Child maltreatment, subsequent non-suicidal self-injury and the mediating roles of dissociation, alexithymia and self-blame

ObjectiveAlthough child maltreatment is associated with later non-suicidal self-injury (NSSI), the mechanism through which it might lead to NSSI is not well understood. The current retrospective case–control study examined associations between child maltreatment and later NSSI, and investigated the mediating roles of dissociation, alexithymia, and self-blame.MethodsParticipants were 11,423 Australian adults (response rate 38.5%), randomly selected from the Australian Electronic White Pages, aged between 18 and 100 (M = 52.11, SD = 16.89), 62.2% female. Data were collected via telephone interviewing. Main outcome measures were reported history of child maltreatment (sexual abuse, physical abuse, neglect) and reported 12-month NSSI. Dissociation, alexithymia, and self-blame were examined as potential mediating variables in the relationship between child maltreatment and later NSSI. All analyses were conducted using logistic regression and adjusted for age and psychiatric diagnosis.ResultsResults differed by gender. Compared to no child maltreatment, physical abuse (OR 2.75, 95% CI 1.68–4.51) and neglect (OR 2.56, 95% CI 1.65–3.99) independently increased the odds of NSSI among females. Physical abuse (OR 2.69, 95% CI 1.44–5.03) increased the odds of NSSI among males. Sexual abuse did not independently increase the odds of NSSI for males or females. For females, self-blame had the greatest effect on the child maltreatment–NSSI relationship (OR decreased by 14.6%, p < .000), although dissociation and alexithymia also partially mediated the relationship. For males, dissociation had the greatest effect (OR decreased by 12.9%, p = .003) with self-blame also having a relatively strong effect.ConclusionsThe results indicate that child maltreatment, and in particular, physical abuse, is strongly associated with the development of subsequent NSSI and may be partially mediated by dissociation, alexithymia, and self-blame for females and dissociation and self-blame for males. Altering attributional style (through cognitive therapy or emotion focussed therapy) and improving the capacity to regulate emotions (through dialectical behaviour therapy) may contribute to reduction or cessation of NSSI.     

Conceptual Ecology of the Evolution Acceptance among Greek Education Students: Knowledge,religious practices and social influences

In this study, we explored some of the factors related to the acceptance of evolution theory among Greek university students training to be teachers in early childhood education, using conceptual ecology for biological evolution as a theoretical framework. We examined the acceptance of evolution theory and we also looked into the relationship between the acceptance and parents' education level, thinking dispositions and frequency of religious practice as independent variables. Students' moderate acceptance of evolution theory is positively correlated with the frequency of religious practices and thinking dispositions. Our findings indicate that studying a controversial issue such as the acceptance of evolution theory in a multivariate fashion, using conceptual ecology as a theoretical lens to interpret the findings, is informative. They also indicate the differences that exist between societies and how socio-cultural factors such as the nature of religion, as part of the conceptual ecology, influence acceptance of evolution and have an influence on evolution education.     

A phenomenographic study of students' conceptions of quality in learning in higher education in Rwanda

The aim of this study is to understand the different ways that university students conceptualise quality in learning by drawing on a phenomenographic approach. A total of 20 students in higher education in Rwanda were interviewed and analysis of the interviews generated an outcome space of conceptions of quality in learning as transformation, practice, knowledge durability and employability. The findings illustrate the importance of the relationship between education and work as an important aspect of conceptions of quality in learning. This relationship connects to the discourse of employability in which graduates are expected to become flexible and adaptable to changes in context and over the course of time.     

Make no exception,save one: American exceptionalism,the American presidency,and the age of Obama

This paper explores the circumstances under which U.S. presidents have invoked American exceptionalism in major speeches and how this concept has culminated in the Obama presidency. We find that U.S. presidents have increased their invocations of American exceptionalism since the Second World War and that they have relied heavily on this concept in times of national crises. Moreover, we demonstrate the overwhelming propensity of President Obama, relative to his predecessors, to emphasize American exceptionalism. We argue that this is due to the double-crisis nature of his presidency – two major wars and a recession – in addition to the racial bind that he has endured throughout his presidency. We reflect on the implications for other minority politicians and the broader American public.     

