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Cao X, Somerville MP, Shou Y, Xue Z, Allen JL. Callous-unemotional Traits and Child Response to Teacher Rewards, Discipline, and Instructional Methods in Chinese Preschools: A Classroom Observation Study. Res Child Adolesc Psychopathol 2024; 52:339-352. [PMID: 37847458 PMCID: PMC10896772 DOI: 10.1007/s10802-023-01137-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/29/2023] [Indexed: 10/18/2023]
Abstract
Atypical responses to teacher rewards, discipline and different forms of instructional methods have been identified as potential contributors to disruptive behavior, low school engagement, and academic underachievement in children with elevated callous-unemotional (CU) traits. To date, research on CU traits in schools has relied on interview or questionnaire methods and has predominantly been conducted in Western countries. Thus, the present study aims to investigate the relationships between CU traits and children's responses to teacher rewards, discipline and instructional methods in the Chinese preschool context using classroom observation. Eight teachers (7 females, 1 male; M = 37.66 years) and 116 children (56% girls; M = 5.16 years) from two mainstream Chinese preschools participated in the study. Of the 116 eligible children, the behavior of 108 children from four classes were observed during classroom activities. Findings indicated that CU traits were not related to children's responses to discipline, nor did CU traits moderate the relationship between instructional methods and children's academic engagement. Higher CU traits predicted a greater frequency of one-to-one teacher-child interaction. Our findings offer initial insights into the potential of early school-based interventions in fostering engagement and prosocial behavior among children with CU traits. However, they also highlight the need for additional support for preschool teachers, who face the challenge of managing these high-risk children who appear to require more individual time and attention.
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Affiliation(s)
- Xinyi Cao
- Department of Psychology and Human Development, Institute of Education, University College London, 25 Woburn Square, London, WC1H 0AA, UK
| | - Matthew P Somerville
- Department of Psychology and Human Development, Institute of Education, University College London, 25 Woburn Square, London, WC1H 0AA, UK
| | - Yiyun Shou
- Lloyd's Register Foundation Institute for the Public Understanding of Risk, National University of Singapore, Singapore, 117602, Singapore
- Saw Swee Hock School of Public Health, National University of Singapore and National University Health System, Singapore, 117549, Singapore
- Research School of Psychology, The Australian National University, Canberra, ACT, 2600, Australia
| | - Zijing Xue
- Early Childhood Education College, Shanghai Normal University, 100 Guilin Rd, Shanghai, 200234, China
| | - Jennifer L Allen
- Department of Psychology, University of Bath, 10 West, Claverton Down, Bath, BA2 7AY, UK.
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Barongo V, Kiwale Z, Shayo E, Fabbri C, Turner E, Bakari M, Mubyazi G, Rodrigues K, Devries K. Conceptualisation of violence and discipline among students, teachers, and parents in Nyarugusu Refugee Camp, Tanzania. Child Abuse Negl 2024; 149:106555. [PMID: 38271782 DOI: 10.1016/j.chiabu.2023.106555] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/14/2023] [Revised: 10/09/2023] [Accepted: 11/12/2023] [Indexed: 01/27/2024]
Abstract
BACKGROUND Little academic research has been conducted on how people conceptualise 'violence' and 'discipline', especially in humanitarian settings. This may limit the transferability of violence prevention interventions. This paper examines the understanding of violence and discipline concepts among students, teachers, and parents in the Nyarugusu Refugee Camp in Tanzania. METHODS A qualitative study was undertaken as part of the larger trial testing the effectiveness of the EmpaTeach intervention to prevent physical violence from teachers to students implemented in 27 schools in Nyarugusu Refugee Camp. Data from baseline and midline surveys in control schools that did not receive the intervention informed this paper where a total of 14 in-depth interviews (eight with students and six teachers) and six focus group discussions (two with teachers and four with parents from the Parent Teacher Association) were analyzed. Both audio recordings from in-depth interviews and focus group discussions were transcribed verbatim, and translated from Kiswahili to English (Congolese) and Kirundi to English (Burundian). Translated data were verified and coded using thematic analysis based on the views of students, teachers, and parents. RESULTS Participants revealed that the same behavioural acts could be differentially classified as violence or discipline. Violence was understood in relation to the consequences of acts, which could include physical or psychological harm, or other harms which were seen as detrimental to children's futures and life chances, particularly adolescent pregnancy. Sexual acts without consent were also seen as violence. In contrast, discipline was understood according to intent, and perceived acts done towards students to correct bad behaviour. CONCLUSION Results imply that education about the harmful consequences of behavioural acts intended as discipline, may be important for violence prevention interventions and that framing interventions in terms of positive child development could help change discipline strategies in schools.
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Affiliation(s)
- Vivien Barongo
- National Institute for Medical Research(NIMR), 3 Barack Obama Dr, P. O. Box 9653, 11101 Dar es Salaam, Tanzania.
| | - Zenais Kiwale
- National Institute for Medical Research(NIMR), 3 Barack Obama Dr, P. O. Box 9653, 11101 Dar es Salaam, Tanzania.
| | - Elizabeth Shayo
- National Institute for Medical Research(NIMR), 3 Barack Obama Dr, P. O. Box 9653, 11101 Dar es Salaam, Tanzania.
| | - Camilla Fabbri
- London School of Hygiene and Tropical Medicine (LSHTM), 15-17 Tavistock Pl, London WC1H 9SH, United Kingdom.
| | - Ellen Turner
- London School of Hygiene and Tropical Medicine (LSHTM), 15-17 Tavistock Pl, London WC1H 9SH, United Kingdom.
| | - Mtumwa Bakari
- National Institute for Medical Research(NIMR), 3 Barack Obama Dr, P. O. Box 9653, 11101 Dar es Salaam, Tanzania.
| | - Godfrey Mubyazi
- National Institute for Medical Research(NIMR), 3 Barack Obama Dr, P. O. Box 9653, 11101 Dar es Salaam, Tanzania.
| | | | - Karen Devries
- London School of Hygiene and Tropical Medicine (LSHTM), 15-17 Tavistock Pl, London WC1H 9SH, United Kingdom.
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Van den Akker A, Leijten P, Hoffenaar P, Gardner F. Using Daily Diary Assessments to Better Understand the Role of Parental Consistency in the Development of Externalizing Child Behavior. Res Child Adolesc Psychopathol 2024; 52:79-92. [PMID: 37204642 PMCID: PMC10787874 DOI: 10.1007/s10802-023-01073-w] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/02/2023] [Indexed: 05/20/2023]
Abstract
Consistent discipline is thought to reduce early child externalizing behavior. It is unclear, however, whether consistency is important mainly within episodes of misbehavior (e.g., threatening with discipline but then giving in) or across episodes of misbehavior (e.g., disciplining each instance of misbehavior). Using a daily diary approach, we examine whether these two types of consistency are associated with disruptive child behavior, concurrently and prospectively. We included two samples (Sample 1: N = 134, Magechild = 30 months, 44% girls; Sample 2: N = 149, Magechild = 5.88 years; 46% girls, at-risk sample) with daily reports of child disruptive behavior and parental responses (Sample 1 = 7 days; Sample 2 = 14 days). Sample 1 parents additionally reported on their reactions over the past month and their child's externalizing behavior one year later. Within-episode consistency was assessed by the average number of parental reactions per episode; across-episode consistency by the Index of Qualitative Variation; and general consistency by parents' report of how they had responded to child disruptive behavior in the past month. In both samples correlations between within- and across-episode consistency were significant, but not so strong that they were not differentiated. Again in both samples, regression analyses provided evidence for unique predictive value of across-episode, not within-episode, consistency for daily disruptive behavior. Parental general consistency was longitudinally associated with fewer externalizing problems, whereas within- and across-episode consistency were not. It appears meaningful to differentiate within- from across-episode consistency to better understand the relevance of different aspects of consistency.
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Affiliation(s)
- Alithe Van den Akker
- University of Amsterdam, Research Institute of Child Development and Education, Amsterdam, The Netherlands.
| | - Patty Leijten
- University of Amsterdam, Research Institute of Child Development and Education, Amsterdam, The Netherlands
| | - Peter Hoffenaar
- University of Amsterdam, Research Institute of Child Development and Education, Amsterdam, The Netherlands
| | - Frances Gardner
- Oxford University, Department of Social Policy and Intervention, Oxford, UK
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Clark KN, Blocker MS, Gittens OS, Long ACJ. Profiles of teachers' classroom management style: Differences in perceived school climate and professional characteristics. J Sch Psychol 2023; 100:101239. [PMID: 37689441 DOI: 10.1016/j.jsp.2023.101239] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/16/2022] [Revised: 03/24/2023] [Accepted: 07/25/2023] [Indexed: 09/11/2023]
Abstract
Teachers are tasked with not only delivering high-quality, evidence-based academic instruction, but they are also responsible for managing student behavior within the classroom and school. To manage these behaviors, teachers can use a variety of strategies that result in a range of outcomes on student and school-wide functioning. Although an overreliance on punitive strategies has been shown to worsen behavior problems, positive strategies and social-emotional learning (SEL) techniques are associated with more favorable outcomes for students' global functioning. In a sample of K-12 teachers (N = 111), we examined direct associations between teachers' use of behavior management techniques (i.e., punitive, positive, and SEL) and their self-reports of perceived school climate. Furthermore, latent profile analysis was used to identify teachers' behavior management styles and evaluate whether teachers' characteristics and perceived school climate predicted behavior management style. Findings not only replicate previous research examining direct associations between behavior management techniques and school climate, but also extend the theoretical understanding of teachers' behavior management approaches. Three profiles of teacher behavior management style emerged, including a (a) Moderate Proactive profile characterized by frequent use of positive strategies and SEL techniques and infrequent use of punitive strategies; (b) Moderate Reactive/Proactive profile characterized by moderate use of both punitive strategies and positive strategies, as well as slightly lower use of SEL techniques; and (c) High Proactive profile characterized by very frequent use of positive strategies and SEL techniques and very infrequent use of punitive strategies. Use of these profiles may enhance understanding of how school psychologists can support teachers' behavior management practices through consultation or professional development to promote effective school and classroom behavior management practices.
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Affiliation(s)
- Kelly N Clark
- Department of Psychology, Louisiana State University, United States of America.
| | - Madeline S Blocker
- Department of Psychology, Louisiana State University, United States of America
| | - Oceann S Gittens
- Department of Psychology, Louisiana State University, United States of America
| | - Anna C J Long
- Department of Psychology, Louisiana State University, United States of America
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Legette KB, Supple A, Harris J, Halberstadt AG. Teachers' racialized anger: Implications for discipline disparities. J Sch Psychol 2023; 99:101221. [PMID: 37507189 DOI: 10.1016/j.jsp.2023.05.004] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/27/2022] [Revised: 08/22/2022] [Accepted: 05/11/2023] [Indexed: 07/30/2023]
Abstract
The contribution of racial bias to teachers' racialized discipline practices is increasingly clear, but the processes by which these biases are activated are less well understood. This study examined teachers' emotional responses to students' misbehaviors by student race as well as whether teachers' emotional responses serve to mediate the association between student race and teachers' discipline practices. Results from a sample of 228 teachers in the United States indicated that teachers were 71% more likely to report feeling anger as compared to concern when they read about a potentially challenging behavior of a Black student as compared to a White student. Additionally, teachers' anger mediated the association between student race and discipline, suggesting teacher anger as a potential point of intervention for change.
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Affiliation(s)
| | - Andrew Supple
- University of North Carolina at Greensboro, United States
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Morgan RM, Trager BM, Boyle SC, LaBrie JW. An examination of the associations between depressive symptoms, perceived parental discipline, alcohol use, and drinking-related consequences during the first year of college: A moderated mediation model. J Affect Disord Rep 2023; 13:100603. [PMID: 37576159 PMCID: PMC10421615 DOI: 10.1016/j.jadr.2023.100603] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/15/2023] Open
Abstract
Background Depression is prevalent among adolescents and young adults and is associated with experiencing increased negative alcohol-related consequences; thus, it is imperative to identify malleable protective factors for alcohol risks in young adults experiencing elevated depressive symptoms. The current study longitudinally explored the effects of perceived parental alcohol-related discipline on the relationship between depressive symptoms, alcohol use, and negative drinking consequences during the transition into college. Methods Incoming college students (N = 272, 63.2% female) completed web-based surveys before (July, T1) and after (October, T2) the transition into college and reported depressive symptoms, perceived alcohol-related discipline, alcohol use, and consequences of drinking experienced in the past 30 days. Results The moderated mediation model revealed that at above average perceptions of alcohol-related discipline, depressive symptoms were negatively associated with alcohol use, which in turn was associated with experiencing fewer negative consequences of drinking. Limitations The current study did not measure a diagnosis of major depressive disorder, and therefore our results may differ among clinical populations. In addition, we did not measure other parenting constructs shown to protect students with elevated levels of depressive symptoms from experiencing consequences (i.e., monitoring). Conclusions The present findings suggest perceptions of parental alcohol-related discipline measured here (e.g., having a privilege taken away, being scolded or grounded) can be protective against alcohol risks among college students experiencing above average depressive symptoms. Parent-based alcohol interventions administered prior to matriculation should encourage parents of depressed students to clearly communicate consequences for drinking to their child.
