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OBJECTIVE: The present study evaluates a group intervention using a feminist approach for women experiencing sexual abuse in childhood or adulthood in order to measure changes associated with participation in a group intervention and verifies whether effects are maintained over time. The present study relates effects of the group intervention in terms of psychological distress, depression symptoms, post-traumatic stress symptoms and feelings of guilt and helplessness. METHOD: The sample consists of 26 women participating in a group intervention offered by sexual assault centers in Quebec (CALACS - Centre d'aide et de lutte contre les agressions à caractère sexuel). RESULTS: Results show significant differences between pretest and post-test scores obtained one week following the end of the group intervention and gains are maintained at follow-up 3 months later. CONCLUSION: The findings suggest that participation in the group intervention is associated with a reduction of psychological distress, depression symptoms, post-traumatic stress symptoms and feelings of guilt and helplessness in adult women reporting sexual abuse. 相似文献
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The purpose of this study was to evaluate the gender stereotypes endorsed by elementary and high school students regarding mathematics and language. We developed a questionnaire allowing students to rate mathematics and language as either male or female domains and administered it to a sample of 984 elementary and high school French‐speaking Canadian students (Grades 6, 8, and 10). Results showed that, with the exception of Grade 6 boys, students did not believe that mathematics was a male domain, or even conceived of mathematics as a predominantly female domain, suggesting that the traditional stereotype favouring boys in mathematics might have changed over the past few years. Moreover, language was clearly viewed as a female domain. Overall, our findings suggest that boys seem to be in need of encouragement in school, especially regarding language, where the advantage given to girls is particularly salient. 相似文献
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Fejes Andreas Chamberland Manon Sultana Ronald G. 《International Journal for Educational and Vocational Guidance》2022,22(2):347-361
International Journal for Educational and Vocational Guidance - 相似文献
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Isabelle Plante Roxane de la Sablonnière Joshua M. Aronson Manon Théorêt 《Contemporary educational psychology》2013
In most Western societies, males are stereotyped as having stronger mathematical abilities than females whereas females are stereotyped as having stronger verbal abilities than males. Exposure to negative ability stereotypes reliably undermines performance in laboratory experiments, yet the mechanisms by which such stereotypes may influence boys’ and girls’ achievement outcomes in the more naturalistic setting of primary and secondary school remain unclear. The current study evaluated a hypothesis suggested by expectancy-value theories (e.g., Eccles & Wigfield, 2002): the relationship between stereotypes and achievement outcomes is importantly mediated by a student’s perceived competence and his or her valuation of the domain in question. We tested the hypothesis by examining the career intentions and grades of 762 sixth and eighth graders. As expected, even after controlling for prior achievement, stereotype endorsement primarily predicted grades and career intentions indirectly, through students’ competence beliefs and task values. These results suggest that stereotypes predict achievement-related outcomes most clearly when students internalize them. 相似文献
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de Groot Esther Baggen Yvette Moolenaar Nienke Stevens Diede van Tartwijk Jan Damoiseaux Roger Kluijtmans Manon 《Minerva》2021,59(1):123-137
Minerva - Clinician-scientists (CSs) are vital in connecting the worlds of research and practice. Yet, there is little empirical insight into how CSs perceive and act upon their in-and-between... 相似文献
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Maria A.J. Zondervan-Zwijnenburg Sabine A.M. Veldkamp Alexander Neumann Stefania A. Barzeva Stefanie A. Nelemans Catharina E.M. van Beijsterveldt Susan J.T. Branje Manon H.J. Hillegers Wim H.J. Meeus Henning Tiemeier Herbert J.A. Hoijtink Albertine J. Oldehinkel Dorret I. Boomsma 《Child development》2020,91(3):964-982
To examine the contributions of maternal and paternal age on offspring externalizing and internalizing problems, this study analyzed problem behaviors at age 10–12 years from four Dutch population-based cohorts (N = 32,892) by a multiple informant design. Bayesian evidence synthesis was used to combine results across cohorts with 50% of the data analyzed for discovery and 50% for confirmation. There was evidence of a robust negative linear relation between parental age and externalizing problems as reported by parents. In teacher-reports, this relation was largely explained by parental socio-economic status. Parental age had limited to no association with internalizing problems. Thus, in this large population-based study, either a beneficial or no effect of advanced parenthood on child problem behavior was observed. 相似文献