Factors affecting disclosure among Israeli children in residential care due to domestic violence

Disclosure of child abuse may enable initiating interventions to end maltreatment and mediate its negative physical and psychological consequences. The present study reviews the field of disclosure and examines factors affecting disclosure among a service population of abused children who were placed in residential care due to various forms of abuse (e.g., physical, sexual, emotional, neglect and witnessing domestic violence). The sample consisted of 286 Israeli (Hebrew and Arabic speaking) children aged 12–17 (mean = 14 ± 1). Following approval of the Ethics committee of the University and parents’ written consent, participants were administered a self-report questionnaire that included the following measures: a Socio-Demographic Questionnaire, the Childhood Trauma Questionnaire (CTQ), the Juvenile Victimization Questionnaire (JVQ), and the Disclosure of Trauma Questionnaire (DTQ). Results indicated that the three key factors enhancing the likelihood of disclosure were: moral factors, external initiatives and intolerable physical pain. The three key factors inhibiting disclosure were feelings of shame, fear of losing social support and uncertainty as to how and to whom to disclose. Results also showed that children preferred to disclose to their nuclear family members (parents and siblings) in comparison with professionals.     

Print Media

Herbert S. Bailey's The Art and Science of Book Publishing (Harper & Row, $7.95).

Robert J. Glessingts The Underground Press in America (Indiana University Press, $6.50).

Ruth Kent's The Language of Journalism (Kent State University Press, $5.00/1.95)

Harold D. Lasswell and Daniel Lerner's The Prestige Press: A Comparative Study of Political Symbols (Massachusetts Institute of Technology Press, $12.00).     

“New” Holistic Mass Media Business Model

This qualitative case study, based on the principles of grounded theory, develops a holistic business model for media outlets by investigating the organizational structure and corporate culture of a unique agricultural radio station that operated successfully for over 60 years. It examines the station in the context of its founding era and determines the process used to create this survivor. An inductively generated “theory of commitment” is proposed, and guidelines are provided that could help today's independent media start-ups become survivors.     

Using the Science Writing Heuristic to Improve Undergraduate Writing in Biology

Our objective was to investigate the impact of the Science Writing Heuristic (SWH) on undergraduates’ ability to express logical conclusions and include appropriate evidence in formal writing assignments. Students in three laboratory sections were randomly allocated to the SWH treatment (n?=?51 students) with another three sections serving as a control (n?=?47 students). All sections received an identical formal writing assignment to report results of laboratory activities. Four blinded raters used a 6-point rating scheme to evaluate the quality of students’ writing performance. Raters’ independent scoring agreement was evaluated using Cronbach's α. Paper scores were compared using a t-test, then papers were combined into low-scoring (3.5 of 6 points) or high-scoring (>3.5 of 6 points) sets and SWH and control cohorts were compared using Pearson's chi-square test. Papers from the SWH cohort were significantly (P?=?0.02) more likely to receive a high score than those from the control cohort. Overall scores of SWH cohort papers tended to be higher (P?=?0.07) than those from the control cohort. Gains in student conceptual understanding elicited by the SWH approach improved student ability to express logical conclusions about their data and include appropriate evidence to support those conclusions in formal research reports. Extending the writing tasks of the SWH to formal writing assignments can improve the ability of undergraduates to argue effectively for their research findings.     

Action research and reflective practice: towards a holistic view

Two concepts that have captured the imagination of the educational community in the last 60 years have been those of ‘reflective practice’ and ‘action research’. Both, in their various forms, are considered to be critical dimensions of the professional development of teachers. However, whilst both were receiving academic attention during the 1930s and 1940s (Lewin, 1934, cited in Adelman, 1993; Lewin, 1946; Dewey, 1933), it was not until Stenhouse's (1975) notion of the teacher-as-researcher that the two came most compellingly into relationship and educational action research as a process, which held at its centre different kinds of reflection, began to be reformulated in Britain (Carr, 1993). This article considers the important part played in teachers' development by different kinds of action research. Its central thesis is that, although action research has a critical role to play not least as a means of building the capacity of teachers as researchers of their own practice, there has been insufficient attention given to both the nature of reflection in the action research process, and its relationship to the purposes, processes and outcomes. The article challenges the rational, cognitive models of reflection that are implicit in much of the action research literature. It suggests that more attention needs to be given to the importance of the role of emotion in understanding and developing the capacities for reflection which facilitates personal, professional and ultimately system change     

