Childhood abuse and neglect and adult intimate relationships: a prospective study     

Colman RA  Widom CS 《Child abuse & neglect》2004,28(11):1133-1151

OBJECTIVE: The present study extends prior research on childhood maltreatment and social functioning by examining the impact of early childhood physical abuse, sexual abuse, and neglect on rates of involvement in adult intimate relationships and relationship functioning. METHOD: Substantiated cases of child abuse and neglect from 1967 to 1971 were matched on gender, age, race, and approximate family class with non-abused and non-neglected children and followed prospectively into adulthood. Between 1989 and 1995, 1,196 participants (676 abused and neglected and 520 controls) were administered a 2-hour in-person interview, including a psychiatric assessment and a variety of standardized rating scales. RESULTS: Male and female abuse and neglect victims reported higher rates of cohabitation, walking out, and divorce than controls. Abused and neglected females were also less likely than female controls to have positive perceptions of current romantic partners and to be sexually faithful. CONCLUSIONS: Although previous research on childhood maltreatment and adult intimate relationships has emphasized outcomes for female victims of childhood sexual abuse, present findings suggest that other forms of early maltreatment (physical abuse and neglect) also have a negative effect on both males' and females' ability to establish and maintain healthy intimate relationships in adulthood.  相似文献   

Prevention is better than cure: coping skills training for adolescents at school     

Erica Frydenberg  Kerry Bugalski  Amanda Cotta  Cathy McCarthy  Neringa Luscombe‐smith 《Educational Psychology in Practice》2004,20(2):117-134

Children and adolescents today face a plethora of stressful problems, including family and relationship conflict, death of close family members or friends, and academic and social pressures. Such problems have been found to contribute to an increased risk of various emotional–social–cognitive difficulties in adolescence. These include academic failure, social misbehaviour, interpersonal problems, and depression.

Programmes that promote coping with normative stress, delivered to the whole population, have been considered to represent a promising direction for the prevention of social emotional difficulties. The Best of Coping: Developing Coping Skills Program (Frydenberg & Brandon, 2002 Frydenberg E Brandon CM (2002) The best of coping Melbourne: Oz Child [Crossref] [Google Scholar]) was introduced in two school settings on four separate occasions. Evaluation of the results provides modest support for coping skills enhancement but provide a warning about the need for caution when implementing and evaluating the Programme. First, it appeared to have some opposing effects on males and females. Second, improvements in students' coping responses were apparently related to the authenticity of implementation of the Programme.

The findings are discussed with regard to the need to implement programmes through which we can teach adolescents coping responses, which include optimism and problem‐solving skills, so that they may handle problems and stressors more effectively. Additionally, an important feature of such programmes is a focus on the reduction of the use of non‐productive coping skills. With an increase in psycho‐social problems, the need to provide school‐based programmes is discussed, with emphasis placed on programme implementation. In particular, the probable need for ongoing involvement of psychologically trained school counsellors with teachers, through the life of the programme.  相似文献   

Practitioners' views about effective mental health and well-being support for post-16 students attending special school     

Samantha Thompson  Cathy Atkinson 《British Journal of Special Education》2022,49(1):102-124

Supporting children and young people's mental health and well-being is central to UK Government policy, with statistics suggesting post-16 students and those with learning difficulties are vulnerable. This case study explored how practitioners at a special school for students with severe and profound and multiple learning difficulties promote post-16 students' mental health and well-being. Data were drawn from four semi-structured interviews and a follow-up focus group. The thematic analysis identified a whole-team approach to supporting mental health and promoting student well-being, through staff knowledge and interpersonal skills, particularly related to communication and ability to build trusting relationships, providing experiences and preparing students for adulthood. Consideration was also given to facilitators and barriers to promoting such provision for students. The emotional needs audit from the Human Givens Institute (2006) could provide a framework for practitioners in special schools to promote mental health and well-being, enabling practical and tangible strategies for intervention and support.  相似文献   

Practice stories in natural resource management continuing professional education: springboards for learning     

