Thyroid hormone levels and psychological symptoms in sexually abused adolescent girls     

Haviland MG  Sonne JL  Anderson DL  Nelson JC  Sheridan-Matney C  Nichols JG  Carlton EI  Murdoch WG 《Child abuse & neglect》2006,30(6):589-598

OBJECTIVE: To explore the relationships between psychological symptoms and thyroid hormone levels in adolescent girls who had experienced the traumatic stress of sexual abuse. METHOD: The study design was cross-sectional/correlational. Subjects (N=22; age range=12-18 years) had their blood drawn, and they completed 2 psychological tests (depression and general distress/posttraumatic stress disorder [PTSD]). A pediatrician completed a sexual abuse questionnaire after reviewing law enforcement and Child Protective Services reports and conducting forensic interviews and medical examinations. RESULTS: Girls' average free T4, total T4, free T3, total T3, and TSH levels were within age-specific laboratory reference range limits, as were most individual concentrations. The strongest correlations (p<.05) were between free T3 and PTSD total score (-.50), PTSD-avoidance/numbing (-.49), and general distress (-.48); and between total T3 and depression (-.46), general distress (-.45), and PTSD-arousal (-.44). CONCLUSIONS: Our findings support one of the two contemporary models of the relationships between thyroid hormones (i.e., free and total T3) and psychological symptoms (i.e., depression, general distress, and PTSD)--one of "shutting down" (vs. "activation") in the face of trauma.  相似文献   

The relationship among attributions,divergent thinking,and retention of nonsense syllables and nonrelated words     

Theodore A. Chandler  Joy Wyatt Pengilly 《Psychology in the schools》1993,30(1):91-96

Students' employment of meaning through cognitive strategies in a retention task was explored in terms of attributional assignment and/or divergent thinking. Students were randomly assigned to either a list of nonsense syllables or nonrelated words. Attributional assignment was measured by Lefcourt's Multidimensional-Multiattributional Causality Scales (MMCS – IV); divergent thinking was measured by Guilford's tests of Fluency, Flexibility, and Originality. A questionnaire assessing students' beliefs regarding success and failure was also administered. No relationship was found among attributional assignment as measured by the MMCS-IV, divergent thinking, and retention. Strategy use was not related to retention. Students' attributional beliefs regarding failure were predictive of retention for the nonsense syllables. Discussion suggests the need to distinguish between tactic and strategy through analysis of metacognitive processes. Interpretation of the results may indicate that the divergent-thinking measures were not sensitive enough and/or the retention task did not require these divergent-thinking skills.  相似文献   

An Overview of Significant Influences and Formative Experiences on the Development of Adults’ Environmental Awareness in Nine Countries     

Joy A. Palmer  Jennifer Suggate  Barbara Bajd  Paul Hart K.P.  Roger K.P. Ho  J.K.W. Ofwono‐Orecho 《Environmental Education Research》1998,4(4):445-464

This article, like the preceding one in this special issue of the journal, examines the relative importance of various categories of influence and formative life experiences on the development of environmental educators’ knowledge of and concern for the environment. It provides an overview of data deriving from nine countries (Australia, Canada, Greece, Hong Kong, Slovenia, South Africa, Sri Lanka, Uganda, UK) and highlights global similarities and differences.  相似文献   

Influences on Young Children's Knowledge: The case of road safety education     

Joy Cullen 《International Journal of Early Years Education》1998,6(1):39-48

Recent commentators on early education have noted a need to combine the strengths of constructivist and sociocultural theoretical perspectives in the early childhood curriculum. Road safety education in the early childhood years rarely reflects a coherent theoretical base. This article argues that effective road safety education for young children needs to incorporate both constructivist and sociocultural perspectives on learning. Interviews with preschool children highlight the variety of influences that affect children's road safety knowledge and illustrate the interface of constructivist and sociocultural interpretations of learning about road safety. The value of a dual perspective is explored further with reference to a road safety curriculum intervention, which used reflective dialogue procedures, derived from Pramling's (1990) phenomenographic perspective on learning. The curriculum project demonstrates that adult interactions that clarify and make explicit children's informal learning about road safety are an important part of road safety education in the early years.  相似文献   

Children with autism and peer group support: using 'circles of friends'   总被引：1，自引：0，他引：1  

