International Journal for the Advancement of Counselling - Globally, mental illness is still stigmatized by many. The following qualitative study explored beliefs about mental illness and help... 相似文献
Immigration is a growing social dynamic in many countries, eliciting a variety of different responses. Proponents of immigration note how the influx of new people into the United States (US) has enhanced the workforce and brought cultural enrichment; others have attributed to immigrants, particularly undocumented, a rise in crime and strains on social services. Consequently, immigrants often contend with discrimination and other unique stressors that increase the likelihood that immigration will be a traumatizing experience. Because scholarly focus on the impact of immigration upon psychological wellbeing typically highlights individual experiences, there is limited attention on the impact on immigrant families, particularly mixed-status families comprised of immigrant parents and children who are US citizens by birth. There is also limited attention on immigrant dynamics in the Southern US. This qualitative, thematic analysis explores the experiences of 71 pairs of Latinx immigrant mothers and their US citizen children, living in the Southern US, utilizing the lens of intergenerational transmission of trauma. Using narrative data taken from trauma assessment instruments, the authors identified the most prevalent themes shared by the mothers and their children as crime victimization, deportation, threats to family health, sexual abuse, and marital conflict.
The aim of the four present experiments was to explore how different schedules of reinforcement influence schedule-induced
behavior, their impact on evaluative ratings given to conditioned stimuli associated with each schedule through evaluative
conditioning, and the transfer of these evaluations through derived stimulus networks. Experiment 1 compared two contrasting
response reinforcement rules (variable ratio [VR], variable interval [VI]). Experiment 2 varied the response to reinforcement
rule between two schedules but equated the outcome to response rate (differential reinforcement of high rate [DRH] vs. VR).
Experiment 3 compared molar and molecular aspects of contingencies of reinforcement (tandem VIVR vs. tandem VRVI). Finally,
Experiment 4 employed schedules that induced low rates of responding to determine whether, under these circumstances, responses
were more sensitive to the molecular aspects of a schedule (differential reinforcement of low rate [DRL] vs. VI). The findings
suggest that the transfer of evaluative functions is determined mainly by differences in response rate between the schedules
and the molar aspects of the schedules. However, when neither schedule was based on a strong response reinforcement rule,
the transfer of evaluative judgments came under the control of the molecular aspects of the schedule. 相似文献
Three experiments were performed to examine the effect of response force on rats’ performance on various schedules of reinforcement.
Response force was manipulated by changing the weight of the lever in the operant chamber—a heavy lever for high response
force and a light lever for low response force. Using a within-subjects design, Experiment 1 replicated previous findings
that rats respond more quickly on variable ratio (VR) than on equivalent variable-interval-plus-linear-feedback (VI+) schedules.
Experiment 2 replicated this finding but also showed that the use of a smaller response force abolished the response rate
difference between the VR and VI+ schedules. Experiment 3 used a between-subjects design and showed a response rate difference
between the VR and VI+ schedules with a high response force but no response rate difference with a low response force. This
suggests that under conditions of low force, when the rats’ responding can continue at prolonged high rates, these subjects
show little difference in their response rates between VR and VI+ schedules. These data are similar to those found for human
subjects. 相似文献
Seven- and eight-year-old deaf children and hearing children of equivalent reading age were presented with a number of tasks designed to assess reading, spelling, productive vocabulary, speechreading, phonological awareness, short-term memory, and nonverbal intelligence. The two groups were compared for similarities and differences in the levels of performance and in the predictors of literacy. Multiple regressions showed that both productive vocabulary and speechreading were significant predictors of reading for the deaf children after hearing loss and nonverbal intelligence had been accounted for. However, spelling ability was not associated with any of the other measures apart from reading. For hearing children, age was the main determinant of reading and spelling ability (due to selection criterion). Possible explanations for the role of speechreading and productive vocabulary in deaf children's reading and the differences between the correlates of literacy for deaf and hearing children are discussed. 相似文献