Cathy Brown Stummann 《Studies in Continuing Education》2014,36(3):322-341

The use of stories from professional experience in continuing professional education has been on the rise in many fields, often aimed at bolstering capacity through sharing professional knowledge and/or supporting reflective practice. Practice stories are also suggested to be beneficial in supporting professional learning of new concepts. These uses of practice stories are not evident in public natural resource management (NRM) continuing professional education. In light of greater public involvement in NRM practice over the last 20 years, however, the use of practice stories could now be particularly beneficial to NRM professionals. This study examines the use of practice stories in workshops aimed at deepening public NRM professionals' understanding of social science concepts suggested to be valuable in making sense of the social and political complexity intertwined in public involvement practice. Feedback from workshop participants suggests that practice stories may be able to support NRM professionals in reflecting on previous experiences, learning from colleague's practice experiences and serving as a springboard for learning by fostering linkages between social science knowledge and practice. The study also finds that the perceived benefits of sharing practice stories were comparatively less for some more experienced participants.  相似文献   

The (im)materiality of literacy: the significance of subjectivity to new literacies research     

Cathy Burnett  Guy Merchant  Kate Pahl  Jennifer Rowsell 《Discourse: Studies in the Cultural Politics of Education》2014,35(1):90-103

This article deconstructs the online and offline experience to show its complexities and idiosyncratic nature. It proposes a theoretical framework designed to conceptualise aspects of meaning-making across on- and offline contexts. In arguing for the ‘(im)materiality’ of literacy, it makes four propositions which highlight the complex and diverse relationships between the immaterial and material associated with meaning-making. Complementing existing sociocultural perspectives on literacy, the article draws attention to the significance of relationships between space, mediation, materiality and embodiment to literacy practices. This in turn emphasises the importance of the subjective in understanding how different locations, experiences and so forth inflect literacy practice. The article concludes by drawing on the Deleuzian concept of the ‘baroque’ to suggest that this focus on articulations between the material and immaterial helps us to see literacy as multiply and flexibly situated.  相似文献   

Reaching students: lessons from a writing centre     

Cathy Hutchings 《高等教育研究与发展》2006,25(3):247-261

Globally, universities today are attracting students from widely diverse language and cultural backgrounds. However, whilst there are many well‐intentioned and supportive institutional endeavours under way, in most cases, it is still apparent that students with certain background characteristics are more successful than others. Disparities that exist in perceptions of institutional provision and expectations are problematic for certain students and, indeed, for the universities themselves. An examination of students’ learning behaviours and attitudes may give indications as to where solutions lie. The writing centres of these institutions are ideally placed to explore such factors, due to the individual nature of their work with students and the data kept with regard to this work. In an analysis of consultants’ reports on their observations of students’ behaviours and difficulties arising in consultations at one writing centre, I examine aspects of students’ management of and relationships within their learning, and how these affect control of their texts. Through an understanding of students’ practices and needs, I highlight implications for development of students’ learning in the broader institution.  相似文献   

Owning a piece of the forest: Woodworking in the early childhood curriculum     

Carol A. Patnaude  Cathy Costantino 《Early Childhood Education Journal》1995,23(2):115-118

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The case for prospective longitudinal studies in child maltreatment research: commentary on Dube, Williamson, Thompson, Felitti, and Anda (2004)     

Widom CS  Raphael KG  DuMont KA 《Child abuse & neglect》2004,28(7):715-722

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Baseline assessment of writing: the need for reconsideration     

Cathy Nutbrown 《Journal of Research in Reading》1999,22(1):37-44

This article questions the usefulness to teaching of items to be used in baseline assessment of writing in the UK. Current requirements for national baseline assessment are intended to serve two very different purposes: assessment for management and assessment for teaching. It is argued that this duality of purpose can threaten teaching and overemphasise assessment for management. This article describes a small study investigating items on the baseline assessment scale developed by the Schools Curriculum and Assessment Authority (SCAA, 1997a), which suggests that the SCAA criteria for baseline assessment of writing need to be reconsidered. This reconsideration can be sought in the light of research and evidence of children’s achievements. Finally the paper concludes that there needs to be greater clarity of purpose and a redefinition of the misleading term ‘baseline assessment’.  相似文献   

Evaluating programs     

Rena Shimoni  Denise MacLean  Cathy MacWilliam 《Early Childhood Education Journal》1990,17(3):42-46

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