A Qualitative Analysis of the Portrayal of Young People and Psychosis in Australian News Reports

ABSTRACT

News media plays an influential role in shaping society’s understanding of mental illness and can promote perspectives ranging from those that promote help-seeking behaviour to stigmatised associations with attributes such as danger and violence. Stigma has been found to have significant negative impacts on people with psychosis. No existing studies have explored how young people with psychosis are represented in newspapers. Targeting this gap, this study analysed news articles relating to youth psychosis to determine the types of discourses used. We searched the ProQuest Australia and New Zealand Newsstream database (2011-2016) for Australian newspaper articles related to young people and psychosis. Qualitative analysis was used to identify content and these were arranged into key themes. The recurring themes evident in the 27 articles linked youth psychosis to illicit drug use, violence and professional infighting about treatment options, and thus promoted significantly stigmatised perspectives of youth psychosis. Acknowledgement of these stigmatised discourses is important for encouraging responsible media reporting and for understanding the social messages impacting on treatment and help-seeking by young people. We discuss the conflicted role of journalists in presenting information about mental illness and recommend development of a more solutions-focused approach to reporting in this area.     

高校青年教师队伍建设的探索

在高等教育大众化形势下,如何加强高校青年教师队伍建设,提高高校的教学质量和核心竞争力,是当前高校急需解决的问题。高校青年教师具有强烈的事业心、良好的知识背景、一定的创新意识和良好的心理素质,这是高校教师所具备的优势。但是,高校青年教师大都刚刚走上工作岗位,师德意识不强、教学能力不足、相关专业知识储备不足、实践技能较差、科研能力不足。因此,高校只有将青年教师队伍建设作为一项重要的工作来抓,加大对青年教师队伍建设投入的力度,不断改进培养措施,创新培养模式,加强人事制度改革,建立有利于人才培养的机制、体制,才能促进高校青年教师快速成长,极大地推动高校师资队伍的建设。     

‘I'm ready for a new chapter’: The voices of young people with autism spectrum disorder in transition to post-16 education and employment

This study explores the views and experiences of 12 young people with autism spectrum disorder (ASD) in transition to post-16 education and employment, in light of the changes introduced by the new special educational needs and disability (SEND) legislation in England. The extension of provision until the age of 25, and the introduction of person-centred education, health and care (EHC) plans, have given a significant place to the views of young people with SEND and their families. The views, wishes and aspirations of young people must be captured in the newly developed plans, reflecting the statutory requirement for local authorities to systematically record these in a biopsychosocial way, focusing on participation and well-being. Twelve semi-structured interviews were conducted with young people with ASD attending specialist settings or receiving specialist support under the new EHC plans. These were analysed inductively, through thematic analysis. The findings suggest that at the time of transition, young people with ASD want to become increasingly more independent, present ambivalent feelings about their future and acknowledge the relevance of support systems in their lives. Implications for practice and future research are discussed, in light of the new English policy context.     

Developing ‘active citizens’: Arts Award,creativity and impact

Creativity has become the new watchword in UK academic and policy circles. Within this context, policy discussions about the arts and their impact emphasise economic benefits over educational value, drawing clear distinctions between quantifiable or ‘hard’ measures of impact and those described as ‘soft’, less tangible and lacking a strong evidence base. Departing from the binary logics often underpinning notions of arts impacts, this article is novel in exploring the entwined relationship between impacts seen as ‘hard’ and ‘soft’. We draw on research examining the links between arts education and young people's future trajectories and use the concept of ‘active citizenship’ to show how informal, softer skills fostered through creative learning are an important part of citizenship-making for some young people. Participants’ accounts show how improvements in soft skills can give young people opportunities for agency, which shape progression pathways leading to measurable change. This finding is directly relevant in the context of evaluations of arts impacts in the UK and abroad, and should encourage further examination of the impact of creative learning on transfer of skills as well as policy developments in this area.     

Formal and parental sex education differences among Hispanic young women by nativity status

This study sought to investigate the association between nativity status and Hispanic young women’s formal sex education and parental sex education in the USA. We used data from a cross-sectional sample of 310 Hispanic young women aged 18–24 years old from the 2013–2015 US National Survey of Family Growth. We assessed 11 outcomes: four formal sex education topics; receiving any formal sex education; a formal sex education scale; four parental sex education topics; and receiving any parental sex education. The majority of our sample was US-born Hispanic versus foreign born (72.6% and 27.4% respectively). Foreign-born Hispanics were less likely to have received any type of formal sex education than US-born Hispanics (adjusted odds ratio = 0.81; 95% confidence interval: 0.24, 0.68, p < 0.01). Foreign-born Hispanics were less likely to have received parental HIV sex education than U.S.-born Hispanics (aOR = 0.36; 95% CI: 0.14, 0.97, p < 0.05). Nativity status did not have a significant effect on each unit increase on the scale (aB = –0.07, SE = 0.16; aβ = –0.42, p > 0.05). Our results indicate that having appropriate sex education knowledge is better than not being cognisant. Future studies should however examine the quality and content of sex education programmes so policymakers can better understand these young women’s sexual behaviours and decisions.     

福利院孤残青少年心理健康状况分析及对策思考

福利院的孤残青少年有着特殊的人生课题,如就业、结婚、独立、与人相处等。福利院对这一群体的管理面临着新考验。通过调查、了解孤残青少年的心理健康水平、性格特征和智力水平,并对其进行评估,开展实验性教学,尝试常规化管理。     

疏通新建本科院校教学质量提高的瓶颈——以厦门理工学院为例

高等教育从"精英"阶段进入到"大众化"阶段以来,一大批新建本科院校在快速发展的同时,暴露出影响学校持续发展的关键师资问题,尤其是青年教师教学能力和素质水平的高低直接影响到人才培养质量。本文以厦门理工学院为例分析了新建本科院校在快速发展中的教师教学能力培养方面的问题,并有针对性地提出相应的对策。     

青少年健康危险行为预防教育探析

健康危险行为易发生于青少年时期,青少年是健康危险行为预防的重点人群.通过了解青少年健康危险行为现状,探索青少年健康危险行为的危害性,借鉴国内外青少年健康危险行为研究经验,为有针对性地开展青少年健康危险行为预防教育提供科学的理论依据.     

留守青少年自立人格特征研究

通过对留守儿童大省的416名农村青少年学生进行问卷调查并对典型个案进行访谈,探讨了留守青少年自立人格的现状,分析了留守状况对青少年自立人格的影响。认为留守青少年较易形成不良的自立人格,同时留守青少年内部存在较大的个体差异;父母外出时儿童年龄、父母外出年限、父母双方谁外出、看望间隔和打工态度等五个留守因素相互影响,共同影响留守青少年的自立人格的形成,可以解释29%~49%自立人格变异。     

青年尼采的荷马研究

青年尼采荷马研究的主要思想集中体现在两个文本中：一是1869年尼采在巴塞尔大学的就职演讲《荷马与古典语言掣铹,探讨的是“荷马问题”,其中最重要的是“荷马作为一个人是否存在？”;二是1872年尼采准备写作的《菏马的竞赛》,最后只写了一篇前言。在这篇前言中,尼采将希腊世界区分为前荷马世界和荷马世界。荷马世界已经有了一种文明的日神精神作为引导,而前荷马世界则是没有文明尺度的深渊。尼采正是以这样的区分来论定酒神精神是超善恶的。从两个文本的差异可以看出,尼采逐渐从语言学专业走向了自由的哲学思考。