Difficulties adjusting to post-discharge life following a spinal cord injury: an interpretative phenomenological analysis

Individual semi-structured interviews were conducted with 17 individuals who had experienced a traumatic spinal cord injury (SCI), focusing on the participants' lived experience of SCI. The interviews were transcribed verbatim and were analysed for recurrent themes using interpretative phenomenological analysis (IPA). Here, we present three inter-related recurrent themes all concerning difficulties in adjusting to home life following hospital discharge: "loss of camaraderie", "lack of post-discharge care" and "other people's reactions to spinal cord injury". Participants reported that the camaraderie they formed with fellow patients during their rehabilitative stay in hospital generated feelings of security and community. This was discussed in stark contrast to the isolation and loneliness that they subsequently experienced post-hospital discharge. A perceived lack of physical, practical and psychological support coupled with negative and stigmatising reactions of the wider community served to make adjustment to home life post-SCI particularly difficult for the participants. The findings are discussed in relation to extant SCI literature, and recommendations for future health care of individuals with SCI are made.     

A Semantic Differential Study of the Yin-Yang Symbol

The inherent meanings of the ancient and culturally significant symbol known as the Yin-Yang was investigated by having 242 students rate it on the Semantic Differential. The investigation further explored the meanings of the symbol as it might relate to Jung's controversial concept of the archetype. The results indicated that the qualities of the symbol supported the concept of the Yin-Yang archetype and, surprisingly, these were consistent with Jung's concept of the anima and animus.     

Distinguishing among disruptive behaviors to help predict high school graduation: Does gender matter?

This study examined unique predictive associations of aggressive and hyperactive–inattentive behaviors in elementary school with high school graduation. The current study also investigated whether these associations were moderated by gender. At Time 1, 745 children in the 3rd through 5th grades completed peer ratings on their classmates’ disruptive behaviors. At Time 2, school records were reviewed to determine whether students graduated within four years of entering high school. Results showed that gender and hyperactivity-inattention are uniquely associated with high school graduation, but childhood aggression is not. Results also indicated that gender moderated associations between hyperactivity–inattention and graduation. Among boys, hyperactive–inattentive behaviors were not significantly associated with graduation, above and beyond aggression. In contrast, among girls, hyperactive–inattentive behaviors in childhood were significantly associated with graduation even after controlling for aggression. These findings suggest that in middle childhood, hyperactive–inattentive behaviors may be a more meaningful predictor of high school graduation than other forms of early disruptive behavior (e.g., aggression), especially for girls. Such findings could have significant implications for prevention and intervention programs designed to target children at risk for dropping out of school.     

Ethics in Research in Mathematics Education

Most scientific domains have guidelines concerning ethics in research. These guidelines are designed to enable researchers to conduct good research while avoiding potential harm to research participants. This paper examines the bases for ethical codes in research and discusses how these codes are operationalized in research conducted in the field of mathematics education.     

What is an academic emotion? Insights from Filipino bilingual students’ emotion words associated with learning

We explored Filipino learners’ concept of academic emotions by studying the words they use to describe their emotional experiences associated with learning. Two main theoretical frames were used as reference in the analysis: Clore, Ortony, & Foss’ (1978) taxonomy of emotion words, and Pekrun’s (2006) dimensions of academic emotions. We asked Filipino learners to describe the positive and negative emotions that they associate with their learning experiences using an open ended questionnaire. The 676 students used 1337 words which were classified into root word categories; 38 categories which were mentioned by at least 1% of the participants were included in the analysis. The interpretive analysis suggested that Filipino learners’ concept of academic emotions includes appraisals of cognitive and even physical conditions, beyond the typical affective conditions assumed in theories of emotions and academic emotions. Moreover, Filipino learners’ concepts of academic emotions include a wider range of emotion concepts, and may require additional characteristic dimensions, compared to what is being studied in current academic emotions research.     

A Developmental Study of Sexual Functioning by Means of a Cognitive Analysis

Zeldow and McAdams (1993) recently presented artifactual explanations for our data showing dissimilarity between the content of speech elicited by the Thematic Apperception Test (Murray, 1943) and free speech tasks (Schnurr, Rosenberg, &; Oxman, 1992). In particular, they alleged that our findings resulted from a lack of psychological meaning in our content categories and in the free speech task. We cite empirical and theoretical support to refute this allegation and provide additional analyses of our data that are consistent with our earlier suggestion that text samples elicited under different conditions may not be interchangeable.     

Self- and other-reports of traits from the five-factor model: relations to personality disorder

The current study used a psychiatric sample (N = 69) to examine: (1) the correspondence between self- and other-reports of general personality, as measured by the Five-Factor Model (FFM; Costa & McCrae, 1990), and personality disorder (PD) traits, as measured by a structured interview, (2) the relations between these two sets of ratings (FFM and PD traits) and consensus ratings of PD and impairment, and (3) the incremental validity of other-rated personality scores. Agreement between raters for the five domains of the FFM ranged from .23 (agreeableness) to .71 (openness); for the PD traits agreement ranged from .37 (avoidant) to .69 (antisocial). At both the domain and facet level, the personality profiles reflected in the correlations between the FFM scores and PD criteria were consistent across raters with the exception of narcissistic PD. Substantial evidence was found for the incremental validity of other-rated personality scores, with these ratings accounting for an additional 8 to 20% of the overall variance in PD features. The other-rated FFM scores also accounted for more variance in consensus ratings of impairment in the domains of romance, work, and social relations.     

Scales,diagnoses, and child psychopathology: II. Comparing the CBCL and the DISC against external validators

Using a multimethod multistage screening procedure, the authors interviewed 201 parents and their children with the Diagnostic Interview Schedule for Children (DISC 2.1). In addition, parents completed the Child Behavior Checklist (CBCL) and other survey measures, while their children completed self-report scales. Receiver operating characteristic (ROC) analyses were done to determine optimal cutpoints on the CBCL, referenced to DISC diagnostic caseness. DISC diagnoses, DISC stem symptoms, CBCL scores, and CBCL ROC-cutpoints were compared against external validators, in order to determine the comparative advantages of each approach for assessing child psychopathology. Overall findings suggest that the controversies about best assessment strategies may be artificial: When both assessment approaches are compared using similar methods, they are reasonably comparable. However, highly specific diagnostic categories may show fewer relationships with external validators and may therefore need more systematic validational studies.The opinions and assertions contained in this paper are the private views of the authors and are not to be construed as official or as reflecting the views of the Department of Health and Human Services, the National Institute of Mental Health, the Walter Reed Army Institute of Research, or the Department of the Army.     

Cuba, Castro and Anti-Semitism

The Soviets provided Cuba with the model of attacking human rights activities and organizations as a necessary extension of the Jewish Zionist conspiracy. The identification of Castro with forces dedicated to the destruction of Israel was made plain in proclamation and practice. The Cuban position is that the war on terrorism is actually an example of “Liberation Imperialism.” Cubans make no reference to the repeated assaults on Israel, or the actual causes of the Middle East conflict—the denial of the right of Israel to exist as a Nation-State in that region. Anti-Semitism is so powerfully rooted as a cultural element in authoritarian cultures that even when, as in the case of Cuban communism, it entails the tortured twisting of doctrinal elements within Marxism–Leninism, such as doctrinal claims about the “materialist foundations of society,” its leaders will sacrifice the ideology to the reality. Part of the Castro attachment to communism is an overall contempt for the Jewish mini-Diaspora within the larger flight of Cubans to the United States and other places where the practice of free speech remain unimpeded. The regime of Fidel Castro has changed little in the past 49 years, compared to the rest of the world.