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Affiliation(s)
- Reed M. Morgan
- Department of Psychological Science, Loyola Marymount University, 1 LMU Drive Suite 4700, Los Angeles, CA 90045, United States
| | - Bradley M. Trager
- Department of Psychological Science, Loyola Marymount University, 1 LMU Drive Suite 4700, Los Angeles, CA 90045, United States
| | - Sarah C. Boyle
- Department of Psychological Science, Loyola Marymount University, 1 LMU Drive Suite 4700, Los Angeles, CA 90045, United States
| | - Joseph W. LaBrie
- Department of Psychological Science, Loyola Marymount University, 1 LMU Drive Suite 4700, Los Angeles, CA 90045, United States
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Gagné MH, Clément MÈ, Milot T, Paradis H, Voyer-Perron P. Comparative efficacy of the Triple P program on parenting practices and family violence against children. Child Abuse Negl 2023; 141:106204. [PMID: 37119691 DOI: 10.1016/j.chiabu.2023.106204] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/19/2022] [Revised: 03/15/2023] [Accepted: 04/16/2023] [Indexed: 06/05/2023]
Abstract
BACKGROUND The Triple P - Positive Parenting Program was rolled-out in two communities in Quebec, Canada, in order to prevent child maltreatment. OBJECTIVES (1) Evaluate the effects of Triple P versus care as usual on positive parenting practices, dysfunctional disciplinary practices, and family violence towards the child; (2) verify whether the observed changes persisted over time. PARTICIPANTS AND SETTING A quasi-experimental protocol with an active comparison group was used. Participants were 384 parents or parental figures of at least one 0-12-year-old child, assigned to one of two groups: Triple P (n = 291) and Care as usual (n = 93). We conducted a follow-up study with 164 parents from the Triple P group. METHODS We administered questionnaires at pretest, post-test, and follow-up. Standardized instruments measured positive parenting practices, dysfunctional disciplinary practices (overreactivity, laxness, hostility), and family violence towards the child (repeated psychological aggression, minor physical violence). The intervention dose received by each parent was calculated from data provided by practitioners. RESULTS Belonging to the Triple P group was associated with increased positive practices and decreased overreactive and hostile discipline. A higher dose of intervention was associated with a decrease in laxness. All observed changes were maintained at follow-up, with medium (η2p = 0.073, hostility) to large (η2p = 0.271, overreactivity) effect sizes. Also, Triple P was more effective in reducing minor physical violence, this effect persisting over time (from 36 % to 21 %). CONCLUSIONS This study supports the sustainable efficacy of the Triple P parenting program, except for repeated psychological aggression towards children.
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Affiliation(s)
- Marie-Hélène Gagné
- School of Psychology, Université Laval, 2325 rue des Bibliothèques, Québec, QC G1V 0A6, Canada.
| | - Marie-Ève Clément
- Department of Psychoeducation and Psychology, Université du Québec en Outaouais, 5 rue Saint-Joseph, Saint-Jérôme, QC J7Z 0B7, Canada.
| | - Tristan Milot
- Department of Psychoeducation, Université du Québec à Trois-Rivières, 3351 boulevard des Forges, Trois-Rivières, QC G8Z 4M3, Canada.
| | - Hélène Paradis
- School of Psychology, Université Laval, 2325 rue des Bibliothèques, Québec, QC G1V 0A6, Canada.
| | - Pascale Voyer-Perron
- School of Psychology, Université Laval, 2325 rue des Bibliothèques, Québec, QC G1V 0A6, Canada.
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Sudo M, Won YQ, Chau WWY, Meaney MJ, Kee MZL, Chen H, Eriksson JG, Yap F, Rifkin-Graboi A, Tiemeier H, Setoh P. Physical discipline as a normative childhood experience in Singapore. Child Adolesc Psychiatry Ment Health 2023; 17:81. [PMID: 37386570 PMCID: PMC10311744 DOI: 10.1186/s13034-023-00632-9] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/07/2022] [Accepted: 06/21/2023] [Indexed: 07/01/2023] Open
Abstract
BACKGROUND The cultural normativeness theory posits that specific parenting behaviors can be interpreted as displays of appropriate parenting in contexts where they are deemed normative. Previous studies suggest high acceptance of physical discipline in Singapore, where strict parenting could be interpreted as care for the child. However, there is a lack of studies on the local prevalence and implications of physical discipline. This study aimed to investigate the prevalence of Singaporean children experiencing parental physical discipline, longitudinal changes in this prevalence, and how exposure to physical discipline relates to children's evaluation of their parents' parenting. METHODS Participants were 710 children with parental reports of physical discipline at one or more assessments at ages 4.5, 6, 9, and 11 years in the Growing Up in Singapore Towards healthy Outcomes birth cohort study. Parental reports of physical discipline were obtained using the Parenting Styles and Dimensions Questionnaire or the Alabama Parenting Questionnaire across the four assessments. Child reports of their parents' care and control were obtained using the Parental Bonding Instrument for Children at the age 9 assessment. Prevalence was specified as being exposed to at least one physical discipline at any frequency. A generalized linear mixed model was performed to examine whether children's age predicted their exposure to physical discipline. Linear regression analyses were conducted to investigate whether children's exposure to physical discipline predicted their evaluation of their parents' parenting. RESULTS The prevalence of children experiencing at least one physical discipline was above 80% at all ages. There was a decrease in this prevalence from age 4.5 to 11 years (B = - 0.14, SE = 0.01, OR = 0.87, p < 0.001). The more frequent the paternal physical discipline children were exposed to, the more likely they were to report lower levels of care (B = - 1.74, SE = 0.66, p = 0.03) and higher levels of denial of psychological autonomy by fathers (B = 1.05, SE = 0.45, p = 0.04). Maternal physical discipline was not significantly associated with children's evaluation of their mothers' parenting (ps ≥ 0.53). CONCLUSIONS Physical discipline was a common experience among our Singaporean sample, consistent with the notion that strict parenting could be regarded as a form of care. However, exposure to physical discipline did not translate to children reporting their parents as caring, with paternal physical discipline being negatively associated with children's evaluations of paternal care.
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Affiliation(s)
- Mioko Sudo
- Psychology Division, School of Social Sciences, Nanyang Technological University, 48 Nanyang Ave, Singapore, 639818, Singapore
| | - Ying Qing Won
- Psychology Division, School of Social Sciences, Nanyang Technological University, 48 Nanyang Ave, Singapore, 639818, Singapore
| | - Winnie W Y Chau
- Department of Psychology, National University of Singapore, 9 Arts Link, Singapore, 117570, Singapore
| | - Michael J Meaney
- Agency for Science, Technology and Research (ASTAR), 30 Medical Drive, Brenner Centre for Molecular Medicine, Singapore Institute for Clinical Sciences (SICS), Singapore, 117609, Singapore
- Sackler Program for Epigenetics & Psychobiology, Douglas Mental Health University Institute, McGill University, 6875 Boulevard LaSalle, Montréal, QC, H4H 1R3, Canada
- Ludmer Centre for Neuroinformatics and Mental Health, Douglas Mental Health University Institute, McGill University, 6875 Boulevard LaSalle, Montréal, QC, H4H 1R3, Canada
| | - Michelle Z L Kee
- Agency for Science, Technology and Research (ASTAR), 30 Medical Drive, Brenner Centre for Molecular Medicine, Singapore Institute for Clinical Sciences (SICS), Singapore, 117609, Singapore
| | - Helen Chen
- Department of Psychological Medicine, KK Women's and Children's Hospital, 100 Bukit Timah Road, Singapore, 229899, Singapore
- Duke-NUS Medical School, 8 College Rd, Singapore, 169857, Singapore
| | - Johan Gunnar Eriksson
- Agency for Science, Technology and Research (ASTAR), 30 Medical Drive, Brenner Centre for Molecular Medicine, Singapore Institute for Clinical Sciences (SICS), Singapore, 117609, Singapore
- Department of Obstetrics and Gynaecology, Human Potential Translational Research Programme, Yong Loo Lin School of Medicine, National University of Singapore, 10 Medical Dr, Singapore, 117597, Singapore
- Human Potential Translational Research Programme, Yong Loo Lin School of Medicine, National University of Singapore, 10 Medical Dr, Singapore, 117597, Singapore
- Department of General Practice and Primary Health Care, University of Helsinki, Tukholmankatu 8 B, 00290, Helsinki, Finland
- Public Health Research Program, Folkhälsan Research Center, Topeliuksenkatu 20, 00250, Helsinki, Finland
| | - Fabian Yap
- Department of Paediatrics, KK Women's and Children's Hospital, 100 Bukit Timah Road, Singapore, 229899, Singapore
- Academic Medicine Department, Duke-NUS Medical School, 8 College Rd, Singapore, 169857, Singapore
- Lee Kong Chian School of Medicine, Nanyang Technological University, 59 Nanyang Dr, Singapore, 636921, Singapore
| | - Anne Rifkin-Graboi
- Centre for Research in Child Development, National Institute of Education, Nanyang Technological University, 1 Nanyang Walk, Singapore, 637616, Singapore
| | - Henning Tiemeier
- Department of Social and Behavioral Science, Harvard T. H. Chan School of Public Health, Harvard University, 677 Huntington Ave, Boston, MA, 02115, USA
| | - Peipei Setoh
- Psychology Division, School of Social Sciences, Nanyang Technological University, 48 Nanyang Ave, Singapore, 639818, Singapore.
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McLennan JD, Dufe K, Afifi TO, MacMillan HL, Warriyar K V V. Do parenting behaviors intended as discipline vary by household religious affiliation in Cameroon? Child Abuse Negl 2023; 143:106299. [PMID: 37392514 DOI: 10.1016/j.chiabu.2023.106299] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/13/2022] [Revised: 05/27/2023] [Accepted: 06/13/2023] [Indexed: 07/03/2023]
Abstract
BACKGROUND Religious affiliation may account for some variance in parenting behaviors used for disciplinary intent. However, most reported studies of this relationship are limited to high-income countries focused on Christianity. OBJECTIVE This study aimed to determine whether parenting behaviors vary by religion in a low- and middle-income country between Protestant, Catholic, and Muslim groups. It was hypothesized that Protestant households would have higher odds of select parenting behaviors. PARTICIPANTS & SETTINGS Data from the 2014 Cameroonian Multiple Indicator Cluster Survey, containing a nationally representative household sample, were used. METHODS Adult caregivers in selected households with a child aged 1-14 years of age participated in interviews containing a standardized disciplinary measure asking about the exposure of one randomly selected child to a series of parent behaviors in the preceding month. RESULTS Of the 4978 households, 41.6 % were Catholic, 30.9 % Protestant and 27.6 % Muslim. Spanking was the most common of the six types of physical punishments across groups with no association with household religion. In contrast, children in Protestant households had higher odds of being hit with an object compared to the other two groups, but only for younger children. Children in Protestant households also had higher odds of exposure to a combined approach, i.e., use of physical, psychological, and non-violent parent behaviors. CONCLUSIONS This study advances the examination of the potential influence of household religion on parenting behavior, however further inquiry is needed to examine these patterns in other settings with additional indices of religiosity and disciplinary beliefs.
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Affiliation(s)
- John D McLennan
- Departments of Psychiatry & Community Health Sciences, Cumming School of Medicine, Alberta Children's Hospital Research Institute, Mathison Centre for Mental Health Research & Education, University of Calgary, Calgary, Canada.
| | - Kewir Dufe
- Department of Psychiatry, Cumming School of Medicine, University of Calgary, Calgary, Canada.
| | - Tracie O Afifi
- Departments of Community Health Sciences and Psychiatry, Max Rady College of Medicine, University of Manitoba, Winnipeg, Manitoba, Canada.
| | - Harriet L MacMillan
- Departments of Psychiatry & Behavioural Neurosciences, and of Pediatrics, Faculty of Health Sciences, Offord Centre for Child Studies, McMaster University, Hamilton, Ontario, Canada.
| | - Vineetha Warriyar K V
- Department of Psychiatry, Cumming School of Medicine, University of Calgary, Calgary, Canada.
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Bettencourt AF, Clary LK, Ialongo N, Musci RJ. Long-term consequences of bullying involvement in first grade. J Sch Psychol 2023; 97:63-76. [PMID: 36914367 PMCID: PMC10020929 DOI: 10.1016/j.jsp.2023.01.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/26/2022] [Revised: 10/06/2022] [Accepted: 01/13/2023] [Indexed: 02/05/2023]
Abstract
Few prospective studies have examined how early bullying experiences impact long-term adjustment and the differential impact of children's co-occurring bullying and peer victimization involvement on adjustment in adulthood. This study addressed these gaps by examining subgroups of first graders involved in bullying and associations with four outcomes in early adulthood, including (a) Major Depression diagnosis, (b) post-high school suicide attempt, (c) on-time high school graduation, and (d) criminal justice involvement. Additionally, middle school standardized reading test scores and suspensions were examined as potential mechanisms through which early bullying involvement is associated with adult outcomes. Participants were 594 children from nine urban elementary schools in the United States who participated in a randomized controlled trial of two school-based universal prevention interventions. Latent profile analyses using peer nominations identified three subgroups: (a) High involvement bully-victims, (b) Moderate involvement bully-victims, and (c) Low/No involvement youth. Compared to the No/Low involvement class, High involvement bully-victims were less likely to graduate high school on time (OR = 0.48, p = .002) and Moderate involvement bully-victims were more likely to be involved in the criminal justice system (OR = 1.37, p = .02). High bully-victims were at greater risk for both not graduating high school on-time and criminal justice system involvement, which were partially explained by 6th grade standardized reading test scores and suspensions. Moderate bully-victims were less likely to graduate high school on time, which was partially explained by 6th grade suspensions. Findings highlight how early bully-victim involvement increases risk for difficulties that affect adult quality of life.
