Childhood Adversity and Self-Care Education for Undergraduate Social Work and Human Services Students

Many students pursuing social work and human services courses have experienced adverse childhoods. This article focuses on their learning about self-care, an important skill for future practice. Interviews with 20 undergraduate students with a history of childhood adversity found unmet needs both for conceptualizing self-care and developing strategies to implement self-care in their day-to-day lives. Many cited limited role modeling and little importance placed on self-care during childhood. Teaching self-care is conceptualized as not only a core skill for practice but also an equity issue for students with a history of childhood adversity.     

Investigation of several techniques for reviewing audio-tutorial instruction

Should students receiving a review of previously learned material show better retention than nonreview students? Do students using audio-tutorial review retain more than students using only a study guide? Students at Highland Park Community College participated in a learning-retention experiment. Subjects were assigned randomly to one of four review groups: study guide only, summary audiotape; compressed-speech audiotape, and no review. Analysis of retention scores incorporated Bartlett’s statistic, ANOVAs, and Dunnett’st. A CTMM IQ test also was given the subjects.     

Educational patterns in lifelong learning settings

Education involves interactive processes in which symbolization plays a major role. Poetry promotes a unique approach to symbolization that is characterized by (a) fostering creativity within the realm of meaning, and (b) generating the development of sensibility. Despite these important educative functions, poetry has never been recognized as part of the core curriculum in schools. However, poetry has continuously managed to promulgate its educative functions from the periphery of schools. The focus of this paper is on the aspects of critical thinking the poetry of two Persian poets has fostered not only in the Iranian audience but also in a larger community since the 11th century.     

Childhood adversity, poly-substance use, and disordered eating in adolescent Latinas: mediated and indirect paths in a community sample

OBJECTIVE: Although many studies have identified associations between childhood maltreatment and later substance use and disordered eating, few have examined causal or explanatory pathways, and whether victim characteristics predict the development of one versus the other of these outcomes remains uninvestigated. Furthermore, relatively little childhood maltreatment research has examined Latino samples. To address these gaps, this study examined among Latina adolescents the effects of sexual abuse, physical/emotional abuse, neglect, disconnection from family, and parental alcohol problems on poly-substance use and disordered eating, and whether five individual characteristics explain or differentiate these outcomes. METHOD: Data from a community sample of 361 Latina adolescents were analyzed using structural equation modeling. RESULTS: Physical/emotional abuse predicted poly-substance use and weight concerns, and these associations were mediated by impaired current attachment. Disconnection from family predicted bulimic behaviors, and this association was mediated by dysphoria. One indirect path also emerged: Disconnection from family predicted low social conformity, and low social conformity predicted poly-substance use. Childhood sexual abuse did not uniquely predict any adverse outcome or individual characteristic examined. CONCLUSIONS: Dysphoria and impaired current attachment appear to play important roles in the development of substance use and disordered eating in Latina adolescents when physical/emotional abuse or disconnection from family predicts these outcomes. Dysphoria and low social conformity may differentiate the development of bulimic behaviors and poly-substance use, respectively, when family disconnection predicts these outcomes.