This study examined associations between maltreatment and early developmental vulnerabilities in a population sample of 68,459 children (Mage = 5.62 years, SD = .37) drawn from the Australian state of New South Wales, using linked administrative data for the children and their parents (collected 2001–2009). Associations were estimated between (a) any maltreatment, (b) the number of maltreatment types, and (c) the timing of first reported maltreatment and vulnerability and risk status on multiple developmental domains (i.e., physical, social, emotional, cognitive, and communication). Pervasive associations were revealed between maltreatment and all developmental domains; children exposed to two or more maltreatment types, and with first maltreatment reported after 3 years of age, showed greater likelihood of vulnerability on multiple domains, relative to nonmaltreated children. 相似文献
Wearable devices introduce many new capabilities to the delivery of healthcare. But wearables also pose grave privacy risks. Furthermore, information overload gets in the way of informed consent by the patient. To better protect American patients in an increasingly digital world, the U.S. Congress passed the Health Insurance Portability and Accountability Act of 1996 (HIPAA). This article examines the adequacy of HIPAA vis-à-vis issues raised by wearable technologies in the Internet of Things environment and identifies policy gaps and factors that drive health data exposure. It presents a 2 × 2 Partnership-Identity Exposure Matrix, illustrates implications in four different contexts, and provides recommendations for improving privacy protection. 相似文献
Hungry rats were trained in a two-lever conditioning chamber to earn food reinforcement according to either a win–shift/lose–stay or a win–stay/lose–shift contingency. Performance on the two contingencies was similar when there was little delay between the initial, information part of the trial (i.e., win or lose) and the choice portion of the trial (i.e., stay or shift with respect to the lever presented in the information stage). However, when a delay between the information and choice portions of the trial was introduced, subjects experiencing the win–shift/lose–stay contingency performed worse than subjects experiencing the alternative contingency. In particular, the lose–stay rule was differentially negatively impacted relative to the other rules. This result is difficult for ecological or response interference accounts to explain. 相似文献
Critical discourse analysis was used to explore and discuss data on young people’s knowledge and understanding of health, fitness and physical activity, selected from a wider study which focused on the role of secondary schools in effectively promoting physical activity. A mixed methods approach was utilised, involving an online survey to teachers in all state secondary schools in the UK (n?=?603 responding schools) and case studies centred on eight randomly selected state secondary schools from nine Government regions across England. Within each case study school, teacher interviews and pupil focus groups were conducted involving 17 teachers and 132 children aged 12–15 years, respectively. The healthism discourse was evident in the way young people talked about health, fitness and physical activity and two key themes emerged, these being: (i) issues with young people’s knowledge and understanding of health, fitness and physical activity in the form of reductive, limited and limiting conceptions; conceptual confusion; a preoccupation with appearance, weight, fat, shape and size; limited progression in learning; and complexities in understandings; and (ii) divides between young people’s health knowledge and health behaviour, and dilemmas underpinning these divides. Improved understanding of issues with young people’s knowledge and understanding of health, fitness and physical activity and of divides and dilemmas regarding associated behaviours should assist in developing critical pedagogies which challenge the dominance and stability of the healthism discourse and more effectively promote healthy, active lifestyles amongst young people. 相似文献
Our goal in this article is to present a broad perspective on the state of strategy research and to consider, in brief, the prospects for strategy research in the future. We first draw on the literature in an effort to delineate the attributes of strategies and to consider several dimensions of strategies that dot the research landscape. Next, we distinguish strategic performance from skillful behavior. With this definitional framework in place, we survey changes that might be evidenced in learners' strategic processing over time, as a consequence of knowledge and motivation, as well as other personal factors. Additionally, we explore aspects of the task and the context that serve as change agents in strategy development, including domain, time, and instructional support. We conclude with a brief reflection on issues that deserve attention in research and practice in the next decade, to assist strategies instruction in reaching its potential as a part of integrated, validated instructional practices.相似文献