases, the classroom variables were stronger predictors of spring EF than individual fall scores.

Families, litigants, lawyers, advisors embroiled in cases of complex divorce with child contact issues, manage many stressors at once. Participants involved with these types of cases are often exhausted and burned‐out from the long‐term battles of prolonged litigation. The inability to problem‐solve or even communicate effectively reflects the chaos and traumatic stress of the experience and can be seen as a hallmark of this population. When people are consistently stressed, there is a breakdown of communication skills that can create an immunity to receiving help from any direction. Often all parties involved appear to be both hyper‐alert to potential threat, and hyper‐reactive to one another: no one feels safe. Stephen Porges' Polyvagal Theory is premised on the idea that neuroception plays a key role in the nervous system's ability to assess danger in the environment. Neuroception is a neurophysiological response that does not involve cognitive processing. When cognitive processing is not involved, the result may lead to misinterpretation of, and an inability to accurately assess situations: executive functioning including rational thinking and communication skills are lost to physiological response. Rather than evaluating families and individuals involved in the aforementioned complex divorce cases through the lens of pathology, Polyvagal Theory explains their behavior as an adaptive stress reaction. Utilizing Polyvagal Theory offers a promising path to treatment with these families and diminishing the poor communication and the heightened emotion, assisting practitioners in understanding the impact of neurobiological response in managing stress and trauma. Applying Polyvagal Theory to court involved populations can help both litigants and practitioners recognize the role of the autonomic nervous system, providing the opportunity to understand, to self‐regulate, and to improve communication and decision making.

AbstractThe existing literature on abduction reunification is limited and evolving. Although guidelines for model service approaches exist, few programs address the unique challenges of reunifying children and families following abduction. This article delineates a family‐based reunification model that has assisted families affected by abduction since 2006. Model components include a team‐centered approach, a stage‐oriented reunification process, and pitfalls and strategies related to intersystem collaboration. We present the value of a family‐systems, solution‐focused, trauma‐informed, and case‐specific approach to therapeutic reunification following child abduction. Evidence that is contrary to the popular notion of Stockholm's syndrome is also marked. Research on the efficacy of therapeutic reunification is essential for the growth of systems equipped to address the dynamic needs of these families. Accordingly, suggestions for evaluation research are proposed.