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31.
Brigitte Lueger-Schuster Viktoria KantorDina Weindl Matthias KnefelYvonne Moy Asisa ButolloReinhold Jagsch Tobias Glück 《Child abuse & neglect》2014
The aim of this study was to explore the nature and dimensions of institutional child abuse (IA) by the Austrian Catholic Church and to investigate the current mental health of adult survivors. Data were collected in two steps. First, documents of 448 adult survivors of IA (M = 55.1 years, 75.7% men) who had disclosed their abuse history to a victim protection commission were collected. Different types of abuse, perpetrator characteristics, and family related risk factors were investigated. Second, a sample of 185 adult survivors completed the Posttraumatic Stress Disorder Checklist (PCL-C) and the Brief Symptom Inventory (BSI). Participants reported an enormous diversity of acts of violent physical, sexual, and emotional abuse that had occurred in their childhood. The majority of adult survivors (83.3%) experienced emotional abuse. Rates of sexual (68.8%) and physical abuse (68.3%) were almost equally high. The prevalence of PTSD was 48.6% and 84.9% showed clinically relevant symptoms in at least one 1 of 10 symptom dimensions (9 BSI subscales and PTSD). No specific pre-IA influence was found to influence the development of PTSD in later life (e.g. poverty, domestic violence). However, survivors with PTSD reported a significantly higher total number of family related risk factors (d = 0.33). We conclude that childhood IA includes a wide spectrum of violent acts, and has a massive negative impact on the current mental health of adult survivors. We address the long-term effects of these traumatic experiences in addition to trauma re-activation in adulthood as both bear great challenges for professionals working with survivors. 相似文献
32.
Thérèse Paquet-Sévigny 《International Information and Library Review》2013,45(3-4):447-454
The right for everyone to access “the promised land” of the InfoSociety is widely recognized. The “wiring of the universe” is now technically and financially possible. One should do it quickly in the respect of human values and rights, freedom of opinion, transparency and cultural diversity. However, in the context of communication developments in 1997, it is a multifacet issue of concern to all the countries. The cyberspace era brings many new challenges to the communications' academic curricula, professional practices, media owners and the research and development (R&D) of industries across the world. The emerging virtual communities change social and political relationships, as well as the job market well beyond national and linguistic boundaries. The paper examines the minimal conditions needed for this open process to take place with the participation of all players and the possible role of ORBICOM, the network of UNESCO Chairs in Communication. 相似文献
33.
Marie-Hélène Chayer Thérèse Bouffard 《European Journal of Psychology of Education - EJPE》2010,25(1):125-140
The first objective of this study was to examine the presence of the impostor phenomenon (IP) among 740 students aged 10 to
12 years old. The second objective was twofold: (1) to examine the link between the impostor feelings and the propensity to
use social comparison and (2) to examine whether this feeling is related to the processes of identification with versus contrast
to others who are either doing better or worse than oneself. Results showed that, although generally of low intensity, the
impostor feelings are indeed present in late elementary school children. A positive link between the impostor feelings and
the propensity to use social comparison was also observed. It also appeared that, more than for others, children who feel
like impostors were likely to differentiate themselves from their more capable peers while identifying themselves with less
capable peers. The discussion focuses on the presence of the IP in late elementary children and on how the upward contrast
and the downward identification may contribute to its development and maintenance. 相似文献
34.
Socioeconomic status (SES) is often used as control variable when relations between academic outcomes and students' migrational background are investigated. When measuring SES, indicators used must have the same meaning across groups. This study aims to examine the measurement invariance of SES, using data from TIMSS, 2003. The study shows that a latent SES variable has the same meaning across sub-populations with Swedish and non-Swedish background. However, the assumption of scalar invariance was rejected, which is essential for estimation of differences in latent means between groups. Comparisons between models assuming different degrees of scalar invariance indicated that models allowing partial scalar invariance should not be used when comparing latent variable means across groups of students with different migrational backgrounds. 相似文献
35.
36.
Åse Gornitzka 《Higher Education》1999,38(1):5-31
In this article a theoretical framework designed for a comparative research project on organisational change in higher education is presented. In the project the main focus is on how organisational change in universities and colleges is affected by governmental policies and programmes. The framework is based upon two major theoretical perspectives, resource dependency and neo-institutionalism. It is argued that for examining changes in universities and colleges both the relationship between these organisations and the government, as well as their internal dynamics are of importance. In addition to integrating the two main theoretical perspectives in the project also attempts to do justice to the complexities of the concept of (governmental) steering by attempting to incorporate general models on the role of the state. The article suggests that these models offer a meaningful insight into how and why governmental steering approaches have been changed over time. 相似文献
37.
Christophe Maïano Grégory Ninot Gérard Bruant Jean Bilard 《International Journal of Disability, Development & Education》2002,49(4):413-420
The purpose of this study was to examine the effects of alternated (segregated and integrated) basketball competition on two domains of perceived competence and on general self-worth. Participants were 24 adolescent males with intellectual disabilities divided equally into three groups: (a) those involved in basketball in an alternated sport competition, (b) those involved in adapted physical activity, and (c) those who were sedentary. The experimental treatment lasted for 13 months. For the sport competition group this involved 2 hr of training each week and 12 competitive meets. We administered Harter's (1985) Self-Perception Profile for Children 13 times to determine changes in perceived competence and general self-worth. The results indicate no significant changes for the different groups in the two domains of perceived competence and in general self-worth over 13 months. 相似文献
38.
Wilfried Admiraal Mark HoeksmaMarie-Thérèse van de Kamp Gee van Duin 《Teaching and Teacher Education》2011,27(6):1019-1028
The richness and complexity of video portfolios endanger both the reliability and validity of the assessment of teacher competencies. In a post-graduate teacher education program, the assessment of video portfolios was evaluated for its reliability, construct validity, and consequential validity. Although video portfolio facilitated a reliable and valid assessment of teacher competencies, procedures to improve assessment quality were also revealed and are therefore discussed: more explicit grounding of assessment results in the data, peer debriefing, prolonged engagement with the assessment data, cross-checking to find confirmatory or counter examples. 相似文献
39.
Gaïd Le Maner-Idrissi Virginie Dardier Cécile Pajon Géraldine Tan-Bescond Kristell David Michel Deleau Benoit Godey 《European Journal of Psychology of Education - EJPE》2010,25(3):265-279
Previous studies of preverbal development have highlighted the recurrent difficulties experienced by deaf children in acquiring
knowledge of the social rules and social skills pertaining to discourse. We expected cochlear implants in children with bilateral
profound deafness to improve their use of verbal language, so that their communication skill profile resembled that of younger,
hearing children. Using conversation samples taken from videos recorded every 6 months over a 2-year period, we monitored
the development of communication skills in a group of 18 prelingually profoundly deaf children (mean implantation age, 3 years
and 5 months). Results corroborated our hypothesis that the overall communication performances of children with cochlear implants
improve, both quantitatively and qualitatively, as early as the first year post-implantation. 相似文献