scholarly journals Developmental Pathways Towards Crime Prevention: Early Intervention Models

2010 ◽  
Vol 1 (2) ◽  
pp. 97
Author(s):  
Mike C Boyes ◽  
Joseph P Hornick ◽  
Nancy Ogden
Keyword(s):  
Early Intervention ◽  
Crime Prevention ◽  
Prince Edward Island ◽  
Developmental Model ◽  
Developmental Pathways ◽  
Intervention Models ◽  
First Child ◽  
Childhood Intervention ◽  
Past Theory

<p class="MsoNormal" style="margin: 0in 0in 0pt 0.5in; mso-layout-grid-align: none;"><span style="font-size: small;"><span style="font-family: Times New Roman;"><span lang="EN-US">In examining the role of early intervention in children&rsquo;s social development, the authors discuss the results of five broad-based intervention programs based on the Healthy Families model originated in the State of Hawaii. These programs were directed toward families at moderate levels of risk when dealing with the arrival their first child and were situated in Charlottetown, Prince Edward Island, Whitehorse, Yukon, and at three sites in Edmonton, Alberta. The authors state that their experiences with this project have led them to question a number of traditional assumptions regarding past theory and research in this area as it pertains to crime prevention. More specifically, they </span><span style="mso-fareast-font-family: 'MS Mincho';" lang="EN-US">discuss how the developmental model helped to identify the various developmental pathways of positive change that were being demonstrated by families in the Healthy Families Program sites. They agree with other researchers that </span><span lang="EN-US">early childhood intervention is viewed most appropriately as an individualized strategy and not as a developmental panacea.</span></span></span></p>

The use of Information Technology as Tools of Developing Educational Communications for Realizing the Personal Potential of University Students

2020 ◽  
pp. 81-92
Author(s):  
Andrey Ivanovich Shutenko ◽  
◽  
Elena Nikolaevn Shutenko ◽  
Julia Petrovna Derevyanko ◽  
◽  
...  
Keyword(s):  
Communication Technologies ◽  
Developmental Model ◽  
Learning Activity ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Theoretical Terms ◽  
Higher Education System ◽  
Leading Role ◽  
Informational Environment

The article is devoted to the problem of educational communications development as a sphere of implementation of modern information-communication technologies in the higher education system. The purpose of the article is to present the structure and functions of educational communications aimed at the development of personal potential and self-realization of students. Methodology. The study is based on the methodology of personal and communicative-informational approaches in education, psychological-pedagogical provisions on the structure of communication, the leading role of learning activity, didactic principles of building an educational-informational environment. In theoretical terms, the study is based on the idea of the indirect implementation of ICT in education through the development of educational communications. The developing structure of educational communications, including didactic, informational-gnostic, interactive, psychological, attractive-motivational, value-semantic components, is presented. The possibilities of developing personal potential in educational communications are considered. The author’s developmental model of ICT functions is presented, which includes clusters of actual and latent functions aimed at the formation of information-educational space for the development of students’ personal potential. In conclusion, a inference was made about the prospects of the indirect introduction of modern ICT as tools for the development and functioning of various educational communications. At the same time, it is essential that these communications perform psychological and pedagogical tasks and functions.

THE PECULIARITIES OF CRIME PREVENTION BY OPERATIONAL UNITS IN PENAL INSTITUTIONS

2020 ◽  
pp. 27-32
Author(s):  
Ксения Ивановна Голубцова
Keyword(s):  
Crime Prevention ◽  
Complete Information ◽  
Current Situation ◽  
The Other ◽  
Correctional Institutions ◽  
Meaningful Information ◽  
Penal Institutions ◽  
The One ◽  
Negative Factors

