Second-Generation Adult Former Cult Group Members’ Recovery Experiences: Implications for Counseling

Cult survivors experience psychological challenges after leaving a cult, and reintegration into society can be a difficult process. Children who are born and raised in cults face additional challenges (e.g., effects of abuse and neglect, attachment disorders, and lack of education). Scant attention has been paid in the literature to the experiences and treatment needs of these second-generation cult survivors. In this study, the experiences of 15 second-generation adult former cult members were explored involving constructivist grounded theory and a social justice-focused inquiry. Findings hold promise for increasing counselors’ understanding of former cult members’ experiences, needs, and concerns, supporting competent counseling practice with this population.     

A new tool for assessing maturity alignment: The enterprise maturity matrix

This article presents the enterprise maturity matrix, a new maturity model. Maturity misalignment is one of the major reasons that many change initiatives fail. Performance improvement professionals can use this matrix to diagnose the current internal state of the organization, articulate the desired future state, and coordinate change solutions. Maturity alignment indicates that an organization must implement the appropriate managerial and operational processes and systems in accordance with the desired maturity level.     

The emotions in teaching and learning nature sciences and physics/chemistry in pre-service primary teachers

A study was made of different emotions that prospective primary school teachers report with respect to science subjects, when they were pupils, and during their practice teaching, taking into account the variables gender and the speciality they studied in the secondary education. The study consisted of a questionnaire completed by 63 primary education students at the University of Extremadura, Spain. The results show a great difference between the emotions related to the subjects of physics/chemistry and the nature sciences （biology/geology）. The scientific subject influences the emotions of pre-service primary teachers, both in learning and teaching. In physics and chemistry, the emotions are mostly negative. While in nature sciences they are very positive. In nature sciences, there is a correlation between the emotions felt as secondary school pupils learning science and those they feel as teachers. In physics and chemistry, there is a correlation in the women between the emotions felt as secondary school pupils learning science and those they feel as teachers, but not in the men. The memory of their emotions in learning science at school is more negative than in teaching science during their teaching practice, except in nervousness in physics/chemistry. By gender, men declared a greater predilection for science content than women, with more of them describing such feelings as sympathy or confidence. The results highlight the influential role that emotions play throughout the professional growth of future primary teachers.     

Prevalence of vulnerability and protective factors of sexual victimization

English language abstract not available at time of publication.     

The influence of body discourses on adolescents’ (non)participation in physical activity

Drawing on semi-structured interviews with older adolescents, this article examines how healthism, ideal body discourses and performative body discourses influence their (non)participation in physical activity (PA) and their identity construction concerning exercise, sport and physical education. We illustrate that body transformation through PA, and related slim body desire and the fear of masculinised female bodies, affect adolescents’ decisions to engage in or drop out of sport. Also, a non-hegemonic body shape combined with a display of low physical competence triggers classmate and teachers’ rejection and marginalisation, affecting adolescents’ construction of embodied identities and preventing them from being active. Finally, adolescents who are competent in sport are less influenced by ideal body discourses than by performative body discourses. We highlight the health promotion effects of these hegemonic discourses and suggest strategies to challenge them.