Association of adverse childhood experiences with shaking and smothering behaviors among Japanese caregivers

Shaking and smothering in response to infant crying are life-threatening child abuse. Parental childhood abuse history is known to be one of the most robust risk factors for abusing their offspring. In addition to childhood abuse history, other adverse childhood exposures (ACEs) need to be considered due to co-occurrence. However, few studies have investigated the impact of ACEs on caregivers shaking and smothering their infant. This study aims to investigate the association of ACEs with shaking and smothering among caregivers of infants in Japan. A questionnaire was administered to caregivers participating in a four-month health checkup between September 2013 and August 2014 in Chiba City, Japan, to assess their ACEs (parental death, parental divorce, mentally ill parents, witness of intimate partner violence, physical abuse, neglect, psychological abuse and economic hardship), and shaking and smothering toward their infants (N = 4297). Logistic regression analysis was used to examine the cumulative and individual impacts of ACEs on shaking and smothering. Analyses were conducted in 2015. A total of 28.3% reported having experienced at least one ACE during their childhood. We found that only witness of IPV had a significant association with shaking of infant (OR = 1.93, 95% CI: 1.03–3.61). The total number of ACEs was not associated with either shaking or smothering. Our findings suggest that shaking and smothering in response to crying can occur regardless of ACEs. Population-based strategies that target all caregivers to prevent shaking and smothering of infants are needed.     

Science learning in virtual environments: a descriptive study

Usually, students learn more if the method of instruction matches their learning style. Since Physics and Chemistry deal with three–dimensional (3–D) objects, the ability to visualize and mentally manipulate shapes is very helpful in their learning. In fact, much of what Physics and Chemistry students know takes the form of images. However, little attention has been given to the pedagogical effectiveness of visual stimuli in those disciplines. Computers are being increasingly used as teaching tools. The new approaches include simulations, multimedia presentations and, more recently, virtual environments. Computer–based worlds are useful to visualize physical and chemical processes allowing for better conceptual understanding. Since 3–D virtual environments need to be explored and evaluated in science education, we have created a virtual environment ( Virtual Water ) for studying phases of matter, phase transitions and atomic orbitals at the final year of high school and first year of university levels. Based on that work, we discuss the implications of visual learning in designing strategies to cater for differences in learning modes. Our study indicates that 3–D virtual environments may help students with high spatial aptitude to acquire better conceptual understandings. However, only some parameters (interactivity, navigation and 3–D perception) have shown to be relevant and only for some topics. On the other hand, stereoscopic visualizations do not seem to be relevant, with the exception of crystalline structures.     

Maternal interactional behavior with nonorganic failure-to-thrive infants: a case comparison study

Mothers of 47 6-month-old infants with early histories of nonorganic failure to thrive (NOFT) infants and a matched comparison group of physically healthy infants were observed in interactions with their infants in their homes one month following hospitalization. Mothers of NOFT infants were observed to have less adaptive social interactional behavior, less positive affective behavior, and demonstrated more arbitrary termination of feedings. No group differences were found in flexibility or sensitivity of maternal feeding, or in environmental circumstances such as number of persons present, noise level, or level of activity. These salient deficiencies in maternal interactional behavior may continue to disrupt the NOFT child's physical growth and psychological development following initial diagnosis and hospitalization. Additional studies are needed to identify patterns of maternal interactional behavior which influence psychological prognosis and to assess the responsiveness of maternal interactional behavior to intervention.     

Computer-generated geometry instruction: a preliminary study

This study hypothesized that increased intensity of graphic information, presented in computer-generated instruction, could be differentially beneficial for students with hyperactivity and inattention by improving their ability to sustain attention and hold information in-mind. To this purpose, 18 2nd–4th grade students, recruited from general education classes, were presented with sequenced geometry instruction, which involved projections of solid geometric images accompanied by text and color. Children were randomly assigned to two levels of intensity: high visual intensity (HVI) with information from the light source (e.g., contrasts, shadows) and low intensity (LVI) projecting only a single value. In support of theoretical predictions, students with hyperactivity/inattention performed better than typical comparisons during the performance of advanced problems in the HVI condition. Furthermore, the students with inattention demonstrated significantly better performance in the HVI than in the LVI condition. Educational, research, and development implications of these findings were discussed.     

