Adverse childhood experiences and hallucinations     

Whitfield CL  Dube SR  Felitti VJ  Anda RF 《Child abuse & neglect》2005,29(7):797-810

OBJECTIVE: Little information is available about the contribution of multiple adverse childhood experiences (ACEs) to the likelihood of reporting hallucinations. We used data from the ACE study to assess this relationship. METHODS: We conducted a survey about childhood abuse and household dysfunction while growing up, with questions about health behaviors and outcomes in adulthood, which was completed by 17,337 adult HMO members in order to assess the independent relationship of 8 adverse childhood experiences and the total number of ACEs (ACE score) to experiencing hallucinations. We used logistic regression to assess the relationship of the ACE score to self-reported hallucinations. RESULTS: We found a statistically significant and graded relationship between histories of childhood trauma and histories of hallucinations that was independent of a history of substance abuse. Compared to persons with 0 ACEs, those with 7 or more ACEs had a five-fold increase in the risk of reporting hallucinations. CONCLUSION: These findings suggest that a history of childhood trauma should be looked for among persons with a history of hallucinations.  相似文献   

Self-concept of deaf secondary school students in different educational settings     

Van Gurp S 《Journal of deaf studies and deaf education》2001,6(1):54-69

  相似文献   

Occupational Portrayals on Television: Children's Role Schemata, Career Aspirations, and Perceptions of Reality     

John C. Wright  Aletha C. Huston  Rosemarie Truglio  Marguerite Fitch  Elizabeth Smith  Suwatchara Piemyat 《Child development》1995,66(6):1706-1718

Do children's schemata for occupations they observe in real life differ from those they see on TV? 177 second- and fifth-graders were assigned to conditions in a 2 (real-life or on TV) × 2 (police officer or nurse) design. They answered open-ended questions about what police officers or nurses do (in real life or on TV) and rated the typicality of various job activities. Their schematic knowledge about TV and real occupations was clearly differentiated. TV versions entailed more glamour, higher income, more stereotypes, and more dramatic events without negative consequences. Real-life occupations entailed more effort, status, and excitement. Older children differentiated slightly more clearly than younger ones. Children who perceived television as factual and realistic had real-world schemata similar to TV images. Children who were heavy viewers and perceived television as realistic were most likely to aspire to jobs shown on TV. Conclusion: children form separate schemata for social information acquired from TV and from real-world experience, but those who perceive television as socially realistic are apt to incorporate TV messages in their schemata and their aspirations.  相似文献   

Assessment of expert-novice chemistry problem solving using HyperCard: Early findings     

David D. Kumar 《Journal of Science Education and Technology》1993,2(3):481-485

Results of a HyperCard method for assessing the performance of expert and novice high school chemistry students solving stoichiometric chemistry problems (balancing chemical equations) have been reported. The assessment involved the use of a HyperCard instrument (Hyperequation) developed on a Macintosh platform to administer a set of five chemistry problems, register student responses, and collect data related to student performance. The chemistry problems have been previously tested and validated in traditional (pen-paper) assessment settings by other researchers. MANOVA results indicate a significant difference between the performance of expert and novice students solving the five stoichiometric chemistry problems using the Hyperequation. The study shows promise in that a HyperCard assessment method could differentiate between the performance of experts and novices in problem solving. The implication is that HyperCard might be a suitable technology for developing performance assessment methods not only in chemistry but also in other science disciplines.  相似文献   

Attachment over time     

Lewis M  Feiring C  Rosenthal S 《Child development》2000,71(3):707-720

Continuity in attachment classification from infancy to late adolescence was examined and related to autobiographical memories of childhood, divorce, and maladjustment. Eighty-four White middle-class children (48 girls) were seen in a modified Strange Situation at 12 months and given the Adult Attachment Interview at 18 years. In addition, data were collected on 13-year-olds' childhood recollections as well as adolescent, mother, and teacher ratings of maladjustment at 13 and 18 years of age. Divorce status of parents also was obtained. Results indicated no continuity in attachment classification from 1 to 18 years of age and no relation between infant attachment status and adolescent maladjustment. Divorce was related to 13-year-olds' childhood recollections as well as to insecure attachment status at 18 years. Eighteen-year-olds with insecure attachment classification were more likely to rate themselves as maladjusted. The results support the idea of attachment as an evolving representation dependent upon the nature of the family environment as indexed by divorce.  相似文献   

Adolescents sex-typed friendship experiences: does having a sister versus a brother matter?     

