Relevant bibliographies by topics / Interviews – Child

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Interviews – Child'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Interviews – Child"

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STERN, PAUL. "Videotaping Child Interviews." Journal of Interpersonal Violence 7, no. 2 (1992): 278–84. http://dx.doi.org/10.1177/088626092007002011.

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Haunberger, Sigrid. "Item Nonresponse in Face-to-Face Interviews with Children." Journal of Official Statistics 30, no. 3 (2014): 459–77. http://dx.doi.org/10.2478/jos-2014-0029.

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Abstract This study examined item nonresponse and its respondent and interviewer correlates by means of a population-based, panel survey of children aged 8 to 11 who were surveyed using standardised, face-to-face interviews. Using multilevel, logistic analyses with cross-level interactions, this article aims to examine which effects of item nonresponse are subject to children as respondents or to the interviewers and the interview setting. Depending on the type of question, we found different effects for respondent and interviewer variables, as well as interaction effects between child age/interviewer age as well as child gender/interviewer gender. However, interviewer variance is for the most part not significant.
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LEVY, HOWARD B., JOHN MARKOVIC, M. NOEL KALINOWSKI, SHARON AHART, and HERIBERTO TORRES. "Child Sexual Abuse Interviews." Journal of Interpersonal Violence 10, no. 3 (1995): 334–53. http://dx.doi.org/10.1177/088626095010003007.

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White, Willard L. "Interviews with child I, child J, and child L." Roeper Review 12, no. 3 (1990): 222–27. http://dx.doi.org/10.1080/02783199009553276.

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Hershkowitz, Irit, Michael E. Lamb, Uri Blasbalg, and Yael Karni-Visel. "The dynamics of two-session interviews with suspected victims of abuse who are reluctant to make allegations." Development and Psychopathology 33, no. 2 (2021): 739–47. http://dx.doi.org/10.1017/s0954579420001820.

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AbstractSupportive forensic interviews conducted in accordance with the National Institute of Child Health and Human Development Revised Protocol (RP) help many alleged victims describe abusive experiences. When children remain reluctant to make allegations, the RP guides interviewers to (a) focus on rapport building and nonsuggestive support in a first interview, and (b) plan a second interview to allow continued rapport building before exploring for possible abuse. We explored the dynamics of such two-session RP interviews. Of 204 children who remained reluctant in an initial interview, we focused on 104 who made allegations when re-interviewed a few days later. A structural equation model revealed that interviewer support during the first session predicted children's cooperation during the rapport-building phase of the second session, which, in turn, predicted more spontaneous allegations, which were associated with the interviewers’ enhanced use of open-ended questions. Together, these factors mediated the effects of support on children's free recall of forensically important information. This highlighted the importance of emphasizing rapport with reluctant children, confirming that some children may need more time to build rapport even with supportive interviewers.
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Wood, Barbara, Charles Orsak, Maryann Murphy, and Herbert J. Cross. "Semistructured child sexual abuse interviews: Interview and child characteristics related to credibility of disclosure." Child Abuse & Neglect 20, no. 1 (1996): 81–92. http://dx.doi.org/10.1016/0145-2134(95)00118-2.

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Slembrouck, Stef. "The research interview as a test: Alignment to boundary, topic, and interactional leeway in parental accounts of a child protection procedure." Language in Society 40, no. 1 (2011): 51–61. http://dx.doi.org/10.1017/s0047404510000886.

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AbstractThis article concentrates on how interviewees experience the context of semi-structured or open interviews as a “test,” both in terms of being an interviewee and in terms of the roles presupposed in what the interview is about. It invites a reflexive discourse-analytical turn in which we concentrate on the interactional negotiation of various aspects of the interview situation and the interview as an interactional accomplishment. The focus is on the implications for the status of the data that was subsequently obtained, with an eye to locating “the social forces that impress on the ethnographic locale” (Burawoy 1998:15). Insights obtained in this way are argued to bear directly on our understanding of the central research topic under investigation. The data used here have been drawn from a research project on social class and coding orientations in experiential accounts of child protection in Belgium/Flanders. The data base consists of interviews with parent clients. (Data histories, narrative, interview as test, social class, child protection, ethnographic reflexivity)
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Westcott, Helen L., and Sally Kynan. "Interviewer practice in investigative interviews for suspected child sexual abuse." Psychology, Crime & Law 12, no. 4 (2006): 367–82. http://dx.doi.org/10.1080/10683160500036962.

