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1.
OBJECTIVE: Child maltreatment has been linked to negative adult health outcomes; however, much past research includes only clinical samples of women, focuses exclusively on sexual abuse and/or fails to control for family background and childhood characteristics, both potential confounders. Further research is needed to obtain accurate, generalizable estimates and to educate clinicians who are generally unaware of the link between childhood abuse and adult health. The purpose of this project is to examine how childhood physical abuse by parents impacts mid-life mental and physical health, and to explore the attenuating effect of family background and childhood adversities. METHODS: We analyzed population-based survey data from over 2,000 middle-aged men and women in the Wisconsin Longitudinal Study using self-reported measures of parental childhood physical abuse, mental health (depression, anxiety, anger), physical health (physical symptoms and medical diagnoses), family background, and childhood adversities. RESULTS: Parental physical abuse was reported by 11.4% of respondents (10.6% of males and 12.1% of females). In multivariate models controlling for age, sex, childhood adversities, and family background, we found that childhood physical abuse predicted a graded increase in depression, anxiety, anger, physical symptoms, and medical diagnoses. Childhood physical abuse also predicted severe ill health and an array of specific medical diagnoses and physical symptoms. Family background and childhood adversities attenuated but did not eliminate the childhood abuse/adult health relationship. CONCLUSIONS: In a population-based cohort of middle-aged men and women, childhood physical abuse predicted worse mental and physical health decades after the abuse. These effects were attenuated, but not eliminated, by age, sex, family background, and childhood adversities. 相似文献
2.
Kimberly A. Scott Kimberly M. Sheridan Kevin Clark 《Learning, Media and Technology》2015,40(4):412-436
Despite multiple efforts and considerable funding, historically marginalized groups (e.g., racial minorities and women) continue not to enter or persist in the most lucrative of fields – technology. Understanding the potency of culturally responsive teaching (CRT), some technology-enrichment programs modified CRP principles to establish a culturally responsive computing (CRC) experience for disenfranchised groups. We draw from our respective praxes developing two such initiatives and reconceptualize CRC as a heuristic. In this theoretical article, we offer a more nuanced vision of CRC considering intersectionality, innovations, and technosocial activism. Implications for the newly defined tenets consider programmatic, theoretical, and methodological concerns. 相似文献
3.
Vera Sheridan 《Higher Education》2011,62(2):129-140
This qualitative study examines the interplay between academic staff and international students with regard to developing
academic literacies at university. Higher education has traditionally responded to increasing student diversity with the expectation
that students will conform to institutional norms or habitus. In this context international students arrive with cultural
capital which may not fit such norms, and would benefit from developing their academic literacy, as indeed would home students
given an increasingly diverse student body in Irish higher education. Findings reveal a gap between academics expectations
and international students’ capabilities. Academic staff remained within the remit of the research in contrast to the 22 international
students who were interviewed. They did not separate the totality of their campus experience from academic literacy practices.
These ranged from uncertainty around writing in another language to a mismatch between diversity management in class and students’
own expectations. International students found difficulty to making friends on campus which could benefit their integration
into the academic literacy practices of their respective disciplines. Findings point towards a whole institution response
to student diversity which transcends traditional disciplinary boundaries. 相似文献
4.
Susan M. Sheridan Natalie A. Koziol Brandy L. Clarke Kristin M. Rispoli Michael J. Coutts 《Early education and development》2014,25(7):1057-1082
Research Findings: Children's early academic achievement is supported by positive social and behavioral skills, and difficulties with these skills frequently gives way to underachievement. Social and behavioral problems often arise as a product of parent–child interactional patterns and environmental influences. Few studies have examined the role of a salient aspect of children's environments, community locale, in the relationship between parenting practices and child outcomes. Using a large, nationally representative sample, we examined whether preschool parenting practices and children's social-behavioral skills in kindergarten were related to geographic setting (rural vs. city, suburban, and town). Results indicated that rural children experienced greater difficulties with parent-reported externalizing behaviors. Furthermore, rural parents displayed less emotional support than parents in other settings. Preschool parenting behaviors were associated with social skills and behavior problems in kindergarten, as reported by both parents and teachers. Parents' emotional supportiveness was found to account for the relationship between geographic setting and parent-reported children's social skills, such that rural parents who provided less emotional support had children with lower social skills in kindergarten. Practice or Policy: Findings of this research indicate that rural children may face particular risk for behavioral issues and highlight the need for increased behavioral supports in rural communities. Moreover, our results suggest that interventions designed to promote parents' support of children's emotions may have particular utility for rural families. 相似文献
5.
Responses from almost 1,250 academic authors around the world were analysed to obtain their views on electronic publishing of learned journals. Currently, having a print version of journals is still more important to them than an electronic version. The issue of greatest importance to authors and readers is the continuing availability of back volumes, and there are strong concerns about pricing of electronic journals. The potential gains in publication speed through publishing electronically appear not to be a priority. Electronic preprint and reprint archives are used very little at present, with the exception of the physics and mathematics communities. Of all publisher‐mediated tasks, the peer‐review process is the most valued, followed by provision of citation‐linking. Respondents' views of future developments in electronic publishing are also explored. 相似文献
6.