The role and effects of teaching assistants in English primary schools (Years 4 to 6) 2000–2003. Results from the Class Size and Pupil—Adult Ratios (CSPAR) KS2 Project

It is widely assumed that increasing the number of teaching assistants (TAs) in the classroom will be beneficial to children, and this is one important aim of the recently implemented Workforce Agreement. But there are still significant gaps in knowledge about many aspects of their deployment and impact. The Class Size and Pupil—Adult Ratios (CSPAR) KS2 study built on earlier findings when the pupils were in reception and Key Stage (KS) 1, and investigated: (1) the deployment of TAs in classrooms and how key parties involved perceived this; and (2) the effect of TAs on interactions involving pupils and teachers in the same classrooms, and on pupil attainments. The study had a longitudinal, mixed method and multi‐informant design. Methods of data collection included: (for the whole sample) questionnaires completed by TAs, teachers and head teachers, assessments of pupil attainments in mathematics, English and science, data on pupil background, and (for a sub‐sample) case studies and a systematic observation study. This study found that the TA's role in KS2 is predominantly a direct one, in the sense of face‐to‐face interactions supporting certain pupils. There was no evidence that the presence of TAs, or any characteristic of TAs, had a measurable effect on pupil attainment. However, results were clear in showing that TAs had an indirect effect on teaching, e.g. pupils had a more active form of interaction with the teacher and there was more individualised teacher attention. This supported teachers' views that TAs are effective in supporting them in this way. The authors conclude that more attention needs to be paid to what they call the pedagogical role of TAs so that they can be used effectively to help teachers and pupils, particularly in the context of the enhanced roles for TAs being introduced as part of the Government's remodelling agenda.     

Child abuse: A study of the child''s perspective

This study ascertained the child's response to various types of abuse and neglect. With interviews and questionnaires for the staff of a child psychiatric unit, the mothers and the children involved, we assessed the severity, frequency and duration of physical abuse, verbal abuse, physical neglect, emotional neglect or sexual abuse of children. The physically abused children accepted blame for mild but not severe mistreatment. Verbally and sexually abused children did not believe it was their fault if the mistreatment was moderately extensive but did if it was mild or severe. The relationship between extent of abuse and blame was less clear for neglect, but children usually though it was their fault. Verbal and sexual abuse appeared to have a greater impact on the children's perception of themselves and the world. Verbally abused children were more angry and more pessimistic about their future. Although physical abuse appeared to make some children feel they were unwanted at birth, how much the mother wanted her children was not related to the extent of any type of abuse. Both the type and extent of mistreatment appear to have different effects on the child's subjective experience. The use of the visual analogue scale in this study made it possible to differentiate a continuum of severity and frequency of five types of mistreatment without the need for definition.     

Teachers' attributions and beliefs about girls,boys, and mathematics

Thirty-eight first grade teachers were asked to identify their two most and least successful girls and boys in mathematics, to attribute causation of these students' successes and failures, and to describe their characteristics. Teachers' choices of most and least successful students were compared to mathematics test scores of their students. Teachers were most inaccurate when selecting most successful boys. Teachers tended to attribute causation of boys' successes and failures to ability and girls' successes and failures to effort. Teachers thought their best boy students when compared to their best girl students, were more competitive, more logical, more adventurous, volunteered answers more often to mathematics problems, enjoyed math more, and were more independent in mathematics.     

A Web adaptive educational system for people with hearing difficulties

In this paper we present a web adaptive educational tool for the Greek Sign Language. The design and the implementation of the tool were partially funded by national bodies. The paper presents the architecture of the tool, in an abstract way and briefly describes its functionality. The interaction process followed is also presented.