Updegraff KA  McHale SM  Crouter AC 《Child development》2000,71(6):1597-1610

This study examines the connections between having a sister versus a brother and coming from a same-sex versus an opposite-sex sibling dyad and the degree of sex-typing in adolescents' friendship experiences, including the qualities of their friendships (i.e., intimacy, control) and their friends' personal attributes (i.e., sex-typed leisure interests, expressive and instrumental personality qualities). Participants were 159 firstborn-secondborn adolescent sibling pairs (M = 14.94 years and M = 12.43 years, respectively) and a close friend of each sibling (N = 636, including siblings and friends). Data were collected during home visits with siblings and telephone interviews with friends of siblings. The results suggested that sisters may learn control tactics from their brothers that they apply in their friendships; boys, however, were less likely to model the emotional intimacy that characterized their sisters' experiences with friends. In addition, coming from an opposite-sex sibling dyad was linked to sex-typing in friends' personal attributes, particularly their masculine leisure interests and instrumental personality qualities. Sisters and brothers may provide unique opportunities to learn about sex-typed relationship experiences in early adolescence, a time when gender segregation in the peer context is pervasive.  相似文献   

Sexual abuse and exploitation of children and adults with mental retardation and other handicaps   总被引：1，自引：1，他引：1  

D Tharinger  C B Horton  S Millea 《Child abuse & neglect》1990,14(3):301-312

There is growing recognition that children, adolescents, and adults who are mentally retarded are particularly vulnerable to sexual abuse and exploitation and are in need of intervention services. These people are especially vulnerable due to ther often life-long dependence on caregivers, relatively powerless position in society, emotional and social insecurities, and lack of education regarding sexuality and sexual abuse. In addition the mental health functioning and emotional development of individuals who are mentally retarded are not well understood, and many professionals remain uneducated about their mental health needs. To work effectively with this population, mental health professionals and educators must be alert to what is known about the sexual abuse and exploitation of persons with mental retardation. Furthermore, they need to become educated about the rights of these persons to special legal protection from abuse and neglect and to appropriate and effective mental health interventions. The challenge for mental health professionals and educators is to protect persons who are mentally retarded from sexual abuse and exploitation, to provide appropriate psychotherapeutic interventions when abuse occurs, to respect their right to developmentally appropriate knowledge about sexuality and sexual abuse, and to allow for the fulfillment of their sexuality.  相似文献   

The multimedia case as a tool for professional development: an analysis of online and face-to-face interaction among mathematics pre-service teachers, in-service teachers, mathematicians, and mathematics teacher educators   总被引：2，自引：0，他引：2  

Rebecca McGraw  Kathleen Lynch  Yusuf Koc  Ayfer Budak  Catherine A. Brown 《Journal of Mathematics Teacher Education》2007,10(2):95-121

In this study, we consider the potential of multimedia cases as tools for teacher professional development. Specifically, we examined online and face-to-face discussions that occurred within groups composed of pre-service mathematics teachers, in-service mathematics teachers, mathematicians, and mathematics teacher educators. Discussions within these heterogeneous groups tended to focus on issues of classroom implementation of the tasks shown in the multimedia case. Secondary foci of discussion included task characteristics and appropriateness of tasks for engaging students in thinking about mathematical concepts and processes. Analysis of contributions to discussions across group member type revealed differences that suggest that the variety of backgrounds and experiences of group members can blend in ways that support rich and critical discussions of mathematics, teaching, and learning.  相似文献   

The relationship among achievement goals,standardized test scores,and elementary students’ focus in school          下载免费PDF全文

Martin H. Jones  Christian E. Mueller 《Psychology in the schools》2017,54(9):979-990

The study examined whether an academic, social, or both an academic and social focus might relate with achievement goals and academic achievement. Participants were 412 urban elementary school students. Results suggest that students with an academic focus toward school have more mastery‐approach and less mastery‐avoid achievement goals. Academic achievement (standardized test scores) did not relate with boys’ or girls’ focus toward school. These findings suggest that academic motivation, but not achievement, correspond with self‐perceptions of school as being a place to learn or school as a place for social interactions.  相似文献   

‘I’ll take care of the flowers!’ Researching agency through initiatives across different learning environments     

Marjaana Kangas  Kaisa Kopisto  Krista Löfman  Laura Salo  Leena Krokfors 《Journal of Adventure Education & Outdoor Learning》2017,17(1):82-91

ABSTRACT

This case study examined how the agency of a fifth-grade pupil appeared across different learning environments in the primary school context. In this study, agency is defined as the initiatives taken by an individual in interactive situations. The research question is: how does a pupil’s agency manifest and vary through taking initiatives across different learning environments within curriculum-based education? The empirical data consist of 50 video episodes including learning activities in a classroom, in a vegetable garden and on a nearby farm. The findings show that the pupil’s agency varied across learning environments, manifesting itself through complementing, supportive, constructive and challenging initiatives. When developing pedagogy that supports learning across formal and informal learning environments, it is essential to enable pupils to take different kinds of initiatives and to exercise their agency in versatile contexts.  相似文献