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Affiliation(s)
| | - Laura K Clary
- Johns Hopkins Bloomberg School of Public Health, United States
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11
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Freisthler B, Price Wolf J. Sequencing drinking events and use of punitive, nonpunitive, and positive parenting behaviors with ecological momentary assessment. Drug Alcohol Depend 2023; 242:109716. [PMID: 36493504 DOI: 10.1016/j.drugalcdep.2022.109716] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/29/2022] [Revised: 11/12/2022] [Accepted: 11/15/2022] [Indexed: 12/12/2022]
Abstract
BACKGROUND The relationship between alcohol use and parenting is primarily predicated on use of both past year drinking and parenting behaviors, making it difficult to develop prevention and intervention efforts that target alcohol-related maltreatment. Here, we assess the sequencing of parenting behaviors in relation to alcohol use (e.g., whether punitive parenting and alcohol use occur simultaneously). METHODS Using Ecological Momentary Assessment, a convenience sample of parents was asked to take three brief surveys daily (at 10 a.m., 3 p.m., and 9 p.m.) for 14 days. If the parent was with the focal child, they were asked to identify whether they had used one of six randomly assigned parenting behaviors (punitive, nonpunitive, or positive). Alcohol use was queried at the 9 p.m. survey on days 7 and 14. Logistic multilevel models were used to analyze the data. FINDINGS Parents reported less nonpunitive parenting during the time in which they reported drinking, and less positive parenting behaviors on the morning after the drinking occurred. CONCLUSIONS Parents may be less attentive to children's behavior while drinking, or they may be less inclined to find that behavior needing correction. Drinking may reduce the likelihood of positive parenting the next day if parents are feeling hungover or have negative aftereffects from drinking. These parents may want to explicitly have another adult provide caregiving duties during the drinking event or plan drinking when it is less likely to cause the least amount of harm (e.g., when children are in bed).
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12
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Abstract
Time-out (TO) is a well-established technique for effectively managing childhood conduct problems, yet there is increasing controversy around its use. Using a mixed-methods approach, we investigated the impact of recent criticisms against TO on parents' use of and attitudes towards it. A community sample of parents (N = 297, Mage = 37.14) completed an online survey (Study 1) to investigate use of and acceptability of TO. Results showed that 57.91% of parents reported using TO, slightly lower than past estimates. Perceived effectiveness and trust in clinicians predicted TO acceptability. To thoroughly examine negative attitudes towards TO, parents who did not use TO (N = 17, Mage = 38.29) participated in individual interviews (Study 2). Amongst other findings, Study 2 found that parents view TO as punitive and contrary to their value of connection. We discuss implications for parenting interventions, dissemination of parenting information, and future research.
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Affiliation(s)
- Monica G Canning
- Research School of Psychology, Australian National University, Canberra, ACT, 2601, Australia
| | - Samantha Jugovac
- Research School of Psychology, Australian National University, Canberra, ACT, 2601, Australia
| | - Dave S Pasalich
- Research School of Psychology, Australian National University, Canberra, ACT, 2601, Australia.
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13
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Anderson KL, Goodnight JA. Maternal use of corporal punishment and behavior problems in early childhood: A sibling comparison analysis. Child Abuse Negl 2022; 129:105679. [PMID: 35617752 DOI: 10.1016/j.chiabu.2022.105679] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/19/2021] [Revised: 02/14/2022] [Accepted: 05/17/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Previous research demonstrates that there are environmental and genetic factors associated with the use of corporal punishment (CP) and children's behavior problems. Thus, it is difficult to disentangle whether CP has a causal effect on children's developmental outcomes. OBJECTIVE This study explored the relationship between maternal use of CP at ages 3-4 years and symptoms of internalizing and externalizing behavior problems between the ages of 6 and 9 years using a sibling comparison design. In doing so, we were able to control for shared environmental factors and partially control for genetic factors that could explain the relationship between CP and behavior problems. METHODS This study analyzed data from 11,506 children from the United States. We used generalized linear models to assess the relationship between the use of CP and behavior problems among biological siblings raised in the same home. RESULTS At the population level, CP was significantly associated with the development of internalizing behavior problems (β = 0.134, SE = 0.03, p < .001). When comparing siblings, this relationship was no longer significant. In contrast, CP was significantly associated with externalizing behavior problems at both the population (β = 0.233, SE = 0.02, p < .001) and sibling comparison level (β = 0.107, SE = 0.03, p < .001). CONCLUSION We did not find evidence to suggest that the association between CP and externalizing behavior problems is due to environmental and genetic factors exclusively. Corroborating previous research, these results suggest that CP may increase the likelihood of externalizing behavior problems.
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Affiliation(s)
- Kirsten L Anderson
- Department of Human Development and Family Studies, Purdue University, United States of America.
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14
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Peltonen K, Gredebäck G, Pollak SD, Lindskog M, Hall J. The role of maternal trauma and discipline types in emotional processing among Syrian refugee children. Eur Child Adolesc Psychiatry 2022:10.1007/s00787-022-01962-3. [PMID: 35217919 PMCID: PMC10326120 DOI: 10.1007/s00787-022-01962-3] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/28/2021] [Accepted: 02/10/2022] [Indexed: 12/23/2022]
Abstract
Stressful experiences in armed conflict incur intergenerational effects through parental behaviors with their children. A recent study reported that among Syrian refugee families, mothers' (but not fathers') post-traumatic stress (PTS) impacted children's emotional processing. In this study, we aim to shed further light on this phenomenon by analyzing how the parenting practices in the context of post-traumatic stress confers protection or risk for children's emotional processing. Participants were 6-18-year-old children (n = 212) and their mothers (n = 94), who fled from Syria and were residing in Turkish communities. We used the computer-based emotional processing task including photos of facial movements typically associated with different emotions to measure children's capacity for emotional processing. Mothers reported their PTS and the discipline types they use, as well as the contextual factors related to their refugee background. Linear mixed effect models were constructed first, to find out the discipline types that are most strongly associated with emotional processing of the child, and second, to examine whether these discipline types moderate the effect of maternal PTS on children's emotional processing. Finally, generalized linear models were constructed to examine which contextual factors are associated with the use of these discipline types by mothers. We found that spanking as a discipline type was associated with poorer child emotional processing, whereas withholding of media access was associated with better emotional processing. Younger and less religious mothers were more prone to use spanking. The study underlines the need for parenting programs alongside with efforts to address mental health issues among mothers living under armed conflict.
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Affiliation(s)
- Kirsi Peltonen
- Department of Child Psychiatry and INVEST Research Flagship Center, University of Turku, Lemminkäisenkatu 3, 20014, Turku, Finland.
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15
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Loomis AM, Freed S, Coffey R. Inhibitory Control, Student-Teacher Relationships, and Expulsion Risk in Preschools: An Indirect Effects Path Analysis. Early Child Educ J 2022; 51:179-188. [PMID: 35018090 PMCID: PMC8736288 DOI: 10.1007/s10643-021-01287-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 11/18/2021] [Indexed: 06/14/2023]
Abstract
Identifying factors related to expulsion risk is of great need due to the high and disparate rates of young children routinely excluded from preschool classrooms. This study aimed to explore the pathways to expulsion risk among a sample of 88 preschool children from 22 Head Start classrooms. Data were collected on children's inhibitory control using the Child Behavior Questionnaire, the closeness subscale of the Student-Teacher Relationship Scale, and on children's overall expulsion risk using the Preschool Expulsion Risk Measure. Direct pathways from children's inhibitory control and student-teacher closeness to expulsion risk were significant. Results indicated that student-teacher closeness mediated the relationship between children's inhibitory control and expulsion risk, indicating the importance of supporting positive relationships in preschool classrooms to disrupt pathways to expulsion. Implications for practices and future research to prevent expulsion are discussed.
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Affiliation(s)
- Alysse M. Loomis
- College of Social Work, University of Utah, 395 South 1500 East #111, Salt Lake City, UT 84112 USA
| | - Sasha Freed
- College of Social Work, University of Utah, 395 South 1500 East #111, Salt Lake City, UT 84112 USA
| | - Rachel Coffey
- College of Social Work, University of Utah, 395 South 1500 East #111, Salt Lake City, UT 84112 USA
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16
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Lee SJ, Ward KP, Lee JY, Rodriguez CM. Parental Social Isolation and Child Maltreatment Risk during the COVID-19 Pandemic. J Fam Violence 2022; 37:813-824. [PMID: 33462526 PMCID: PMC7807402 DOI: 10.1007/s10896-020-00244-3] [Citation(s) in RCA: 85] [Impact Index Per Article: 42.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 12/27/2020] [Indexed: 05/07/2023]
Abstract
On March 11, 2020, COVID-19 was declared a pandemic by the World Health Organization. The social isolation and economic stress resulting from pandemic have the potential to exacerbate child abuse and neglect. This study examines the association of parents' perceived social isolation and recent employment loss to risk for child maltreatment (neglect, verbal aggression, and physical punishment) in the early weeks of the pandemic. Participants (N = 283) were adults living in the U.S. who were parents of at least one child 0-12 years of age. Participants completed an online survey approximately 2 weeks after the World Health Organization declared that COVID-19 was a pandemic. The survey asked about recent changes (i.e., in the past 2 weeks) to employment status, parenting behaviors, use of discipline, use of spanking, and depressive symptoms. Nearly 20% of parents had hit or spanked their child in the past two weeks alone. Parents' perceived social isolation and recent employment loss were associated with self-report of physical and emotional neglect and verbal aggression against the child, even after controlling for parental depressive symptoms, income, and sociodemographic factors. Parents' perceived social isolation was associated with parental report of changes in discipline, specifically, using discipline and spanking more often in the past 2 weeks. Associations were robust to analyses that included two variables that assessed days spent social distancing and days spent in "lockdown." Study results point to the need for mental health supports to parents and children to ameliorate the strain created by COVID-19.
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Affiliation(s)
- Shawna J. Lee
- School of Social Work, University of Michigan, 1080 South University Ave, Ann Arbor, MI 48109 USA
| | - Kaitlin P. Ward
- School of Social Work, University of Michigan, 1080 South University Ave, Ann Arbor, MI 48109 USA
| | - Joyce Y. Lee
- School of Social Work, University of Michigan, 1080 South University Ave, Ann Arbor, MI 48109 USA
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17
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Muchhala B. The Structural Power of the State-Finance Nexus: Systemic Delinking for the Right to Development. Development (Rome) 2022; 65:124-35. [PMID: 36124164 DOI: 10.1057/s41301-022-00343-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Indexed: 01/13/2023]
Abstract
The current era of financial hegemony is characterized by a dense financial actor concentration, an exacerbated reliance of many South countries on private credit and an internalized compliance of South states to financial market interests and priorities. This structural power of finance enacts itself through disciplinary mechanisms, such as credit ratings and economic surveillance, compelling many South states to respond to creditor interests at the expense of peoples' needs. As a human rights paradigm, the Declaration on the Right to Development has the active potential to redress the structural power of finance and the distortion of the role of the state through upholding the creation of an enabling international environment for equitable and rights-based development on two levels of change. First, structural policy reforms in critical areas of debt, fiscal policy, tax, trade, capital flows and credit rating agencies. Second, systemic transformation through delinking as articulated by dependency theorist Samir Amin, which entails a reorientation of national development strategies away from the imperatives of globalization to that of economic, social, and ecological priorities and interests of people.
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18
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Abstract
This article explores recent HIV prevention campaigns for pre-exposure prophylaxis (PrEP), focusing on how they integrate pleasure and desire in their calls for self-discipline through a continual use of pharmaceuticals. This emerging type of health promotion, here represented by ads promoting the preventive use of pharmaceuticals, no longer simply approaches target groups with demands to abstain from harmful substances or practices and thus control risks, but also includes messages that recognize individuals' habits, values, and their desires for pleasure. Drawing on Foucault's work concerning discipline and security, we suggest that a novel, permissive discipline is emerging in contemporary HIV prevention. Further guided by Barthes's theory of images, we analyse posters used in prevention campaigns, scrutinizing their culture-specific imagery and linguistic messages, i.e. how the words and images interact. We conclude that these campaigns introduce a new temporality of prevention, one centred on pleasure through the pre-emption and planning that PrEP enables.