Graduate study and research

Speech Correction on the Contract Plan. By Ruth B. Manser. New York: Prentice‐Hall, Inc., 1935; pp. xix + 333.

Leadership in a Changing World. Ed. by M. David Hoffman and Ruth Wanger. New York: Harper and Bros., 1935 ; pp. xv + 418.

Your Telltale English. By Sophie C. Hadida. New York: G. P. Putnam's Sons, 1935 ; pp. 419. $2.00.

Propaganda; Its Psychology and Technique. By Leonard W. Doob. New York: Henry Holt and Co., 1935; pp. x + 424. $3.00.

The 1932 Campaign: An Analysis. By Roy V. Peel and Thomas C. Donnelly. New York: Farrar and Rinehart, 1935; pp. viii + 242. $1.50.

A B C of Reading. By Ezra Pound. New Haven: Yale University Press, 1934; pp. xii + 197.

Lotteries. Compiled by Helen M. Muller. New York: H. W. Wilson Co., 1935 ; pp. 128. $0.90.

Old Age Pensions. Compiled by Julia E. Johnsen. New York: H. W. Wilson Co., 1935 ; pp. 295. $0.90.

Socialized Medicine. A debate reprinted from the University Debaters’ Annual for 1933–1934. New York: H. W. Wilson Co., 1935 ; pp. 31: $.35.

Road To War: America 1914–1917. By Walter Millis. Boston and New York: Houghton Miffiin Company, 1935 ; pp. ix + 466. Index. $3.00.

Speech Therapy. By Emil Fröschels. Translated from the German by Joseph Noyes Haskell. Boston: The Expression Company, 1933 ; pp. 252.

Speech in Childhood: Its Development and Disorders. By George Seth and Douglas Guthrie. New York: Oxford University Press, 1935 ; pp. x + 224. $3.50.

A Study of Illiteracy in C.C.C. Camps. Washington: Bulletin 110068 of the United States Office of Education, Department of the Interior, 1935.

Propaganda and Promotional Activities. An Annotated Bibliography. By H. D. Lasswell, R. D. Casey, and B. L. Smith. Minneapolis: University of Minnesota Press, 1935 ; pp. 450.

World Politics and Personal Insecurity. By H. D. Lasswell. New York: Whittlesey House, 1935 ; pp. 307.

Fox. By Christopher Hobhouse. Boston and New York: Houghton Mifflin Company, 1935; pp. 320. $3.50.

Architecture for the New Theatre. Edited by Edith J. R. Isaacs. Published for the National Theatre Conference. New York: Theatre Arts, Inc., 1935 ; pp. 125. $2.50.

Directing for the Amateur Stage. By Leslie Crump. New York: Dodd, Mead &; Co., 1935; pp. xi + 235. $2.50.

Freedom of the Press. By George Seldes. Indianapolis: The Bobbs‐ Merrill Co., 1935 ; pp. 380. $2.75.

Psychology of Acting. By Lorenz Kjerbühl‐Petersen, translated by Sarah T. Barrows. Boston: Expression Company, 1935 ; pp. 255. $3.50.

Congress or the Supreme Court. Edited by Egbert Ray Nichols. New York: Noble &; Noble, Inc., 1935; pp. 476. $2.00.

Aphasia: A Clinical and Psychological Study. By Theodore Weisenburg and Katherine McBride. New York: The Commonwealth Fund, 1935 ; pp. 634. $5.00.

