Thematic Analysis of Intergenerational Transmission of Trauma in Latinx Immigrant Families in the Southern US     

Phipps  Ricardo  Stivers  Rachel  Dawson  Vanity  Harris  Jennifer 《International journal for the advancement of counseling》2022,44(2):298-317

Immigration is a growing social dynamic in many countries, eliciting a variety of different responses. Proponents of immigration note how the influx of new people into the United States (US) has enhanced the workforce and brought cultural enrichment; others have attributed to immigrants, particularly undocumented, a rise in crime and strains on social services. Consequently, immigrants often contend with discrimination and other unique stressors that increase the likelihood that immigration will be a traumatizing experience. Because scholarly focus on the impact of immigration upon psychological wellbeing typically highlights individual experiences, there is limited attention on the impact on immigrant families, particularly mixed-status families comprised of immigrant parents and children who are US citizens by birth. There is also limited attention on immigrant dynamics in the Southern US. This qualitative, thematic analysis explores the experiences of 71 pairs of Latinx immigrant mothers and their US citizen children, living in the Southern US, utilizing the lens of intergenerational transmission of trauma. Using narrative data taken from trauma assessment instruments, the authors identified the most prevalent themes shared by the mothers and their children as crime victimization, deportation, threats to family health, sexual abuse, and marital conflict.

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Concurrent correlates and predictors of reading and spelling achievement in deaf and hearing school children   总被引：2，自引：0，他引：2  

Kyle FE  Harris M 《Journal of deaf studies and deaf education》2006,11(3):273-288

Seven- and eight-year-old deaf children and hearing children of equivalent reading age were presented with a number of tasks designed to assess reading, spelling, productive vocabulary, speechreading, phonological awareness, short-term memory, and nonverbal intelligence. The two groups were compared for similarities and differences in the levels of performance and in the predictors of literacy. Multiple regressions showed that both productive vocabulary and speechreading were significant predictors of reading for the deaf children after hearing loss and nonverbal intelligence had been accounted for. However, spelling ability was not associated with any of the other measures apart from reading. For hearing children, age was the main determinant of reading and spelling ability (due to selection criterion). Possible explanations for the role of speechreading and productive vocabulary in deaf children's reading and the differences between the correlates of literacy for deaf and hearing children are discussed.  相似文献   

Childhood Maltreatment and Early Developmental Vulnerabilities at Age 5 Years          下载免费PDF全文

Melissa J. Green  Stacy Tzoumakis  Brooke McIntyre  Maina Kariuki  Kristin R. Laurens  Kimberlie Dean  Marilyn Chilvers  Felicity Harris  Merran Butler  Sally A. Brinkman  Vaughan J. Carr 《Child development》2018,89(5):1599-1612

This study examined associations between maltreatment and early developmental vulnerabilities in a population sample of 68,459 children (M_age = 5.62 years, SD = .37) drawn from the Australian state of New South Wales, using linked administrative data for the children and their parents (collected 2001–2009). Associations were estimated between (a) any maltreatment, (b) the number of maltreatment types, and (c) the timing of first reported maltreatment and vulnerability and risk status on multiple developmental domains (i.e., physical, social, emotional, cognitive, and communication). Pervasive associations were revealed between maltreatment and all developmental domains; children exposed to two or more maltreatment types, and with first maltreatment reported after 3 years of age, showed greater likelihood of vulnerability on multiple domains, relative to nonmaltreated children.  相似文献   

Young people’s knowledge and understanding of health,fitness and physical activity: issues,divides and dilemmas     

Jo Harris  Lorraine Cale  Rebecca Duncombe  Hayley Musson 《Sport, Education and Society》2018,23(5):407-420

Critical discourse analysis was used to explore and discuss data on young people’s knowledge and understanding of health, fitness and physical activity, selected from a wider study which focused on the role of secondary schools in effectively promoting physical activity. A mixed methods approach was utilised, involving an online survey to teachers in all state secondary schools in the UK (n?=?603 responding schools) and case studies centred on eight randomly selected state secondary schools from nine Government regions across England. Within each case study school, teacher interviews and pupil focus groups were conducted involving 17 teachers and 132 children aged 12–15 years, respectively. The healthism discourse was evident in the way young people talked about health, fitness and physical activity and two key themes emerged, these being: (i) issues with young people’s knowledge and understanding of health, fitness and physical activity in the form of reductive, limited and limiting conceptions; conceptual confusion; a preoccupation with appearance, weight, fat, shape and size; limited progression in learning; and complexities in understandings; and (ii) divides between young people’s health knowledge and health behaviour, and dilemmas underpinning these divides. Improved understanding of issues with young people’s knowledge and understanding of health, fitness and physical activity and of divides and dilemmas regarding associated behaviours should assist in developing critical pedagogies which challenge the dominance and stability of the healthism discourse and more effectively promote healthy, active lifestyles amongst young people.  相似文献   

A Perspective on Strategy Research: Progress and Prospects     

Patricia A. Alexander  Steven Graham  Karen R. Harris 《Educational Psychology Review》1998,10(2):129-154

Our goal in this article is to present a broad perspective on the state of strategy research and to consider, in brief, the prospects for strategy research in the future. We first draw on the literature in an effort to delineate the attributes of strategies and to consider several dimensions of strategies that dot the research landscape. Next, we distinguish strategic performance from skillful behavior. With this definitional framework in place, we survey changes that might be evidenced in learners' strategic processing over time, as a consequence of knowledge and motivation, as well as other personal factors. Additionally, we explore aspects of the task and the context that serve as change agents in strategy development, including domain, time, and instructional support. We conclude with a brief reflection on issues that deserve attention in research and practice in the next decade, to assist strategies instruction in reaching its potential as a part of integrated, validated instructional practices.  相似文献   

Time—Is It Really of the Essence?     

Harris H. Shettel 《Curator: The Museum Journal》1997,40(4):246-249

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The many vices of self-assessment     

Harris  Keith 《Metascience》2022,31(1):113-116

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Creative adolescent experiences of education and mental health during COVID-19: A qualitative study     

Lauren M. Zaeske  Taylor P. Harris  Amanda Williams  Gretchen Scheibel  Haiying Long  Barbara A. Kerr 《Psychology in the schools》2023,60(2):460-478

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Equitable representation in awards and recognition in scholarly publishing: Current challenges and the path ahead     

Rebecca Kirk  Susan J. Harris  Chhavi Chauhan 《Learned Publishing》2023,36(1):37-41

• Awards are an important mechanism of recognition that can signify inclusivity or exclusivity and impact careers.
• More women were selected by publishing organizations for awards overall yet appeared underrecognized in a predominantly women-employed workforce.
• Award programs showed a preference for US-based awardees despite the global representation of individuals' localities.
• To build equity in awards programs, organizations are encouraged to appoint diverse committees, promote transparency and publicize awards in historically excluded communities.

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The Special Challenge of Exhibitions of Contemporary History     

Harris H. Shettel 《Curator: The Museum Journal》1997,40(1):12-14

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