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This study aims to explore the effectiveness and mechanisms of ​​AI-driven parental reflective functioning interventions​​ on reducing psychological control and enhancing autonomy support. Specific objectives include: ​​Develop and validate an AI-based analytical system for identifying psychological control and autonomy support​​, where an ​​F1-score > 0.75​​ indicates high credibility. ​​Examine the effectiveness of AI-driven parental reflective functioning interventions​​ in reducing psychological control and improving autonomy support, as well as the ​​mediating role of parental reflective functioning​​ in these mechanisms.

Criticized are standards for child abuse and neglect drafted by the Juvenile Justice Standards Project of the Institute of Judicial Administration and the American Bar Association. It is claimed that the standards unduly limit state intervention. Case study examples are cited and revisions are suggested for the following areas: providing services in cases of nonserious harm, the future endangerment requirment, court jurisdiction to order removal for serious harm, and the reporting process. (CL)

discussion

discussion

The major objectives of this study were: (1) to determine if there were measurable differences in autonomy between Mexican-American and Negro children, (2) to determine the effects of three different preschool intervention programs upon the development of autonomy in Mexican-American and Negro children, and (3) to determine the relationship between intelligence and the different aspects of autonomy. This study evaluated 42 Mexican-American and 35 Negro children enrolled in the San Bernardino summer Head Start Program. The data on these children were obtained by utilizing the PPVT and the Cincinnati Autonomy Test Battery (CATB). Results of this study indicate the following: (1) In general, Mexican-American and Negro children appear to be very similar in the various aspects of autonomy; (2) Autonomous behavior tends to increase when children are in a preschool program, irrespective of different types of supplimentary curricula; (3) Mexican-American children tend to increase more in autonomous behavior during the preschool program than do Negro children; (4) Intelligence can be increased significantly in seven weeks when children are in a preschool program that emphasizes either language or autonomy; (5) Intelligence correlated positively only to those aspects of autonomy considered cognitively orientated; and (6) Differences in teacher expectations and teaching performance should not be ignored when studying the effects of different intervention programs. (Author/DB)

A single case study with virtual reality and tDCS for improving working memory and functional autonomy of a stroke pacient