Minds Under Siege: Cognitive Signatures of Poverty and Trauma in Refugee and Non-Refugee Adolescents
Alexandra Chen Catherine Panter-Brick Kristin Hadfield Rana Dajani Amar Hamoudi Margaret Sheridan 《Child development》2019,90(6):1856-1865
The impacts of war and displacement on executive function (EF)—what we might call the cognitive signatures of minds under siege—are little known. We surveyed a gender-balanced sample of 12- to 18-year-old Syrian refugees (n = 240) and Jordanian non-refugees (n = 210) living in Jordan. We examined the relative contributions of poverty, trauma exposure, posttraumatic stress, and insecurity to variance in inhibitory control and working memory. We observed associations between poverty and WM, suggesting that, even in populations exposed to substantial violence and fear, poverty is a specific pathway to WM deficit. We did not, however, find associations between EFs and exposures to trauma. Careful distinction between childhood adversities may illuminate which neurocognitive pathways matter for measures of cognitive function. 相似文献
7.
Susan M. Sheridan Emily D. Warnes Richard J. Cowan Ariadne V. Schemm Brandy L. Clarke 《Psychology in the schools》2004,41(1):7-17
Family‐centered positive psychology (FCPP) is defined as a framework for working with children and families that promotes strengths and capacity building within individuals and systems, rather than one focusing solely on the resolution of problems or remediation of deficiencies. This approach to family‐based services is predicated on the belief that child and family outcomes will be enhanced if members participate in identifying needs, establishing social supports and partnerships, and acquiring new skills and competencies, rather than simply receiving services from professionals. In this article, we present a rationale for FCPP, outline its primary principles, highlight one model for working with families that exemplifies FCPP practice, and illustrate its use through an authentic data‐based case study. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 7–17, 2004. 相似文献
8.
A glass ceiling for women still exists in academia after two decades of equal employment opportunity (EEO) legislation in Australia. There are complex factors that when combined make gender inequity in the higher education sector highly resistant to change. Using personal histories as a reflexive device, the paper makes explicit the embedded male patterns of behaviour in academia that operate beneath the façade of policies and rules put into place to counter inequity. In particular, the paper focuses on the cognitive dissonance individuals experience due to the disparity between formal organizational policies promoting equity, such as workload allocations, and perceptions of the unequal opportunities for women and men. Using social identity theory and the leader member exchange (LMX) framework, the daily experiences of three academic women are interpreted, the impediments to equality identified, and suggestions made for more fundamental change to gendered organizational structures within academia. The analysis of such behaviours shows that the traditional emphasis of EEO legislation on formal policies and procedures to bring about gender equity in academia needs to be accompanied by cultural change programs that make explicit and challenge behaviours that reproduce and reinforce male hegemony in academia. 相似文献
9.
This paper stems from research in Australia examining pre-service teacher and mentor teacher experiences on the practicum. The paper focuses on findings from the research, highlighting the tendency among the pre-service teachers to either valorise or demonise their mentor teachers, reflective of what we describe, following Kristeva and Britzman, as their powerful need to believe. The paper draws on psychoanalytic theory in order gain insights into this process, viewing the pre-service teachers’ accounts of their mentors as fantasies that serve a stabilising function in order to manage the intense emotional demands of schools and classrooms. The paper concludes with considerations of how teacher educators might ameliorate the ideality of novice teachers, reflecting the insistence of the imaginary, and hence enable them to benefit more from the practicum experience. We briefly suggest the use of tools that work within the symbolic register to exercise a mediating role in the context of these intense demands. 相似文献
10.
Purpose: To investigate the need for sexuality education for individuals with adult onset physical disabilities as it relates to quality of life and to identify current trends in the provision of sexuality education by health care providers relating to quality of care.
Data Sources: Literature review from January 1986 to December 2016.
Study Selection: Studies were selected that outlined current trends in sexuality in health care, the impact of disability on sexuality, and sexuality education from the perspectives of both patients and health care providers.
Results: Searches in multiple databases yielded 41 articles that outlined the current state of sexuality education related to individuals with disabilities. The results demonstrate the importance of addressing sexuality after the onset of disability, and the inconsistencies that are present in health care practitioner education related to this topic.
Conclusion: Sexuality is an important aspect of the human experience and is greatly impacted by the onset of physical disability. Despite the acknowledgment of health care providers that sexuality should be addressed in clinical practice, there is a gap in knowledge and comfort stemming from a lack of formal education on this topic. In order to enhance the quality of services provided to individuals with physical disabilities, educational programs that focus on a multidisciplinary approach to sexuality education should be established. 相似文献