Статья посвящена рассмотрению проблем профилактики преступлений оперативными подразделениями исправительных учреждений (далее - ИУ). Автор, раскрывая роль оперативных отделов ИУ в общей профилактике правонарушений, указывает на ее двоякость, поскольку, с одной стороны, рассматриваемые подразделения обладают значительным преимуществом перед другими службами учреждения в выявлении негативных факторов (негласный метод получения оперативно значимой информации), с другой стороны - далеко не все условия, которые способствуют совершению преступлений в ИУ, можно устранить оперативным путем. Изучение специальной литературы позволило выявить в деятельности начальников ИУ определенные проблемы, связанные с оценкой состояния оперативной обстановки в ИУ, сложившейся ситуации; с отсутствием прогноза развития криминогенной ситуации в ИУ, а также с профессиональной некомпетентностью руководителей, неумением объективно оценивать результаты деятельности структурных подразделений. Автор особое внимание уделяет анализу статистических данных о совершенных и предотвращенных преступлениях лицами, находящимися в местах лишения свободы. The article is devoted to the consideration of problems of crime prevention by operational units of correctional institutions (hereinafter referred to as IA). The author, revealing the role of the operational departments of the IA in the general prevention of offences, points to its twofold. On the one hand, the units under consideration have significant advantages over other services of the institution in identifying negative factors (these are tacit methods of obtaining promptly meaningful information). On the other hand, not all conditions conducive to the commission of crimes in IA can be eliminated by operational means: For example, shortcomings in the activities of other departments and services (security department, duty shift, etc.). The study of special literature has made it possible to identify problems in the activities of heads of correctional institutions in the sphere of implementation of solutions in case of lack of objective and complete information on the state of the operational situation in IA, the current situation, the results of the activities of structural subdivisions; No forecast of the development of the crime situation in IE; Professional incompetence of managers, inability to objectively assess the results of activities of structural subdivisions. The author pays particular attention to the analysis of statistics on crimes committed and prevented by persons in detention.

Training, Supervising, and Supporting Students With Emotional–Behavioral Disorders as Cross-Age Tutors

2021 ◽  
pp. 105345122110148
Author(s):  
Gavin W. Watts ◽  
John W. McKenna
Keyword(s):  
Behavioral Disorders ◽  
Special Educators ◽  
Skills Training ◽  
Instructional Delivery ◽  
Behavioral Skills ◽  
Intervention Models ◽  
Effective Interventions ◽  
Effective Procedures ◽  
Students With Ebd

Students with emotional and behavioral disorders (EBD) are frequently on the receiving end of intervention models (e.g., social skills training) in which targeted skills are modeled and practiced in unnatural arrangements (i.e., teacher-lead). Special educators consistently report a need for effective interventions and instructional arrangements that promote social-behavioral skills of students with EBD in natural learning environments (i.e., with peers). When students with EBD are provided the opportunity to serve in the role of tutor (i.e., on the instructional delivery end of the model), increases in academic and behavioral skills have been found for both tutors and tutees. This article provides an overview of effective procedures and considerations for training, supervising, and supporting students with EBD as cross-age tutors.

scholarly journals Crosstalk between NOTCH and AKT signaling during murine megakaryocyte lineage specification

Blood ◽  
2011 ◽  
Vol 118 (5) ◽  
pp. 1264-1273 ◽  
Author(s):  
Melanie G. Cornejo ◽  
Vinciane Mabialah ◽  
Stephen M. Sykes ◽  
Tulasi Khandan ◽  
Cristina Lo Celso ◽  
...  
Keyword(s):  
Stem Cell ◽  
Notch Signaling ◽  
Signaling Pathway ◽  
Hematopoietic Stem Cell ◽  
Stem Cell Differentiation ◽  
Notch Signaling Pathway ◽  
Developmental Pathways ◽  
Lineage Specification ◽  
Hematopoietic Stem

Abstract The NOTCH signaling pathway is implicated in a broad range of developmental processes, including cell fate decisions. However, the molecular basis for its role at the different steps of stem cell lineage commitment is unclear. We recently identified the NOTCH signaling pathway as a positive regulator of megakaryocyte lineage specification during hematopoiesis, but the developmental pathways that allow hematopoietic stem cell differentiation into the erythro-megakaryocytic lineages remain controversial. Here, we investigated the role of downstream mediators of NOTCH during megakaryopoiesis and report crosstalk between the NOTCH and PI3K/AKT pathways. We demonstrate the inhibitory role of phosphatase with tensin homolog and Forkhead Box class O factors on megakaryopoiesis in vivo. Finally, our data annotate developmental mechanisms in the hematopoietic system that enable a decision to be made either at the hematopoietic stem cell or the committed progenitor level to commit to the megakaryocyte lineage, supporting the existence of 2 distinct developmental pathways.

