Emotion dysregulation and risky sexual behavior in revictimization     

Messman-Moore TL  Walsh KL  DiLillo D 《Child abuse & neglect》2010,34(12):967-976

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Ways of knowing in doctoral examination: How well is the doctoral regime?     

Terence Lovat  Allyson Holbrook  Sid Bourke 《Educational Research Review》2008,3(1):66-76

The article draws on findings from the PhD Examination Project at the SORTI Research Centre of The University of Newcastle, Australia. It focuses on an analysis of the roles of examiner and supervisor, in relation to the candidate, as seen through the lens of Habermas's ‘Ways of Knowing’ theory. On the basis of this, it has been postulated that the dominant text in the PhD examination process may work to constrain the generation of new knowledge rather than encourage it. The paper explores practical implications for research training and questions the current well being of the doctoral regime.  相似文献   

Reclaiming professionalism for geography education: Defending our own territory   总被引：1，自引：0，他引：1  

Theresa Bourke  Mary Ryan  John Lidstone 《Teaching and Teacher Education》2012

In a world where governments increasingly attempt to impose regulation on all professional activities, this paper advocates that professional standards for teachers be developed ‘by the profession for the profession’. Foucauldian archaeology is applied to two teacher standards documents recently published in Australia, one developed at national governmental level and the other by geography teachers through their professional associations. The excavation reveals that both students and geography teachers themselves are better served when teachers assert their own definition of professionalism and thus reclaim their professional territory, rather than being compliant with generic governmental agendas. Whilst we use Australia as an illustrative example, our findings are applicable to all other countries where governments attempt to impose external professional standards on the teaching profession.  相似文献   

Parent–youth discordance about youth-witnessed violence: Associations with trauma symptoms and service use in an at-risk sample     

Terri Lewis  Richard Thompson  Jonathan B. Kotch  Laura J. Proctor  Alan J. Litrownik  Diana J. English  Desmond K. Runyan  Tisha R.A. Wiley  Howard Dubowitz 《Child abuse & neglect》2012,36(11-12):790-797

ObjectiveStudies have consistently demonstrated a lack of agreement between youth and parent reports regarding youth-witnessed violence. However, little is known about whether disagreement is associated with poorer outcomes and less utilization of mental health services. The purpose of the current study was to examine disagreement among youth and parents about youth witnessed violence, and determine whether concordance predicted trauma symptoms and recognition of need and receipt of counseling services.MethodsConcordance about youth-witnessed violence was examined in 766 dyads from the Longitudinal Studies of Child Abuse and Neglect (LONGSCAN). Youth participants self-reported trauma symptoms, caregivers indicated youth need for and receipt of services. Both youth and parents provided information about youth-witnessed violence exposure in the last year.ResultsResults showed youth and caregivers differed significantly about youth-witnessed violence. Specifically, 42% of youth reported youth-witnessed violence, compared to only 15% of parents. For those parents who reported youth-witnessed violence, only 29% reported an identified need for services and only 17% reported the youth had received any mental health services. Concordance between parent–youth dyads was associated with greater identified need for services but was not associated with the use of counseling services or trauma symptoms.ConclusionsYouth who reported witnessing violence reported more frequent trauma symptoms regardless of concordance. Parents from dyads in which both informants reported youth-witnessed violence were more likely to endorse need for, but not receipt of counseling services. Given this association between youth-witnessed violence and mental health problems, more work is needed to identify barriers to concordance as well as service utilization.  相似文献   

The challenge of change: Using activity theory to understand a cultural innovation     

Roseanna Bourke  Alyson McGee 《Journal of Educational Change》2012,13(2):217-233

This article explains how an inservice teacher education organisation in New Zealand embarked on a cultural innovation to challenge and build bicultural pedagogies, policies and practices. To understand the process and the impact of a three-year cultural innovation both intended and unintended changes need to be explored. Using a framework of second generation cultural historical activity theory, the article examines the individual and institutional changes, exposing both tensions and learning. Key successful factors included establishing a clearly recognized purpose, widening individual and group involvement, and creating flexibility to build a strong platform to support the innovation. However, tensions were created when externally imposed factors such as changes in government policy and re-prioritization of funding were introduced. The external tensions challenged the internal organisational structures and stability, which in turn affected the cultural innovation and destabilised the change process.  相似文献   

