PTSD symptom cluster profiles of youth who have experienced sexual or physical abuse     

Melissa K. Runyon  Esther DeblingerRobert A. Steer 《Child abuse & neglect》2014

The research examined whether youth (6–17 years old) who were referred for treatment due to sexual, physical, or both types of abuse presented with distinct profiles of PTSD DSM-IV-TR symptom clusters. When examining data for the 749 youth participants, five PTSD symptom cluster profiles were identified with each profile representing approximately 20% of the youth. The five profiles were also differentiated with respect to being referred for physical or sexual abuse, age, parental ratings of internalizing symptoms, and self-reported depression. The youth referred for treatment in the aftermath of child sexual, physical, or both sexual and physical abuse presented with different profiles of PTSD symptom clusters thereby suggesting a need for individualized tailoring of evidenced-based treatments. Two cognitive behavioral approaches, designed for traumatized children and either their nonoffending or offending parents, were described for treating youth with the distinct PTSD profiles.  相似文献   

Healing after traumatic events: Aligning interventions with cultural background and religious and spiritual beliefs     

Melissa A. Heath  Elizabeth A. Cutrer-Párraga 《Psychology in the schools》2020,57(5):718-734

Historically, disaster response efforts have focused primarily on basic physical survival and safety—addressing medical emergencies and ensuring adequate shelter and supplies of food and water. However, in addition to physical survival, relief efforts must also consider strategies to promote emotional healing and psychological well-being. In particular, those who intervene must consider the acceptability of intervention strategies, taking into account survivors' cultural background, religious customs, and spiritual beliefs. This article offers recommendations to better align school-based therapeutic interventions with children's religious and spiritual beliefs.  相似文献   

Micro-credentialing     

Melissa Mallon 《Public Services Quarterly》2019,15(2):116-125

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Textbook access and affordability through academic library services: A department develops strategies to meet the needs of students     

Melissa Eighmy-Brown  Kate McCready  Emily Riha 《Journal Of Access Services》2017,14(3):93-113

In the spring of 2015, the University of Minnesota Libraries formed the Content Services department, which is comprised of Interlibrary Loan, Publishing Services, and the Copyright Permissions Service. These three service points, as well as additional Library units, work together with campus partners to save students money on their course materials through a variety of programs and pilot projects. By employing multiple avenues to help faculty and students put affordable content into their existing workflows for providing and accessing required readings, the University of Minnesota Libraries are ensuring that there are many options available that support coursework and ultimately student success.  相似文献   

Work/Life Flexibility     

Melissa Mallon 《Public Services Quarterly》2017,13(3):168-177

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The peritextual literacy framework: Using the functions of peritext to support critical thinking     

Melissa Gross  Don Latham 《Library & information science research》2017,39(2):116-123

The peritextual literacy framework (PLF) is a tool for accessing, evaluating, and comprehending the content of media using elements that frame the body of a work and mediate its content for the user. Paratextual elements are the focus of research in classification, bibliometrics, reader’s advisory work, and in studies of authorship and publication. However, paratextual theory is just beginning to be acknowledged in LIS. The PLF closes a gap in paratext theory by categorizing the functions of peritext into six types: production, promotional, navigational, intratextual, supplemental, and documentary. The PLF is unique that it provides both a framework for further research on peritext, as well as a pedagogical tool that supports teaching in the areas of information literacy, media literacy and analysis, critical thinking, reading, and media design and production.  相似文献   

Make Me an Instrument of Your Peace: Honoring Religious Diversity and Modeling Respect for Faiths Through Children’s Literature     

Melissa Renck Peyton  Mary Renck Jalongo 《Early Childhood Education Journal》2008,35(4):301-303

Understanding and respecting young children’s religious background is an important way of respecting diversity. Due to the traditional separation of church and state, many professionals tend to ignore the significant influence of religious belief and training during the early childhood years. Sharing high-quality picture books simultaneously enables adults and peers to expand their understandings of different faiths and to communicate their respect for and interest in young children’s religious education. This editorial concludes with a selective list of picture book titles that focus on different faiths that are suitable for children in the primary grades.  相似文献   

