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641.
Physical punishment, childhood abuse and psychiatric disorders 总被引:1,自引:0,他引:1
OBJECTIVES: Physical punishment, as a means of disciplining children, may be considered a mild form of childhood adversity. Although many outcomes of physical punishment have been investigated, little attention has been given to the impact of physical punishment on later adult psychopathology. Also, it has been stated that physical punishment by a loving parent is not associated with negative outcomes; however, this theory has not been empirically tested with regard to psychiatric disorders. The main objective of the present study was to investigate three categories of increasing severity of childhood adversity (no physical punishment or abuse, physical punishment only, and child abuse) to examine whether the childhood experience of physical punishment alone was associated with adult psychopathology, after adjusting for sociodemographic variables and parental bonding dimensions. METHODS: Data were drawn from the nationally representative National Comorbidity Survey (NCS, n=5,877; age 15-54 years; response rate 82.4%). Binary logistic and multinomial logistic regression models were used to determine the odds of experiencing psychiatric disorders. RESULTS: Physical punishment was associated with increased odds of major depression (AOR=1.22; 95% CI=1.01-1.48), alcohol abuse/dependence (AOR=1.32; 95% CI=1.08-1.61), and externalizing problems (AOR=1.30; 95% CI=1.05-1.60) in adulthood after adjusting for sociodemographic variables and parental bonding dimensions. Individuals experiencing physical punishment only were at increased odds of adult psychopathology compared to those experiencing no physical punishment/abuse and at decreased odds when compared to those who were abused. CONCLUSIONS: Physical punishment is a mild form of childhood adversity that shows an association with adult psychopathology. 相似文献
642.
This study examined the relative contributions of phonological awareness, orthographic pattern recognition, and rapid letter
naming to fluent word and connected-text reading within a dyslexic sample of 123 children in second and third grades. Participants
were assessed on a variety of fluency measures and reading subskills. Correlations and hierarchical multiple regression analyses
were carried out to explore these relationships. The results demonstrate that phonological awareness, rapid letter naming,
and orthographic pattern recognition contribute to word-reading skills. Furthermore, rapid naming, orthographic pattern recognition,
and word reading fluency moderately predict different dimensions of connected-text reading (i.e., rate, accuracy, and comprehension)
whereas phonological awareness contributes only to the comprehension dimension of connected-text reading. The findings support
the multidimensional nature of fluency in which the whole is more than its parts. 相似文献
643.
This article focuses on managing the client and the concultant with a performance appraisal process. The authors use their current practical experiences to consider the management of an effective client-consultant relationship. Dorothy writes from her perspective as a training director and user consultants and Maureen from her experience as an independent consultant providing management training and consulting services in the Metropolitan Washington area. 相似文献
644.
Christopher Cox Christina Dideriksen Tamar Keren-Portnoy Andreas Roepstorff Morten H. Christiansen Riccardo Fusaroli 《Child development》2023,94(6):1672-1696
This study compared the acoustic properties of 26 (100% female, 100% monolingual) Danish caregivers' spontaneous speech addressed to their 11- to 24-month-old infants (infant-directed speech, IDS) and an adult experimenter (adult-directed speech, ADS). The data were collected between 2016 and 2018 in Aarhus, Denmark. Prosodic properties of Danish IDS conformed to cross-linguistic patterns, with a higher pitch, greater pitch variability, and slower articulation rate than ADS. However, an acoustic analysis of vocalic properties revealed that Danish IDS had a reduced or similar vowel space, higher within-vowel variability, raised formants, and lower degree of vowel discriminability compared to ADS. None of the measures, except articulation rate, showed age-related differences. These results push for future research to conduct theory-driven comparisons across languages with distinct phonological systems. 相似文献