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Affiliation(s)
- Tony Sandset
- grid.5510.10000 0004 1936 8921Institute for Health and Society, Faculty of Medicine, University of Oslo, Oslo, Norway
| | - Kaspar Villadsen
- grid.4655.20000 0004 0417 0154Department of Management, Politics, and Philosophy, Copenhagen Business School, Frederiksberg, Denmark
| | - Kristin Heggen
- grid.5510.10000 0004 1936 8921Institute for Interdisciplinary Health Education, Faculty of Medicine, University of Oslo, Oslo, Norway
| | - Eivind Engebretsen
- grid.5510.10000 0004 1936 8921Institute for Interdisciplinary Health Education, Faculty of Medicine, University of Oslo, Oslo, Norway
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19
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Törnroos S, Leino-Kilpi H, Metsälä E. Phenomena of radiography science - A scoping review. Radiography (Lond) 2021; 27:1231-1240. [PMID: 34340876 DOI: 10.1016/j.radi.2021.07.005] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/09/2021] [Revised: 06/23/2021] [Accepted: 07/05/2021] [Indexed: 10/20/2022]
Abstract
INTRODUCTION The purpose of the study is to clarify the domain of radiography science. The main goal of science is building knowledge and developing ideas and theories that explain, predict, understand or interpret the phenomena investigated. Each discipline has its own perspective to view and study the phenomena of interest. The disciplinary perspective enables researchers in radiography science to reason and conceptualize phenomena, but it can also restrict them. The aim of this review was to investigate phenomena that are at the core of the discipline of radiography science. METHODS This study used a scoping review as the method. A systematic search was carried out in the databases: Science Direct, Pubmed, Cinahl, and Scopus. The selection of articles was conducted by predetermined inclusion and exclusion criteria for the title, abstract and full text. After the exclusion process, fourteen articles were selected for a final review. The articles were analyzed with inductive content analysis. RESULTS From the articles, 117 research interests were identified; these were merged into 17 categories and further into six main categories. The main categories represent the phenomena radiography science investigates. The phenomena are: the radiographers' profession, clinical practices in diagnostic and therapeutic patient pathways, safe and high quality use of radiation, radiographic technology, discipline, management and leadership of radiography professionals CONCLUSIONS: Radiography science has a conceptual structure of its own that needs more investigation. Radiography science researches distinctive phenomena and specialized knowledge, common to researchers from different traditions and subspecialties thus justifying its existence. IMPLICATIONS FOR PRACTICE Investigating the core phenomena of interest in radiography science can support researchers in the field to focus their research and to develop the concepts of radiography.
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Affiliation(s)
- S Törnroos
- University of Turku, Department of Nursing Science, Joukahaisenkatu 3-5, FI-20014 Turku, Finland; Metropolia University of Applied Sciences, Myllypurontie 1, FI-00920, Helsinki, Finland.
| | - H Leino-Kilpi
- University of Turku, Department of Nursing Science, Joukahaisenkatu 3-5, FI-20014 Turku, Finland; Turku University Hospital, Finland.
| | - E Metsälä
- University of Turku, Department of Nursing Science, Joukahaisenkatu 3-5, FI-20014 Turku, Finland; Metropolia University of Applied Sciences, Myllypurontie 1, FI-00920, Helsinki, Finland.
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20
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Wagner A, Matulewska A, Marusek S. Pandemica Panoptica: Biopolitical Management of Viral Spread in the Age of Covid-19. Int J Semiot Law 2021; 35:1081-1117. [PMID: 33564214 PMCID: PMC7861007 DOI: 10.1007/s11196-021-09821-1] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 01/12/2021] [Indexed: 05/27/2023]
Abstract
The current pandemic period has triggered a series of changes in society, at both individual and collective behavioral levels. These changes were perceived as either positive or negative by the impacted bodies, leading to both social change and positive interactions in a tense context. In this paper, the authors will deal with Pandemica Panotpica, subjugation infiltrating all levels of society, and the approach adopted by several countries in trying to find countermeasures to combat the virus' proliferation. Our research scope began at the onset of the pandemic and ended on early January 2021.
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Affiliation(s)
- Anne Wagner
- ULR 4487 - CRDP - Centre de recherche Droits et Perspectives du droit, University of Lille, 59000 Lille, France
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21
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Bohnenkamp JH, Schaeffer CM, Siegal R, Beason T, Smith-Millman M, Hoover S. Impact of a School-Based, Multi-Tiered Emotional and Behavioral Health Crisis Intervention on School Safety and Discipline. Prev Sci 2021; 22:492-503. [PMID: 33453044 DOI: 10.1007/s11121-020-01195-3] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/10/2020] [Indexed: 12/01/2022]
Abstract
Schools across the United States are struggling with how to formulate comprehensive and effective programs to address the mental health needs of students and to promote school safety. This study, funded as part of the National Institute of Justice Comprehensive School Safety Initiative, employed a randomized controlled study design to evaluate the impact of a multi-component package of crisis prevention and response interventions on school safety and discipline outcomes, including suspensions, office discipline referrals, bullying reports, juvenile justice referrals, threat assessments, and follow-up procedures. Forty schools participated, all in a culturally diverse Mid-Atlantic, US school system spanning urban, suburban, and rural areas. The Emotional and Behavioral Health-Crisis Response and Prevention (EBH-CRP) intervention is a comprehensive training, organizational, and support protocol for school and community stakeholders aimed at increasing competence in preventing and responding to student EBH crises using multiple evidence-informed strategies that address emotional and behavioral health concerns across the continuum of supports. Results indicate that the EBH-CRP intervention had a significant positive effect on suspensions, office discipline referrals, and juvenile justice referrals for secondary schools. In addition, the intervention had positive effects on the number of bullying reports overall, with a particularly strong impact on primary schools. The intervention also had positive effects in maintaining more use of threat assessment and follow-up procedures. Although the intervention had a significant positive effect on secondary school-level suspensions, there was no impact on racial/ethnic disproportionality rates for this outcome. Implications for school safety prevention are discussed.
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Affiliation(s)
- Jill H Bohnenkamp
- National Center for School Mental Health, Division of Child and Adolescent Psychiatry, University of Maryland School of Medicine, Office 422, 737 West Lombard Street, Baltimore, MD, 21230, USA.
| | - Cindy M Schaeffer
- National Center for School Mental Health, Division of Child and Adolescent Psychiatry, University of Maryland School of Medicine, Office 422, 737 West Lombard Street, Baltimore, MD, 21230, USA
| | - Rachel Siegal
- National Center for School Mental Health, Division of Child and Adolescent Psychiatry, University of Maryland School of Medicine, Office 422, 737 West Lombard Street, Baltimore, MD, 21230, USA
| | - Tiffany Beason
- National Center for School Mental Health, Division of Child and Adolescent Psychiatry, University of Maryland School of Medicine, Office 422, 737 West Lombard Street, Baltimore, MD, 21230, USA
| | - Mills Smith-Millman
- National Center for School Mental Health, Division of Child and Adolescent Psychiatry, University of Maryland School of Medicine, Office 422, 737 West Lombard Street, Baltimore, MD, 21230, USA
| | - Sharon Hoover
- National Center for School Mental Health, Division of Child and Adolescent Psychiatry, University of Maryland School of Medicine, Office 422, 737 West Lombard Street, Baltimore, MD, 21230, USA
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22
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Lee H, Jung J, Lee HK, Yang HS. Discipline vs guidance: comparison of visual engagement approaches in immersive virtual environments. Multimed Tools Appl 2021; 80:31239-31261. [PMID: 33456314 PMCID: PMC7796854 DOI: 10.1007/s11042-020-10267-z] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 05/15/2020] [Revised: 10/30/2020] [Accepted: 12/09/2020] [Indexed: 06/12/2023]
Abstract
Immersive virtual environments (IVEs) have been extensively investigated for applications in education and man-power training because of the benefits of immersion-driven experiences as immersion becomes a factor that can both accelerate and hamper learning depending on the user's area of focus, which supports the importance of engagement. In this paper, two fundamental approaches to visual engagement in IVE are compared: discipline and guidance. The approaches aim to foster the learner's engagement to predefined area to be focused by either subtracting visual stimuli (discipline) or appending visual indicators pointing to the area (guidance). The experimental results showed no significant improvement in memory recall accuracy and time. However, the guidance group showed superior performances in usability metrics. Interestingly, a significant difference was found in the objective measure of the participants' gaze pattern revealing that the discipline makes the user's gaze consistent and stable.
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Affiliation(s)
- Hyeopwoo Lee
- School of Computing, Korea Advanced Institute of Science and Technology, Daejeon, Republic of Korea
| | - Jinki Jung
- Digital Maritime Consultancy Aps, H.C. Ørstedsvej 13, 1 tv 1879 Frederiksberg, Denmark
| | - Heung-Kyu Lee
- School of Computing, Korea Advanced Institute of Science and Technology, Daejeon, Republic of Korea
| | - Hyun Seung Yang
- School of Computing, Korea Advanced Institute of Science and Technology, Daejeon, Republic of Korea
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23
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O’Gara JL, Calzada EJ, LaBrenz C, Barajas-Gonzalez RG. Examining the Longitudinal Effect of Spanking on Young Latinx Child Behavior Problems. J Child Fam Stud 2020; 29:3080-3090. [PMID: 38283236 PMCID: PMC10817758 DOI: 10.1007/s10826-020-01818-x] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 08/29/2020] [Indexed: 01/30/2024]
Abstract
Spanking is a divisive discipline practice in the USA and is considered an inappropriate and harmful discipline tactic by some scholars and practitioners. However, increased diversity in the USA has contributed to varying cultural beliefs regarding discipline, which in turn influences child development. While prior literature has examined correlates of spanking, few studies have examined its impact on Latinx children over time. We examined the use of spanking by Mexican-American (n = 185) and Dominican-American mothers (n = 141) across three time points. The main objective was to investigate whether maternal spanking predicted externalizing problems in young Latinx youth overtime. Families were recruited from public urban schools. Data were collected when children were 4-, 5- and 6-years old. A three-wave cross-lagged multi-group path analysis examined the potential reciprocal relationships between maternal spanking and child externalizing behaviors. According to cross-sectional linear regression models, spanking was concurrently associated with behavior problems at all three time points. However, the results of the cross-lagged multi-group path analyses showed that spanking did not predict subsequent behavior problems, nor did behavior problems predict subsequent spanking. The impact of spanking on child behavior may not be long-lasting in all Latinx families. Spanking and youth externalizing problems are concurrently and positively related; however, maternal use of spanking as a means of discipline did not result in negative and long term effects on child externalizing problems. Implications for practice with Latinx families are explored.
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Affiliation(s)
- Jaimie L. O’Gara
- School of Social Work, Clarke University, 1500 Clarke Dr, Dubuque, IA 52001, USA
| | - Esther J. Calzada
- School of Social Work, Clarke University, 1500 Clarke Dr, Dubuque, IA 52001, USA
| | - Catherine LaBrenz
- University of Texas Arlington, 211 South Cooper St. office B101G, Arlington, TX 76010, USA
| | - R. Gabriela Barajas-Gonzalez
- Center for Early Childhood Health and Development, Department of Population Health, NYU School of Medicine, NYU Langone Health, 227 East 30th St, Room 732, New York, NY 10016, USA
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Lee SJ, Pace GT, Ward KP, Grogan-Kaylor A, Ma J. Household economic hardship as a moderator of the associations between maternal spanking and child externalizing behavior problems. Child Abuse Negl 2020; 107:104573. [PMID: 32570184 PMCID: PMC8279040 DOI: 10.1016/j.chiabu.2020.104573] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/14/2019] [Revised: 05/11/2020] [Accepted: 05/28/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Spanking is associated with detrimental outcomes for young children. Research shows that spanking is more commonly used in low-income households. OBJECTIVE To examine whether economic hardship, measured by household income-to-poverty ratio at the time of the child's birth, moderated the longitudinal associations between maternal spanking and child externalizing behavior problems during the first nine years of childhood. PARTICIPANTS AND SETTING Mother-child pairs (N = 4,149) from a cohort study of urban families in 20 US cities. METHODS Cross-lagged path models examined associations between maternal spanking and externalizing behavior when children were between the ages of 1 and 9. Multigroup analyses examined whether income-to-poverty ratio moderated these associations. RESULTS Bivariate analyses showed that income-to-poverty ratio was associated with child externalizing behavior problems at each time point; income-to-poverty ratio was associated with maternal spanking at age 3 only. Longitudinal path model results indicated that, for low- and middle-income groups, maternal spanking at each age had significant associations with child externalizing behavior at each subsequent age. For the high-income group, maternal spanking at age 1 and age 3 had significant associations with child externalizing behavior at each subsequent age; however, spanking at age 5 was not associated with child externalizing behavior at age 9. CONCLUSIONS Spanking is disadvantageous for children at all income levels, with more persistent effects in low- and middle-income families. For higher-income families, the associations of maternal spanking with child externalizing behavior problems may be attenuated as child age increases. Regardless of income level, parents should be advised against spanking.
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Affiliation(s)
- Shawna J Lee
- University of Michigan, Ann Arbor, United States.
| | | | | | | | - Julie Ma
- University of Michigan, Flint, United States
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25
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Harsha N, Ziq L, Lynch MA, Giacaman R. Assessment of parental nurturing and associated social, economic, and political factors among children in the West Bank of the occupied Palestinian territory (WB/oPt). BMC Pediatr 2020; 20:407. [PMID: 32859181 DOI: 10.1186/s12887-020-02317-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/04/2020] [Accepted: 08/24/2020] [Indexed: 11/10/2022] Open
Abstract
Background Parental nurturing expressed through love and affection is a broad concept that entails caring for children and their activities, encouraging them and praising their achievements. Lack of love and affection makes children more susceptible to psychological problems such as stress, anxiety and depression across their life time. This study aims to evaluate parental nurturing and associated social, economic, and political factors among Palestinian children living in the West Bank (WB). Methods Secondary data representative of the Palestinian children living in the WB was used to estimate parental nurturing for children aged 0–12 years as reported by their mothers. Univariate and bivariate analyses were conducted, followed by multivariate analysis for all predictors found significant in the bivariate analysis using SPSS® version 20. Results 19.90% (231/1162) of children experienced low levels of parental nurturing. No statistically significant differences were detected by the child’s gender. Children with high levels of parental nurturing were those aged 0–6 years, children who were last in the family index, children with no disability, children exposed to low to medium levels of disciplinary methods, children from urban areas, children living in North WB, and children whose families were not subjected to political violence. Conclusions Overall, Palestinian mothers reported high levels of parental nurturing towards their children. However, about one-fifth of Palestinian children are at risk of experiencing low levels of parental nurturing. Efforts should be placed in addressing the health and welfare needs of these high-risk children’s groups.
