Nathan Hughes

Doing a Successful Research Project

doing a successful research project using qualitative or, how to get started with a research project 12 steps, writing a project proposal research and independent, how to write a research paper a research guide for students, doing a successful research project using qualitative or, how to write an introduction explorable com, research project proposal definition format types, doing a successful research project using qualitative or, 15 steps to good research georgetown university library, where to start when designing a research project part i, articles meaning ca, advice for students 10 steps toward better research, steps to writing a successful project proposal master of, how to do research with pictures wikihow, 597 good research paper topics my speech class, doing a successful research project using qualitative or, doing a successful research project using qualitative or, creating a successful research project easybib, how to do a research project 6 steps top universities, writing a good research question center for innovation, how to write a research proposal studygs net, doing a successful research project google books, writing a science fair project research plan, writing a good phd research proposal, how to do a research project a guide for undergraduate, 11 research project strategies for second graders, research project management key concepts, tools for doing a successful research project, 9 key stages in the marketing research process qualtrics, research project dissertations postgrad com, doing a successful research project using qualitative and, 5 skills you need to become a researcher jobs ac uk, doing a successful research project using qualitative or, five factors that lead to successful projects, planning a good research project postgrad com, book review m davies n hughes doing a successful, writing a research paper for your science fair project, what makes a successful project maryland, doing a successful research project using qualitative or, six steps for planning a successful project edutopia, how to write a good project plan in 10 steps project, what makes a successful project apm, ph d thesis research where do i start, 10 tips for successful school led research projects, the importance of research research methodology course, successful research strategies unite for sight, what makes a good project stager, writing a research plan science aaas, what we re missing when we study success stanford

The prevalence of traumatic brain injury among young offenders in custody: a systematic review.

Objectives:To examine the prevalence of traumatic brain injury (TBI) among young people in custody and to compare this with estimates within the general youth population. Design:Systematic review of research from various national contexts. Included studies were assessed for the relevance of the definition of TBI and the research population, and the quality of the study design. Results:Ten studies were identified for inclusion in the review. Four of these studies included control groups. No studies examining comorbidity of TBI and other neurodevelopmental disorders among incarcerated young people were identified. Conclusion:Reported prevalence rates of brain injury among incarcerated youth range from 16.5% to 72.1%, with a rate of 100% reported among a sample of young people sentenced to death. This suggests considerable levels of need among incarcerated young people. Where control groups or directly comparable studies within the general population exist, there is strong and consistent evidence of a prevalence of TBI among incarcerated youth that is substantially greater than that in the general population. This disparity is seemingly more pronounced as the severity of the injury increases.

Introduction: Family Minded Policy and Whole Family Practice – Developing a Critical Research Framework

During the first decade of the twenty-first century, UK policy and practice has become increasingly overt in its concern with families . In January 2010, the Department for Children, Schools and Families (DCSF, 2010) launched the Support for All: The Families and Relationships Green Paper. In its Foreword, Ed Balls, the then Secretary of State for Children, Schools and Families, presented ‘Strong, stable families’ as ‘the bedrock of our society’, positioning the Green Paper as ‘supporting families to help themselves’, whilst ‘ensuring that all public services play their part in supporting strong and resilient family relationships’ (DCSF, 2010: 3). The Centre for Social Justice offered an immediate response with its own Green Paper on the Family , emphasising the role of ‘family breakdown’ as ‘the root’ of ‘pathways to poverty’ for many, as well as a barrier to appropriate childhood development and positive ‘future life outcomes’ (Centre for Social Justice, 2010: 4).

Models and approaches to family-focused policy and practice

A review of models and approaches to family-based policy and service provision for those at risk of social exclusion suggests three distinct categories. In the first category, approaches seek to strengthen the ability of family members to offer support to a primary service user within that family. In the second category, family members are recognised as having their own specific and independent needs arising out of their relationship with the primary service user. The third category includes ‘whole family approaches’ focused on shared needs and strengths that could not be dealt with through a focus on family members as individuals.

Young people ‘as risk’ or young people ‘at risk’: Comparing discourses of anti-social behaviour in England and Victoria

Dominant discourses regarding concerns with anti-social behaviour in England and Victoria, Australia, reveal counterposed perspectives; the former positioning anti-social behaviour as an issue of law and order and an extension of concerns with crime and victimization, and the latter emphasizing concerns with the vulnerability of the perpetrator. These opposing perspectives inevitably give rise to markedly different policies and interventions. In England, an emphasis on the needs of the victim prioritizes the prevention of particular behaviours, whilst interventions in Victoria seek to address the needs of the perpetrator that are seen to contribute to or result from anti-social behaviour. To illustrate this contrast, the paper highlights the particular effects of these contradictory discourses on young people, and in doing so suggests a need to be wary of the impact of resultant approaches on those who may be most susceptible to committing anti-social behaviour, or to having their behaviour labelled as such.