A structural model of mechanisms predicting depressive symptoms in women following childhood psychological maltreatment     

Aubrey A. Coates  Terri L. Messman-Moore 《Child abuse & neglect》2014

Two underlying mechanisms, emotion dysregulation and negative internalized beliefs, were examined as potential mediators of the association between childhood psychological maltreatment (PM) and depression in emerging adult women. PM was assessed as a multi-faceted construct including aspects of psychological abuse (e.g., corrupting) and psychological neglect (e.g., emotional unresponsiveness) that occurred by parents. Female undergraduates (n = 771) completed anonymous, retrospective, self-report surveys assessing childhood PM, current depressive symptoms, emotion dysregulation (lack of emotional clarity and regulation strategies), and negative internalized beliefs (mistrust, shame, and defectiveness). Psychological maltreatment was represented as four subtypes of psychological abuse or neglectful behavior: Emotional Non-Responsiveness, Spurning/Terrorizing, Corrupting, and Demanding/Rigid (i.e., controlling behavior). Both emotion dysregulation and negative internalized beliefs significantly mediated the link between childhood PM and depressive symptoms, accounting for approximately 68% of the variance in symptomatology. Findings suggest the importance of focusing intervention on development of emotion regulation capacity including emotional awareness and regulatory strategies, as well as a focus on core negative beliefs including shame, defectiveness, and mistrust of others. Implications for future research are discussed.  相似文献   

An assessment framework for inclusive education: integrating assessment approaches     

Roseanna Bourke  Mandia Mentis 《Assessment in Education: Principles, Policy & Practice》2014,21(4):384-397

Teachers committed to inclusive education have the potential to revolutionise pedagogical and assessment practices within regular classrooms simply because students with high needs challenge traditional assumptions about what it means ‘to learn’ and ‘to assess’. This creates opportunities for teachers to find creative ways to ascertain what and how a child learns, and how these assessment results can be communicated to the child, parents, the school and funding bodies to enable further learning. This paper explores diverse assessment practices including criterion-based, normative, ipsative and self-assessment, with both formative and summative functions, reported as being used by teachers in New Zealand who teach students with high needs. These multiple approaches can be integrated into learning stories to ‘narrate’ student learning. An assessment framework is introduced to support teachers to appreciate the functionality of an integrated assessment approach to document student learning and outcomes, arguably a framework applicable for all learners.  相似文献   

Individual differences in the development of early writing skills: testing the unique contribution of visuo-spatial working memory     

Lorna Bourke  Simon J. Davies  Emma Sumner  Carolyn Green 《Reading and writing》2014,27(2):315-335

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PrivCo     

Terri Artemchik 《Journal of Business & Finance Librarianship》2013,18(3):224-229

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Role of Significant Life Experiences in Building Environmental Knowledge and Behavior Among Middle School Students     

Kathryn T. Stevenson  M. Nils Peterson  Sarah J. Carrier  Renee L. Strnad  Howard D. Bondell  Terri Kirby-Hathaway 《The Journal of environmental education》2013,44(3):163-177

Significant life experience research suggests that the presence of role models, time outdoors, and nature-related media foster pro-environmental behavior, but most research is qualitative. Based on a random sample of middle school students in North Carolina, USA, we found limited positive associations between presence of a role model and time outdoors with behavior and a negative association between watching nature television and environmental knowledge. The strongest predictors of environmental knowledge and behavior were student/teacher ratio and county income levels, respectively. We also found that Native Americans engaged in environmental behaviors more than Caucasians, and that African American and Hispanic students had lower levels of environmental knowledge. Accordingly, life experiences appear less important than promoting small class sizes and addressing challenges associated with lower incomes in schools.  相似文献