Child maltreatment (CM) and unintentional childhood injury affects millions of children and cost society billions of dollars annually. The population at risk for CM has congruent demographic characteristics as children that are more likely to have unintentional injuries. Preventing CM through evidence-based home-visiting programs has been shown effective and cost efficient, and the inclusion of home safety in such programs, demonstrates significant reduction of hazards in the home. The overarching goal of the current research is to make a statistical connection between the population at risk for CM and amount of hazards in the home; that these two populations have enough overlap to validate the inclusion of home safety components in CM prevention programs. This study uses data from an ongoing research project that braids two evidence-based parenting programs: SafeCare® and Parents as Teachers. Findings indicate that the correlation between potential for abuse, measured by BCAP scores, and hazards in the home, measured by the HAPI, show a significant correlation r = .23, p < .05. Other variables such as loneliness, distress, and marital status were also found to contribute to this relationship.

The need to utilize research in decision making is considered critical in the present health care environment. For health research to be applied, it must have value. However, the question of the value of research has not been fully explored in the literature. The purpose of this study is to gain an understanding of occupational therapists’ perceptions of the value of research. Semi-structured interviews were completed in Winnipeg, Manitoba with 10 occupational therapists. The four themes in the study influencing their perceptions of the value of research were their experiences with research, the purpose of research, the resources to support research and the clinician and researcher culture. A number of elements were identified which may have informed the occupational therapists’ perceptions of the value of research. Having an understanding of the elements that may influence the perceptions of the value of research may assist with developing effective research utilization programs.

This study was designed to complement local audit data by examining the lived experience of women who elected to attempt a vaginal birth following a previous caesarean delivery. The study sought to determine whether or not women were able to exercise informed choice and to explore how they made decisions about the method of delivery and how they interpreted their experiences following the birth. Background.¿ The rising operative birth rate in the UK concerns both obstetricians and midwives. Although the popular press has characterized birth by caesarean section as the socialites' choice, in reality, maternal choice is only one factor in determining the method of birth. However, in considering the next delivery following a caesarean section, maternal choice may be a significant indicator. While accepted current UK practice favours vaginal birth after caesarean (VBAC) in line with the research evidence indicating reduced maternal morbidity, lower costs and satisfactory neonatal outcomes, Lavender et al. point out that partnership in choice has emerged as a key factor in the decision-making process over the past few decades. Chaung and Jenders explored the issue of choice in an earlier study and concluded that the best method of subsequent delivery, following a caesarean birth, is dependent on a woman's preference. Design and methodology.¿ Using a phenomenological approach enabled a holistic exploration of women's lived experiences of vaginal birth after the caesarean section. Results.¿ This was a qualitative study and, as such, the findings are not transferable to women in general. However, the results confirmed the importance of informed choice and raised some interesting issues meriting the further exploration. Conclusions.¿ Informed choice is the key to effective women-centred care. Women must have access to non-biased evidence-based information in order to engage in a collaborative partnership of equals with midwives and obstetricians. Relevance to clinical practice.¿ This study is relevant to clinical practice as it highlights the importance of informed choice and reminds practitioners that, for women, psycho-social implications may supersede their physical concerns about birth.

There is evidence that ineffective classroom instruction, particularly in the early primary grades, is a major contributor to the high incidence of reading problems in the United States. Researchers attribute poor classroom instruction to a lack of teachers’ basic understanding of the concepts related to the English language that are necessary to teach literacy. Is there a similar contributing factor related to the low literacy levels of young English language learners (ELLs) who are approaching a new language at the same time they are learning to read? The purpose of this study is to determine what elementary school teachers of ELLs perceive and know about evidence-based literacy instructional practices and their perceived ability to teach ELLs using the literacy constructs and skills necessary for reading. To measure elementary school teachers’ knowledge and perception of their own abilities, a survey was developed with 76 items refined from multiples resources. These resources were selected due to the reliability of the items and their target investigations of studying perceptions and knowledge of basic literacy constructs. Reliability for the scores on the survey was high at 0.982. Descriptive statistics provided insight into the average and variance in performance on each item of the survey, as well as groups of items on the survey. The results show that teachers’ perceptions of their knowledge of specific literacy constructs did not correlate positively with their performance on the items related to the knowledge of specific literacy construct areas nor with the number of years of teaching experience. This dissertation discusses survey and performance results, along with implications for improved teacher preparation.

Dissertation (Ph.D.)--Auburn University, / Abstract. Vita. Includes bibliographic references (p.103-133).

Thesis (M.A.)--Northern Kentucky University, 2008. / Made available through ProQuest. Publication number: AAT 1450063. ProQuest document ID: 1459926301. Includes bibliographical references (p. 37-39)

Thesis (M.S.)--Bowling Green State University, 2008. / Document formatted into pages; contains v, 36 p. Includes bibliographical references.

Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2009. / Includes bibliographical references (p. 59-61).

Thesis (M.D.S.)--University of Hong Kong, 2005.

Thesis (Ph. D.)--University of Glasgow, 2003. / Ph. D. thesis submitted to the departments of Public Health and Health Policy and Management Studies, University of Glasgow, 2003. Includes bibliographical references. Print version also available.