Philip Whitaker  Penny Barratt  Helen Joy  Mo Potter  & George Thomas 《British Journal of Special Education》1998,25(2):60-64

Philip Whitaker (Specialist Senior Educational Psychologist, Leicestershire Educational Psychology Service with specialist responsibility in autism) and members of the Leicestershire Autism Outreach Team describe the rationale and process of establishing 'circles of friends' to support seven youngsters with autistic spectrum disorders, six of whom were attending mainstream schools.  相似文献   

Methodological issues associated with longitudinal research: findings from the Leuven Longitudinal Study on Lifestyle, Fitness and Health (1969 - 2004)     

Matton L  Beunen G  Duvigneaud N  Wijndaele K  Philippaerts R  Claessens A  Vanreusel B  Thomis M  Lefevre J 《Journal of sports sciences》2007,25(9):1011-1024

Longitudinal studies provide unique opportunities but are also faced with several limitations. The purpose of this study was to document three of these issues ("imperfect" design, evolution of data collection methods, representativeness) by means of the Leuven Longitudinal Study on Lifestyle, Fitness and Health (LLSLFH). The LLSLFH (1969 - 2004) comprises observations on males between 12 and 18 years and at 30, 35, 40, and 47 years, and on females at 16 and 40 years. In the most recent phase of the study, spouses and offspring were also included. The different phases and evolving research questions throughout the LLSLFH required an appropriate adaptation of the research design. The associated evolution of data collection methods largely reflects the changing ideas about physical fitness, body composition, and physical activity, the continuing search for new and better measurement techniques, and the need for adaptations with age. Ongoing study participants are representative in terms of body composition and, except for adolescence in males, also physical activity. No straightforward answer can be given concerning physical fitness. In both sexes, socio-economic status is above average. When informed about the possible "pitfalls" of longitudinal research in advance, several measures could be taken to prevent or limit them as much as possible.  相似文献   

Book reviews     

Gaston Pineau  John Cameron  Helga Pfundt  Nicholas Gillett  Ilse M. Lehner  Bernd Becker  Oskar Anweiler  Dennis L. Buckley  Jon Lauglo  John Bowers 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1979,25(4):551-573

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Measuring academic Self-Concept in children: A comparison of two scales     

Joy Patricia Burke  Geraldine Cain Ellison  Jeanne P. Hunt 《Psychology in the schools》1985,22(3):260-264

While numerous studies attest to a relationship between academic self-concept and achievement, a variety of measures of self-concept have been used, and the equivalence of these instruments has received limited attention. In this investigation, the Self-Concept of Ability Scale (SCAS) and the newer and less examined Self-Perception of Attainment Scale (SPAS) were compared for their ability to predict achievement in reading as measured by the California Achievement Test (CAT). We predicted that: (a) both scales would be significant predictors of reading achievement, (b) when used as single predictors, the SCAS would have significantly greater weight than the SPAS, and (c) a linear combination of these scales would have greater weight than either scale alone. Using 187 eighth-grade students, we confirmed that both scales were significant predictors of achievement in reading and that a linear combination of the two accounted for more variance than either scale alone. We did not find, however, that the SCAS was a significantly better predictor than the SPAS.  相似文献   

A paradigm for evaluating assessment interviewing techniques     

Joy Patricia Burke  Stephen T. Demers 《Psychology in the schools》1979,16(1):51-60

For the school psychologist, interviewing is a commonly used but little understood assessment technique, often appreciated for its apparent simplicity and flexibility but criticized for its frequent lack of psychometric rigor. With few standardized and/or validated assessment interview schedules and little systematic training in diagnostic interviewing, the school psychologist is left to develop his or her own personalized assessment interview style. Three dimensions (namely, predetermination of questions, interviewer response options, and breadth of content explored) which appear to determine assessment interview structure and format are described and operationally defined and then combined into a conceptual model indicating 27 different assessment interview formats. This paradigm affords practitioners a model for classifying their own assessment interview techniques. Further research into the psychometric qualities of different types of assessment interviews so classified is suggested.  相似文献   

Orthographic and phonological processing effects on the reading abilities of young children learning to read Malayalam alphasyllabary     

Jeena Mary Joy  Lakshmi Venkatesh  Samuel N. Mathew  Swapna Narayanan 《Journal of Research in Reading》2023,46(2):187-208

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