The relation between abuse and violent delinquency: the conversion of shame to blame in juvenile offenders

Objective

While the relationship between abusive parenting and violent delinquency has been well established, the cognitive and emotional processes by which this occurs remain relatively unidentified. The objective of this work is to apply a conceptual model linking abusive parenting to the conversion of shame into blaming others and therefore to violent delinquency.

Methods

A retrospective study of 112 adolescents (90 male; 22 female; ages 12-19 years; M = 15.6; SD = 1.4) who were incarcerated in a juvenile detention facility pending criminal charges, completed measures of exposure to abusive and nonabusive discipline, expressed and converted shame, and violent delinquency.

Results

Findings tend to confirm the conceptual model. Subjects who converted shame (i.e., low expressed shame, high blaming others) tended to have more exposure to abusive parenting and showed more violent delinquent behavior than their peers who showed expressed shame. Subjects who showed expressed shame (i.e., high expressed shame, low blaming others) showed less violent delinquency than those who showed converted shame.

Conclusions

Abusive parenting impacts delinquency directly and indirectly through the effects of shame that is converted. Abusive parenting leads to the conversion of shame to blaming others, which in turn leads to violent delinquent behavior.

Practice implications

For juvenile offenders, the conversion of shame into blaming others appears to contribute to pathological outcomes in relation to trauma. Translation of this work into clinical practice is recommended.     

Formative assessment of procedural skills: students’ responses to the Objective Structured Clinical Examination and the Integrated Performance Procedural Instrument

Assessment of clinical skills is a critical element of undergraduate medical education. We compare a traditional approach to procedural skills assessment – the Objective Structured Clinical Examination (OSCE) with the Integrated Performance Procedural Instrument (IPPI). In both approaches, students work through ‘stations’ or ‘scenarios’ undertaking defined tasks. In the IPPI, all tasks are contextualised, requiring students to integrate technical, communication and other professional skills. The aim of this study was to explore students’ responses to these two assessments. Third‐year medical students participated in formative OSCE and IPPI sessions on consecutive days. Although performance data were collected in both assessments, quantitative data are not presented here. Group interviews with students were conducted by independent researchers. Data were analysed thematically. The OSCE and the IPPI were both valued, but for different reasons. Preference for the OSCE reflected the format of the summative assessment. The IPPI was valued for the opportunity to practise patient‐centred care in a simulated setting which integrated technical, communication and other professional skills. We posit that scenario‐based assessments such as the IPPI reflect real‐world issues of patient‐centred care. Although the limitations of this study prevent wide extrapolation, we encourage curriculum developers to consider the influence of assessments on what and how their students learn.     

White working class achievement: an ethnographic study of barriers to learning in schools

This study aims to examine the key barriers to learning to raise achievement of White British pupils with low‐income backgrounds. The main findings suggest that the worryingly low‐achievement levels of many White working class pupils have been masked by the middle class success in the English school system and government statistics that fail to distinguish the White British ethnic group by social background. The empirical data confirm that one of the biggest groups of underachievers is the White British working class and their outcomes at each key stage are considerably below those achieved by all other ethnic groups. One of the main reasons for pupil underachievement, identified in the case study schools and focus groups, is parental low aspirations of their children’s education and social deprivation. It is also perpetuated by factors such as low‐literacy levels, feelings of marginalisation within the community exacerbated by housing allocation, a lack of community and school engagement, low levels of parental engagement and lack of targeted support to break the cycle of poverty and disadvantage, a legacy of low aspiration that prevents pupils from fulfilling their potential across a range of areas. The study concludes that the main obstacle in raising achievement is the government’s failure to recognise that this group has particular needs that are not being met by the school system. The government needs to recognise that the underachievement of White British working class pupils is not only a problem facing educational services but profoundly a serious challenge. Policy implications and recommendations are discussed in the final section.     

Issues in the development of children’s centres on nursery and primary school sites

This paper explores the development of children’s centres in England between 2004 and 2008, focusing on the newly created centres that have been located on primary and nursery school sites. Using both an analysis of policy documents and interview data from three urban local authorities, we examine the use of premises and the differing priorities of centre staff and school heads, particularly in relation to the balance of services between early years education, childcare and family support. We also explore governance issues, focusing especially on patterns of accountability. In so doing, we also examine the tensions that exist between children’s centres located on primary and on nursery school sites and the schools themselves.     

