Child sexual and physical abuse among college students in Singapore and the United States   总被引：2，自引：0，他引：2  

Back SE  Jackson JL  Fitzgerald M  Shaffer A  Salstrom S  Osman MM 《Child abuse & neglect》2003,27(11):1259-1275

OBJECTIVES: The purpose of this study was to explore differences in rates and characteristics of child sexual and physical abuse experiences among women in Singapore and the US. METHOD: Participants (N=153) completed an anonymous questionnaire which assessed experiences of childhood sexual and physical abuse, abuse characteristics (e.g., victimization age, severity), and behavioral and subjective reactions to such experiences (e.g., labeling of experiences as abuse, psychological symptomatology). Exposure to other forms of traumatic life events was also assessed. RESULTS: In comparison to Singaporean women, US women were more likely to report a history of child sexual abuse, and to report experiencing more severe forms of sexual abuse. Women in Singapore were more likely than women in the US to report a history of child physical abuse, to report experiencing injury as a result of the abuse, and to disclose the abuse. Singaporean women with a history of child sexual abuse reported elevated psychological symptom levels relative to their nonabused peers and to US women with a history of child sexual abuse, even after controlling for exposure to other types of traumatic events. No significant differences in symptomatology with regard to child physical abuse were observed. CONCLUSIONS: Although preliminary in nature, the present findings are among the first to demonstrate differences in psychological adjustment between sexually abused and nonabused Asian women living in Asia. This study also provides some of the first support for cross-national differences in the psychological adjustment of child sexual abuse survivors.  相似文献   

The pendulum swings: but where? Part I     

Helen M. Gunter  Tanya Fitzgerald 《Journal of educational administration and history》2011,43(4):283-289

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Comparative historical methods     

Tanya Fitzgerald 《History of education》2015,44(3):400-402

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Narratives from the road to social justice in PETE: teacher educator perspectives     

Fiona Dowling  Hayley Fitzgerald  Anne Flintoff 《Sport, Education and Society》2015,20(8):1029-1047

Developing teacher education programmes founded upon principles of critical pedagogy and social justice has become increasingly difficult in the current neoliberal climate of higher education. In this article, we adopt a narrative approach to illuminate some of the dilemmas which advocates of education for social justice face and to reflect upon how pedagogy for inclusion in the field of physical education (PE) teacher education (PETE) is defined and practiced. As a professional group, teacher educators seem largely hesitant to expose themselves to the researcher's gaze, which is problematic if we expect preservice teachers to engage in messy, biographical reflexivity with regard to their own teaching practice. By engaging in self- and collective biographical story sharing about ‘our’ teacher educator struggles in England and Norway, we hope that the reader can identify ‘her/his’ struggles in the narratives about power and domination, and the spaces of opportunity in between.  相似文献   

Editorial     

Tanya Fitzgerald  Helen M. Gunter 《Journal of educational administration and history》2010,42(3):197-201

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Dancing to a new tune? Centralisation and decentralisation in educational administration     

Tanya Fitzgerald  Helen M. Gunter 《Journal of educational administration and history》2011,43(2):89-93

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Motivation and attrition in engineering students     

Caroline Baillie  Geraldine Fitzgerald 《European Journal of Engineering Education》2000,25(2):145-155

In the engineering profession we need to reflect continually on the students we are training, their suitability and ability to become the next generation of engineers, facing an ever-changing future. We need to face our responsibility in helping to develop the skills required for graduates of tomorrow and ensuring that we are not losing our best students to other professions. A survey has been conducted at Imperial College highlighting problem areas of students at risk from demotivation within engineering courses. Forty students who had not completed their course at the college were surveyed and 10 students were interviewed. The issues they raised have been analysed and intervention strategies have been identified which are presently being developed at the college as part of the ongoing quality improvement of courses. It is hoped that the approaches discussed can be disseminated further within Imperial College and to other universities.  相似文献   

The early childhood curriculum: notes on the transformations of a field     

Artin Göncu  Linda May Fitzgerald 《课程研究杂志》2013,45(4):447-452

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A child-centred approach to genre     

Bernadette Fitzgerald 《English in Education》1992,26(2):28-33

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Scholarly traditions and the role of the professoriate in uncertain times     

Tanya Fitzgerald 《Journal of educational administration and history》2014,46(2):207-219

Significant challenges confront many Westernised institutions of higher education. Financial pressures, the increasing commodification of higher education and the insistent demands of the global marketplace, have changed the configuration of academe. One of the immediate consequences has been that the role of the professoriate has altered through unrelenting pressure to serve the managerial interests of the university rather than the scholarly interests of the field. The new competitive realities of the corporatised university have inevitably and irrevocably changed the role of the contemporary professoriate. What is now required is a defence of the university as a public institution and the advancement of public intellectual inquiry. This is the fundamental challenge for the professoriate in the twenty-first-century university.  相似文献