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Hwang S, Waller R, Hawes DJ, Allen JL. Callous-Unemotional Traits and Antisocial Behavior in South Korean Children: Links with Academic Motivation, School Engagement, and Teachers' Use of Reward and Discipline. J Abnorm Child Psychol 2020; 48:1183-1195. [PMID: 32557159 PMCID: PMC7392926 DOI: 10.1007/s10802-020-00663-2] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/14/2023]
Abstract
Callous-unemotional (CU) traits have been associated with atypical responses to reward and punishment cues, with evidence suggesting that such traits may shape caregiver use of reward and punishment practices over time. To date, research has predominantly focused on parental rewards and discipline, with far less attention paid to teacher behavior management strategies. The first aim of the current study was to investigate the potential moderating effect of CU traits on the relationship between teacher classroom management strategies (rewards and discipline) and two important school-related outcomes: student engagement and academic motivation. The second aim was to examine whether CU traits were related to teachers’ use of discipline and reward strategies over time. Children attending South Korean primary schools (N = 218; aged 10–12 years; 52% boys) reported on CU traits, antisocial behavior, teacher classroom management strategies, school engagement and academic motivation at two time points (the beginning and end of a single academic year). First, harsh teacher discipline predicted lower school engagement, but only for children low in CU traits. Second, cross-lagged longitudinal models showed that CU traits predicted decreased use of teacher rewards, over and above associations with antisocial behavior. CU traits were not related to harsh discipline cross-sectionally or longitudinally in models that accounted for antisocial behavior. Findings show that CU traits are related to reduced sensitivity to teacher discipline, suggesting that teachers may need additional support to implement both discipline and reward-based strategies with children high in these traits.
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Affiliation(s)
- Suhlim Hwang
- Department of Psychology and Human Development, UCL Institute of Education, London, UK
| | - Rebecca Waller
- Department of Psychology, University of Pennsylvania, Philadelphia, USA
| | - David J Hawes
- School of Psychology, University of Sydney, Sydney, Australia
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Gallagher CT. Factors associated with severity of sanctions among pharmacy professionals facing disciplinary proceedings. Res Social Adm Pharm 2020; 17:638-641. [PMID: 32381422 DOI: 10.1016/j.sapharm.2020.04.023] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/20/2020] [Accepted: 04/21/2020] [Indexed: 10/24/2022]
Abstract
BACKGROUND The outcome of disciplinary proceedings against a pharmacy professional can strongly impact their career. The severity of outcomes at tribunal is often attributed to specific factors outside the control of the practitioner, including area of practice and level of experience; as well as to personal choices, including attendance at the hearing and the presence of a legal representative. OBJECTIVE To determine which of these factors are associated with removal from the professional register at General Pharmaceutical Council's (GPhC) disciplinary hearings. METHODS Pearson's Χ2 or Fisher's exact tests were carried out for associations between all variable pairs identified in 127 case determinations published by the GPhC between 1 January 2016 and 31 December 2019. Relative risk calculations were applied to compare the likelihood of an event occurring between two groups. RESULTS Personal characteristics are unrelated to seriousness of regulatory outcomes in these cases. The composition of the panel is unrelated to the outcome. Engagement with the regulatory process (attendance and legal representation) is strongly associated with less severe sanctions. CONCLUSIONS The data demonstrates that failing to engage with the fitness to practise process virtually invites removal from the Register.
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Affiliation(s)
- Cathal T Gallagher
- Department of Clinical and Pharmaceutical Sciences, University of Hertfordshire, Hatfield, UK.
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28
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Sharp CA, McNarry MA, Eddolls WTB, Koorts H, Winn CON, Mackintosh KA. Identifying facilitators and barriers for adolescents participating in a school-based HIIT intervention: the eXercise for asthma with commando Joe's® (X4ACJ) programme. BMC Public Health 2020; 20:609. [PMID: 32357869 PMCID: PMC7195754 DOI: 10.1186/s12889-020-08740-3] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/17/2019] [Accepted: 04/20/2020] [Indexed: 11/21/2022] Open
Abstract
BACKGROUND High-intensity interval training (HIIT) elicits numerous health benefits, but little evidence is available regarding the feasibility of delivering school-based HIIT interventions. The aim of this study was to explore adolescents' perceptions of a 6-month, 3 × 30-min sessions per week, HIIT intervention delivered either before or after school. METHOD Eighty adolescents allocated to the intervention group (13.3 ± 1.0 years; 45 boys) were invited to take part in semi-structured focus groups post-intervention. Participants were categorised as attendees (≥40% attendance) or non-attendees (< 5% attendance). Data were transcribed verbatim and thematically analysed deductively, with key emergent themes represented using pen profiles. RESULTS Results showed that a school-based HIIT intervention can be an enjoyable form of exercise. Irrespective of attendance, similar facilitators and barriers to participating were highlighted, including benefits of participation, content of the exercise session and the intervention instructor. CONCLUSION This study provides support for the delivery of a HIIT intervention in a school setting but highlights the importance of a flexible design and delivery to accommodate competing interests. There is a need to educate adolescents on the possible benefits of participation and to make the sessions enjoyable in order to increase their extrinsic and intrinsic motivation to sustain participation.
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Affiliation(s)
- Catherine A Sharp
- Public Health Collaborating Unit, School of Health Sciences, Bangor University, Bangor, UK
| | - Melitta A McNarry
- Applied Sports Science Technology, Exercise and Medicine (A-STEM) Research Centre, College of Engineering, Bay Campus, Swansea University, Swansea, UK.
| | - William T B Eddolls
- Applied Sports Science Technology, Exercise and Medicine (A-STEM) Research Centre, College of Engineering, Bay Campus, Swansea University, Swansea, UK
| | - Harriet Koorts
- Institute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Sciences, Deakin University, Geelong, Australia
| | - Charles O N Winn
- Applied Sports Science Technology, Exercise and Medicine (A-STEM) Research Centre, College of Engineering, Bay Campus, Swansea University, Swansea, UK
| | - Kelly A Mackintosh
- Applied Sports Science Technology, Exercise and Medicine (A-STEM) Research Centre, College of Engineering, Bay Campus, Swansea University, Swansea, UK
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Marantz PR, Keller MJ, Meagher EA. A counterpoint to "training the translational workforce: expanding beyond translational research to include translational science". J Clin Transl Sci 2020; 4:363-364. [PMID: 33244419 PMCID: PMC7681116 DOI: 10.1017/cts.2020.32] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/30/2020] [Accepted: 03/30/2020] [Indexed: 11/07/2022] Open
Affiliation(s)
- Paul R. Marantz
- Albert Einstein College of Medicine and Montefiore Medical Center, Bronx, NY, USA
| | - Marla J. Keller
- Albert Einstein College of Medicine and Montefiore Medical Center, Bronx, NY, USA
| | - Emma A. Meagher
- Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA, USA
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Gong X, Xie WG. [Brief analysis of the application and funding projects of National Natural Science Foundation of China in the discipline of burns and plastic surgery over the years]. Zhonghua Shao Shang Za Zhi 2019; 35:866-871. [PMID: 31877609 DOI: 10.3760/cma.j.issn.1009-2587.2019.12.007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Abstract
Objective: To analyze application and funding projects of National Natural Science Foundation of China (NSFC) in the discipline of burns and plastic surgery over the years, so as to provide reference for subsequent fund application and the search for new research directions in the discipline. Methods: Annual statistical reports on funding projects and Internet-based Science Information System of NSFC were used to search the application and funding situation of the science foundation projects related to the discipline of burns and plastic surgery during 1986-2018. The relevant situation was statistically analyzed during 2009-2018, including the amount of applications and grant, funding rate, and appropriation. The amount of the application and grant, funding rate, appropriation, and funding strength of multiple series (Exploration, Talent, Tools, Integration) during 2009-2018 were statistically analyzed. Main granted projects in each year during 2009-2018 were statistically analyzed. Funding situation of research direction in the discipline of burns and plastic surgery was analyzed. Results: (1) During the past 33 years, the amount of application and funding in the discipline of burns and plastic surgery were on increase trend generally. (2) During 2009-2018, the total funding rate of the science foundation was 18.63% (611/3 279), with a total appropriation of 26 167.5 ten thousand yuan. (3) During 2009-2018, the more funding projects in the discipline of burns and plastic surgery were General Program of Exploration series and Young Scientists Fund, and Fund for Less Developed Regions of Talent series in turn, their funding rates were respectively 19.11% (330/1 727), 17.72%(216/1 219), and 19.26%(47/244), with appropriations of 18 115.0, 4 450.0, and 1 780.0 ten thousand yuan and funding strength of 54.89, 20.60, and 37.87 ten thousand yuan per project respectively. In addition, the funding rate of the Key Program of Exploration series was 6.82% (3/44) with appropriation of 828.0 ten thousand yuan, and funding strength for each was 276.00 ten thousand yuan. The International (Regional) Cooperation and Exchange Programs received 15 applications, and 4 projects were funded with appropriation of 524.5 ten thousand yuan and the funding strength of 131.13 ten thousand yuan for each. National Science Fund for Distinguished Young Scholars of Talent series received 12 applications, and 1 project was funded with appropriation of 200.0 ten thousand yuan. Tools and Integration series projects received only a few or no application, and none of the application was funded. (4) The funding amount of General Programs was the most, peaking at 50 in 2012, and was decreased slightly in the past 6 years. The funding amount of Young Scientists Fund was relatively less, but it was on increase trend year by year. The funding amount of Fund for Less Developed Regions was the least relatively, with a steady increase trend in general. (5) The amount of funding projects according to the research direction in the discipline of burns and plastic surgery in the order from more to less were H1507 wound healing and scar (219, 35.84%), H1505 burns (168, 27.50%), H1508 body tissue and organs deformity, damage and repair, and regeneration (143, 23.40%), H1509 body surface tissue organ transplantation and reconstruction (53, 8.67%), H1510 cranial and maxillofacial deformities and correction (27, 4.42%), H1506 frostbite (1, 0.16%). Conclusions: In recent years, the amount of science foundation projects in the discipline of burns and plastic surgery was on the rise, mainly including General Programs, Young Scientists Fund, and Fund for Less Developed Regions. In the process of science foundation application in the discipline of burns and plastic surgery, it is necessary to provide more ability training and policy support for young outstanding scientific and technological talents. At the same time, we should attach importance to international and regional academic exchanges, and provide a favorable platform for cooperative projects. Besides, research on new hotspots such as chronic wounds and prevention and treatment of scar or not in popular research such as frostbite should be strengthened.
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Affiliation(s)
- X Gong
- Department of Burns, Tongren Hospital of Wuhan University & Wuhan Third Hospital, Wuhan 430060, China
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Thomas KJ, Rodrigues H, de Oliveira RT, Mangino AA. What Predicts Pre-adolescent Compliance with Family Rules? A Longitudinal Analysis of Parental Discipline, Procedural Justice, and Legitimacy Evaluations. J Youth Adolesc 2019; 49:936-950. [PMID: 31707580 DOI: 10.1007/s10964-019-01158-0] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/24/2019] [Accepted: 10/20/2019] [Indexed: 11/29/2022]
Abstract
During adolescence, individuals make judgements on the legitimacy of authorities to make and enforce rules and they differentiate between various types of rules. This study tracked a socially and racially diverse sample (47% White) of 800 Brazilians for three years, ages 11-13 (50% female), allowing for variation between issues and individuals. The strongest predictors of compliance were adolescents' beliefs that parents were legitimate authorities. Other significant predictors were authorities' procedural justice and disciplinary practices. Legitimacy attributions partially mediated the relationship between procedural justice and compliance. Compliance and legitimacy varied across issues. Across time, parenting variables diminished in predictive strength while legitimacy attributions increased. Procedural justice practices may partially establish parental legitimacy, while disciplinary practices are less effective and perhaps counter-productive.
