Supervision experiences of trans/gender expansive counselors-in-training: An interpretative phenomenological analysis

Clinical supervisors should be culturally competent working with transgender or gender expansive (TGE) counselors-in-training; however, minimal research exists regarding TGE counselors’ experiences in supervision. This interpretative phenomenological analysis study explored the supervision experiences of five TGE counselors-in-training. Findings revealed four super-ordinate themes and two sub-themes, and implications are discussed.     

Managing the legal proceedings: An interpretative phenomenological analysis of sexually abused children's experience with the legal process

Objective

The aim of this study was to describe how sexually abused children experience the legal process, a process that includes being questioned by the police during the preliminary investigation and by lawyers and the prosecutor in the courtroom, and meeting other professionals from various agencies.

Method

Face-to-face in-depth interviews were conducted with 10 children—9 girls and 1 boy between 9 and 15 years old—who had experienced child sexual abuse (CSA). The interviews were semi structured and carried out and analyzed by interpretative phenomenological analysis (IPA). The aim of IPA is to explore the participants’ views of the world and to adopt as far as possible an “insider perspective.” IPA draws on a tradition of phenomenology and symbolic interactionism in attempting to understand how people make sense of their experiences.

Results

Five major themes emerged through the analysis: not being believed, making CSA visible, need for support, sanctions for offenders, and lack of respect for the child's integrity. Almost all the children had a feeling of not being believed. They described feelings ranging from anxiety to dread and even terror when they had to describe the CSA they had experienced. Even though the importance of support for such children is already well understood, the children stated that the support they were given was not sufficient. The children said that they wanted support from a single professional who was well informed about both the legal process and CSA. When the children were asked to reflect on sanctions against the abusers, they said that it was important that the perpetrator got treatment/therapy but they also said that imprisonment was desirable. Financial compensation was not as important to them; the damage had been done and money could not compensate for that damage. The children also said that both the lawyers and the media had treated them with disrespect.

Conclusions

It is valuable for children who have been exposed to CSA to learn that they can take part in the legal process as equal partners with the other participants, and it is evident that the quality of psychological care and support needs to be improved. The children want to be participants in the legal process rather than passive objects of that process.     

Easing the transition of first year undergraduates through an immersive induction module

Entry into higher education (HE) is recognised as a challenging time for undergraduates as they negotiate the norms and practices of new academic communities and foster relationships with peers and academics. Given the significance of this time period, our University has piloted a new four-week module that immerses students in their discipline and provides them with the academic skills and networks to support them through this period and beyond. Here we report a comprehensive evaluation examining academic and student experience of this immersive module. We explore its impact on essential aspects of the transition experience e.g. social integration, academic literacies and the sense of preparation for HE. Whilst this new approach did have positive impacts on students’ sense of integration, questions were raised around the extent to which it matched or even raised expectations, and the extent to which this prepared students for the rest of their studies.     

School exclusion,substance misuse and use of weapons: an interpretative phenomenological analysis of interviews with children

The study presents data drawn from semi-structured interviews with five young people permanently excluded from schools in North East England. The research aimed to investigate the risk factors that lead to the children using illegal drugs, to determine the drivers and implications for drug misuse and the carrying of knives into school. The research also hoped to elicit from the young people, the solutions that could have prevented their exclusion from school. The interviews were analysed using interpretative phenomenological analysis to understand how a homogenous sample made sense of their lived experiences. The findings highlight the importance of prompt identification and support for children with learning and subsequent mental health needs as the evidence suggests they lead to perceived negative behaviours by teachers. The research provides further evidence that behaviour sanctions in mainstream schools such as detention and isolation booths do not improve behaviour but make it worse. Original to this research is the finding that children are consuming drugs before school to cope with their inability to access the learning, to aid their concentration and to medicate themselves to reduce the likelihood of being sanctioned by teachers.     

大学生群体危机及应对机制初探

近几年来,大学生群体危机越来越受到高校和社会的广泛关注,特别是2003年"非典"出现以后,结合20世纪80年代后出生的大学生的整体表现,很多高校领导、专家、学者和一线教师对大学生群体危机进行了全面深入的探讨。本文对大学生群体危机进行了一些宏观层面的探讨,希望能对高校的学生管理和理论研究有一定的启示。     

对于本科新生第一学期中后期情绪消极现象对策分析

大一新生在入学后表现出对新环境强烈的探索欲望,负面的迷茫情绪在探索心理的冲击下,通常被忽视,而会于第一学期中后期集体爆发。本文针对此类现象进行分析,并提出相应对策。     

内疚与羞耻之现象学差异的初步比较

采用羞耻体验量表 (ESS)比较大学生和成人的内疚与羞耻感在现象学上的异同 ,并采用简易应对方式问卷 (SCTQ)对羞耻感与应对方式进行相关分析 ,实验表明 :( 1)羞耻感具有强烈的自我取向性 ,以否定自我、逃避现实、强情感体验和掩饰行为为特点。内疚感对已发事件中本身行为的反省为焦点 ,更多以考虑自己行为对他人的伤害以及采取措施弥补过失为特点 ;( 2 )羞耻和积极应对存在中等程度负相关 ;( 3)有无他人在场 ,内疚和羞耻都可发生 ;( 4 )与成人相比 ,大学生在体验羞耻时对自我的否定要更为强烈     

