The relative influence of childhood sexual abuse and other family background risk factors on adult adversities in female outpatients treated for anxiety disorders and depression     

Peleikis DE  Mykletun A  Dahl AA 《Child abuse & neglect》2004,28(1):61-76

OBJECTIVE: This study from Norway examines the relative influence of child sexual abuse (CSA) and family background risk factors (FBRF) on the risk for current mental disorders and the quality of current intimate relationships in women with CSA treated for anxiety disorders and/or depression. Women with these disorders frequently seek treatment, and the place of CSA in therapy is still under debate. METHOD: 112 women, who were treated with outpatient psychotherapy by female therapists for anxiety disorders and/or depression were included. CSA had been admitted at the start of treatment start in 56 women, while no CSA was admitted among the 56 women of the comparison group. Systematic and detailed retrospective information about childhood as well as data on current functioning and current mental disorders were collected by questionnaires and structured interviews done by an independent female psychiatrist. RESULTS: The women of the CSA group reported significantly more FBRF than the comparisons. CSA increased the risk for posttraumatic stress disorder (PTSD), non-suicidal self-inflicted harm, and rape after 16 years. Major depression, dysthymia, and their comorbidity were not associated with CSA. The five indicators of quality of current intimate relationship were not associated with CSA. CONCLUSIONS: Women with CSA who have been treated for anxiety disorders and/or depression, also frequently have been exposed to FBRF. Increased risk for PTSD, self-inflicted harm before therapy, and rape after 16 years of age was influenced by CSA, while mood disorders and the quality of current attachment are not associated with CSA, but with FBRF or other factors not examined in this study.  相似文献   

An Australian study of graduate outcomes for disadvantaged students     

Tim Pitman  Lynne Roberts  Dawn Bennett  Sarah Richardson 《Journal of Further & Higher Education》2019,43(1):45-57

Whether or not disadvantaged students are realising the same benefits from higher education as their peers is of fundamental importance to equity practitioners and policymakers. Despite this, equity policy has focused on access to higher education and little attention has been paid to graduate outcomes. The Australian study reported here used national data to investigate relationships between disadvantage and graduate outcomes. The study provides critical insights into how access to higher education does, or does not, lead to improvements in post-graduation equity. The study reveals that outcomes are not equal for all students and that higher education disadvantage persists for many students after they have completed their studies. Whilst the specific findings relate to the Australian university sector the broader discussion of the article is relevant to higher education policy more generally, especially in terms of how governments align institutional processes to measure and scrutinise achievement in relation to public policy objectives.  相似文献   

Designing and producing courseware     

Robert Brinkley  Gary Pavlechko  Nadeen Thompson 《TechTrends》1991,36(1):50-54

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Marketing graduate employability: understanding the tensions between institutional practice and external messaging     

Aysha Divan  Dawn Bennett  Kenton Bell 《Journal of Higher Education Policy & Management》2019,41(5):485-499

ABSTRACT

Do the narratives of employability constructed by higher education institutions for marketing purposes differ from the conceptualisation and/or the realisation of employability within those institutions? The study reported here drew on interviews with 16 senior academic and student support staff who were tasked with developing student employability at one of nine institutions in Australia, Canada and the UK. We employed Holmes’ conceptions of employability as possessional, positional or processual to analyse how the interviewees conceptualised employability and the presentation of employability on the institutional websites. We found that most institutions’ employability marketing narratives were inconsistent with the institutional practice reported by staff. We explain this tension in the context of two competing characterisations of higher education: a university-student transaction view; and a learning view. We emphasise the need for internal and external narratives to align and advocate the need for engagement in a constructive and critical dialogue involving all stakeholders.  相似文献   

Verbal and spatial analogical reasoning in deaf and hearing children: the role of grammar and vocabulary     

Edwards L  Figueras B  Mellanby J  Langdon D 《Journal of deaf studies and deaf education》2011,16(2):189-197