Creating a web of support: an important leadership strategy for advancing campus diversity     

Adrianna Kezar  Peter Eckel  Melissa Contreras-McGavin  Stephen John Quaye 《Higher Education》2008,55(1):69-92

Research demonstrates that leadership, particularly among presidents, is important for moving a diversity agenda forward and make appreciable progress on it. The research questions pursued here are: What is the role of the college president in advancing a diversity agenda? What strategies do presidents identify as important to facilitating a diversity agenda? There were three main findings: (1) strategies are deployed in a non-linear way best represented through a web metaphor, (2) six sets of actors that serve as key nodes on the web and specific strategies were crucial to enhancing and deepening the web-developing an internal network, hiring, mentoring, partnering with faculty on the curriculum, supporting student affairs staff, working directly with and learning from students, and establishing external networks; and, (3) strategies within the human resource frame are noted by presidents as particularly important to moving a diversity agenda forward.  相似文献   

The Interpersonal Context of Emotion: Anger with Close Friends and Classmates   总被引：2，自引：0，他引：2  

Nancy Rumbaugh Whitesell  Susan Harter 《Child development》1996,67(4):1345-1359

While a great deal of work in recent years has focused on the role of cognitive evaluation of events in the elicitation of anger, little has been said about how the interpersonal context of events colors such evaluation. In this study, we varied critical features of events identified by theorists (provocation, intent, and apology) along with the interpersonal context of the events. We examined the reactions of preadolescent and young adolescent boys and girls to hypothetical situations involving anger-provoking actions by best friends and classmates (casual acquaintances). The situations involving best friends elicited higher ratings of personal violation, more intense and prolonged negative emotion (including sadness and hurt feelings in addition to anger), and more coping attempts geared toward relationship preservation than did the situations involving classmates. Girls seemed to be particularly sensitive to relationship differences, consistently reporting different responses when friends and classmates were involved. Findings associated with the theoretical features of anger elicitation (provocation, intent, and apology), while generally fitting predictions, were less clear and convincing, overall, than the effects of relationship context. Findings related to age were limited but were consistent with research on the changing nature and meaning of friendship as children enter adolescence. Overall, our findings underscore the importance of relationship context as a backdrop against which emotional experience must be viewed.  相似文献   

General population norms about child abuse and neglect and associations with childhood experiences     

Bensley L  Ruggles D  Simmons KW  Harris C  Williams K  Putvin T  Allen M 《Child abuse & neglect》2004,28(12):1321-1337

BACKGROUND: A variety of definitions of child abuse and neglect exist. However, little is known about norms in the general population as to what constitutes child abuse and neglect or how perceived norms may be related to personal experiences. METHODS: We conducted a random-digit-dialed telephone survey of 504 Washington State adults. Respondents were asked whether they believed each of 34 behaviors, identified in focus groups as possibly physically, sexually or emotionally abusive or neglectful, constituted abuse or neglect. Then, they were asked whether they had experienced 33 of the behaviors. RESULTS: Five of the six behaviors with the highest levels of consensus were for sexual abuse, whereas only one emotionally abusive behavior had a high level of consensus (95% agreement). Consensus that spanking constituted abuse increased with severity. Those respondents who reported experiencing a particular behavior were significantly less likely to believe the behavior abusive for 11 of the 33 behaviors and more likely to believe the behavior abusive for two of the behaviors. Where comparisons were possible, there was a high level of consensus that behaviors identified as abusive in Child Protective Service operational definitions constituted abuse. CONCLUSIONS: Self-reported childhood experiences were associated with perceived norms about child abuse. A better understanding of community norms about child abuse and neglect may be helpful in communicating with the public or allow for better targeting of educational messages through the media, parenting education classes, and so forth.  相似文献