Face-to-face versus computer-mediated discussion of teaching cases: Impacts on preservice teachers’ engagement, critical analyses, and self-efficacy

Two frequently-used discussion protocols were investigated as part of a program to implement teaching cases in undergraduate educational psychology classes designed for preservice teachers. One protocol involved synchronous face-to-face (FTF) discussion of teaching cases, which occurred in class after students had individually completed written case analyses as homework outside of class. The other was asynchronous computer-mediated (CM) discussion taking place outside of class, simultaneous to students’ completion of their written case analyses. Six class offerings of an undergraduate child development course taught by two instructors (three classes by each instructor) were randomly assigned within instructor in a quasi-experimental design to one of the three discussion conditions: FTF, CM, or no discussion of the cases across the semester. Findings indicated that both CM and FTF discussion conditions were associated with positive outcomes relative to the control condition. Both CM and FTF discussion related to higher cognitive–affective engagement with the cases than the control condition; and the CM discussion condition was associated with higher cognitive–affective engagement than FTF discussion. In contrast, FTF discussion, but not CM discussion, was associated with higher-than-control-condition case analysis ability at the end of the semester. Potential explanations for these findings and directions for future research are discussed.     

Integrated carbon fiber electrodes within hollow polymer microneedles for transdermal electrochemical sensing

In this study, carbon fiber electrodes were incorporated within a hollow microneedle array, which was fabricated using a digital micromirror device-based stereolithography instrument. Cell proliferation on the acrylate-based polymer used in microneedle fabrication was examined with human dermal fibroblasts and neonatal human epidermal keratinocytes. Studies involving full-thickness cadaveric porcine skin and trypan blue dye demonstrated that the hollow microneedles remained intact after puncturing the outermost layer of cadaveric porcine skin. The carbon fibers underwent chemical modification in order to enable detection of hydrogen peroxide and ascorbic acid; electrochemical measurements were demonstrated using integrated electrode-hollow microneedle devices.     

Note-taking within MetaTutor: interactions between an intelligent tutoring system and prior knowledge on note-taking and learning

Hypermedia learning environments (HLE) unevenly present new challenges and opportunities to learning processes and outcomes depending on learner characteristics and instructional supports. In this experimental study, we examined how one such HLE—MetaTutor, an intelligent, multi-agent tutoring system designed to scaffold cognitive and metacognitive self-regulated learning (SRL) processes—interacts with learner’s prior domain knowledge to affect their note-taking activities and subsequent learning outcomes. Sixty (N = 60) college students studied with MetaTutor for 120 min and took notes on hypermedia content of the human circulatory system. Log-files and screen recordings of learner-system interactions were used to analyze notes for several quantitative and qualitative variables. Results show that most note-taking was a verbatim copy of instructional content, which negatively related to the post-test measure of learning. There was an interaction between prior knowledge and pedagogical agent scaffolding, such that low prior knowledge students took a greater quantity of notes compared to their high prior knowledge counterparts, but only in the absence of MetaTutor SRL scaffolding; when agent SRL scaffolding was present, the note-taking activities of low prior knowledge students were statistically equivalent to the number of notes taken by their high prior knowledge counterparts. Theoretical and instructional design implications are discussed.     

An Ounce of Good Assessment is Worth a Pound of Analysis and a Ton of Cure

While it is conventional and comfortable to start professional performance improvement with analysis, doing so might make us wrong about 80% to 90% of the time. Analysis and cure, using Harless's (1975) immortal insight, are vital, but starting there is problematic. First do an assessment to justify where the organization is headed (and why go there) and then analysis and cure will be powerful.     

Improving Workplace Performance

Every day, managers and supervisors are greeted at work by the difference between the present and desired levels of performance. Unfortunately, they immediately jump to implementing solutions without identifying the underlying causes. This article brings together the ideas, models, and tools found in several of my previous articles so they can be shared with managers and supervisors. The next steps can be found in my book, A Manager's Guide to Improving Workplace Performance.