Perianal findings in prepubertal children selected for nonabuse: a descriptive study

The results of the perianal portion of a project designed to collect normative data of the anogenital anatomy from a representative sample of prepubertal children is presented. A total of 318 children were examined by three physicians from a child sexual abuse evaluation program. After screening for the onset of puberty and the possibility of undetected abuse, 267 subjects remained. The sample included 161 girls and 106 boys ranging in age from 2 months to 11 years. The perianal findings that were encountered with the greatest frequency included erythema (41%), increased pigmentation (30%), and venous engorgement (52%) after two minutes in the knee-chest position. Wedge-shaped smooth areas in the midline, with or without depressions, were found both anterior and posterior to the anus in 26% of the children. Anal skin tags/folds were discovered anterior to the anus in 11%. In 49% of the children there was some dilatation of the anus which opened and closed intermittently in 62%. Flattening of the anal verge and rugae occurred during dilatation by the midpoint of the examination in 44% and 34%, respectively. Perianal findings that were found infrequently in all subgroups included skin tags/folds (0%) and scars (1%) outside the midline, anal dilatation greater than 20 mm without the presence of stool in the rectal ampulla (1.2%), irregularity of the anal orifice after complete dilatation (3%), and prominence of the anal verge (3%). No abrasions, hematomas, fissures, or hemorrhoids were encountered. Less commonly detected findings within specific subgroups included perianal erythema in girls (32%) as compared to boys (57%), pigmentation in the lighter skinned white children (22%) when compared to black (53%) and Hispanic (58%) children, and venous congestion at the beginning of the examination (7%) when compared to the same findings after four minutes in the knee-chest position (73%). There were no perianal skin tags/folds found in the boys. The relatively high incidence of perianal soft tissue changes that were found in this study, when compared to the frequency of similar observations in children suspected of having been sexually abused, reemphasizes the caution medical examiners must exercise in rendering an opinion as to the significance of medical findings.     

Facial dermatosis associated with Demodex: a case-control study

Demodex has been considered to be related with multiple skin disorders, but controversy persists. In this case-control study, a survey was conducted with 860 dermatosis patients aged 12 to 84 years in Xi’an, China to identify the association between facial dermatosis and Demodex. Amongst the patients, 539 suffered from facial dermatosis and 321 suffered from non-facial dermatosis. Demodex mites were sampled and examined using the skin pressurization method. Multivariate regression analysis was applied to analyze the association between facial dermatosis and Demodex infestation, and to identify the risk factors of Demodex infestation. The results showed that total detection rate of Demodex was 43.0%. Patients aged above 30 years had higher odds of Demodex infestation than those under 30 years. Compared to patients with neutral skin, patients with mixed, oily, or dry skin were more likely to be infested with Demodex (odds ratios (ORs) were 2.5, 2.4, and 1.6, respectively). Moreover, Demodex infestation was found to be statistically associated with rosacea (OR=8.1), steroid-induced dermatitis (OR=2.7), seborrheic dermatitis (OR=2.2), and primary irritation dermatitis (OR=2.1). In particular, ORs calculated from the severe infestation (≥5 mites/cm²) rate were significantly higher than those of the total rate. Therefore, we concluded that Demodex is associated with rosacea, steroid-induced dermatitis, seborrheic dermatitis, and primary irritation dermatitis. The rate of severe infestation is found to be more correlated with various dermatosis than the total infestation rate. The risk factors of Demodex infestation, age, and skin types were identified. Our study also suggested that good hygiene practice might reduce the chances of demodicosis and Demodex infestation.     

Maternal accuracy in predicting toddlers' behaviors and associations with toddlers' fearful temperament

Past research provides associations between maternal parenting behaviors and characteristics such as depression and toddlers' fearful temperament. Less is known about how maternal cognitive characteristics and normal personality relate to fearful temperament. This study examined associations among the maternal cognitive characteristic of accuracy, maternal personality, toddler gender, context, and 24-month-old toddlers' fearful temperament. Mothers were more accurate in predicting their daughters' emotional reactions in fear-eliciting contexts. High maternal approach personality was related to increased maternal accuracy for boys. High maternal approach personality, in conjunction with lower accuracy, however, was associated with higher levels of toddlers' fearful temperament. Results suggest implications for the current understanding of toddlers' fearful temperament.     

Young children's perceptionsof scientists: a preliminary study

Background

Since the 1950s, there has been a growing body of research dealing with perceptions children have of scientists. Typically, research studies in this area have utilized children's drawings in an effort to discern what those perceptions are. Studies assessing perceptions children have of scientists have shown that children have stereotypical images of scientists. Although there is no direct evidence to demonstrate the link between children's images of science and scientists with their career choice, several researchers (including this researcher) have assumed that children's attitudes towards science are greatly influenced by their perceptions of science and scientists.

Purpose

This study aimed to find out if there was a difference in the way 5- to 8-year-old children drew scientists, taking account of age, gender and socio-economic status.