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Ponizovsky-Bergelson, Yael, Yael Dayan, Nira Wahle, and Dorit Roer-Strier. "A Qualitative Interview With Young Children: What Encourages or Inhibits Young Children’s Participation?" International Journal of Qualitative Methods 18 (January 1, 2019): 160940691984051. http://dx.doi.org/10.1177/1609406919840516.

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The goal of every qualitative interview is to produce rich data. Inducing storytelling is a challenge in every interview. Interviews with young children (ages 3–6) present an additional challenge because of perceived power differences between children and adults. This research examines how interviewers’ questions and expressions encourage or inhibit children from telling their stories. We extracted 1,339 child interviewee–adult interviewer turn exchanges from a national study on children’s perspectives on risk and protection ( N = 420) and analyzed them in two steps. First, we categorized the interviewers’ questions and expressions and children’s responses. Seven categories were found for interviewer expressions and five for children’s responses. We then examined the relationship between interviewer categories and children’s responses. The categories that produced the richest data were encouragement, open-ended questions, and question request. Sequence of utterances and closed-ended questions produced the least storytelling. We did not find significant differences based on a child’s gender with regard to the interviewer categories. The results and implications for researching young children are addressed.
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Steward, David S., Lisa Farquhar, Joseph Driskill, and Margaret S. Steward. "VII: CHILD AND INTERVIEWER BEHAVIORS IN DRAWING AND COMPUTER‐ASSISTED INTERVIEWS." Monographs of the Society for Research in Child Development 61, no. 4-5 (1996): 137–43. http://dx.doi.org/10.1111/j.1540-5834.1996.tb00560.x.

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Dissertations / Theses on the topic "Interviews – Child"

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Collins, Kimberly. "Rapport building in child investigative interviews." Thesis, University of Stirling, 2012. http://hdl.handle.net/1893/9303.

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The rapport building phase of child investigative interviewing is referred to in practice guidelines as an essential. Nevertheless, in contrast with other aspects of the interview it has been subject to little empirical examination. There is a lack of information on the rapport phase’s impact on children’s communication and whether this changes across a variety of different circumstances. Finally, few researchers have empirically assessed different styles of rapport building. This thesis investigates the communicative influence of the rapport building phase in child investigative interviews. It also examines the effectiveness of a new collaborative play approach to rapport building with respect to its influence on children’s communication and the rapport levels between the interviewer and child. The investigation began by interviewing practitioners about their perceptions and experiences of rapport building practice, and their opinions on the use of play during the rapport phase. A grounded theory approach to analysis found that interviewers perceive the rapport phase as a tool for facilitating communication with children during the investigative interview. This is achieved in three main ways: (1) assessing the child during the rapport phase, (2) adjusting interview approach based on the child’s presentation during the rapport phase, and (3) producing a psychological outcome in the child that then facilitates communication. The resultant theory and the comments made about play rapport were used in subsequent experimental chapters to design and implement play rapport, and to interpret the empirical findings. The second line of enquiry investigated the communicative impact of a collaborative play approach to rapport building in adult-child interactions. Children across three different age groups (6-7, 8-10 & 12-14 year olds) were more communicative and demonstrated greater rapport with an adult after play rapport than children in a control condition. The findings indicate that a collaborative play format of rapport building is an effective communication facilitator. The third empirical study tested play rapport’s efficacy in a mock investigative interview situation. It was compared with the current open style of rapport building used by practitioners in the UK, and a control condition that involved no rapport phase. Older children (8-10 year olds) who experienced play rapport demonstrated information benefits in comparison with children in the control condition. No differences were found between the open style and the control, and the open style and play rapport for information detail or accuracy. Children (5-7 and 8-10 year olds) were however, more resistance to interviewer suggestion after engaging in a play rapport phase in comparison with children who experienced the open style of rapport building. These results indicate the potential of play rapport as a communication facilitator for children in investigative interview settings. The final empirical chapter examined anxiety data taken from the children during the third study. This was to address the hypothesis that improvements in recall as a result of the rapport phase, and in particular play rapport, were due to a reduction in the children’s anxiety levels. The data showed no differences across the rapport protocols in terms of anxiety for any of the measures. The information benefits found could therefore not be explained with respect to a reduction in anxiety. Alternative theories were then proposed, and future research outlined that could further investigate the psychological underpinnings of the communicative effects of the rapport phase, and the collaborative play rapport approach.
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Williams, Sara-Jayne. "Can the child witness provide accurate testimony?" Thesis, University of Bristol, 2001. http://hdl.handle.net/1983/28387d5a-f353-40c0-ab8b-9b3c88dec6da.