The extent to which cognitive development and abilities are dependent on language remains controversial. In this study, the analogical reasoning skills of deaf and hard of hearing children are explored. Two groups of children (deaf and hard of hearing children with either cochlear implants or hearing aids and hearing children) completed tests of verbal and spatial analogical reasoning. Their vocabulary and grammar skills were also assessed to provide a measure of language attainment. Results indicated significant differences between the deaf and hard of hearing children (regardless of type of hearing device) and their hearing peers on vocabulary, grammar, and verbal reasoning tests. Regression analyses revealed that in the group of deaf and hard of hearing children, but not in the hearing group, the language measures were significant predictors of verbal analogical reasoning, when age and spatial analogical reasoning ability were controlled for. The implications of these findings are discussed.  相似文献   

Good,now keep going: challenging the status quo in STEM pipeline and access programs     

Wiseman  Dawn  Herrmann  Randy 《Cultural Studies of Science Education》2019,14(1):129-137

Cultural Studies of Science Education - This contribution engages in conversation with McMahon, Griese, and Kenyon (this issue) to consider how the SURE program they describe represents a pragmatic...  相似文献   

Examining the Effects of Stress and Campus Climate on the Persistence of Students of Color and White Students: An Application of Bean and Eaton’s Psychological Model of Retention     

Dawn R. Johnson  Timothy H. Wasserman  Nilay Yildirim  Barbara A. Yonai 《Research in higher education》2014,55(1):75-100

The current study examined the effects of stress and campus climate perceptions on the persistence decisions of students of color and White students using Bean and Eaton’s (2000) Psychological Model of College Student Retention. A sample of first-year students (N = 1,491) at a predominantly White research university were survey enduring their second semester and their enrollment status was subsequently tracked after 2 years. Path analysis was conducted on the sample of students of color (n = 548) and White students (n = 943). Results indicated models that explained 27 % of the variance for students of color and 44 % of the variance for White students in persistence after 2 years of college. Among the initial 37 variables included in the models, 17 had significant direct and indirect effects on students’ of color persistence including observing racism on campus, having comfortable academic interactions, stress related to the academic environment, and feelings about the campus environment. For White students, 13 variables had significant direct and indirect effects on persistence, including having opportunities for diverse peer interactions and comfortable academic interactions, stress related to the social environment on campus, and feelings about the campus environment. The discussion highlights the usefulness of the Bean and Eaton model for examining retention for students of color and White students.  相似文献   

CLASSIFICATION ACCURACY OF ORAL READING FLUENCY AND MAZE IN PREDICTING PERFORMANCE ON LARGE‐SCALE READING ASSESSMENTS     

Dawn M. Decker  Michael D. Hixson  Amber Shaw  Gloria Johnson 《Psychology in the schools》2014,51(6):625-635

The purpose of this study was to examine whether using a multiple‐measure framework yielded better classification accuracy than oral reading fluency (ORF) or maze alone in predicting pass/fail rates for middle‐school students on a large‐scale reading assessment. Participants were 178 students in Grades 7 and 8 from a Midwestern school district. The multiple‐measure framework yielded classification accuracy rates that were either similar to, or better than, the individual predictors. Specificity was improved using a combined measure of ORF and maze versus individual predictors alone. Educational implications for identifying students in need of reading intervention are discussed.  相似文献   

Increasing Educational Attainment and Aspiration in an Underserved Community: The Perspective of Urban-Community Leaders     

Dawn Person  Yvonne Garcia  Eugene Fujimoto  Kayla Nguyen  Katherine Saunders  John Hoffman 《The Urban Review》2014,46(3):493-506

Latino students are significantly underrepresented in higher education. As the largest and fastest growing racial/ethnic population in the US, this is cause for national concern. Additionally, this rapid population growth is a call for community and school leaders from underserved communities to assess their service areas and focus on interventions to increase the college-going rates of youth. Maywood is a city located in Southeast Los Angeles. Like many other urban areas, Maywood’s largely Latino population is underrepresented in higher education. This research focused on interviewing Maywood’s community and school leaders (n = 24) to gain insight into their perceptions of their role and responsibility to address issues surrounding their community’s low levels of educational attainment. A key theme emerged revealing that leaders understand their community’s educational issues but do not see their role as leaders to directly address this issue to build a college-going culture. Implications for practice in strengthening community partnerships and developing a college-going culture are provided and a series of recommendations for the creation of a college-going culture are discussed.  相似文献   

Management of Medically Fragile Infants     

Dawn Ueda  Rick Caulfield 《Early Childhood Education Journal》2001,28(4):247-249

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