Child physical abuse and the related PTSD in Taiwan: The role of Chinese cultural background and victims' subjective reactions

Objective

This study aimed to investigate child physical abuse (CPA) while taking into account the more rigorous definitions of CPA in the Chinese societies. The prevalence of CPA and CPA-related PTSD were estimated, together with the examination of peri-traumatic subjective reactions and their impacts on PTSD.

Methods

In a Taiwanese sample of 1966 4th to 8th graders, the Chinese version of UCLA PTSD Reaction Index for DSM-IV (Steinberg, Brymer, Decker, & Pynoos, 2004) was used to investigate the lifetime exposure to CPA. A sub-sample of 236 traumatized CPA victims was examined with respect to related PTSD symptoms.

Results

Thirty-four percent of the children had been exposed to CPA. The estimated current prevalence of full and partial PTSD was 13.6% and 16.9%, respectively.

Conclusions

The current CPA prevalence was found to be higher than the Western countries, but lower than the previous findings in other East Asian societies. The full PTSD prevalence was close to the findings in the Western countries, whereas sub-clinical PTSD was less observed in Taiwan. Peri-traumatic subjective reactions, that is, Criterion A2 and perceived threat, were shown to be major predictors of PTSD symptom severity. The role of attitudes of child discipline in the Chinese societies in the prevalence of CPA and CPA-related PTSD is discussed.

Practice implications

By providing explicit epidemiological information of CPA and CPA-related PTSD in Taiwan, the current study extends our understanding of CPA and CPA-related PTSD more broadly from Western countries to the Eastern societies. By separately investigating CPA relating to different perpetrators, cross-study comparison is enhanced. In the current study, the significance of considering cultural background in defining CPA and examining CPA-related PTSD was pointed out. Meanwhile, the role of victims’ subjective reactions in the psychopathology of PTSD is highlighted. The findings and discussions could contribute for generating a more sophisticated clinical practice, especially with Asian or Chinese cases.     

无声的圣战:日据时期台湾天主教与新教的竞争与矛盾

历史上基督教新教与天主教伴着枪炮传到了台湾。现今学术界对台湾基督教新教的研究已经形成了一定的深度和广度,但是却忽视了同时来台的天主教的研究,特别对两教在台关系基本没有涉及。文章通过对比日据时期两者发展及相互竞争的状况,寻找矛盾冲突的深厚根源。     

温州经济融入海峡西岸经济区的定位与发展战略研究

随着区域经济一体化发展趋势，温州要考虑如何与福建、广州、台湾进行经济分工协作，考虑如何与海峡东岸经济区——台湾、长三角、珠三角区域进行对接，把区域一体化作为经济增长的推动力，主动与福建省联手，加快融入“海峡西岸经济区”，争取在国家的区域规划布局中找到温州的位置，进而带动行业规划从而，借台湾之力发展温州经济是一个重大的战略抉择。     

Learning for the professions: lessons from linking international research projects

At the core of higher education is the experience of students whose focus for learning is often directed towards their future employability. In this paper, we explore the intersections between two large international research projects involving over 500 students. Interviews with students yielded their conceptions of learning and work in specific discipline and professional areas. Analysis of the Swedish and Australian data sets showed the important interplay between students’ individual ideas about learning and future work with their workplace. A meta-analysis of the two projects highlights the utility of higher education for students’ future working life and suggests ways in which institutions and policy makers can critique current practice in a way that will incline curriculum and teaching development towards professional formation.     

台湾成人教育探析

台湾的成人教育发展迅速,通过从台湾成人教育发展来源、发展现状及法律法规的规范来深入了解台湾的成人教育,对我国大陆的成人教育事业发展有所启示。     

海峡两岸第六届玄览论坛述略

“第六届玄览论坛”的主旨在于“金针度人:活化古学,提炼新知”,期望透过议题的互动讨论以及业务经验分享,齐力提升公众阅读素养,促进心灵契合,进而让中华文化展现出永久魅力和时代风采。作为海峡两岸文化盛事,此次论坛在台湾的成功举办,将进一步加强和推动了两岸文化交流合作。     

台湾地区图书馆馆藏发展政策实践研究

简述近年来我国台湾地区图书馆馆藏发展政策的概况;以该地区15所图书馆的馆藏发展政策为案例,对其基本项目进行比较分析;认为台湾地区藏书发展政策制旬方面的经验和教训值得我国大陆图书馆界参考。     

施琅保台治台的主张及其对开发台湾的贡献

施琅从维护清王朝的封建统治及保护其家族、子孙后代的利益出发 ,在率师统一台湾以后 ,及时地提出了保留台湾、治理台湾的正确主张 ,促使施氏族人大批移居台湾 ,从而对台湾农业生产、文化教育等方面的发展做出很大的贡献     

Ameliorating gender differences in attitudes about science: A cross-national study

The outcomes of two studies reported here indicate that the teacher inservice workshops, combined with activity-based science lessons, affected students' attitudes and perceptions about electricity. Australian and U.S. studies produced different patterns explored and explained in the paper.This material is based upon research supported by the National Science Foundation under grant MDR-88-50570 in the United States and supported by a grant from the Special Projects Program of the Commonwealth Schools Commission in the Education of GirlsDD section of Projects of National Significance in Australia. Any opinions, findings and conclusions or recommendations expressed in this paper are those of the authors and do not necessarily reflect the views of the National Science Foundation or the Commonwealth Schools Commission.     

Action research and collaborative research: their specific contributions to professional development

The increasing complexity of the teaching profession calls for engaged professionals in their professional development. This article claims that participative types of research contribute differently to professional development. Its intent is to explore the different contributions action research and collaborative research bring. One action research and one collaborative research have been conducted involving school personnel. They have been assessed mid‐course with regard to various components of professional development, including the learning taking place, changes made to professional practices and development of the collective competencies. Group interviews were conducted and each participant produced a written summary. The results show that participants’ individual competencies are strengthened, as well as collective competencies emerging such as the development of a common vocabulary and a shared vision about the school’s mission and mathematics curriculum. Learning is more relational in the action research project, and more connected to knowledge in the collaborative research project. Tensions are also present. They deal with the need to come up with concrete results, the urgency of action, the need to be open to the unknown, a tacit agreement to expose one’s vulnerability to others, the need for interdependence and for accountability. In conclusion, researchers identify their own sources of tensions and recognize that those types of research are important situations of learning.