Children's Charities in Crisis

2020 ◽  
Author(s):  
Alison Body
Keyword(s):  
Early Intervention ◽  
Third Sector ◽  
Radical Change ◽  
Early Intervention Services ◽  
The Third ◽  
Intervention Services ◽  
Future Policy ◽  
The Impact ◽  
Voluntary Organisations

Following a decade of radical change in policy and funding in children’s early intervention services and with the role of the third sector under increased scrutiny, this timely book assesses the shifting interplay between state provision and voluntary organisations delivering interventions for children, young people and their families. Using one-hundred voices from charities and their partners on the frontline, this book provides vivid accounts of the lived experiences of charitable groups, offering key insights into the impact of recent social policy decisions on their work. Telling the story of how the landscape of children’s early intervention services has changed over the last decade, it provides crucial lessons for future policy whilst demonstrating the immeasurable value of voluntary organisations working in this challenging terrain.

scholarly journals The Role of the Family in the Course and Treatment of Bipolar Disorder

2007 ◽  
Vol 16 (4) ◽  
pp. 192-196 ◽  
Author(s):  
David J. Miklowitz
Keyword(s):  
Bipolar Disorder ◽  
Expressed Emotion ◽  
Psychosocial Interventions ◽  
Developmental Pathways ◽  
Psychosocial Stressors ◽  
At Risk Children ◽  
The Family ◽  
Initial Onset ◽  
Patterns Of Interaction

Bipolar disorder is a highly recurrent and debilitating illness. Research has implicated the role of psychosocial stressors, including high expressed-emotion (EE) attitudes among family members, in the relapse–remission course of the disorder. This article explores the developmental pathways by which EE attitudes originate and predict relapses of bipolar disorder. Levels of EE are correlated with the illness attributions of caregivers and bidirectional patterns of interaction between caregivers and patients during the postepisode period. Although the primary treatments for bipolar disorder are pharmacological, adjunctive psychosocial interventions have additive effects in relapse prevention. Randomized controlled trials demonstrate that the combination of family-focused therapy (FFT) and pharmacotherapy delays relapses and reduces symptom severity among patients followed over the course of 1 to 2 years. The effectiveness of FFT in delaying recurrences among adolescents with bipolar disorder and in delaying the initial onset of the illness among at-risk children is currently being investigated.

scholarly journals GAME: General Aggression Model in Education

2015 ◽  
Vol 2 (3) ◽  
Author(s):  
Dr. Tanu Tandon
Keyword(s):  
Grounded Theory ◽  
Social Learning ◽  
Social Cognitive ◽  
Developmental Model ◽  
Learning Theories ◽  
General Aggression Model ◽  
New Model ◽  
Grounded Theory Methodology ◽  
Women In India

Women in India have been victim of violence and discrimination since ages but this aggression has also led to empowerment of women in some cases. This study deals with study of such aggressive women who transformed their aggression to empowerment. Grounded theory methodology has been used to explore and understand the process and role of education in transformation. This study focuses on route aggression takes and role of education in channelizing the aggressive energy so as to lead to empowerment. General Aggression Model (GAM) given by Anderson and Bushman (2002) is a dynamic, social, cognitive developmental model which draws heavily on social-cognitive and social learning theories. Aggression depends on how an individual perceives and interprets his/her environment and people there in, this model has been revised and a new model has been devised namely General Aggression Model in Education or GAME, which shows path towards empowerment from aggression.

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