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Affiliation(s)
- Kendra J Thomas
- College of Applied Behavior Science, University of Indianapolis, 1400 E Hanna Ave, Indianapolis, IN, 46227, USA.
| | - Herbert Rodrigues
- Sociology and Anthropology, Missouri State University, 901S. National Ave, Springfield, MO, 65897, USA
| | - Renan T de Oliveira
- Núcleo de Estudos da Violência, Universidade de São Paulo, Av. Prof. Almeida Prado, 520 Cidade Universitária São Paulo, São Paulo, SP, Brazil
| | - Anthony A Mangino
- Department of Educational Psychology, Ball State University, Teachers College, Room 505, Muncie, IN, 47306, USA
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de Vries EE, Verlinden M, Rijlaarsdam J, Jaddoe VWV, Verhulst FC, Arseneault L, Tiemeier H. Like Father, like Child: Early Life Family Adversity and Children's Bullying Behaviors in Elementary School. J Abnorm Child Psychol 2019; 46:1481-1496. [PMID: 29256029 PMCID: PMC6133006 DOI: 10.1007/s10802-017-0380-8] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
Family adversity has been associated with children’s bullying behaviors. The evidence is, however, dominated by mothers’ perceptions of the family environment and a focus on mothers’ behaviors. This prospective population-based study examined whether children’s bullying behaviors were associated with mother- and father-reported family adversity, assessed before and after child birth. Peer-nominations were used to assess bullying behaviors of 1298 children in elementary school (mean age 7.5 years). The following paternal risk factors were prospectively associated with children’s bullying behaviors: (1) father-reported prenatal family distress, (2) fathers’ hostility at preschool age, and (3) fathers’ harsh disciplinary practices at preschool age, but effect sizes were relatively small. The effect of maternal risk factors was less consistent, only mother-reported family distress in childhood was associated with children’s bullying behaviors. The associations were independent of background family risk factors (i.e., life stress, contextual factors, and other background factors such as parental education and risk taking record) and early childhood externalizing problems. Moreover, our results indicated that father-reported family adversity predicted children’s bullying behaviors over and above the background family risk factors, early childhood externalizing problems and mother-reported family adversity. We also demonstrated that the association of fathers’ prenatal hostility and family distress with subsequent bullying behavior of their child at school was partly mediated by fathers’ harsh disciplinary practices at preschool age. Our findings highlight the importance of fathers’ behaviors in the development of children’s bullying behaviors.
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Affiliation(s)
- Else E de Vries
- The Generation R Study Group, Erasmus MC - University Medical Center, Rotterdam, The Netherlands.,Centre for Child and Family Studies, Leiden University, Leiden, The Netherlands
| | - Marina Verlinden
- The Generation R Study Group, Erasmus MC - University Medical Center, Rotterdam, The Netherlands.,Department of Child and Adolescent Psychiatry, Erasmus MC - Sophia Children's Hospital, University Medical Center, Rotterdam, The Netherlands
| | - Jolien Rijlaarsdam
- The Generation R Study Group, Erasmus MC - University Medical Center, Rotterdam, The Netherlands.,Centre for Child and Family Studies, Leiden University, Leiden, The Netherlands
| | - Vincent W V Jaddoe
- The Generation R Study Group, Erasmus MC - University Medical Center, Rotterdam, The Netherlands.,Department of Pediatrics, Erasmus MC - University Medical Center, Rotterdam, The Netherlands.,Department of Epidemiology, Erasmus MC - University Medical Center, Rotterdam, The Netherlands
| | - Frank C Verhulst
- Department of Child and Adolescent Psychiatry, Erasmus MC - Sophia Children's Hospital, University Medical Center, Rotterdam, The Netherlands
| | - Louise Arseneault
- Medical Research Council Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, King's College, London, UK
| | - Henning Tiemeier
- Department of Child and Adolescent Psychiatry, Erasmus MC - Sophia Children's Hospital, University Medical Center, Rotterdam, The Netherlands. .,Department of Epidemiology, Erasmus MC - University Medical Center, Rotterdam, The Netherlands. .,Department of Psychiatry, Erasmus MC - University Medical Center, Rotterdam, The Netherlands.
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Davis M. Temporal Limits on What Engineers Can Plan. Sci Eng Ethics 2019; 25:1609-1624. [PMID: 31368027 DOI: 10.1007/s11948-019-00124-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/16/2019] [Accepted: 07/22/2019] [Indexed: 06/10/2023]
Abstract
My question is: How far into the future is it possible for engineers as such to plan? For example, the Yucca Mountain Nuclear Waste Repository was to have been designed to store nuclear waste safely for between ten thousand and one million years. Is that the sort of planning engineers as such can do? The planning engineers do would not be philosophically interesting were it not in general so often successful, much more successful than the gambles of ordinary life. So, how is such planning possible-and what are its limits. Is one million years beyond the limits of what engineers, as such, can plan? Is a thousand years? Is a hundred years? Is there an nth generation for what engineers can plan? The answer I consider here is that engineers can plan only as far into the future as they can reasonably expect engineers to be present. That is only a few generations at most.
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Affiliation(s)
- Michael Davis
- Humanities Department, Center for the Study of Ethics in the Professions, Illinois Institute of Technology, 5300 South Shore Drive #57, Chicago, IL, 60616, USA.
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Beatriz E, Salhi C. Child discipline in low- and middle-income countries: Socioeconomic disparities at the household- and country-level. Child Abuse Negl 2019; 94:104023. [PMID: 31150798 DOI: 10.1016/j.chiabu.2019.104023] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/18/2019] [Revised: 05/15/2019] [Accepted: 05/21/2019] [Indexed: 05/25/2023]
Abstract
BACKGROUND In the past month, an estimated eight of ten children worldwide have experienced violent discipline. Understanding the economic and social contexts in which parents are more likely to use particular disciplinary practices is necessary to reduce violence against children. Critical examination of disciplinary practices and beliefs in cross-country analysis of low- and middle-income countries (LMICS) has been limited. OBJECTIVE To estimate the association of country-level stressors and household-level economic stressors with disciplinary behaviors and beliefs. PARTICIPANTS AND SETTING Using Multiple Indicator Cluster Survey data between 2010 and 2013, 231,221 parents from 32 LMICS were included. METHODS The prevalence of past-month nonviolent discipline, physical discipline, psychological aggression, belief in the utility of physical discipline, and incongruence of disciplinary practice and belief were estimated. Country-level prevalence was regressed on country-level stressors (economic burden, economic inequality, human security, and human development). Individual-level disciplinary practices and beliefs were regressed on household wealth. RESULTS Country-level stressors predicted psychological and physical discipline use and belief in the utility of physical discipline. Lower household wealth was associated with increased violent disciplinary practice and belief. Lower household wealth was associated with increased likelihood of using violent discipline, even when the caregiver did not believe in its utility (OR = 1.63 [1.34, 1.98]). CONCLUSIONS Discipline use and belief in LMICS should be understood within the context of salient societal and household stressors.Parental disciplinary beliefs and practices reflect complex interplay with broader social, political and economic contexts and should not be taken to be defined by monolithic views of culture.
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Affiliation(s)
- Elizabeth Beatriz
- Northeastern University, Bouvé College of Health Sciences, 360 Huntington Ave, M/S 314 INV, Boston, MA 02115, USA.
| | - Carmel Salhi
- Northeastern University, Bouvé College of Health Sciences, 360 Huntington Ave, M/S 314 INV, Boston, MA 02115, USA
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Yadav H, Jegasothy R, Ramakrishnappa S, Mohanraj J, Senan P. Unethical behavior and professionalism among medical students in a private medical university in Malaysia. BMC Med Educ 2019; 19:218. [PMID: 31215454 PMCID: PMC6582586 DOI: 10.1186/s12909-019-1662-3] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/20/2018] [Accepted: 06/07/2019] [Indexed: 05/17/2023]
Abstract
BACKGROUND Ethical behavior and professionalism is an ideal characteristic required of medical students and included as 'must achieve' and critical aspect of medical students' curriculum. This study proposes to determine the perceived unethical and unprofessional behavior among medical students in a private medical university from year 1 to year 5 of the medical curriculum. METHODS A cross-sectional study was conducted among year 1 to year 5 medical students in a private medical university. A self-administered questionnaire was used with the 3 major domains of professionalism and ethics i.e. discipline plagiarism and cheating. RESULTS A total of 464 respondents responded to the survey and they included medical students from year 1 and year 2 (pre-clinical) and years 3-5 (clinical years). Majority of the students, 275 (59.2%) answered that they had not seen any form of unethical behavior among other students. The females seem to have a larger number 172(63%) among the same gender compared to the males. Majority 352 (75%) of them had not heard of the 'Code of Professional Conduct by the Malaysian Medical Council'. About fifty three (53.1%) of the students answered that the training was sufficient. CONCLUSIONS This study showed that the perception of unethical behavior was 58.8% in the 1st year (pre-clinical) and it increased to 65.2% in the 5th year (clinical). The 3 main discipline issues were students do not show interest in class (mean 2.9/4), they are rude to other students (mean 2.8/4) and talking during class (mean 2.6/4). Despite the existence of unethical behavior among the students majority of them (71.7%) claimed that they had adequate training in ethics and professionalism. It is proposed that not only the teaching of ethics and professionalism be reviewed but an assessment strategy be introduced to strengthen the importance of professionalism and ethics.
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Affiliation(s)
- Hematram Yadav
- Department of Community Medicine, Faculty of Medicine, MAHSA University, Selangor, Malaysia
| | | | - Sowmya Ramakrishnappa
- Department of Community Medicine, Faculty of Medicine, MAHSA University, Selangor, Malaysia
| | - Jaiprakash Mohanraj
- Department of Biochemistry, Faculty of Medicine, MAHSA University, Selangor, Malaysia
| | - Prathapa Senan
- Department of Community Medicine, Faculty of Medicine, MAHSA University, Selangor, Malaysia
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Abstract
The objective was to delineate the prevalence of criminal behavior and school discipline in juvenile justice-involved youth (JJY) with autism. A sample of 143 JJY with autism was matched to comparison groups of JJY without a special education classification, JJY with learning disabilities, and JJY with other special educational needs (N = 572). Results showed that JJY with autism committed significantly fewer property crimes. With regard to school discipline, JJY with autism were least likely to receive policy violations, out-of-school suspensions, and in-school suspensions. Finally, regardless of special education classification, JJY who had a history of fighting in school were more likely to recidivate. Our results suggest that JJY with autism are not more likely to commit crimes compared to JJY without SEN.
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Affiliation(s)
- Alexandra M Slaughter
- Department of Psychological, Health, and Learning Sciences, University of Houston, Houston, TX, USA
| | - Sascha Hein
- Department of Psychological, Health, and Learning Sciences, University of Houston, Houston, TX, USA
| | - Judy H Hong
- Department of Psychology, University of Houston, Houston, TX, USA
| | - Sarah S Mire
- Department of Psychological, Health, and Learning Sciences, University of Houston, Houston, TX, USA
| | - Elena L Grigorenko
- Department of Psychology, University of Houston, Houston, TX, USA.
- Texas Institute for Measurement, Evaluation, and Statistics, University of Houston, Houston, TX, 77204-6022, USA.
- Laboratory of Translational Sciences of Human Development, Saint Petersburg State University, Saint Petersburg, Russia.
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Moon KY, Lee SYI, Lee AR, An KY, Jung KS, Paek KI, Kang HA, Kang JY, Chung SA. Perception of Child Abuse and Child Disciplinary Practice among Adults Abused as Children: Comparison to General Population. Soa Chongsonyon Chongsin Uihak 2019; 30:57-65. [PMID: 32595322 PMCID: PMC7289501 DOI: 10.5765/jkacap.180032] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/31/2018] [Revised: 11/20/2018] [Accepted: 01/03/2019] [Indexed: 11/24/2022] Open
Abstract
Objectives: The aim of this study was to compare differences in perception and knowledge of child abuse and child disciplinary practices according to the history of child abuse victimization. Methods: A questionnaire survey on child abuse was conducted with 491 adults raising children. We compared the perception and knowledge of child abuse and child disciplinary practices between two groups of adults with and without a history of childhood abuse victimization. Results: The group with a history of childhood abuse had lower levels of knowledge of child abuse (F=6.990, p<0.01) and engaged in more negative disciplinary practices (F=5.974, p<0.05) than those without. However, no differences in the perception of child abuse were observed between the two groups. Conclusion: The results suggest that adults with a history of childhood abuse have lower levels of knowledge of child abuse and use more negative disciplinary practices in raising their children. This highlights the need to administer not only educational but also more direct hands-on interventions to vulnerable parents in order to foster healthy parenting and disciplinary practices.