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Pearson, Sally Jennifer. "Factors influencing the disclosure of child sexual abuse in investigative interviews." Thesis, University of Leeds, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.396561.

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Teoh, Yee-San. "Investigative interviews with alleged victims of child sexual abuse in Malaysia." Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608446.

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Tucci, Joseph 1966. "Towards an understanding of emotional and psychological abuse : exploring the views of children, carers and professionals involved in the child protection system in Victoria." Monash University, Dept. of Social Work, 2004. http://arrow.monash.edu.au/hdl/1959.1/5477.

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Young, Matthew E. "Comparison of Diagnostic Interviews for Children Accessing Outpatient Mental Health Services." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1274748739.

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DeVoss, Joyce Ann. "Reactions of children to interviews using anatomically correct dolls." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184288.

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This study tested an underlying assumption of professionals who interview young children with anatomically correct dolls: children who have been sexually abused react differently to interviews with the dolls than children who have not been sexually abused. The behavior of a group of children who were referred to a mental health clinic in the southwestern United States because of suspected sexual abuse was compared to the behavior of a group of children referred to the same clinic for other reasons while the children were interviewed by clinicians using anatomically correct dolls. The study examined four categories of behavior which consisted of indicators of child sexual abuse from the literature. The four categories were: (1) sexual behavior; (2) anger/aggression; (3) anxiety/regression; and (4) avoidant behavior. Clinicians at the mental health clinic identified potential subjects for the study from the outpatient population. Parents were given written and verbal descriptions of the study and asked to contact the researcher if they were interested in allowing their child to participate. The voluntary nature of participation in the study was stressed. Eleven children who were referred because of suspected sexual abuse and eleven children referred for other reasons were successfully recruited. Groups were matched as closely as possible as to sex, age, racial/ethnic group and developmental level. Two dependent measures were employed: the Behavioral Checklist and the Likelihood of Victimization Scale. Both instruments were designed for the research study. The Behavioral Checklist was completed by two observers who watched each interview from behind a one-way mirror. The Likelihood of Victimization Scale was completed by the clinicians who interviewed the children. Observers as well as interviewers were blind to the referral status of the children. Statistically significant differences were obtained for two of the four categories of the Behavioral Checklist. The same two categories correlated significantly with the Likelihood of Victimization Scale. The results provided support for the assumption tested.
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Kemp, Rachel. "The experiences of staff working in secure forensic child and adolescent mental health services : exploratory interviews." Thesis, University of Leicester, 2009. http://hdl.handle.net/2381/4530.

