Infant maltreatment-related mortality in Alaska: correcting the count and using birth certificates to predict mortality     

Parrish JW  Gessner BD 《Child abuse & neglect》2010,34(12):951-958

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School readiness of maltreated children: Associations of timing,type, and chronicity of maltreatment     

《Child abuse & neglect》2018

Children who have been maltreated during early childhood may experience a difficult transition into fulltime schooling, due to maladaptive development of the skills and abilities that are important for positive school adaptation. An understanding of how different dimensions of maltreatment relate to children’s school readiness is important for informing appropriate supports for maltreated children. In this study, the Australian Early Development Census scores of 19,203 children were linked to information on child maltreatment allegations (substantiated and unsubstantiated), including the type of alleged maltreatment, the timing of the allegation (infancy-toddlerhood or preschool), and the total number of allegations (chronicity). Children with a maltreatment allegation had increased odds of poor school readiness in cognitive and non-cognitive domains. Substantiated maltreatment was associated with poor social and emotional development in children, regardless of maltreatment type, timing, or chronicity. For children with unsubstantiated maltreatment allegations, developmental outcomes according to the type of alleged maltreatment were more heterogeneous; however, these children were also at risk of poor school readiness irrespective of the timing and/or chronicity of the alleged maltreatment. The findings suggest that all children with maltreatment allegations are at risk for poor school readiness; hence, these children may need additional support to increase the chance of a successful school transition. Interventions should commence prior to the start of school to mitigate early developmental difficulties that children with a history of maltreatment allegations may be experiencing, with the aim of reducing the incidence of continuing difficulties in the first year of school and beyond.  相似文献   

Effects of childhood multiple maltreatment experiences on depression of socioeconomic disadvantaged elderly in Brazil     

《Child abuse & neglect》2018

Childhood maltreatment is a risk factor for depression in nonelderly individuals. We investigated the effect of childhood abuse and neglect on the development of geriatric depression and its severity in socioeconomically disadvantaged individuals. A cross-sectional study investigated 449 individuals aged 60–103 years sorted by data using the enrollment list health coverage from the city of Porto Alegre, Brazil. The fifteen-item Geriatric Depression Scale was used to assess depression. The Childhood Trauma Questionnaire was used to identify emotional and physical neglect, in addition to emotional, physical, and sexual abuse. Geriatric depression was associated with emotional and physical abuse and neglect. Emotional abuse and neglect, as well as physical abuse, increased the odds of an individual developing severe depression. Correlations were observed for combined forms of maltreatment, with two to five maltreatment types producing mild to moderate symptoms. Similar trends were observed for severe symptoms in a limited number of cases. The cross-sectional design limit causal inference. Retrospective measurement of childhood maltreatment may increase recall and response bias. Late-life depression and its severity significantly correlated with the extent of childhood emotional and physical abuse and neglect. Thus, research should focus on supporting trauma survivors late in life, particularly when they come from low or middle income countries because these patients have higher rates of depression in elderly populations.  相似文献   

Convergence of Sequences and Series 2: Interactions Between Nonvisual Reasoning and the Learner’s Beliefs about their own Role     

Lara Alcock  Adrian Simpson 《Educational Studies in Mathematics》2005,58(1):77-100

This paper examines the work of students who, when reasoning about real analysis, do so almost exclusively by means of verbal and algebraic reasoning, and tend not to incorporate visual images into their work. It examines the work of students from two parallel courses of introductory real analysis, whose reasoning ranges from those who introduce definitions appropriately and work with them competently, to those who cannot recall definitions and appear to manipulate notation without regard for its reference. It presents a theory that relates the differences to students expectations regarding their role as learners of mathematics. Throughout, the argument is illustrated with interview data from which the theory was inductively generated.  相似文献   

Systemic ecological illiteracy? Shedding light on meaning as an act of thought in higher learning     

Thomas G. Puk  Adam Stibbards 《Environmental Education Research》2012,18(3):353-373

Research on ecological literacy often takes for granted that participants understand, and can construct the meaning within, the complex concepts involved, simply because they are able to use the appropriate terminology in a ‘fluent’ manner and/or can select the correct option on multiple choice tests. In this study, and in the larger two-year study it is part of, a trend has been unearthed regarding the ecological literacy of university students entering into a Bachelor of Education program. An analysis of the meaning contained in participant definitions has revealed that the vast majority of teacher candidates, graduates of many different universities, are unable to explain the meaning of key integrating ecological concepts at even a minimal level of maturity, alluding to a possible systemic problem. The findings, though preliminary, suggest that until we inquire into the meaning that teachers possess for key concepts rather than accepting fluent but shallow use of these concepts, we may be taking too much for granted.  相似文献   

Characterizing the sexual abuse experiences of young adolescents     

Sonya Negriff  Janet U. Schneiderman  Caitlin Smith  Justine K. Schreyer  Penelope K. Trickett 《Child abuse & neglect》2014

