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Childhood emotional abuse and neglect as predictors of psychological and physical symptoms in women presenting to a primary care practice 总被引：7，自引：0，他引：7
OBJECTIVE: There were two aims to this study: first to examine whether emotional abuse and neglect are significant predictors of psychological and somatic symptoms, and lifetime trauma exposure in women presenting to a primary care practice, and second to examine the strength of these relationships after controlling for the effects of other types of childhood abuse and trauma. METHOD: Two-hundred and five women completed the Childhood Trauma Questionnaire (Bernstein et al., 1994), Trauma History Questionnaire (Green, 1996), the Symptom Checklist-revised (Derogatis, 1997), and the Revised Civilian Mississippi Scale for posttraumatic stress disorder (Norris & Perilla, 1996) when presenting to their primary care physician for a visit. Hierarchical multiple regression analyses were conducted to examine unique contributions of emotional abuse and neglect variables on symptom measures while controlling for childhood sexual and physical abuse and lifetime trauma exposure. RESULTS: A history of emotional abuse and neglect was associated with increased anxiety, depression, posttraumatic stress and physical symptoms, as well as lifetime trauma exposure. Physical and sexual abuse and lifetime trauma were also significant predictors of physical and psychological symptoms. Hierarchical multiple regressions demonstrated that emotional abuse and neglect predicted symptomatology in these women even when controlling for other types of abuse and lifetime trauma exposure. CONCLUSIONS: Long-standing behavioral consequences may arise as a result of childhood emotional abuse and neglect, specifically, poorer emotional and physical functioning, and vulnerability to further trauma exposure. 相似文献
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This study concerns the characterisation and classification of the way junior high school science teachers incorporate Web-based learning environment and materials into their teaching. About 60 science teachers from nine junior high schools in the northern part of Israel took part in an extended professional development (PD) program. The study, which applied the qualitative interpretative methodology, involved multiple sources of data, including field notes of observations in the PD meetings and class observations, interviews with teachers and principals, and teachers artifacts. Based on their professional growth and beliefs about implementation of Web-based teaching, four basic types of science teachers were identified: the initiator and pathfinder, the follower and conformist, the avoider, and the antagonist. Provided with long-term support, these teachers elevated their specific Web-related qualifications. In particular, they improved the development of Web-based, learner-directed material. The level of success in assimilating Web-based learning in science classes was influenced by the quality and cohesion of the school's teacher team and their principal's care and involvement. 相似文献
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Interchange - This study deals with an elementary school that is undergoing a process of pedagogical change. The teachers understood that their weak point was excessive use of teaching based on... 相似文献
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A field experiment was conducted in an attempt to study the effects of (a) the ethnic origin of the potential helper, (b) the ethnic origin of the recipient, and (c) the economic status of the potential helper, on the extent to which help would be offered. One hundred and twenty subjects participated in the experiment. The experimenter asked each of the subjects to contribute money for a needy family. The major finding was the significant interaction between the ethnic origin of the potential helper and the ethnic origin of the recipient. The frequency of European contributors was about equal for recipients from the two ethnic groups involved, whereas the frequency of Middle-Eastern contributors was higher when the needy family was of Middle-Eastern ethnic origin than when it was of European ethnic origin. 相似文献
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The study undertook to examine the validity in Israel of several conclusions reached by investigators in the United States on the effect of intergroup contact on change in ethnic attitudes, as well as to extend contact research to topics which heretofore have received only scant attention. There were 100 subjects: 12-year-old Israeli girls of different ethnic background, participating in a summer camp. Results indicated that (1) as a result of contact, a positive change in attitude of the high status towards the low-status group occurred with regard to people and activities both related and not related to the contact situation, (2) only subjects without previous ethnic contact showed changes, (3) enjoyment of the contact situation was related to attitude change, while (4) authoritarianism was not related to attitude change. 相似文献
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Yehuda Amir Shlomo Sharan Miriam Rivner Rachel Ben-ari Aharon Bizman 《Int J Intercult Relat》1979,3(2):137-152
One thousand thirty-three ninth-grade students from Western and Middle-Eastern ethnic background in 30 classrooms responded to a questionnaire assessing ethnic attitudes. The questionnaire was administered at the beginning and again at the end of these students' first year in ethnically desegregated classrooms. No marked changes in ethnic attitudes were noted as a function of the students' individual academic or social status in the classroom, but there were noteworthy changes associated with the relative status in the classroom occupied by the students' ethnic groups. Positive attitude change among Western (majority) students occurred when both ethnic groups in the classroom were of equal status, and when the MiddleEastern (minority) group was of superior academic status to the Western group. Positive change among the Middle-Eastern group occurred when it occupied superior status in the classroom. 相似文献
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The study examines pedagogical approaches in using wikis in teaching and learning in teacher education colleges. It focuses on: instructors’ motivation for wiki-based teaching; course types; teaching methods; evaluation; content structure; characteristics of student collaboration and learning outcomes; involvement of instructors in the learning process. The study is based on semi-structured interviews with 11 teacher educators from six colleges of education in Israel. The authors discuss added value and challenges of wiki-based teaching, the impact of assessment on shaping the learning process, as well as general conclusions regarding wiki-based pedagogy. 相似文献