Sample

For this study a convenience sample of 30 young children was used. Participants included young children between the ages of 5 and 8 years from a public elementary school in Ankara, the capital city of Turkey. Although the sample of the study was obtained from one school in a metropolitan area, children involved in this preliminary study were from very different socio-economic backgrounds. As the sample size is very small for making comparisons, it was intended to have a similar number of children from different age groups and socio-economic backgrounds and both genders.

Design and methods

The researcher worked individually with each child who participated in this study in an interview setting. Although each child was asked a set of standard questions, and given a standard set of directions, each interview session was informal enough to allow the researcher to gain additional information about children's drawings and to clarify any of their responses. During the interview sessions, children's responses were noted by the researcher. Before the children were asked to draw their picture of a scientist, they were offered a set of coloured pencils or crayons and told to feel free to colour their drawing or any parts of it they would like to accentuate. At the end of the interview and drawing sessions, the researcher went through all the drawings and notes to get a ‘feel’ for and ascertain what was being said, identifying key themes in each drawing.

Results

The most common scientist type drawn in this study was the stereotypical scientist type: someone who conducts research, or someone who tries to invent a new material. But unlike previous studies, around 35% of the scientist figures drawn (n = 15) were of the social scientist type. Stereotypical images drawn by the current study participants included symbols of research, such as scientific instruments and laboratory equipment of all kinds, and symbols of knowledge, principally books and cabinets, technology and the products of science. An interesting finding of this study was that perceptions of young children differed due to their age. Children at the age of 8 years drew non-stereotypical scientist images, and they drew more detail than did their younger peers. When children were compared in terms of their gender, no significant differences were observed between girls and boys. But on the other hand, none of the boys drew female scientists, and five out of 30 children who were girls drew female scientists. While children of parents with lower socio-economic status drew more stereotypical scientist images, children of parents with higher economic status drew different images of scientists, a result which showed us that the scientist perceptions of young children differ with socio-economic status.

Conclusions

Emergent from this research has been a non-stereotypical perception of scientists, and some evidence exists that such a non-stereotypical perception differs due to age and socio-economic status. While these images may seem amusing, they also provide a reflection of the image that children have about what a scientist looks like. These images may have a powerful impact on present functioning and future plans of young children.     

Classroom behaviors associated with difficulties in visual-motor perception

The relationship between visual-motor perception as measured by Koppitz errors on the Bender and classroom behavior as indicated by teacher ratings on the Devereux was investigated for a sample comprised of 76 first-grade children from a suburban school. Most of these children came from upper middle class homes and were within the bright normal range of intelligence. Analysis of the regression of Koppitz errors on Devereux ratings indicated that three types of classroom behavior tend to be associated with poor visual-motor perception: (a) children with problems in this area seem to encounter difficulty understanding what is going on around them in the classroom; (b) these children appear to rush through their work without much concern for quality, and (c) they do not seem to show overt disrespect or resistance toward their teacher, school, or school work.     

Factors associated with labor support behaviors of nurses

Labor support is known to support progress of normal labor. Nurses are encouraged to provide labor support yet may encounter barriers to the practice of labor support. The purpose of this secondary data analysis was to examine individual and institutional factors associated with labor support behaviors. Age and experience were individual factors related to labor support. Older and more experienced nurses reported providing more labor support. Institutional factors associated with labor support were lower rates of epidural analgesia use and cesarean surgery. These findings indicate birthing families should understand that the birth environment may influence the care that nurses give during labor. Choosing an environment that supports normal birth may be the best place for receiving labor supportive nursing care.     

Some factors associated with reading ability: a longitudinal study

The paper reports a longitudinal study of factors associated with reading ability in a large sample (N=748) of children. Reading was assessed when the children were aged seven and later at age nine. The associated measures included measures of background, experiences and earlier cognitive development. It was found that the correlation between reading at age seven and reading at age nine was 0.87. However, reading at seven and nine were both associated with the background measures and to a lesser extent with experiential measures. Reading at seven was associated with earlier cognitive development. The implications of the results are discussed.     

The parental fitness of mothers with multiple personality disorder: a preliminary study

Recent studies show that nearly all individuals who develop multiple personality disorder (MPD) were abused as children. The majority of identified MPD patients are women in the age range associated with child-rearing responsibilities. A review of the parenting patterns of 75 mothers with MPD yielded findings suggesting that 38.7% were competent or exceptional mothers, 16% were grossly abusive to the extent of injuring, molesting, or placing their children at risk, and 45.3% were compromised or impaired as parents. The compromised/impaired mothers were a mixed group, including psychologically abusive individuals and those whose symptoms interfered with parenting despite their best efforts. Clinical illustrations are offered.     