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Strain,depressed mood and suicidal thoughts among maltreated adolescents in the United States     

Carol Coohey  April Dirks-Bihun  Lynette M. Renner  Robert Baller 《Child abuse & neglect》2014

Almost one-fourth of maltreated adolescents report they have thought about killing themselves in the last two weeks. We draw on Agnew's strain theory to develop a model to account for variability in suicidal thoughts among this high-risk group. We used data from a nationally representative sample of 572 maltreated adolescents, aged 11–15. One dimension of relational strain (poorer relationship with peers) and greater depressed mood were directly related to whether adolescents did or did not think about suicide. Depressed mood mediated the relationship between two strain variables (relationship with caregiver and with school) and suicidal thoughts. Child maltreatment strain (being severely harmed) and substance use were not directly related to suicidal thoughts; however, depressed mood appeared to mediate the relationship between drug use and suicidal thoughts. Adolescents who experience child maltreatment and who appear to be disconnected from caregivers, friends and school should be screened for depression and suicidal thoughts.  相似文献   

The emergence of reading literacy in post-primary teacher education: from the background to the foreground     

Brian Murphy  Paul F. Conway  Rosaleen Murphy  Kathy Hall 《欧洲师范教育杂志》2014,37(3):331-347

While recognising the fact that historically teacher education and adolescent literacy are two fields that have had limited intellectual contact, the development of reading literacy is increasingly now accepted internationally as a core responsibility of all teachers and teacher educators. Adopting a socio-cultural perspective, this paper, drawn from the Learning to Teach Study, focused on the beliefs, knowledge and experiences regarding reading literacy of Irish post-primary student teachers on one initial teacher education (ITE) programme. The data were collected through three interviews with each of 17 student teachers. Results suggest that the surveyed student teachers had some concerns about their own literacy, had narrow conceptions of literacy, tended not to see it as their responsibility, held a minimal threshold view of literacy and viewed new digital technologies as a resource and motivator for their students’ literacy learning. Results are discussed in terms of how student teachers’ knowledge of literacy in ITE programmes could be reframed, extended and deepened.  相似文献   

The impact of childhood maltreatment on adolescent gang involvement     

《Child abuse & neglect》2019

BackgroundA number of risk factors for gang involvement have been identified in the literature, such as victimization, poor parental monitoring, aggressive behavior, and affiliation with delinquent peers. However, few studies have examined the influence of maltreatment experiences during childhood on gang involvement later in adolescence.ObjectiveThis study examines how differential experiences of maltreatment might impact future gang involvement.Participants and settingWe analyze self-report data and official maltreatment records on 611 youth (52% female; 76% non-white) in the US, from a larger dataset (Longitudinal Studies on Childhood Abuse and Neglect; N = 1354).MethodsMultinomial logistic regression models were used to examine the influence of experiencing different types of maltreatment on gang involvement.ResultsResults show that childhood experiences of maltreatment (p = .005) generally and neglect (p = .013) specifically were significantly associated with an increased risk of involvement in stable gang affiliations later in adolescence.ConclusionsThese findings demonstrate the value of considering gang involvement as an outcome of maltreatment and tailoring best practice interventions to support maltreated youth at risk of gang involvement.  相似文献   

Childhood emotional abuse characteristics moderate associations with adult psychopathology and caregiving     

《Child abuse & neglect》2019

As the consequences of childhood maltreatment for adult adjustment become increasingly established in the literature, investigations of individual differences in these effects must evolve to examine more nuanced components of the maltreatment experience. This is particularly true for studies of childhood emotional abuse (CEA), which represents an umbrella label for numerous qualitatively different experiences. The present study examined the distinct contributions and potential interactive effects of CEA frequency and intensity on adult psychopathology, caregiving behaviors, and caregivers’ representations of the caregiver-child relationship in a diverse sample of 62 female caregivers of 4-year-old children, all of whom had experienced CEA. Frequency and intensity emerged as orthogonal characteristics of CEA with differential effects on adult adaptation. Higher CEA frequency predicted increased adult psychopathology, whereas higher CEA intensity predicted increased boundary dissolution in caregivers’ representations. Further, an interaction between frequency and intensity predicted negativity in caregivers’ representations, such that higher frequency of high intensity, but not low intensity, CEA predicted decreased negativity. Neither frequency nor intensity of CEA predicted observed caregiving behaviors. These results provide evidence that characteristics of CEA signal important differences in its experience, with differential implications for later adjustment. The specific differences in caregiving representations associated with high vs. low intensity CEA suggest that diverging mechanisms by which these experiences eventuate in adult outcomes should also be investigated. Above all, this study suggests that the measurement of CEA, and childhood maltreatment broadly, will benefit from enhanced attention to specific characteristics of individuals' experiences.  相似文献