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Affiliation(s)
- Ka Young Moon
- Department of Psychiatry, Soonchunhyang University Bucheon Hospital, Bucheon, Korea
| | - So Young Irene Lee
- Department of Psychiatry, Soonchunhyang University Bucheon Hospital, Bucheon, Korea
| | - A Reum Lee
- Department of Psychiatry, Soonchunhyang University Bucheon Hospital, Bucheon, Korea
| | - Ka Yeong An
- Department of Psychiatry, Soonchunhyang University Bucheon Hospital, Bucheon, Korea
| | - Kyung Soo Jung
- Division of law, College of Law, Sookmyung Women's University, Seoul, Korea
| | - Kyoung-Il Paek
- Division of law, College of Law, Sookmyung Women's University, Seoul, Korea
| | - Hyun Ah Kang
- Division of Child Welfare & Studies, College of Human Ecology, Sookmyung Women's University, Seoul, Korea
| | - Ji Young Kang
- Division of Child Welfare & Studies, College of Human Ecology, Sookmyung Women's University, Seoul, Korea
| | - Shun Ah Chung
- Division of Child Welfare & Studies, College of Human Ecology, Sookmyung Women's University, Seoul, Korea
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Hedlund M, Landstad BJ, Tritter JQ. The disciplining of self-help: Doing self-help the Norwegian way. Soc Sci Med 2019; 225:34-41. [PMID: 30784849 DOI: 10.1016/j.socscimed.2019.02.001] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/10/2017] [Revised: 01/30/2019] [Accepted: 02/01/2019] [Indexed: 11/27/2022]
Abstract
We explore how Norwegian self-help groups are defined and managed to create a particular form of health system governmentality. Self-help groups are typically framed as therapeutic communities where participants define the agenda creating a space where open and equal interaction can produce individual learning and personal growth. In Norway, however, self-help groups are managed in a way that integrates them in to the health system but insulates them from clinical medicine; an approach that disciplines participants to act in a particular way in relation to the health system. We draw on the analysis of 1456 pages of public documents and websites from the National Nodal Point for Self-Help (NPSH), the organisation that manages self-help groups, and central government including individual testimonies from participants published between 2006 and 2014. We argue, drawing on Foucault, that self-help premised on lay-leadership and self-determination is at odds with the centrally defined regulation apparent in the model adopted in Norway and an example of disciplining that reinforces health system governmentality and serves the interests of the medical profession and the state. Further we propose that this illustrates the contestation between the pastoral power of medics, the National Nodal Point for Self-Help and the Ministry of Health. Our analysis of Norwegian self-help as a mechanism to create a particular form of health system governmentality helps explain the expansion of self-help and self-management within developed health systems and provides an explanation for why self-help within health systems, is typically situated adjacent to, rather than integrated into, clinical medicine.
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Affiliation(s)
- M Hedlund
- Faculty of Nursing and Health Science, Nord University, Levanger, Norway; Department of Social Work, NTNU, Norway.
| | - B J Landstad
- Levanger Hospital, Nord-Trøndelag Hospital Trust, Norway; Department of Health Sciences, Mid Sweden University, Östersund, Sweden
| | - J Q Tritter
- Department of Sociology and Policy, Aston University, Birmingham, UK
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Kaskie B, Carr D, Ewen H. Defining doctoral gerontologists: Who are they and how are they contributing to the field of gerontology? Gerontol Geriatr Educ 2018; 39:418-432. [PMID: 28350249 DOI: 10.1080/02701960.2017.1311880] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Abstract
More than 300 individuals have earned doctoral degrees in gerontology since 1993, yet little is known about their training, professional placement, and contributions to the field. Given this lack of information, the authors sought to define the emerging mass of doctoral gerontologists. In this study, the authors analyzed results from the 2014 Gerontology Education Longitudinal Study survey sample of 84 individuals who earned a doctoral degree in gerontology between 1993 and 2013. Results revealed doctoral gerontologists completed training requirements that were consistent across eight programs offering doctorates in gerontology. The authors also found doctoral gerontologists have been successful in securing jobs in academic and nonacademic organizations, creating gerontological knowledge, and translating their work into other fields. The authors concluded by considering how the successful integration of doctoral gerontologists might continue, and they propose directions for future research.
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Affiliation(s)
- Brian Kaskie
- a College of Public Health , The University of Iowa , Iowa City , Iowa, USA
| | - Dawn Carr
- b Department of Sociology , Florida State University , Tallahassee , Florida , USA
| | - Heidi Ewen
- c Institute of Gerontology , University of Georgia , Athens , Georgia , USA
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Fujikawa S, Ando S, Nishida A, Usami S, Koike S, Yamasaki S, Morimoto Y, Toriyama R, Kanata S, Sugimoto N, Sasaki T, Furukawa TA, Hiraiwa-Hasegawa M, Kasai K. Disciplinary slapping is associated with bullying involvement regardless of warm parenting in early adolescence. J Adolesc 2018; 68:207-216. [PMID: 30130722 DOI: 10.1016/j.adolescence.2018.07.018] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2017] [Revised: 07/23/2018] [Accepted: 07/31/2018] [Indexed: 10/28/2022]
Abstract
INTRODUCTION Bullying among adolescents can cause depression and suicidality. Identifying the risk factors for bullying in early adolescence, when its prevalence tends to increase, would assist in its prevention. Although certain parenting styles are known to be associated with bullying, the association of slapping as a parental disciplinary practice with early adolescent bullying is not sufficiently understood. Furthermore, little is known about how warm parenting modifies this association although slapping and warm parenting are not mutually exclusive. The aim of this study was to investigate the association of slapping with the experience of early adolescent bullying--categorized in terms of victims, bullies, and bully-victims--while considering how warm parenting modifies this association. METHODS This study used data from the Tokyo Early Adolescence Survey, a cross-sectional survey of 4478 children aged 10 from the general population. Data were collected from both children and their primary parent using self-administered questionnaires and face-to-face interviews. Responses from 4326 participants with no missing data were usable for the current analysis (mean age, 10.2 ± 0.3 years; 53 % boys). RESULTS Frequent and occasional slapping was associated with increased odds of youth being identified as bullies or bully-victims, even after adjusting for warm parenting. The likelihood of being victims, bullies or bully-victims increased as the frequency of slapping increased. CONCLUSION Disciplinary slapping was associated with increased odds of bullying in early adolescence, regardless of whether warm parenting was present or not.
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Affiliation(s)
- Shinya Fujikawa
- Department of Neuropsychiatry, Graduate School of Medicine, The University of Tokyo, 7-3-1, Hongo, Bunkyo-ku, Tokyo 113-8655, Japan; Centre for Adolescent Health, Murdoch Children's Research Institute, 50 Flemington Rd, Parkville, Victoria 3052, Australia.
| | - Shuntaro Ando
- Department of Neuropsychiatry, Graduate School of Medicine, The University of Tokyo, 7-3-1, Hongo, Bunkyo-ku, Tokyo 113-8655, Japan; Department of Psychiatry and Behavioral Science, Tokyo Metropolitan Institute of Medical Science, 2-1-6 Kamikitazawa, Setagaya-ku, Tokyo 156-8506, Japan
| | - Atsushi Nishida
- Department of Psychiatry and Behavioral Science, Tokyo Metropolitan Institute of Medical Science, 2-1-6 Kamikitazawa, Setagaya-ku, Tokyo 156-8506, Japan
| | - Satoshi Usami
- Center for Research and Development on Transition from Secondary to Higher Education, The University of Tokyo, 7-3-1, Hongo, Bunkyo-ku, Tokyo 113-0033, Japan
| | - Shinsuke Koike
- Center for Evolutionary Cognitive Sciences, Graduate School of Arts and Sciences, The University of Tokyo, 3-8-1 Komaba, Meguro-ku, Tokyo 153-8902, Japan; University of Tokyo Institute for Diversity and Adaptation of Human Mind (UTIDAHM), 3-8-1 Komaba, Meguro-ku, Tokyo 153-8902, Japan
| | - Syudo Yamasaki
- Department of Psychiatry and Behavioral Science, Tokyo Metropolitan Institute of Medical Science, 2-1-6 Kamikitazawa, Setagaya-ku, Tokyo 156-8506, Japan
| | - Yuko Morimoto
- Department of Psychiatry and Behavioral Science, Tokyo Metropolitan Institute of Medical Science, 2-1-6 Kamikitazawa, Setagaya-ku, Tokyo 156-8506, Japan
| | - Rie Toriyama
- Department of Neuropsychiatry, Graduate School of Medicine, The University of Tokyo, 7-3-1, Hongo, Bunkyo-ku, Tokyo 113-8655, Japan
| | - Sho Kanata
- Department of Psychiatry, Teikyo University School of Medicine, 2-11-1 Kaga Itabashi-ku, Tokyo 173-8605, Japan
| | - Noriko Sugimoto
- Department of Neuropsychiatry, Graduate School of Medicine, The University of Tokyo, 7-3-1, Hongo, Bunkyo-ku, Tokyo 113-8655, Japan
| | - Tsukasa Sasaki
- Laboratory of Health Education, Graduate School of Education, The University of Tokyo, 7-3-1, Hongo, Bunkyo-ku, Tokyo 113-0033, Japan
| | - Toshiaki A Furukawa
- Department of Health Promotion and Human Behavior, Graduate School of Medicine / School of Public Health, Kyoto University, Yoshida Konoe-cho, Sakyo-ku, Kyoto 606-8501, Japan
| | - Mariko Hiraiwa-Hasegawa
- School of Advanced Sciences, SOKENDAI (The Graduate University for Advanced Studies), Shonan Village, Hayama, Kanagawa 240-0193, Japan
| | - Kiyoto Kasai
- Department of Neuropsychiatry, Graduate School of Medicine, The University of Tokyo, 7-3-1, Hongo, Bunkyo-ku, Tokyo 113-8655, Japan
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Metsälä E, Fridell K. Insights into the methodology of radiography science. Radiography (Lond) 2018; 24:e105-e108. [PMID: 30292514 DOI: 10.1016/j.radi.2018.05.010] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/25/2018] [Revised: 05/22/2018] [Accepted: 05/27/2018] [Indexed: 10/14/2022]
Abstract
INTRODUCTION The aim of this article is to give an insight into radiography as a science and a discipline from the viewpoints of knowledge interest and methodological approach and design. METHODS Original articles published in Radiography (n = 184) and the Journal of Clinical Radiography and Radiotherapy (n = 10) at the timeline 2015 to 3/2017 were reviewed for research focus and the methodology used. To abstract the results, thematisation analysis was used. RESULTS Out of 194 studies analysed, 99 (50%) were found to have a technical, 80 (42%) a practical and 15 (8%) a critical interest of knowledge. The research methodologies used did not rigorously fit into the methodological approach expected on the basis of the interest of knowledge. CONCLUSION Radiography as a science seems to have mostly a technical and practical interest of knowledge, but somewhat critical research is also being made. It seems to be a remarkably open and flexible science when it comes to the use of research methodologies. More discussion and research on the science name and paradigm is needed in order to strengthen the scientific status of radiography.
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Affiliation(s)
- E Metsälä
- Metropolia University of Applied Sciences, Mannerheimintie 172, PO Box 4033, FI-00300 Helsinki, Finland.
| | - K Fridell
- Karolinska Institutet, Department of Clinical Science, Intervention and Technology (CLINTEC), H9, Alfred Nobels Allé 10, 5 Tr, 14183 Huddinge, Sweden.
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Cheng F, Wang Y, Wu X, Su Z. Maternal negative emotional expression and discipline in Beijing, China: The moderating role of educational attainment. Child Abuse Negl 2018; 77:58-66. [PMID: 29304402 DOI: 10.1016/j.chiabu.2017.12.021] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/15/2017] [Revised: 12/19/2017] [Accepted: 12/20/2017] [Indexed: 06/07/2023]
Abstract
The current study shows that parental punitive discipline places children at risk of developing internalizing and externalizing problems. Although some studies have analyzed the reasons for the use of discipline methods, little to no research has analyzed the moderating effects. In this study, we examine the relationship between maternal negative emotional expression and mothers' use of disciplinary methods (psychological aggression, corporal punishment and physical maltreatment) and the moderating effects of educational attainment in Chinese societies. Five hundred and sixteen mothers with preschool-aged children were recruited to participate in this research. The Chinese versions of the Self-Expressiveness in the Family Questionnaire (SEFQ) and the Parent-Child Conflict Tactics Scales (CTSPC) were used to measure the mothers' negative emotional expression and discipline, respectively. The results suggested that the mothers' negative emotional expression was positively related to their disciplinary behaviors. Moreover, maternal educational attainment moderated the association between negative emotional expression and discipline. The findings of the current study highlight the importance of considering how mothers' educational backgrounds may interact with their emotions to influence maternal disciplinary behaviors.
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Affiliation(s)
- Feng Cheng
- Beijing Key Laboratory of Learning and Cognition, School of Psychology, Capital Normal University, Beijing, China
| | - Yifang Wang
- Beijing Key Laboratory of Learning and Cognition, School of Psychology, Capital Normal University, Beijing, China.
| | - Xixian Wu
- Beijing Key Laboratory of Learning and Cognition, School of Psychology, Capital Normal University, Beijing, China
| | - Zhuqing Su
- Beijing Key Laboratory of Learning and Cognition, School of Psychology, Capital Normal University, Beijing, China
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Abstract
The goal of this brief report is to demonstrate the utility of quantifying parental discipline practices as relative frequencies in measuring changes in parenting behavior and relations to child behavior following intervention. We explored comparisons across methodological approaches of assessing parenting behavior via absolute and relative frequencies in measuring improvements in parent-reported disciplinary practices (increases in positive parenting practices in response to child behavior; decreases in inconsistent discipline and use of corporal punishment) and child behavior problems. The current study was conducted as part of a larger clinical trial to evaluate the efficacy of a collaborative care intervention for behavior problems, ADHD, and anxiety in pediatric primary care practices (Doctor Office Collaborative Care; DOCC). Participants were 321 parent-child dyads (M child age = 8.00, 65 % male children) from eight pediatric practices that were cluster randomized to DOCC or enhanced usual care (EUC). Parents reported on their own discipline behaviors and child behavior problems. While treatment-related decreases in negative parenting were found using both the absolute and relative frequencies of parenting behaviors, results were different for positive parenting behaviors, which showed decreases when measured as absolute frequencies but increases when measured as relative frequencies. In addition, positive parenting was negatively correlated with child behavior problems when using relative frequencies, but not absolute frequencies, and relative frequencies of positive parenting mediated relations between treatment condition and outcomes. Our findings indicate that the methods used to measure treatment-related change warrant careful consideration.
