Sarah Dufour

Child Abuse in a Disciplinary Context: A Typology of Violent Family Environments

The objectives of this study were to identify and validate types of violent family environments based on child abuse in a disciplinary context. The study is original in that it simultaneously takes into account the cognitive and behavioral dimensions of the parental role as it relates to the degree of family violence in a child’s life. Cluster analyses were performed on a representative sample of 3,148 families. The Abusive profile applied to families who reported at least one severe assault on a child within the past year. This profile also had the highest levels of domestic violence, psychological aggression, and corporal punishment. The Harsh profile is nevertheless similar to the Abusive profile, despite the fact that these families reported no severe assault. The key difference is the lower score levels: the attributes are the same, but less intense. The Nonabusive profile accounted for the families with the lowest rates of domestic and parental violence, together with a negative attitude towards corporal punishment and a heightened awareness of the consequences of violence. Although the families who matched the Paradoxical profile reported very little violence, they are the least aware of the consequences of violence and the most in favor of corporal punishment. The four profiles were replicated with another cluster analysis performed on an independent representative sample of 2,465 families. Then the profiles were compared with regard to the variables used to create the clusters and other variables theoretically associated with the appearance of maltreatment. These validation methods enhance the credibility of the proposed typology.

Improving Children's Adaptation: New Evidence Regarding the Effectiveness of Zippy's Friends, a School Mental Health Promotion Program

This article presents the results of the first North American evaluation study of the short-term effects of the French version of Zippys Friends, a worldwide universal school-based program that promotes mental health in young children. The intervention group consisted of 310 children from 16 first and second grade primary school classes. Prepost changes were compared with a control group of 303 children in 19 comparable classes who had not participated in Zippys Friends. The program was successfully implemented as planned. Results showed promising findings in terms of decreased internalisation and improved cooperation, autonomy and perceived social support. Building on previous evidence, this new study confirms that Zippys Friends is a commendable program.

How to Support Toddlers’ Autonomy: A Qualitative Study With Child Care Educators

ABSTRACT Research Findings: The present study explored the concrete manifestations of autonomy support (AS) toward toddlers. Eight child care educators were interviewed. Based on our assessment, these educators all valued AS. A qualitative content analysis revealed 18 practices that this group of child care educators considered supportive of toddlers’ autonomy. The present findings are in line with the traditional conceptualization of AS, namely, offering choices and encouraging initiatives, acknowledging the child’s feelings and perspective, and providing rationales and explanations for requests (Deci, Eghrari, Patrick, & Leone, 1994; Koestner, Ryan, Bernieri, & Holt, 1984), suggesting that these practices are developmentally appropriate for toddlers. Yet, they also widen the scope of AS, highlighting additional caregiving practices that may support the autonomy of toddlers. Practice or Policy: The results are discussed in light of child care educators’ professional training context and the relationship between AS and structure. The practices found in this study offer many means of actualizing AS with toddlers on a daily basis.

Why do extracurricular activities prevent dropout more effectively in some high schools than in others? A mixed-method examination of organizational dynamics

Abstract This study describes policies and practices implemented in 12 high schools (Quebec, Canada) that more or less effectively leveraged extracurricular activities (ECA) to prevent dropout among vulnerable students. Following an explanatory sequential mixed design, three school profiles (Effective, Ineffective, and Mixed) were derived based on quantitative student-reported data. Qualitative interviews with frontline staff revealed that in Effective schools, ECA had a unique overarching goal: to support school engagement and perseverance among all students, including vulnerable ones. Moreover, in these schools staff had access to sufficient resources—human and material—and implemented inclusive practices. In Ineffective schools, ECA were used as a means to attract well-functioning students from middle-class families, and substantial resources were channeled toward these students, with few efforts to include vulnerable ones. Schools with a Mixed profile had both strengths and weakness. Recommendations for school-level policies that bolster ECA’s ability to support students’ perseverance are provided.

Comprendre et agir pour le bien-être des enfants/Knowledge and action for the well-being of children

OBJECTIVE: The Québec Incidence Study on situations investigated by child protective services (QIS) has been conducted in 5-year cycles since 1998 in collaboration with all 16 Québec child protection agencies. It provides reliable estimates of the incidence and characteristics of investigated children. The aim of this paper is to discuss major findings from the QIS-2008 and to compare them with the findings from QIS-1998. METHODS: Two representative samples of children who were investigated by child protection services during the same three-month time frame in 1998 (N = 4,771) and in 2008 (N = 3,079) were constituted. Caseworkers were asked to complete the QIS data collection form for each sampled child. Annual estimates of the number of children investigated with different characteristics were computed and compared across both cycles. Statistical tests were performed to identify significant differences. RESULTS: While the rate of children investigated increased between 1998 and 2008, the rate of substantiated cases remained stable at 12 and 11 per 1,000 children in the population respectively. Furthermore, substantiated cases in 2008 were less severe than in 1998 along several dimensions, such as co-occurrence, emotional harm and duration. CONCLUSION: Combined with the stability in the rate of substantiated cases, the decline in the severity of the situations seems encouraging but questions the necessity of a CPS intervention for some of these families. These findings are consistent with the ones reported in other countries, but Québec rates are below the rates estimated for Canada, where substantiated maltreatment almost doubled during the same time frame. Aspects of social policies in Québec may play a role in this situation and need to be examined in future research.