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Purpose: The needs of young people within forensic mental health settings are starting to become more recognised and services are beginning to reflect this. However there is little research into how staff in forensic child and adolescent mental health settings experience the task of working with this group of young people with complex difficulties. The purpose of this study is to explore how these staff experience their work. This is intended to expand research in this area and identify how the findings can inform clinical practice and future research. Method: A systematic literature search identified some research in relation to the needs of adolescents with mental health and forensic difficulties and literature in relation to working with children. Very little was found in relation to staff experiences working with children in forensic mental health settings but some research relating to adult forensic and mental health settings was found. A qualitative study was carried out in order to bridge this gap in the research. Interpretative Phenomenological Analysis was selected as the method of analysis for the study, which involved interviews with nine participants who were currently working in secure child and adolescent forensic mental health services. Results: Four themes emerged from the first level of analysis: powerful internal experiences, impact of the environment, negotiating complex staff relationships and managing complex client dynamics. A second level of analysis focusing on the researcher's impressions of the research overall identified another theme: difficulty thinking about and articulating experiences. Conclusion: This study is an important first step in identifying some of the issues faced by staff working in a challenging area. It has highlighted clinical implications and where further research might be useful.
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Perez, Christina. "Narrative Abilities and Resistance to Suggestion in Monolingual and Bilingual Children: Implications for Forensic Interviews." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1556563428655542.

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Howell, Aaron Christopher. "Protecting the Self: An Ethnographic Study of Emotion Management Among Child Protective Investigators." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002662.

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Books on the topic "Interviews – Child"

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O'Donohue, William T., and Matthew Fanetti, eds. Forensic Interviews Regarding Child Sexual Abuse. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-21097-1.

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Poyer, Kimberly L. Investigative interviews of children. FBI, Office for Victim Assistance, 2005.

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1953-, Lamb Michael E., ed. Investigative interviews of children: A guide for helping professionals. American Psychological Association, 1998.

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Philip, Barker. Clinical interviews with children and adolescents. Norton, 1990.

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Pisano, Bruno. My child, the soccer player. Bruno Pisano, 2011.

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Sharon, Woodward, ed. Family child care: Guide to visits, inspections, and interviews. Redleaf Press, 2013.

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Clinical interviews with children and adolescents. Norton, 1990.

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Finnegan, Martha J. Investigative interviews of adolescent victims. FBI, Office for Victim Assistance, 2005.

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Child survivors. William Heinemann Australia, 1994.

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Irit, Hershkowitz, and Orbach Yael, eds. Tell me what happened: Structured investigative interviews of child victims and witnesses. John Wiley & Sons, 2008.

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Book chapters on the topic "Interviews – Child"

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Pickett, John, Margaret R. Oates, and Peter R. H. Barbor. "The First Interviews." In Understanding Child Abuse. Macmillan Education UK, 1987. http://dx.doi.org/10.1007/978-1-349-18667-9_9.

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Poole, Debra Ann, and Jason J. Dickinson. "Investigative Interviews of Children." In Child Forensic Psychology. Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-29251-3_7.

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Silverman, Wendy K. "Structured Diagnostic Interviews." In Issues in Clinical Child Psychology. Springer US, 1994. http://dx.doi.org/10.1007/978-1-4899-1498-9_15.

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Frick, Paul J., Christopher T. Barry, and Randy W. Kamphaus. "Clinical Interviews." In Clinical Assessment of Child and Adolescent Personality and Behavior. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-35695-8_13.

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O’Donohue, William T., and Matthew Fanetti. "Psychometric Analysis of Forensic Interviews and Post Hoc Interview Evaluations." In Forensic Interviews Regarding Child Sexual Abuse. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-21097-1_19.

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Frick, Paul J., Christopher T. Barry, and Randy W. Kamphaus. "Structured Diagnostic Interviews." In Clinical Assessment of Child and Adolescent Personality and Behavior. Springer US, 2009. http://dx.doi.org/10.1007/978-1-4419-0641-0_11.

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Frick, Paul J., Christopher T. Barry, and Randy W. Kamphaus. "Structured Diagnostic Interviews." In Clinical Assessment of Child and Adolescent Personality and Behavior. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-35695-8_11.

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Bennett, Natalie, and William T. O’Donohue. "Child Abuser’s Threats and Grooming Techniques." In Forensic Interviews Regarding Child Sexual Abuse. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-21097-1_17.

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Grossen, Michèle. "Therapist-Child Dialogues in Clinical Interviews." In Dialogue Analysis VII: Working with Dialogue, edited by Malcolm Coulthard, Janet Cotterill, and Frances Rock. De Gruyter, 2000. http://dx.doi.org/10.1515/9783110941265-021.