Current English. By Arthur G. Kennedy. Boston: Ginn &; Co., 1935; pp. xiii + 737. $3.50.

The Development of Modern English. By Stuart Robertson. New York: Prentice‐Hall, Inc., 1934; pp. vii + 559. $2.50.

The Politician: His Habits, Outcries, and Protective Coloring. By James Harold Wallis. New York: The Frederick A. Stokes Co., 1935; pp. x + 333. $3.00.

Play Production. By M. V. C. Jeffreys and R. W. Stopford. London: Methuen &; Co., New York: E. P. Dutton &; Co., 1933; pp. xviii + 199. $2.50.

The Genesis and Growth of English. By J. S. Armour. New York: Oxford University Press, 1935; pp. xi + 182. $1.25.

The Neutrality Policy of the United States. Compiled by Julia E. Johnsen. The Reference Shelf, vol. X, no. 7. New York: The H. W. Wilson Company, 1936; pp. 267. $0.90.

How to Conduct Group Discussion. By A. F. Wileden and H. L. Ewbank. Madison: Extension Service of the College of Agriculture, University of Wisconsin, 1935; pp. 64.

Who Should Pay the Doctor Bills. By H. L. Ewbank and Martin P. Anderson. Madison: Extension Service of the College of Agriculture, University of Wisconsin, 1936; pp. 38.

Effective Speech: First Course. By Lousene Rousseau and Mary E. Cramer. New York: Harper &; Bros., 1936; pp. xii + 300. $1.20.

The Science and Art of Speech. By Charles Robert Walsh. New York: Benziger Bros., 1935; pp. xvii + 193. $2.60.

Mediaeval Artes Praedicandi: A Supplementary Hand‐List. By Harry Caplan. Ithaca: Cornell University Press, 1936; pp. 36.

Masks and Marionettes. By Joseph Spencer Kennard. New York: The Macmillan Company, 1935; pp. ix + 129. $3.50.

The Public Speaker's Scrapbook. By William G. Hoffman. New York: Whittlesey House, 1935; pp. xi + 269. $2.50.

For Stutterers. By Smiley Blanton, M.D., and Margaret Gray Blanton. New York: D. Appleton‐Century Co., 1936; pp. xi + 191. $2.00.

Basic Speech and Voice Science. By L. S. Judson and A. T. Weaver. Madison: The College Typing Company, 1933; pp. iv + 218. $4.25.

Anecdotal History of the Science of Sound, to the Beginning of the 20th Century. By Dayton C. Miller. New York: The Macmillan Company, 1935 ; pp. xi + 114. $2.50.

Lucius Q. C. Lainar. By Wirt Armistead Cate. Chapel Hill: The University of North Carolina Press, 1935 ; pp. xiii + 594. $5.00.

Disorders of Speech and Voice, 4th ed. By Robert West. Madison: College Typing Co., 1935; pp. 144. $2.75.

Bibliography of Disorders of Speech and Voice. By Robert West. Madison: College Typing Co., 1934; pp. 21. $0.50.

Signals and Speech in Electrical Communication. By John Mills. New York: Harcourt, Brace and Company, 1934; pp. 281. $2.75.

Something About Words. By Ernest Weekley. New York: E. P. Dutton and Co., 1936; pp. 233. $1.75.

A History of the Philadelphia Theatre 1835–1855. By Arthur. Herman Wilson. Philadelphia: University of Pennsylvania Press, 1935 ; pp. 724. $6.00.

How to Develop Your Speaking Voice, By E. H. Baxter Rinquest. Denver: Frank J. Wolf Publishing House, 1935; pp. 228.

An Experience Curriculum in English. A Report of a Commission of the National Council of Teachers of English. W. Wilbur Hatfield, Chairman. New York: D. Appleton‐Century Company, Inc., 1935; pp. x + 323. $1.50. (To members of the N.C.T.E. $1.00.)