Measuring knowledge of citizenship rights and responsibilities

Thorin, Elizabeth; Browning, Philip; Irvin, Larry K.

doi:10.1016/0891-4222(88)90022-4

Cited by 5 publications

(4 citation statements)

References 1 publication

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“…A range of procedures suggested in the general literature on psychological assessment can be used to increase the content validity of new measures (e.g., Haynes, Richard, & Kubany, 1995). After initial items are generated, they should be reviewed by multiple judges to ensure that they sample all possible facets of the construct of interest and that they do not include items that measure correlates rather than the construct itself (Clark & Watson, 1995; Haynes et al, 1995; for an example, see Thorin, Browning, & Irvin, 1988). Initial items, as well as instructions, can be generated through expert sampling and through pilot work with people with mental retardation (e.g., Botswick & Foss, 1981; Smyley & Ellsworth, 1997).…”

Section: Question Contentmentioning

confidence: 99%

“…A more rigorous approach to questionnaire development would overcome some of the problems of interpretation found in such validity studies. After the content validity is addressed (see earlier in this article), researchers should carry out test refinement procedures (Clark & Watson, 1995; Smith & McCarthy, 1996; see Thorin et al, 1988, for an example in a questionnaire for people with mental retardation) and explicitly address issues of convergent and discriminant validity (Foster & Cone, 1995). Test refinement, which involves collecting large enough samples for psychometric statistics, is likely to be more time-consuming in this population because instruments will usually require individual, oral administration.…”

Section: Psychometric Properties and Target Populationmentioning

confidence: 99%

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Methodological issues in interviewing and using self-report questionnaires with people with mental retardation.

Finlay¹,

Lyons²

2001

Psychological Assessment

415

420

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In this article the authors review methodological issues that arise when interviews and self-report questionnaires are used with people with mental retardation and offer suggestions for overcoming some of the difficulties described. Examples are drawn from studies that use qualitative methodology, quantitative studies assessing different question types, and studies reporting on the development of instruments measuring psychiatric symptoms, self-concept, and quality of life. Specific problems that arise with respect to item content (e.g., quantitative judgments, generalizations), question phrasing (e.g., modifiers), response format (e.g., acquiescence, multiple-choice questions), and psychometric properties (factor structure and validity) are discussed. It is argued that because many self-report questionnaires include questions that have been found to be problematic in this population, more attention needs to be paid to establishing the validity of such measures and to clearly defining the population for which the instrument is designed. The importance of obtaining information from people with mental retardation 1 is increasingly stressed by researchers, clinicians, and those involved in service development. This is a result of the limitations of informant reports for many psychological phenomena (such as subjective states), as well as a change in the philosophy of services toward user consultation and a greater emphasis on people with mental retardation making decisions about their own lives. Structured or semistructured interviews are used in the formulation stage of many psychological therapies, in the assessment of abilities, IQ, and neuropsychology, as well as in forensic, research, and individual planning contexts. Verbal selfreport questionnaires are used in clinical assessment (e.g., to assess psychopathology, self-esteem, personality), research, and service evaluation. However, difficulties in conducting interviews and using self-report questionnaires with this population are widely reported. Such difficulties have been described in psychiatric and psychological assessments (e.g.

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Section: Question Contentmentioning

confidence: 99%

Section: Psychometric Properties and Target Populationmentioning

confidence: 99%

Methodological issues in interviewing and using self-report questionnaires with people with mental retardation.

Finlay¹,

Lyons²

2001

Psychological Assessment

415

420

View full text Add to dashboard Cite

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“…They felt undervalued, blamed, not understood, and thought that professionals were directive. Thorin et al (1996) concluded from a study of 103 USA families of school-leavers with developmental disabilities that support services must be based on understanding of the conflicting demands on parents arising from expectations of increasing independence and the reality of continuing dependence on parental resources. Grant (1993), in a study of transition over a twoyear period, concluded that living with parents or siblings is likely to mean that young people with learning disabilities are protected by a culture of 'family embeddedness', which, while supportive, can also insulate them from the community.…”

Section: Measuring the Effectiveness Of Transition Servicesmentioning

confidence: 99%

Measuring the Effectiveness of Transition Services

Turner

2000

Tizard Learning Disability Rev

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If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation.

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“…Interestingly, teachers ‘distinguished issues concerning privacy in school from issues related to privacy in other occasions’ (Lo et al, 2015: 99) suggesting perhaps that secondary school students are not yet accorded equal recognition as human rights-holders alongside adult citizens. The authors of an earlier US study (Thorin et al, 1988), measuring knowledge of citizenship rights and responsibilities (including human rights knowledge), suggest their scale might be applied to young people on leaving secondary education to establish how schools might more effectively teach youth the rights and responsibilities of adult citizenship. They appear to hold a deficit model of children as citizens.…”

Section: Measuring Human Rights In Educationmentioning

confidence: 99%

Children’s human rights and diversity in schools: Framing and measuring

Osler

Solhaug

2018

Research in Comparative and International Education

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We report on the development of an instrument to measure attitudes to children’s human rights and diversity in schools. It was developed to investigate perceptions of human rights and diversity among students and then teachers in two contrasting areas of Norway. The instrument draws on human rights standards articulated in the United Nations Convention on the Rights of the Child. It is intended for use in future baseline studies, allowing for transnational and comparative analysis of child rights in education. The near-universal ratification of the United Nation Convention on the Rights of the Child provides an agreed international framework for evaluating rights implementation strategies over time. We contextualise the measurement instrument, focusing on rights provision, child protection, and participation in schools. We consider its strengths and possible limitations and discuss the need for a sound human rights conceptual model through which child rights in school settings can be interpreted.

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Measuring knowledge of citizenship rights and responsibilities

Cited by 5 publications

References 1 publication

Methodological issues in interviewing and using self-report questionnaires with people with mental retardation.

Methodological issues in interviewing and using self-report questionnaires with people with mental retardation.

Measuring the Effectiveness of Transition Services

Children’s human rights and diversity in schools: Framing and measuring

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