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Johnson, Jonni L., Kelly McWilliams, Gail S. Goodman, Alexandra E. Shelley, and Brianna Piper. "Basic Principles of Interviewing the Child Eyewitness." In Forensic Interviews Regarding Child Sexual Abuse. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-21097-1_10.

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Conference papers on the topic "Interviews – Child"

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Ardulov, Victor, Zane Durante, Shanna Williams, Thomas Lyon, and Shrikanth Narayanan. "Identifying Truthful Language in Child Interviews." In ICASSP 2020 - 2020 IEEE International Conference on Acoustics, Speech and Signal Processing (ICASSP). IEEE, 2020. http://dx.doi.org/10.1109/icassp40776.2020.9053386.

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Dabbous, O., N. Germain, B. Maru, et al. "G63(P) Treatment patterns in spinal muscular atrophy: interviews with healthcare professionals in the United Kingdom." In Royal College of Paediatrics and Child Health, Abstracts of the RCPCH Conference–Online, 25 September 2020–13 November 2020. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2020. http://dx.doi.org/10.1136/archdischild-2020-rcpch.49.

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Rabbani, Naila, and Paul John Thornalley. "Blood Biomarkers associated with Autism Spectrum Disorder may Provide Early Diagnosis." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0151.

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Autism spectrum disorders (ASD) are a collection of neuropsychiatric disorders. ASD affects 1 in 87 in Qatar and is expected to increase. The high variability and heterogeneity of the symptoms makes diagnosis of ASD difficult and uncertain, particularly at the early stages of development. If detected early, clinical support can be given to promote optimal development and well-being of children with ASD and even achieve complete remission. The current method of diagnosing ASD is by observations and interviews made by experts in child development to assess child behavior, communication and cognition: the ADOS test. There is often delay in referral for expert diagnosis; delay is typically >18 months in Qatar and >4 years in EU and USA. The diagnostic accuracy is 60 – 70%. Mutations in proteins transporters of amino acids have been linked to some cases of ASD. We hypothesized that levels of amino acids in blood, including amino acids damaged by modification by sugars (glycation), oxidation and nitration may provide novel biomarker for diagnosis of ASD at very young age.
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Nīmante, Dita, and Liene Ekša. "Inclusion of a Child With a Hearing Impairment in a Mainstream School, Single Case Study." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.05.

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Inclusive education means that all pupils, regardless of their ability, gender and race, can study with their peers in the school closest to their place of residence. When enrolling students with special needs in a school, the quality of the student’s academic and social inclusion is equally important. The study aims to analyze the single case of inclusion of a boy with a hearing impairment in a mainstream school X to answer the research questions: how do teachers deal with a pupil with hearing impairment and his needs in the classroom, what are the peculiarities of a hearing-impaired child’s learning, what support (academic and social) is provided to the boy to promote his inclusion in school and the classroom? In the qualitative study, semi structured interviews were conducted with the boy with a hearing impairment and 5 teachers of school X and the boy’s father, they were analyzed using content analysis. Three main categories emerged from the data: (1) support provided by teachers/school; (2) social participation in the classroom, school, friendships, (3) barriers for inclusion. There were two time periods in the first category suggested: (a) before the boy was identified as a child with special needs and (b) after the statement on special needs were received. There were several sub-categories that emerged from the transcripts: support measures provided to a child with a hearing impairment in the classroom, organizational response of the school to a child with a hearing impairment, the visible and invisible aspects in social participation of a child with hearing impairment in a mainstream school. The study highlighted that the academic and social inclusion experience of a child with a hearing impairment in a mainstream school may differ before and after receiving the statement from the Pedagogical Medical Commission on the child’s special needs. The study discusses whether the statement of a pupil’s special needs may become a new barrier to inclusive education that encourages schools to develop new exclusionary practices.
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Eder, B. "G260 Identification of the health burden for street children and service provision available in kisumu, kenya through focus group discussions and semi-structured interviews." In Royal College of Paediatrics and Child Health, Abstracts of the Annual Conference, 13–15 March 2018, SEC, Glasgow, Children First – Ethics, Morality and Advocacy in Childhood, The Journal of the Royal College of Paediatrics and Child Health. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2018. http://dx.doi.org/10.1136/archdischild-2018-rcpch.253.

