De landelijke prevalentie van kindermishandeling ligt rond 3 procent. Dat betekent dat ongeveer 119.000 kinderen jaarlijks slachtoffer zljn van mishandeling. Een maatschappelÍjk probleem dat niet alleen een ernstige bedreiging vormt voor de lichamelijke en psychische gezondheid van kinderen, maar ook voor hun ontwikkeling. Klndermishandeling vormt een risico voor het ontstaan van diabetes, depressíe, posttraumatische stressstoornis, risicogedrag en relatieproblemen. De kans op intergenerationele overdracht is groot. JaarlÍjks overlijden in Nederland veertig tot vijftig kinderen aan de gevolgen van huiselijk geweld. Vroeg ingrijpen is daarom essentieel. Schattingen van het aantai gevallen van kÍndermishandeling dat op de SEH wordt gemist, lopen uiteen van 11 procent tot 64 procent.
Hoofdstuk 20 Part II in Understanding Penal Practice van Ioan Durnescu en Fergus McNeill Criminological and penological scholarship has in recent years explored how and why institutions and systems of punishment change – and how and why these changes differ in different contexts. Important though these analyses are, this book focuses not so much on the changing nature of institutions and systems, but rather the changing nature of penal practice and practitioners The first part of the book focuses on understanding practice and practitioners, exploring how changing social, cultural, political, and organisational contexts influence practice, and how training, development, professional socialisation and other factors influence practitioners. The second part is concerned with how practitioners can be best supported to develop the skills and approaches that seem most likely to generate positive impacts. It contains accounts of new practice models and approaches, as well as reports of research projects seeking both to discover and to encourage effective practices
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The principal aim of this study is to explore the relations between work domains and the work-related learning of workers. The article is intended to provide insight into the learning experiences of Dutch police officers during the course of their daily work. Interviews regarding actual learning events and subsequent changes in knowledge, skills or attitudes were conducted with police officers from different parts of the country and in different stages of their careers. Interpretative analyses grounded in the notion of intentionality and developmental relatedness revealed how and in what kinds of work domains police officers appear to learn. HOMALS analysis showed work-related learning activities to vary with different kinds of work domains. The implications for training and development involve the role of colleagues in different hierarchical positions for learning and they also concern the utility of the conceptualisation of work-related learning presented here.