首届免费师范毕业生就业情况及其影响因素分析——基于全国6所部属师范大学的调查

从免费师范毕业生就业状态、就业地域、就业单位、就业途径等方面进行分析,剖析影响他们就业的个人因素、家庭因素、学校因素和政策因素,提出加大对高中毕业生宣传力度、适当调整直属师范大学课程设置和师范生免费教育政策等建议,对做好我国免费师范生工作具有重要意义。     

Improving quantitative volumetric analysis skills in first year university chemistry courses

This paper describes a project in the School of Chemistry at The University of Melbourne. During 1992 thirty hours of videotapes were taken of students doing quantitative volumetric work in first year laboratories. These were viewed to find out what problems students encountered and what interactions they had with other students and with demonstrators. The data were logged on a Hypercard stack and novel visual images were produced to map student activity, both qualitatively and quantitatively. These data contributed to the design of a multimedia learning package which students worked through at the beginning of 1993. Video data of their laboratory performance after this intervention provides evidence of improved performance. Specializations: academic development in the sciences, evaluation of computer-based learning materials. Specializations: physical chemistry, chemical education at tertiary level. Specializations: design and development of computer-based learning materials. Specializations: electrochemistry, general physical chemistry at secondary and tertiary level. Specializations: chemical education at secondary and tertiary level, theoretical chemistry.     

Sources of academic stress: the case of first year Jewish and Arab college students in Israel

This study examined socioculturel and gender group differences in perceptions of major sources of academic stress in first year college students, in addition to the relationship between reported academic stress and college achievement. Data were collected via a self-administered student stress inventory given to a sample of 184 Jewish and 209 Arab college undergraduates studying in a major Israel university. They evaluated the personal stressfulness of each of 53 potential sources of academic stress along a 6-point Likert-type scale covering a wide range of potential academic Stressors (academic curriculum and course requirements, course evaluation procedures, college instruction, social milieu and cultural factors on campus, college administration and bureaucracy, physical conditions and accommodations, economic factors, organismic and interpersonal factors, student expectations, daily hassles and constraints). Arab, lower-status, and female students were hypothesized and found to be more stressed than their respective Jewish, upper-class and male counterparts, respectively. Cultural group background was found to be the most salient background predictor of student stress, followed by social class and gender, with each exerting independent (noninteractive) effects. Although group differences were observed in mean ratings, there proved to be a strong correspondence in the hierarchy of perceived Stressors across sociocultural and gender subgroups. As a whole, students appeared to be most stressed by pressures originating from course overload and academic evaluation procedures and least stressed by a variety of personal, familial, and social factors. Furthermore, student stress and achievement factors were found to be inversely correlated, with little evidence for the contention that stress differentially debilitates the academic performance of students as a function of gender or sociocultural group membership. The findings also lend some evidence to the cross-cultural generalizability of major stressors in academia.     

Adolescents' attachment and coping with stress

This study examined how high school students cope with stress as a function of their attachment style. Data were gathered from 75 adolescent–parent pairs in Texas and included measures of attachment, coping style, life stress, and whom the respondent would turn to in times of stress. Adolescents' attachment security was positively related to family communication and negatively related to negative avoidance behaviors such as drinking or using drugs. Attachment insecurity was positively related to negative avoidance. Parent and child attachment ratings were related for secure and preoccupied but not fearful or dismissing styles. Research limitations and implications for school psychologists are discussed. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 391–402, 2004.     

浅析大学生的恋爱问题

恋爱对于大学生这个特殊群体而言,既有利处也存在弊端,高校管理者除了不应压制大学生的本性需求外,更应当加强引导与梳理,以帮助他们形成正确的恋爱观,进而促进大学生的健康全面发展。     

Psychobiological studies of stress and coping: an introduction

Developmental psychobiology is the study of how the interplay between behavioral and physiological processes supports and directs development. This symposium section is devoted to work in this interdisciplinary domain focused on examining stress and how young organisms cope with and are affected by stressful experiences. In this introduction to the symposium section, the problems of interpreting and integrating information on stress reactivity derived from a combination of behavioral and physiological measures are discussed.     

The development of visual expectations in the first year

The development of expectations was investigated by using the Visual Expectations Procedure. In Experiment 1, 128 infants aged 6-, 9-, and 12-months-old saw two 40-trial sequences of a videotaped mechanical toy appearing in various locations. The sequences represented an alternation pattern (i.e., ABAB) or a complex pivot pattern (i.e., ABCBABCB). In Experiment 2, 76 infants aged 4-, 8-, and 12-months-old saw either a left-right alternation or a top-bottom alternation. Reaction time improved and the percentage of anticipations increased between 6 and 9 months in Experiment 1 and between 4 and 8 months in Experiment 2 but not thereafter. Anticipations for the pivot sequence and for younger infants on both sequences were often incorrect (i.e., gaze shifts occurred before stimulus onset but were not directed toward the upcoming stimulus). We conclude that young infants have expectations that reflect some degree of general or procedural knowledge, but it is not clear that this behavior implies specific, articulated expectations about upcoming events.