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Mangwegape, Bridget. "TEACHING SETSWANA PROVERBS AT THE INSTITUTION OF HIGHER LEARNING IN SOUTH AFRICA." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end118.

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The paper sought to investigate how first year University student’s-teachers understand and instil appreciation of the beauty of Setswana language. Since the proverbs are carriers of cultural values, practices, rituals, and traditional poetry, they are rich in meaning, they can be used to teach moral values for the sake of teaching character building among the students and teaching Setswana at the same time. Proverbs contain values of wisdom, discipline, fairness, preparedness, destiny, happiness, and efforts. Proverbs are short sayings that contain some wisdom or observation about life and or role-play and to use a few of the proverbs to reinforce the meaning, using proverbs as a pedagogical strategy, the researcher has observed that student teachers find it difficult to learn and teach learners at school. Students-teacher’s think and feel about how they conceptualize proverbs, how they define their knowledge and use of Setswana proverbs. The lecturer observed how the nature of proverbs are linked to the culture embedded in the language. In Setswana language there is a proverb that says, “Ngwana sejo o a tlhakanelwa” (A child is a food around which we all gather) which implies that the upbringing of a child is a communal responsibility and not an individual responsibility. Put in simple terms, a child is a child to all parents or adults, since a child’s success is not a family’s success but the success of the community. In doing so, the paper will explore on how student-teachers could make use of proverbs to keep the class interested in learning Setswana proverbs. As a means of gathering qualitative data, a questionnaire was designed and administered to student-teachers and semi-structured interviews were conducted with student teachers. The findings revealed that despite those students-teachers’ positive attitudes towards proverb instruction, they did not view their knowledge of Setswana proverbs as well as the teaching of proverbs. The paper displays that proverbs constitute an important repository of valid materials that can provide student-teachers with new instructional ideas and strategies in teaching Setswana proverbs and to teach different content, which includes Ubuntu and vocabulary and good behaviour. Proverbs must be taught and used by teachers and learners in their daily communication in class and outside the classroom in order to improve their language proficiency.
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Cohen Zilka, Gila. "The Elements Way: Empowering Parents, Educators, and Mentors in the Age of New Media." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3701.

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[This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology] Aim/Purpose: This study was designed to examine the effectiveness of mentor’s work with immigrant children and adolescents at risk, using the Elements Way. Background: The New Media offers our “screen kids” a lot of information, many behavioral models, and a new type of social communication. The Elements Way is an educational method designed to enhance openness, development, breakthroughs, goal achievement, and transformation in the age of media and social networks. Methodology: The Elements Way was developed following research on communication in the diversified media, especially new media such as Facebook, WhatsApp, and television reality shows, and the study is an examination of the effectiveness of mentors’ work with immigrant children and adolescents at risk, using the Elements Way. All mentors had been trained in the Elements Way. The study population included 640 mentors working with immigrants’ children in Israel. The work was conducted in 2010-2013. The mixed-methods approach was selected to validate findings. Contribution: Empowering children and enhancing their ability to cope; Creating openness and sharing, making children more attentive to the significant adults in their lives; Supporting children who face the complex reality that characterizes our age. Findings: Significant differences were found in the mentors’ conduct with the children. Work programs were designed and implemented with care and consistency, and mentors succeeded in generating change within the children and achieving desired goals. Of the 640 participating mentors, 62 were not able to promote the child, and interviews with them revealed that their work with the children was not consistent with the Elements Way and began from a different vantage point. Recommendations for Practitioners: Success factors: Self-awareness and awareness of one’s surroundings. Empathy. Willingness to engage in significant interactions. Self-cleansing and self-reflection. Ability to engage in a personal and interpersonal dialogue. Ability to accept and contain the child. Cooperation with the child in creating a work program and assisting the child to achieve the goals that were set in the program. Recommendation for Researchers: Future studies should focus on analyzing the discussions of children and adolescents, to add depth to our insights regarding children and adolescents’ perception of the mentors’ work from their perspective. Impact on Society: Finding the “keys” to openness, development, goal achievement, and transformation in our work with “screen kids.” Future Research: Studies that are designed to examine the effectiveness of mentor’s work with immigrant children and adolescents at risk, using the Elements Way.
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Stringham, Bryan J., Daniel O. Smith, Christopher A. Mattson, and Eric C. Dahlin. "Machine Learning for Evaluating the Social Impact of Engineered Products: A Framework." In ASME 2019 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/detc2019-98412.

