John E. Kesner

The Role of Childhood Attachment Factors in Predicting Male Violence Toward Female Intimates

The purpose of this study was to determine the applicability of Bowlbys attachment theory in predicting male-to-female relationship violence. One-hundred-forty-nine heterosexual couples were interviewed regarding their childhood attachment experiences, current adult attachment status, stress level and current relationship history (including past violence). Results indicated that attachment factors were unique predictors of male violence toward a female intimate. Additionally, female partners of violent males were significantly more likely to have insecure adult attachment styles. The data provide some evidence for the role of attachment processes in explaining domestic violence. The findings underscore the importance of early determinants of intimate aggression, focusing on the basic attachment relationship.

Application of Attachment Theory to Male Violence Toward Female Intimates

Ninety one men were interviewed regarding their intimate relationships and childhood experiences. A secondary analysis of an extant data set was conducted to explore the applicability of Bowlbys attachment theory in explaining the etiology of male intimate violence. Various attachment-related variables were hypothesized to be related to male intimate violence. Results of a hierarchical regression analysis indicated that the attachment cluster of variables served as unique predictors of male intimate violence. The males perceived relationship support and recollection of maternal relationship were the two significant predictors of male intimate violence within the attachment cluster. Race and education were also found to be significant predictors of male violence toward a female intimate.

Children learning with peers: The confluence of peer status and literacy competence within small-group literacy events

This study investigated the interactions of 16 first-grade children during one academic year as they participated in literacy events with their peers. Of particular interest was how children with different levels of acceptance from their peers and different levels of reading achievement experienced collaborative peer-only literacy events. A sociocultural perspective guided the investigation. Constructs related to the individual psychology of the children were also considered to gain insights into experiences of individual children. Data included 138 hours of classroom observations, video and/or audiotapes of the children as they participated in collaborative literacy events, assessments of the childrens reading ability, and assessments of the childrens acceptance by their peers. A constant comparative method guided the data analysis. The analysis suggests that issues related to peer acceptance and reading competence complicate childrens interactions during collaborative literacy events. While interactions during these events are a source of support for some, they may be a source of stress for others. Concepts critical to understanding how children with different levels of acceptance from peers and different levels of reading achievement experience these events are presented. Implications for classroom teachers and for researchers are presented. Este estudio investigo las interacciones de 16 ninos de primer grado durante un ano academico, mientras participaban en eventos de alfabetizacion con sus pares. Resulto particularmente interesante la forma en la que ninos con diferentes grados de aceptacion por parte de sus pares y diferentes niveles de lectura experimentaron los eventos colaborativos de alfabetizacion. Una perspectiva sociocultural guio la investigacion. Asimismo, con el fin de obtener conocimientos sobre las experiencias de cada nino, se consideraron conceptualizaciones relacionadas con las caracteristicas psicologicas de los ninos. Los datos incluyeron 138 horas de observaciones en el aula, registros de audio y/o video de los ninos mientras participaban en eventos colaborativos de alfabetizacion, evaluaciones de la habilidad de lectura de los ninos y de la aceptacion de los ninos por parte de sus pares. El metodo comparativo constante guio el analisis de los datos. El analisis sugiere que las cuestiones relacionadas con la aceptacion de los pares y la competencia en lectura complican las interacciones de los ninos durante los eventos colaborativos de alfabetizacion. En tanto que las interacciones durante estos eventos son una fuente de apoyo para algunos, pueden ser una fuente de ansiedad para otros. Se presentan conceptos criticos para comprender como ninos con diferente nivel de aceptacion por parte de sus pares y diferentes niveles de lectura experimentan estos eventos. Se presentan tambien implicancias para los docentes e investigadores. Diese Abhandlung untersuchte die gegenseitige Beeinflussung von 16 Kindern der ersten Klasse im Laufe eines Schuljahres, wie sie sich in Schreib-/Leseauseinandersetzungen mit ihren Mitschulern beteiligten. Von besonderem Interesse war es, wie Kinder mit unterschiedlichen Einstufungen in der Akzeptanz seitens ihrer Mitschuler und unterschiedlichen Stufen an Leseleistung kollaborative, nur aus Mitschulern bestehende Unterrichtsablaufe erlebten. Die Untersuchung orientierte sich an einer sozio-kulturellen Ausrichtung. Die Richtlinien bezogen auf die individuelle Psychologie der Kinder, wurden ebenfalls herangezogen, um so Einsichtnahme in die gemachten Erfahrungen der einzelnen Kinder zu erlangen. Die Daten erfasten 138 Stunden an Beobachtungen im Klassenraum, Video- und Audiobandaufnahmen von den Kindern wahrend sie an gemeinsamen Schreib/Leseablaufen teilnahmen, Beurteilungen der Lesefahigkeit der Kinder und Beurteilungen der Akzeptanz der Kinder seitens ihrer Mitschuler. Eine konstante, komparative Methode diente als Leitfaden fur die Datenanalyse. Die Analyse ergibt, das auf die Mitschulerakzeptanz und Lesekompetenz bezogene Sachverhalte das Zusammenwirken der Kinder wahrend der kollaborativen Schreib-/Leseablaufe eher komplizieren. Wahrend Wechselwirkungen im Verlauf dieser Auseinandersetzungen fur einige Schopfungsquellen der Ermunterung sind, konnen sie eine Quelle von Stress fur andere sein. Kritische Konzepte uber das Verstehen, wie Kinder unterschiedlicher Stufen der Akzeptanz gegenuber ihren Mitschulern - und unterschiedlicher Stufen in der Leseleistung - diese Auseinandersetzungen erfahren, werden dargestellt. Implikationen fur die Klassenlehrer und fur Forscher sind angefuhrt.

