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The prior section presented a number of programs that allow you to access and control the screen, keyboard, and mouse of a remote computer. While this gives you considerable power and lets you perform virtually any task on the computer you are connected to, it s overkill if all you want to do is grab and download a file. In this section, you take a look at software solutions that fall in the category of Remote File Access.
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Hersov, L. (1990). The seventh Jack Tizard memorial lecture: Aspects of adoption. Journal of Clinical Psychology and Psychiatry, 31, 493 510. HMSO (1991). Children Act (1989). London: HMSO. HMSO (1995). Child protection messages from research. London: HMSO. Howe, D. (1997). Parent reported problems in 211 adopted children: Some risk and protective factors. Journal of Clinical Psychology and Psychiatry, 38, 401 411 King, M. (1997). A better world for children. London: Routledge. Leitchman, M.D. and Ceci, S.J. (1995). The effects of stereotypes and suggestions on preschoolers. Developmental Psychology, 31, 568 578. McCann, J., James, A., Wilson S. and Dunn, G. (1996). Prevalence of psychiatric disorder in young people in the care system. British Medical Journal, 313, 1529 1530. Minty, B. (1999). Annotation: Outcome in long term foster family care. Journal of Clinical Psychology and Psychiatry, 40, 991 999. Newman, R. (1995). From access to contact on a local authority setting. In H. Argent (ed.), See you soon. London: British Agencies for Adoption and Fostering. O Connor, T., Dunn, J., Jenkins, J., Pickering, K. and Rasbash, J. (2001). Family settings and children s adjustment: differential adjustment within and across families. British Journal of Psychiatry, 179, 110 115. Phares, V (1996). Fathers and developmental psychopathology. Chichester: John Wiley & . Sons. Phares, V (1997). Psychological adjustment, maladjustment and father child relationships. In . M. Lamb (ed.), The role of the father in child development. Chichester: John Wiley & Sons. Rodgers, B. and Pryor J. (1998). Divorce and separation: The outcomes for children. York: Joseph Rowntree Foundation. Shacter, D. L. (1992). Understanding implicit memory: A cognitive neuroscience of approach. American Psychologist, 47, 559 569. Smith, H. (1999). Children, feelings and divorce: Finding the best outcome. London: Free Association. Stevenson, O. (1998). Neglected children: Issues and dilemmas. Oxford: Blackwell. Thorpe, M. and Clarke, E. (eds) (1998). Divided duties family law. Jordan Publishing. Trowell, J. and Etchegoyen, A. (2001). The importance of fathers. London: Psychology Press. Wallerstein, J., Corbin, S. and Lewis, J. (1988). Children of divorce: A 10 year study. In E. Hetherington and J. Arasteh (eds), The impact of divorce, single parenting and stepparenting on children. London: Erlbaum. Zill, N. (1988). Behaviour, achievement and health problems among children in step families: Findings from a national survey of child health. In E. Hetherington and J. Arasteh (eds), The impact of divorce, single parenting and step-parenting on children. London: Erlbaum. Zimmerman, M., Copeland, L., Shape, J. and Dielman, T. (1997). A longitudinal study of the self-esteem: Implications for adolescent development. Journal of Youth and Adolescence, 26, 117 142.
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occur, for example that a child will be abused. What will occur, for example the nature and degree of that abuse, is also variable. It may be severe or it may be trivial. That possibility may range from low to high. (It will still be a risk if the outcomes are known to be certain or impossible, provided there is some uncertainty such as the degree of harm or bene t.) So the elements of a risk are (a) the possible outcomes and (b) their likelihood. Risk assessment involves collecting information about these two variable elements. What is the likelihood that prisoner X will commit certain degrees of harm if released from prison We need a risk assessment. But risks have a context. It is highly unlikely, certainly in a competently run service, that life sentence prisoner X will simply be awarded early release from prison. There will, or should be, a plan for his or her reintegration into society. He or she may be required to see a probation of cer at prescribed intervals, to live in a particular house, to avoid certain people or areas. A risk decision, to grant parole, may be taken but attempts can and should be made to control that risk. So risk also involves certain dimensions . They too are variable. These dimensions include resources, such as facilities (hostels, halfway houses), services (treatment programmes, supervision), people (preferably with special skills and, perhaps, legal powers). The dimensions also include time. Risk decisions are, or should be, taken for a period of time. A patient is allowed to leave a hospital. Harm may result. So it is common, and good, practice for the patient to be followed up. In acute medicine the patient will be told to return to hospital for a check-up and/or the patient s general practitioner will be advised so that he or she can decide to check the patient. Knowledge is also a dimension. We have more, and/or better, knowledge about some risks than about others. For example, whilst it still involves a risk, we have better quality and more knowledge about the risks associated with medicines than we have with, say, suicide. And it may be appropriate to think of motivation as being a dimension of risk. Some offenders, parents, patients, etc., will be more motivated to work with those professionals who are prepared to take a risk than with others. The elements of a risk, outcome and likelihood, are relevant to risk assessment. The dimensions of a risk, resources, time, knowledge, control and motivation , are relevant to risk management. Recent psychological research has tended to focus on risk assessment. They have discovered, and improved the predictive power of, risk factors for different outcomes (e.g. Monahan et al., 2001). But practitioner psychologists, such as those making or advising others about decisions to detain or discharge patients or prisoners), must, or should, consider both risk management and risk assessment. They cannot just consider the risk as a rei ed abstraction but must consider how the risk might be managed and controlled (Heilbrun et al., 1977). To judge the quality of a risk decision, or to justify taking a risk, we need to know about both the elements and the dimensions of a risk. We need both risk assessment and risk management. There is an iterative relationship between risk assessment and management. A particular case, say about possible child neglect, might have involved high-quality risk assessment. Quality data was collected and examined in a rigorous manner. But when it came to taking the decision it was managed poorly, for example key people were
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