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Abstract Evaluating the social impact indicators of engineered products is crucial to better understanding how products affect individuals’ lives and discover how to design for positive social impact. Most existing methods for evaluating social impact indicators require direct human interaction with users of a product, such as one-on-one interviews. These interactions produce high-fidelity data that are rich in information but provide only a single snapshot in time of the product’s impacts and are less frequently collected due to the significant human resources and cost associated with obtaining them. A framework is proposed that describes how low-fidelity data passively obtained using remote sensors, satellites, and digital technology can be collected and correlated with high-fidelity, low-frequency data using machine learning. Using this framework provides an inexpensive way to continuously monitor the social impact indicators of products by augmenting high-fidelity, low-frequency data with low-fidelity, continuously-collected data using machine learning. We illustrate an application of this framework by demonstrating how it can be used to examine the gender-related social impact indicators of water pumps in Uganda. The provided example uses a deep learning model to correlate pump handle movement (measured via an integrated motion unit) with user type (man, woman, or child) of 1,200 hand pump users.
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Sidorina, Natal’ya, Anastasiya Kuznetsova, and Aleksey Khavylo. "Parents perception of child safety." In Safety psychology and psychological safety: problems of interaction between theorists and practitioners. «Publishing company «World of science», LLC, 2020. http://dx.doi.org/10.15862/53mnnpk20-28.

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The article discusses the problem of the child forming the basics of safe behavior and culture of safety. The main broadcaster, according to the authors, this information is the parent and at the same time the family acts as a supporting factor. The subject of the study was parents' perception of the safety of their own children. 280 parents from families of various types under the age of 59 with at least one minor child were interviewed. The questionnaire included two blocks of questions: the observance of the rules of safe behavior of the child and parents. It has been established that parents are aware of their responsibility for the child's knowledge of the culture of life safety and consider children to be able to cope with possible dangers. Most parents perceive the culture of safety not just as a set of rules and skills, but as a component of a full-fledged lifestyle.
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Dorey, RB, AA Theodosiou, TF Vandrevala, RC Read, and CE Jones. "G602(P) Is human challenge an acceptable methodology in pregnancy: an interview study." In Royal College of Paediatrics and Child Health, Abstracts of the RCPCH Conference–Online, 25 September 2020–13 November 2020. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2020. http://dx.doi.org/10.1136/archdischild-2020-rcpch.516.

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Reports on the topic "Interviews – Child"

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Baek, Carolyn, and Naomi Rutenberg. Addressing the family planning needs of HIV-positive PMTCT clients: Baseline findings from an operations research study. Population Council, 2005. http://dx.doi.org/10.31899/hiv14.1000.

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Preventing unintended pregnancy among HIV-positive women is an effective approach to reducing pediatric HIV infection and vital to meeting HIV-positive women’s sexual and reproductive health needs. Although contraceptive services for HIV-positive women is one of the cornerstones of a comprehensive program for prevention of mother-to-child transmission of HIV (PMTCT), a review of PMTCT programs found that implementers have not prioritized family planning (FP). While there is increasing awareness about the importance of FP and HIV integration, data about FP from PMTCT clients are lacking. The Horizons Program is conducting an operations research study testing several community-based strategies to reduce mother-to-child transmission of HIV in a densely settled urban slum in Nairobi, Kenya. Strategies being piloted include moving PMTCT services closer to the population via a mobile clinic and increasing psychosocial support for HIV-positive women. This research update presents key findings about FP at PMTCT sites, including the interaction between providers and clients as well as HIV-positive women’s fertility desires and demand for contraceptives, from the baseline cross-sectional survey and qualitative interviews with postpartum women.
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Schelzig, Karin, and Kirsty Newman. Promoting Inclusive Education in Mongolia. Asian Development Bank, 2020. http://dx.doi.org/10.22617/wps200305-2.