Learning disabilities in alcohol-dependent adults: a preliminary study

To determine if neuropsychological deficits, known to precede alcohol use in those genetically predisposed to alcoholism, were present in an alcoholic population, 25 male alcoholics (mean age 41.1) were interviewed concerning alcohol usage, educational difficulties in elementary school, and family history of alcoholism. Using a regression table, discrepancies between current IQ on the Wechsler Adult Intelligence Scale-Revised (WAIS-R) (Wechsler, 1981) and achievement on the Woodcock-Johnson Psycho-Educational Battery (WJB) (Woodcock & Johnson, 1977) were calculated to determine present learning status. Forty percent of the alcoholics were found to have had special education, remedial services, or repeated grade failure concurrent with a familial history of alcoholism and current discrepancies indicative of learning disability. There were no significant differences on intelligence, years of drinking, or mean grades completed in school between this group and the rest of the subjects who did not receive services in school. Conclusions were that childhood learning disorders may be related to the development of alcoholism, particularly when alcoholism is in the family, and that special educators have a role to play in the prevention and treatment of alcoholism.     

Cultivating better learning attitudes: a preliminary longitudinal study

Abstract

The use of flipped classrooms, blended learning environments and the application of technology has been extensively studied and reported in the literature, but the impact of learning activity design on cultivating better learning attitudes has rarely been explored. A rapid adoption of ‘e-schoolbag’ in basic education in China has been observed in recent years. Its impact on academic performance varies from different ways of e-schoolbag adoption. We conducted a two-year longitudinal study to review the relationship between learning behaviours and academic performance in a primary school with a blended learning environment, and investigated how interventions through learning activity redesign could improve the academic performance by cultivating better learning attitudes. The results show that learning attitudes are positively related to academic performance with proper learning activity design. It is therefore suggested that teachers’ interventions through learning activity redesign can cultivate better learning attitudes and thus improve academic performance for learners.     

高校生态文明教育初探

简述高校生态文明教育概况,分析存在的教育机制残缺、生态意识淡薄、价值观错位等问题,进一步提出高校生态文明教育的途径：拓宽教育渠道,提升认知水平;树立正确理念,提倡绿色消费。     

Mentoring the non‐coping teacher: a preliminary study

Mentoring has traditionally focused on trainees and newly qualified teachers (NQTs). There is no established, effective mentoring procedure to help teachers who have worked for longer periods of time (one or more years in the classroom) and who are still not coping after all available help has been offered. This study shows that as a result of effective intervention, in such cases, useful change can occur. When Intensive Mentoring (IM) takes place over a period of two weeks, the Intensive Mentor works throughout the day in the classroom with the teacher. Teachers are encouraged to improve their practices through discussion and reflection and by example. During IM, teachers experience a series of emotional stages that involve coming to terms with the loss of old habits, ideas and notions.     

Active citizenship: a preliminary study into student teacher understandings

Background:?Assessment grades are ‘estimates’ of ability or performance and there are many reasons why an awarded grade might not meet a candidate's expectations, being either better or poorer than anticipated. Although there may be some obvious reasons for grade discrepancies, such as a lack of preparation or under-performance, there are a number of technical issues to consider, such as the potential effects of random measurement error, human error and grade misclassification. However, traditionally, there has been limited information available to the public about such issues.

Purpose:?This study formed part of a two-year investigation into the reliability of public examination outcomes in England and the current paper explores participants’ narratives relating to one of the themes that emerged from the study of public perceptions of assessment reliability. It examines how individuals interpreted and rationalised their examination results, particularly those that failed to meet expectations, and discusses the impact that such results may have on individuals’ academic self-concept.

Sample and method:?Ten focus groups were conducted across five qualification user groups:?two each with employees, employers, teachers, trainee teachers, and job-seekers (74 participants in total). A flexible discussion schedule was employed to explore participants’ experiences and perceptions of assessment reliability.

Main findings:?Participants tended to internalise ‘blame’ for results that were poorer than expected by constructing explanations that focused on a perceived lack of preparation, ability or knowledge. These experiences appeared to have a negative impact on individuals' academic self-concept. Secondary school teacher participants shared experiences of marking, technical and standard setting errors, and were more aware than other qualification user groups of the external factors that can impact on assessment outcomes.

Conclusion:?Examination results that are poorer than expected can threaten individuals’ academic self-concept, confidence in their ability, and influence their study and career intentions and opportunities. A better understanding of educational measurement issues may offer individuals a more informed framework for understanding their examination results, especially where results do not meet expectations.