Reconsidering the Local after a Transformative Global Experience: A Comparison of Two Study Abroad Programs for Preservice Teachers.

This comparative case study analyzes two study abroad experiences for preservice teachers—a 4-month student teaching placement in Sweden and a 3-week intensive intercultural course with school observations in France. Although they differed in duration and structure, both programs focused on developing preservice teachers’ understandings of diversity and pedagogy in a global context. Using transformative learning theory (Mezirow, 1991) and drawing on grounded theory methods, research questions included (1) What are preservice teachers’ experiences in two different study abroad programs focused on local/global diversity and pedagogy? (2) According to participants, what programmatic elements contribute to transformative learning experiences in such programs? Results underscore the need for relevant and interactive assignments, hands-on experiences, and support for personal growth in programs that aim to help preservice teachers “go global.” Implications are raised for future research, teacher education, and university programming.

Single Parenthood and Social Competence in Children of Color

Increases in divorce and nonmarital childbearing have dramatically altered the family lives of children in the United States. The increasing number of children residing in single-parent households often has been linked to many of the nations most serious social problems, including delinquency, teenaged pregnancy and welfare dependency; in fact, it is widely believed that single-parent families represent a risk factor for childrens development. There are several methodological weaknesses in the research used to document the negative effects of single-parent families on children. The purpose of this paper is to examine the relationship between single-parent family status and childrens gender and social skills, utilizing a predominantly ethnic minority sample, while controlling for family socioeconomic status (SES). It was hypothesized that after controlling SES, there would be no differences between children (boys and girls) from single- and two-parent homes on measures of social skills and conflict management. This was a secondary analysis of data that were collected in a larger study focusing on child–parent relationships and conflict management. Sixty-eight preschool-aged children and their parent(s) residing in a large urban area in the southeastern United States participated in this study. Teachers of children in the study completed a social skills rating scale on the children, and parents provided necessary demographic information. Results indicated that there was no difference between boys and girls from single-parent and two-parent families on their social skills, including conflict management. Also discussed are the implications for practitioners and others who work with children from single parent homes.

Child Maltreatment in United States: An Examination of Child Reports and Substantiation Rates

Child maltreatment represents a serious threat to childrens rights and is a grave problem in the US and around the world. It is the second leading cause of death for children in the US. Each year, hundreds of thousands of reports are made to child protective services across the US. A fraction of these reports are made by the alleged victims of child maltreatment. While research into maltreatment reporting has generally focused on adult reporters, research on reports made by children themselves has been largely ignored. Data from a national child maltreatment reporting system were analyzed to first describe and then compare reports of maltreatment made by the alleged child victim to other adult reporters. Results indicated that a minority of self-reports are substantiated by child protective services and that the type of maltreatment most often reported by the alleged child victim differed significantly from other adult reporters. Differences related to the gender, race and ethnicity of the child reporter were also found.

An Inter-reporter Analysis of Mandated Child Maltreatment Reporting in the USA

Mandatory reporting requires certain professionals, who have contact with children in their work, to report to child protective services when they have a reasonable suspicion that maltreatment has occurred. Despite these laws, there is a lack of consistency in reporting by mandated reporters. The purpose of this paper is to describe and compare the reporting data of five mandated reporting groups across the USA. Data from the 2010 National Child Abuse and Neglect Data System (NCANDS) were utilized for the analysis of reporting practices of mandated reporters. Results indicated some unique differences among specific mandated reporters as a function of how and when they interact with children.