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Children with disabilities suffer disproportionately from the learning crisis. Although they represent only about 1.5% to 5% of the child population, they comprise more than half of out-of-school children globally. Inspired by a commitment that every child has the right to quality education, a growing global drive for inclusive education promotes an education system where children with disabilities receive an appropriate and high-quality education that is delivered alongside their peers. The global commitment to inclusive education is captured in the Sustainable Development Goal 4—ensuring inclusive and equitable education and promoting lifelong learning opportunities for all. This paper explores inclusive education for children with disabilities in Mongolia’s mainstream education system, based on a 2019 survey of more than 5,000 households; interviews with teachers, school administrators, education ministry officials, and social workers; and visits to schools and kindergartens in four provinces and one district of the capital city. Mongolia has developed a strong legal and policy framework for inclusive education aligned with international best practice, but implementation and capacity are lagging. This is illustrated using four indicators of inclusive education: inclusive culture, inclusive policies, inclusive practices, and inclusive physical environments. The conclusion presents a matrix of recommendations for government and education sector development partners.
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Johnson, Vicky, Tessa Lewin, and Mariah Cannon. Learning from a Living Archive: Rejuvenating Child and Youth Rights and Participation. Institute of Development Studies (IDS), 2020. http://dx.doi.org/10.19088/rejuvenate.2020.001.

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This paper reflects the findings of the first phase of the REJUVENATE project, which set out to understand and map approaches to integrating children, youth, and community participation in child rights initiatives. We did this through a scoping of existing practitioner and academic literature (developing a project-based literature review matrix), a mapping of key actors, and the development of a typology of existing approaches. All three of these elements were brought together into a ‘living archive’, which is an evolving database that currently comprises 100 matrices, and a ‘collection’ of key field practitioners (many of whom we have interviewed for this project). In this paper we: (1) present a user-friendly summary of the existing tradition of substantive children’s participation in social change work; (2) share case studies across various sectors and regions of the world; (3) highlight ongoing challenges and evidence gaps; and (4) showcase expert opinions on the inclusion of child rights and, in particular, child/youth-led approaches in project-based work.
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Oza, Shardul, and Jacobus Cilliers. What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/027.

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In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.
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Leones, Tiffany, Danae Kamdar, Kayla Huynh, Melissa Gedney, and Ximena Dominguez. Splash and Bubbles for Parents App: Station Study Report. Digital Promise, 2021. http://dx.doi.org/10.51388/20.500.12265/120.

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This report, prepared for The Jim Henson Company, shares findings of a sub-study investigating the types of support parents and caregivers need when navigating and using the second-screen Splash and Bubbles for Parents app. This study originated from a prior field study finding indicating families would benefit from support around the app since it represents a new kind of digital tool. In partnership with local Public Broadcasting Service (PBS) stations, we provided parents and caregivers more detailed support around the features of the app. Based on survey and interview findings, parents and caregivers found the app helpful for supporting their children’s science learning, thus validating the field study findings. We also found that all sections of the app were used and could help promote conversations between parent/caregiver and child. Moreover, families expressed choosing to use a specific app section when they felt it was more relevant or developmentally appropriate for their child.
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Interview with Dr. Arnon Bentovim. ACAMH, 2019. http://dx.doi.org/10.13056/acamh.7025.

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Dr Arnon Bentovim, Child and Family Psychiatrist, and founder the Child and Family Practice, talks about child and family training to develop and train evidence-based approaches to assessment, analysis, and intervention.
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