The impact of childhood sexual abuse in anorexia nervosa

OBJECTIVE: The aim of this study was to examine the impact of childhood sexual abuse (CSA) on clinical characteristics and premature termination of treatment in anorexia nervosa (AN). METHOD: The participants were 77 consecutive patients with AN admitted to an inpatient eating disorders unit. The patients were assessed in terms of eating disorder symptoms, general psychopathology, and CSA history at admission to hospital. RESULTS: Thirty-seven patients (48%) reported a history of CSA before the onset of the eating disorder. Individuals with a history of CSA reported significantly greater psychiatric comorbidity, including higher levels of depression and anxiety, lower self-esteem, more interpersonal problems, and more severe obsessive-compulsive symptoms. Patients with the binge-purge subtype of AN (AN-BP) were significantly more likely to report a history of CSA prior to the onset of the eating disorder as compared with patients with the restricting subtype (AN-R) of the illness (65% of the AN-BP patients vs. 37% of the AN-R patients; p<.02). Contrary to our predictions, abused patients were not significantly more likely to dropout of treatment overall. However, patients of the binge-purge subtype (AN-BP) with a history of CSA were significantly more likely to terminate treatment prematurely as compared with the other patients. CONCLUSIONS: Consistent with previous findings, the present results indicate that the prevalence of CSA is high among individuals seeking inpatient treatment for AN. A history of CSA was associated with greater psychiatric disturbance overall and a higher rate of dropout for patients of the binge-purge subtype.     

Different for women? The challenges of doctoral studies

This exploratory study investigates gender-specific differences in the challenges of the doctoral experience through the observations of a counsellor working with doctoral students. The article first contextualises the study within the literature investigating doctoral attrition and gender equity, showing that identity transformation over the doctorate is problematic in particular aspects for women. We confirm that cultural expectations regarding women passivity, family nurturance and (at least symbolic) subordination to male authority can cause tensions between women's social relationships and academic performance which values assertiveness, clear communication and confident management of power relationships. We identify various conflicts between the female roles of the social sphere and the academic arena that problematise the identity transition of the doctorate from student to independent researcher.     

Transforming academic practice through scholarship

In the context of the fast changing university, how are academics to grow the capacity to cope with continual change and what can academic/faculty developers do to assist them? The paper first establishes the context of higher education as a challenging environment. It then reviews ideas about scholarship and explores the application of these ideas to university study of students and academics. It examines the role of the scholarship of teaching and learning in developing the capacity for critical reflection and then applies these ideas to academic practice more generally. Finally, the implications for academic development are addressed.

Dans un contexte de mutation rapide de l’université, comment les universitaires parviennent‐ils à développer la capacité à faire face au changement continuel et que peuvent faire les conseillers pédagogiques pour les aider? Cet article décrit d’abord le contexte de l’enseignement supérieur comme un environnement rempli de défis. Il examine ensuite des idées liées à l’érudition (scholarship) et explore l’application de ces idées à l’étude universitaire des étudiants et des universitaires. L’article examine le rôle joué par le scholarship of teaching and learning dans le développement de la capacité de réflexion critique et applique ensuite ces idées à la pratique académique de façon plus générale. Finalement, les implications pour le développement pédagogique sont présentées.     

Questions and positions on education for sustainable development at university in France: example of short professional cycles

The questions focus on the emergence of education for sustainable development in the French university. The case study discusses the curricular examination of the Bachelor of Territory Professional Planning in 17 universities and the diachronic evolution, between 2001 and 2011, of their educational content around sustainable development. The analysis leads to a reflection on the specificity of French contexts, compared to international positions. Indeed, the legitimacy of the education provided is queried against the economization of the educational sphere. Didactic problems are posed by the reduction of distances between social practices and knowledge mobilized for the teachings. The evolution of the ‘school form’ and the specific place of ‘educations for’ in the framework of the institution are questioned.     

Lombroso's Legacy: The Miseducation of Criminologists

This study examines the extent to which criminal justice and criminology Ph.D. students are exposed to contemporary biological and genetic findings associated with aggression and violence. Drawing on multiple sources of information, we find little evidence showing that Ph.D. students are exposed to any biological research on crime and offending. We examine the consequences for this “trained incompetence” and offer suggestions for remedying this deficiency.

If all mankind minus one were of one opinion, and only one person were of the contrary opinion, mankind would be no more justified in silencing that one person, than he, if he had the power, would be justified in silencing mankind. (John Stuart Mill)     

Promoting Completion Through Organizational Development and Process Improvement

In 2007, Tulsa Community College (TCC) joined the national Achieving the Dream (ATD) network, which is dedicated to developing data-informed interventions to increase persistence and completion among community college students. TCC’s participation in the national initiative set it down a path for positive institutional change, but it was the College’s restructuring of their internal work teams and their process improvements since 2011–2012 that have resulted in a sustainable system that will help retain knowledge and ensure successful leadership transitions. In 2013, TCC rebranded its modified ATD system as Completing the Dream, combining the goals of Complete College America with the action research principles of Achieving the Dream. Because of these efforts, the College is in a stronger position today than it has ever been to serve our students using evidence-based strategies, ultimately resulting in more college-educated citizens in the Tulsa area.