Prevalence and predictors of externalizing behavior in young adult survivors of pediatric traumatic brain injury

Objectives:To investigate rates of clinically significant externalizing behavior (EB) in young adult survivors of pediatric traumatic brain injury (TBI) and evaluate the contribution of pre- and postinjury risk and resilience factors to EB outcomes 16 years after injury. Setting:Melbourne, Australia. Participants:Fifty-five young adults (mean age = 23.85 years; injury age: 1.0-12 years) admitted to an emergency department following TBI between 1993 and 1997. Design:Longitudinal prospective study with data collected at the acute, 10-year, and 16-year postinjury time points. Main Measures:Severity of TBI, adaptive functioning, family functioning, full-scale IQ, executive functioning, social communication, and symptoms of EB. Results:One of every 4 young people with a history of pediatric TBI demonstrated clinical or subthreshold levels of EB in young adulthood. More frequent EB was associated with poorer preinjury adaptive functioning, lower full-scale IQ, and more frequent pragmatic communication difficulty. Conclusion:Pediatric TBI is associated with an elevated risk for externalizing disorders in the transition to adulthood. Results underscore the need for screening and assessment of TBI among young offenders and suggest that early and long-term targeted interventions may be required to address risk factors for EB in children and young people with TBI.

Family and Community Predictors of Comorbid Language, Socioemotional and Behavior Problems at School Entry.

Objectives To identify the prevalence and family and community-level predictors of comorbid speech-language difficulties and socioemotional and behavioral (SEB) difficulties across a population of children at school entry. Methods The School Entry Health Questionnaire is a parent survey of children’s health and wellbeing, completed by all children starting school in Victoria, Australia (N = 53256). It includes parental report of speech-language difficulties, the Strengths and Difficulties Questionnaire (behavior), and numerous family and community variables. Following univariate analysis, family and community risk characteristics were entered into a multinomial logistic regression model to identify the associated relative risk of comorbid speech/language and SEB needs. The influence of experiencing multiple risk factors was also examined. Results 20.4% (n = 10,868) began school with either speech-language or SEB difficulties, with 3.1% (n = 1670) experiencing comorbid needs. Five factors predicted comorbidity: the child having witnessed violence; a history of parent mental illness; living in more deprived communities; and the educational attainment of each parent (independently). The relative risk of comorbidity was 6.1 (95% Confidence Interval: 3.9, 9.7) when a child experienced four or more risk factors, compared to those with no risk factors. Conclusions The risk of comorbidity in early childhood is associated with a range of family and community factors, and elevated by the presence of multiple factors. Children growing up in families experiencing multiple, complex needs are therefore at heightened risk of the early development of difficulties likely to impact upon schooling. Early identification of these children offers opportunities for appropriate and timely health and education intervention.

A systematic review of the prevalence of foetal alcohol syndrome disorders among young people in the criminal justice system

Abstract Given the established association between foetal alcohol spectrum disorders (FASD) and risk of criminality and criminalisation, this systematic review examines the prevalence of FASD within youth justice systems. Four relevant sources were identified. Each source suggests a disproportionate prevalence in comparison to the general youth population. However, this masks significant variation between studies, and a much-heightened prevalence of FASD among Aboriginal youth in custody. The continued lack of research establishing prevalence, limits the potential for strong conclusions and suggests an imperative for improved processes of identification. This highlights systematic deficits in the ability to assess or even screen for FASD, with particular challenges for the youth justice system. Until such challenges can be resolved, it is likely that young people with FASD will remain hidden within a system in which they are at great risk of inadequate support, discrimination and criminalisation.

Networks, Connectedness and Resilience

In addition to the references listed at the end of each article, there are a range of further sources that may be of relevance to those interested in social capital, social networks, and resilience, and their relation to child and family policy. Whilst the articles in this journal relate to a number of empirical issues, the references given here are intentionally broad in focus. These sources are in addition to those discussed in detail by Barnes and Prior in this edition.

Understanding the influence of neurodevelopmental disorders on offending: utilizing developmental psychopathology in biosocial criminology

Evidence from a wide range of countries consistently suggests a disproportionately high prevalence of neurodevelopmental disorders amongst young offenders in custodial institutions. This indicates an increased rate of serious and persistent offending amongst young people with diagnosable disorders, and therefore a failure of current policies and practices to address this vulnerability. Given this high prevalence, it is vital to seek better understandings of the trajectories of offending experienced by young people with specific disorders. Biosocial criminology is uniquely placed to examine this relationship, given its emphasis on the influence of biological processes on antisocial behavior and the role of social and environmental contexts in shaping the course of these processes. However, there are significant challenges and limitations to effectively modeling the complexity and heterogeneity of the influence of neurodevelopmental disorders using dominant biosocial methodologies. Addressing these concerns necessitates improved understandings of the etiology, expression and progression of particular neurodevelopmental disorders, as evident in developmental psychopathology. Understanding the particular combination of biological processes apparent in the progression of specific disorders and their influence on specific components of social functioning can inform more effective biosocial models of criminal behavior in the context of neurodevelopmental impairment.