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OBJECTIVE: This study examines the association between maternal childhood maltreatment and psychopathology and aggression in intimate relationships during pregnancy and the postpartum period. METHOD: Forty-four pregnant women who were recruited from an obstetric clinic and local advertising periodical completed questionnaires about childhood maltreatment and psychopathology during their first trimester of pregnancy. Approximately 1 year after the birth of the child, 32 of the original participants completed these same questionnaires. Regression models were used to test the relationship between childhood maltreatment and psychopathology and aggression during pregnancy and 1 year postpartum. RESULTS: Sexual abuse and emotional neglect were related to psychopathology during pregnancy, and emotional neglect and physical abuse and neglect predicted poorer maternal outcomes 1 year postpartum. Contrary to expectations, physical abuse was related to less aggression during pregnancy, and emotional abuse was associated with less pathology postpartum. CONCLUSIONS: The results of this study indicate that childhood maltreatment is associated with poorer maternal mental health during pregnancy and 1 year postpartum and points to the need to improve targeting and treatment of psychopathology during this time. 相似文献
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Bryan Rodgers 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):153-166
For over a century there have been frequent criticisms of the standard of educational attainment in England and Wales and, in many instances, it has been alleged that a decline has taken place. In contrast, the little factual evidence that is available indicates a considerable improvement over this period, but a reversal of the trend may have occurred between the national reading surveys of 1961 and 1971. Findings from the Medical Research Council's National Survey of Health and Development suggest that figures from the 1961 national reading survey overestimated the standard of reading of 15‐year‐olds and that there was no significant decline during the 1960s. Demands for changes in educational policy and practice, which rest on the presumption of falling standards, have little justification. 相似文献
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Kelly A. Rodgers 《Roeper Review》2013,35(2):111-120
This article explores the interaction between racial and ethnic identity, racial centrality, and giftedness and then uses an expectancy-value motivation model as a framework for understanding how the interplay among racial identity, centrality, and giftedness contributes to the motivation of African American gifted students. The analysis begins by defining racial and ethnic identity and discussing their relationship to racial centrality. Next, the interactions among racial and ethnic identity, centrality, and some socio-emotional aspects associated with giftedness are examined. An expectancy-value model then provides a framework for understanding how race centrality, racial/ethnic identity, and giftedness influence the motivational patterns of gifted African American students. Suggestions for future research are provided. 相似文献