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Affiliation(s)
- Anne Shaffer
- Department of Psychology, University of Georgia, Athens, GA, USA.
| | - Oliver Lindhiem
- Department of Psychiatry, School of Medicine, University of Pittsburgh, Pittsburgh, PA, USA
| | - David Kolko
- Department of Psychiatry, School of Medicine, University of Pittsburgh, Pittsburgh, PA, USA
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Rega ML, Telaretti F, Alvaro R, Kangasniemi M. Philosophical and theoretical content of the nursing discipline in academic education: A critical interpretive synthesis. Nurse Educ Today 2017; 57:74-81. [PMID: 28750250 DOI: 10.1016/j.nedt.2017.07.001] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/07/2016] [Revised: 06/06/2017] [Accepted: 07/04/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND Nursing as clinical practice, management and research are based on nursing philosophy and theory. Thus, the philosophical and theoretical content is required to be incorporated in academic education in order to enable nurses' skills for reflection, analysis, and thinking about the profession. OBJECTIVE The aim of this review was to describe what is known of the philosophical and theoretical content of the nursing discipline within academic education. DESIGN A critical interpretive synthesis (CIS). METHODS Electronic searches were performed across four databases, CINAHL, Scopus, Medline, and Web of Science, for papers published in English from 1980 to 2016. The selection of original articles was based on stages, and inclusion and exclusion criteria were used. Quality of the selected papers were evaluated by method sensitive appraisal criteria. The five phases of CIS were used to combine the selected data. RESULTS The searches resulted 9148 titles, whereas 13 were selected. Nurses need philosophical and theoretical education in order to be aware of human health and explain the complexity of the human experience of illness. The philosophy of science, the philosophy of care, and theory development were highlighted as the key contents in nursing academic education as these subjects are central to the discipline that ensures that nurses acquire advanced skills. A model was developed that linked disciplinary issues the progression nursing science through the influence of advanced skills. CONCLUSIONS Based on the findings in this study the philosophical and theoretical content of nursing discipline crates a basis for the academic education and enables a professional and exclusive vision for nurses. It provides an overall understanding of people's lives and support nurses to achieve deeper awareness of the meaning of illness and health in a person lifespan what is needed on the evidence-based decision making.
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Affiliation(s)
- Maria Luisa Rega
- Department of Biomedicine and Prevention, University of Rome Tor Vergata, Rome, Italy.
| | - Fabia Telaretti
- Department of Health Management, Catholic University of the Sacred Heart, Rome, Italy
| | - Rosaria Alvaro
- Department of Biomedicine and Prevention, University of Rome Tor Vergata, Rome, Italy
| | - Mari Kangasniemi
- University of Eastern Finland, Faculty of Health Sciences, Department of Nursing Science, Kuopio, Finland
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Gershoff ET, Lee SJ, Durrant JE. Promising intervention strategies to reduce parents' use of physical punishment. Child Abuse Negl 2017; 71:9-23. [PMID: 28162793 PMCID: PMC5540797 DOI: 10.1016/j.chiabu.2017.01.017] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/25/2016] [Revised: 01/16/2017] [Accepted: 01/22/2017] [Indexed: 05/12/2023]
Abstract
The strong and ever-growing evidence base demonstrating that physical punishment places children at risk for a range of negative outcomes, coupled with global recognition of children's inherent rights to protection and dignity, has led to the emergence of programs specifically designed to prevent physical punishment by parents. This paper describes promising programs and strategies designed for each of three levels of intervention - indicated, selective, and universal - and summarizes the existing evidence base of each. Areas for further program development and evaluation are identified.
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Affiliation(s)
- Elizabeth T Gershoff
- Department of Human Development and Family Sciences, University of Texas at Austin, 108 E. Dean Keeton St., Stop A2702, Austin, TX, 78712, USA.
| | - Shawna J Lee
- School of Social Work, University of Michigan, 1080 South University Ave., Ann Arbor, MI, 48109, USA.
| | - Joan E Durrant
- Department of Community Health Sciences, Max Rady College of Medicine, Rady Faculty of Health Science, University of Manitoba, 35 Chancellor's Circle, Fort Garry Campus, University of Manitoba, Winnipeg, Manitoba, R3T 2N2, Canada.
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O'Dor SL, Grasso DJ, Forbes D, Bates JE, McCarthy KJ, Wakschlag LS, Briggs-Gowan MJ. The Family Socialization Interview-Revised (FSI-R): a Comprehensive Assessment of Parental Disciplinary Behaviors. Prev Sci 2017; 18:292-304. [PMID: 27718104 PMCID: PMC5568657 DOI: 10.1007/s11121-016-0707-7] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/24/2022]
Abstract
Elucidating the complex mechanisms by which harsh parenting increases risk of child psychopathology is key to targeted prevention. This requires nuanced methods that capture the varied perceptions and experiences of diverse families. The Family Socialization Interview-Revised (FSI-R), adapted from an interview developed by Dodge et al. (Child Development, 65, 649-665, 1994), is a comprehensive, semi-structured interview for characterizing methods of parental discipline used with young children. The FSI-R coding system systematically rates parenting style, usual discipline techniques, and most intense physical and psychological discipline based on rater judgment across two eras: (1) birth to the previous year, and (2) the previous year to present. The current study examined the psychometric properties of the FSI-R in a diverse, high-risk community sample of 386 mothers and their children, ages 3 to 6 years. Interrater reliability was good to excellent for codes capturing physically and psychologically harsh parenting, and restrictive/punitive parenting styles. Findings supported the FSI-R's convergent and incremental validity. Importantly, the FSI-R demonstrated incremental utility, explaining unique variance in children's externalizing and internalizing symptoms beyond that explained by traditional surveys and observed parenting. The FSI-R appeared particularly promising for capturing risk associated with young children's depressive symptoms, as these were generally not significantly associated with other measures of harsh parenting. Overall, findings support the added value of the FSI-R within a multi-method assessment of disciplinary practices across early child development. Future implications for prevention are discussed.
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Affiliation(s)
- Sarah L O'Dor
- Department of Psychiatry and Behavioral Sciences, Northwestern University Feinberg School of Medicine, Chicago, IL, USA
| | - Damion J Grasso
- Department of Psychiatry, University of Connecticut School of Medicine, Farmington, CT, USA
| | - Danielle Forbes
- Psychology Department, University of Massachusetts-Boston, Boston, MA, USA
| | - John E Bates
- Department of Psychological and Brain Sciences, Indiana University, Indianapolis, IN, USA
| | - Kimberly J McCarthy
- Department of Psychiatry, University of Connecticut School of Medicine, Farmington, CT, USA
| | - Lauren S Wakschlag
- Department of Medical Social Sciences, Feinberg School of Medicine, Northwestern University, Evanston, IL, USA
- The Institute for Policy Research, Northwestern University, Evanston, IL, USA
| | - Margaret J Briggs-Gowan
- Department of Psychiatry, University of Connecticut School of Medicine, Farmington, CT, USA.
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Abstract
Parents who are overwhelmed by the intensity and aversive nature of child negative affect - those who are experiencing flooding - may be less likely to react effectively and instead may focus on escaping the aversive situation, disciplining either overly permissively or punitively to escape quickly from child negative affect. However, there are no validated self-report measures of the degree to which parents experience flooding, impeding the exploration of these relations. Thus, we created and evaluated the Parent Flooding scale (PFS), assessing the extent to which parents believe their children's negative affect during parent-child conflicts is unexpected, overwhelming and distressing. We studied its factorial validity, reliability, and concurrent validity in a community sample of 453 couples with 3- to 7-year-old children (51.9 % girls) recruited via random digit dialing. Confirmatory factor analyses indicated a one-factor solution with excellent internal consistency. Test-retest stability over an average of 5.6 months was high. Concurrent validity was suggested by the associations of flooding with parents' aggression toward their children, overreactive and lax discipline, parenting satisfaction, and parents' anger, as well as with child externalizing behavior and negative affect. Incrementally concurrent validity analyses indicated that flooding was a unique predictor of mothers' and fathers' overreactive discipline and fathers' parent-child aggression and lax discipline, over and above the contributions of parents' anger and children's negative affect. The present results support the psychometric validity of the PFS.
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Affiliation(s)
- Tamara Del Vecchio
- Department of Psychology, St. John's University, Queens, NY, 11439, USA.
| | | | | | - Jill Malik
- New York University, New York City, NY, USA
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Al Turki YA. Mass Gathering Medicine New discipline to Deal with Epidemic and Infectious Diseases in the Hajj Among Muslim Pilgrimage: A Mini Review Article. J Relig Health 2016; 55:1270-1274. [PMID: 25391272 DOI: 10.1007/s10943-014-9970-8] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/04/2023]
Abstract
Mass Gathering Medicine is one of the new disciplines in Medicine which deal with all health aspects in overcrowded areas. Mass Gathering Medicine is an important new challenging discipline which needs to be supported by all concern experts such as the World Health Organization, Centers for Disease Control and Prevention, ministries of health from all countries, universities, research centers, and all other experts in this field. Scientist and academic staffs from all countries should be encouraged to participate in narrowing the gap of knowledge for Mass Gathering Medicine. Postgraduate board or fellowship certificate should be encouraged internationally.
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Affiliation(s)
- Yousef Abdullah Al Turki
- Department of Family and Community Medicine, College of Medicine, King Saud University, P.O. Box 28054, Riyadh, 11437, Saudi Arabia.
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Ribeiro CS, Coelho L, Magalhães T. Comparing corporal punishment and children's exposure to violence between caregivers: Towards better diagnosis and prevention of intrafamilial physical abuse of children. J Forensic Leg Med 2015; 38:11-7. [PMID: 26694872 DOI: 10.1016/j.jflm.2015.09.010] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/22/2014] [Revised: 03/15/2015] [Accepted: 09/14/2015] [Indexed: 01/21/2023]
Abstract
Any intervention involving child victims of intrafamilial abuse must take the alleged underlying motives for the abuse into account. The aim of this study is to further our understanding of intrafamilial physical abuse of children, by comparing its various aspects while considering the alleged underlying motives. A preliminary sample of 1656 cases of alleged physical abuse in the northern region of Portugal was analysed, with two main motives being identified: corporal punishment (CP) (G1 = 927) and exposure to violence between caregivers (EVC) (G2 = 308). Statistically significant differences were found between the two motives (p < 0.05) for the following variables: (1) age of the alleged victims, (2) sex of the alleged abuser, (3) risk factors affecting the alleged abuser, (4) abuser/victim relationship, (5) injury-producing mechanism, (6) time between last abuse and forensic medical examination and (7) location of injuries. Evidence-based knowledge of these differences may help in accurate diagnosis by doctors (particularly forensic physicians) and prevention of this type of violence through support strategies (including tertiary prevention strategies).
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Affiliation(s)
- Cristina Silveira Ribeiro
- Department of Legal Medicine and Forensic Sciences, Faculty of Medicine, University of Porto, Porto, Portugal; National Institute of Legal Medicine and Forensic Sciences - North Branch, Porto, Portugal; Forensic Sciences Center - CENCIFOR, Coimbra, Portugal.
| | - Luís Coelho
- National Institute of Legal Medicine and Forensic Sciences - North Branch, Porto, Portugal
| | - Teresa Magalhães
- Department of Legal Medicine and Forensic Sciences, Faculty of Medicine, University of Porto, Porto, Portugal; National Institute of Legal Medicine and Forensic Sciences - North Branch, Porto, Portugal; Forensic Sciences Center - CENCIFOR, Coimbra, Portugal
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50
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Del Vecchio T, Jerusalmi D, Terjesen MD. Psychometric characteristics of the Parenting Scale in a Vietnamese sample. Int J Psychol 2015; 52:482-490. [PMID: 26644267 DOI: 10.1002/ijop.12242] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/06/2015] [Accepted: 11/04/2015] [Indexed: 11/09/2022]
Abstract
The Parenting Scale (PS) is a well-established instrument for measuring discipline practices in Western populations. However, whether the PS is a valid and reliable measure in Eastern populations is not known. Thus, this study examined the psychometric properties of the PS in a sample of 433 Vietnamese parents of children aged 2-7 years. Confirmatory factor analyses (CFAs) examined the commonly used Reitman et al.'s two-factor and Rhoades and O'Leary's three-factor solutions. Neither factor structure fit the data. An exploratory factor analysis identified a 12-item one-factor and 14-item two-factor solutions that overlapped substantially with established factor structures. The one-factor solution reflected Lax/Overreactive parenting and the two-factor solution consisted of Lax/Overreactive and Hostile subscales. The factor structures were confirmed via multigroup CFA. Internal consistencies were acceptable and ranged between .70 and .85. Each factor was positively associated with parent anger, dysfunctional cognitions about child behaviour, and externalising child behaviour problems. However, when entered simultaneously in a regression, Hostile discipline was not uniquely associated with child behaviour. Overall, results support the potential utility of the 12-item one-factor PS as a measure of dysfunctional parenting practices for Vietnamese parents.
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Affiliation(s)
| | - Dana Jerusalmi
- Department of Psychology, St. John's University, Queens, NY, USA
| | - Mark D Terjesen
- Department of Psychology, St. John's University, Queens, NY, USA
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