Standpoint: Communication for the love of it

This study sought to determine how interpretations o f Teletubbies, a program designed for very young viewers and broadcast internationally, is contextualized within local frameworks. An analysis of interviews with 44 mothers and experts revealed themes that lend support to the claim that audiences actively employ interpretive processes in contending with foreign texts. The crucial role mothers may play in reconciling the global and the local is discussed within the framework o f parental mediation.     

Attachment insecurity mediates the relationship between childhood trauma and eating disorder psychopathology in a clinical sample: A structural equation model

Objectives

Childhood maltreatment occurs often among those with an eating disorder and is considered a nonspecific risk factor. However, the mechanisms by which childhood maltreatment may lead to an eating disorder are not well understood. The current study tests a model in which attachment insecurity is hypothesized to mediate the relationship between childhood maltreatment and eating disorder psychopathology.

Method

Treatment seeking adults with eating disorders (N = 308) completed questionnaires about childhood maltreatment, eating disorder psychopathology, and adult attachment.

Results

Structural equation models indicated that childhood trauma had a direct effect on eating disorder symptoms. Also, attachment anxiety and avoidance each equally mediated the childhood maltreatment to eating disorder psychopathology relationship.

Conclusions

Attachment insecurity, characterized by affect dysregulation and interpersonal sensitivities may help to explain why eating disorder symptoms may be one consequence of childhood maltreatment in a clinical sample. Clinicians treating primarily those with trauma might assess for disordered eating as a potential manifestation of the sequelae of trauma and attachment insecurity.     

A scaffolded approach to Discussion Board use for formative assessment of academic writing skills

Mastery of academic writing skills remains one of the greatest challenges for university students, especially in the first year. Amongst the reasons offered for the challenges are lack of clarity about the university’s expectations and low levels of teacher feedback on work submitted, a failure to engage, and low levels of contact with teaching staff and other students. Academic staff are challenged by increased class numbers and increased student diversity in classes and university policies to adopt a wide range of information technologies into teaching modes. In this paper, we offer one attempt at addressing these three important contemporary academic challenges: use of information technology to provide timely feedback through formative assessment to help students with a range of abilities to acquire the academic writing skills necessary to succeed in higher education. Early indications show that students find this form of formative assessment very useful. They value the timely and focused feedback from the lecturer and are developing collegiality as they learn from each others’ writing and feedback. We believe that this strategy is sustainable and can be adapted to facilitate academic and social integration for students across many disciplines.