General population norms about child abuse and neglect and associations with childhood experiences     

Bensley L  Ruggles D  Simmons KW  Harris C  Williams K  Putvin T  Allen M 《Child abuse & neglect》2004,28(12):1321-1337

BACKGROUND: A variety of definitions of child abuse and neglect exist. However, little is known about norms in the general population as to what constitutes child abuse and neglect or how perceived norms may be related to personal experiences. METHODS: We conducted a random-digit-dialed telephone survey of 504 Washington State adults. Respondents were asked whether they believed each of 34 behaviors, identified in focus groups as possibly physically, sexually or emotionally abusive or neglectful, constituted abuse or neglect. Then, they were asked whether they had experienced 33 of the behaviors. RESULTS: Five of the six behaviors with the highest levels of consensus were for sexual abuse, whereas only one emotionally abusive behavior had a high level of consensus (95% agreement). Consensus that spanking constituted abuse increased with severity. Those respondents who reported experiencing a particular behavior were significantly less likely to believe the behavior abusive for 11 of the 33 behaviors and more likely to believe the behavior abusive for two of the behaviors. Where comparisons were possible, there was a high level of consensus that behaviors identified as abusive in Child Protective Service operational definitions constituted abuse. CONCLUSIONS: Self-reported childhood experiences were associated with perceived norms about child abuse. A better understanding of community norms about child abuse and neglect may be helpful in communicating with the public or allow for better targeting of educational messages through the media, parenting education classes, and so forth.  相似文献   

Marginalizing women: images of pregnancy in williams obstetrics     

Smith SA  Condit DM 《The Journal of perinatal education》2000,9(2):14-26

This research analyzes the historical development of the medical construction of the pregnant body in 17 of 20 editions of Williams Obstetrics, an obstetrical textbook published continually from 1904 to 1997. Examination of the visual imagery of these works produced three key findings. First, depictions of the healthy or “normal” pregnant body are virtually absent throughout the series. Second, visual depictions of women's full bodies adhere to a race-based hierarchy of presentation. Finally, the fundamental discourse about pregnant and female bodies communicated to physicians (primarily) by these images is one of pathology and fragmentation. We conclude that the resulting social and medical construction of the pregnant and female body presented in the Williams series is one of disembodiment, abjection, and ultimately marginality. These findings support recent feminist research that criticizes both the increasing erasure of the person of the women from the medical interpretation of pregnancy and the concomitant decrease in women's perceived sense of empowerment as pregnant beings.  相似文献   

An investigation into the effects of a modified mastery strategy on achievement in a high school human physiology unit     

Cynthia L. Lueckemeyer  Eugene L. Chiappetta 《科学教学研究杂志》1981,18(3):269-273

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Identifying the Prospective Multicultural Educator: Three Signposts,Three Portraits   总被引：1，自引：0，他引：1  

Levine-Rasky  Cynthia 《The Urban Review》2001,33(4):291-319

This paper discusses the findings of a study on how prospective teachers respond to the social difference they encounter in educational discourse and in the public schools. Despite the pessimism of most research on the issue, this study argues that there are always some individuals who desire to implement multicultural social reconstructionist education (MSRE). This paper portrays 3 teacher candidates who range in their positions on 3 signposts indicative of support for MSRE: identification with social justice; support for critical pedagogy and MSRE, and; desire to learn more about the effects of social domination. The paper urges Faculties of Education to become more aware of prospective multicultural educators' positions and to encourage their development.  相似文献   

Comparing three South African student cohorts on their attitudes to the rights of working women     

Cynthia Joan Patel 《Gender and education》2016,28(1):55-71

This study compares three cohorts (1998–1999, 2005–2006 and 2010) of undergraduate psychology students at a South African university on the level of support for working women (women in paid employment) on various issues considered to be feminist. Cohort 1 (n?=?244), cohort 2 (n?=?311) and cohort 3 (n?=?266) completed an adapted version of a questionnaire used by the Research Group on Women and Work (Kitch, S. L. 1994. “‘We're All in this Alone’: Career Women's Attitudes Toward Feminism.” In Women and Careers: Issues and Challenges, edited by C. W. Konek and S. L. Kitch. London: Sage). The expected liberalisation of attitudes over the cohorts was evident for the females but not for the males: the second male cohort had more conservative attitudes than the first and third male cohorts. While there appeared to be strong overall support for gender equality in work and educational fields, there were equally solid endorsements of the importance of marriage and motherhood for working women. Across the cohorts there were somewhat moderate attitudes on the need for structural change in the family and at work. The implications of the findings are considered.  相似文献   

One size still does not fit all in specific learning disability assessment across ethnic groups     

Warner TD  Dede DE  Garvan CW  Conway TW 《Journal of learning disabilities》2002,35(6):500-508

The use of IQ scores and discrepancy formulas for identifying specific learning disabilities (SLD) has been widely discredited by prominent researchers for more than a decade. Nevertheless, the overwhelming majority of state policies still specify the use of discrepancy formulas, including the simple difference method, which is psychometrically inferior to regression-based methods. This study compares the use of a minimum IQ cutoff score and a simple difference method versus a regression-based method for identifying SLD in a sample of African American and European American full-time college students (N = 117). Replicating the findings from previous studies using typically achieving children, typically achieving adults, and school-age children with SLD, this study adds to the chorus of voices criticizing the use of outdated assessment practices that can have deleterious effects for individuals with SLD. The implications for legislative policy are discussed in the context of the historical overrepresentation of African Americans in all special education categories except SLD and the increased access to higher education that students with SLD have gained during the past decade.  相似文献   

Long-range course planning by college students     

William E. Cooper  Cynthia S. Fobian 《Higher Education》1987,16(1):95-102

A group of 633 college students at a large midwestern public university was asked fifteen questions pertaining to personal long-term course planning. The results indicated that only 48% of the students sketched out a tentative listing of at least two courses per term for one or more subsequent semesters when first planning courses for the current semester. Long-range planning was positively correlated with the number of years students had already spent in college and with students' perception of the following factors: course planning utility, degree of certainty about pursuing one's current first choice of career, and degree of commitment in using college coursework as a means of achieving a career goal (all p < 0.001). Long-range planning was negatively correlated with the anticipation of a possible change in academic interests. Such planning was not significantly correlated with students' entrance examination aptitude scores or grade point averages. Thus, students' long-range planning of courses was associated more strongly with career commitment than with recent academic performance or aptitude.  相似文献   

Ouf of the spotlight:     

Cynthia L. Krey 《TechTrends》2001,45(5):13-14

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Introduction and overview: Why alternate delivery systems?     

Cynthia S. Johnson 《Journal of Career Development》1991,18(1):3-9

Cynthia S. Johnson is Coordinator, Counselor Education and School of Psychology, California State University-Long Beach, Long Beach, California 90840.  相似文献   

Using technology to enhance collaboration between special education and general education majors     

Cynthia H. Geer  Lee B. Hamill 《TechTrends》2003,47(3):26-29

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