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141.
This is a qualitative investigation of 73 individuals in the Bondage and Discipline, Dominance and Submission, and Sado-Masochism subculture. There is tremendous stigma attached to this subculture, and while the academic community may be increasingly accepting, the general public is not as accepting or knowledgeable. Fear of negative consequences means that many engage in secrecy and concealment strategies as protective measures. Although there is much literature on the possible consequences and the reasons for concealment, there remain gaps. Our findings reveal how many conceal to cover up or to hide what outsiders may consider immoral or otherwise unacceptable behavior. Others conceal as a means to create a distinction for themselves as part of a secret subculture. Whatever their reasons, those in this subculture engage in a variety of strategies to manage their identity and to minimize their vulnerability. 相似文献
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Beverly Kingston Sabrina Arredondo Mattson Allison Dymnicki Elizabeth Spier Monica Fitzgerald Kimberly Shipman Sarah Goodrum William Woodward Jody Witt Karl G. Hill Delbert Elliott 《Clinical child and family psychology review》2018,21(4):433-449
Research consistently finds that a comprehensive approach to school safety, which integrates the best scientific evidence and solid implementation strategies, offers the greatest potential for preventing youth violence and promoting mental and behavioral health. However, schools and communities encounter enormous challenges in articulating, synthesizing, and implementing all the complex aspects of a comprehensive approach to school safety. This paper aims to bridge the gap between scientific evidence and the application of that evidence in schools and communities by defining the key components of a comprehensive approach to school safety and describing how schools can assess their readiness to implement a comprehensive approach. We use readiness and implementation data from the Safe Communities Safe Schools project to illustrate these challenges and solutions. Our findings suggest that (1) readiness assessment can be combined with feasibility meetings to inform school selection for implementation of a comprehensive approach to school safety and (2) intentionally addressing readiness barriers as part of a comprehensive approach may lead to improvements in readiness (motivation and capacity) to effectively implement a comprehensive approach to school safety. 相似文献
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146.
This study examined aspects of verbal fluency performance of children with Specific Language Impairment (SLI) and typically developing children matched on age and Block Design scores. While children with SLI showed deficits in verbal fluency compared to their peers, they showed the same pattern of performance on phonemic compared to semantic fluency trials. Children with SLI and normally developing children also demonstrated equivalent rates of clustering and switching, measures hypothesized to reflect aspects of frontal lobe functioning, when the overall number of exemplars was taken into account. The absence of a condition by group effect supports general processing limitation accounts of SLI, while the absence of group differences on cluster size and switches supports language-based processing accounts of SLI. 相似文献
147.
Gary Winship Beverly Harnimann Simon Burling Jane Courtney 《Psychoanalytic Psychotherapy》2013,27(2):195-207
In psychiatric nursing, transference and countertransference dynamics are generally ignored. This paper is an attempt to examine how the transference and countertransference dynamics influenced the nurse-patient relationships on an in-patient drug-dependency unit, and how an understanding of transference was found to be helpful. 相似文献
148.
Yi-Chuen Chen Beverly L. Fortson Jennifer D. Tiano 《Child & family behavior therapy》2013,35(4):306-319
AbstractLike other cultures, measures to accurately and sensitively assess and treat disruptive behaviors in Taiwanese children are necessary. This research provides normative and psychometric data (i.e., item-total correlations, split-half coefficients, internal consistency, and internal validity) on the Eyberg Child Behavior Inventory (ECBI), including clinical cut-off scores, with a Taiwanese community sample. The results suggest that the ECBI may be helpful in screening for disruptive behaviors in Taiwanese children, which may allow for appropriate prevention and intervention efforts. Although results are comparable to other research, cultural differences do exist, thereby highlighting the importance of cultural considerations in assessing child behavior, irrespective of country of treatment. 相似文献
149.
Wilson BJ Petaja HS Stevens AD Mitchell MF Peterson KM 《The Journal of genetic psychology》2011,172(4):376-400
In this study the authors investigated associations among children's observed responses to failure in an analogue entry situation, their attention deployment patterns, and skills and processes associated with self-regulation. Participants were 54 kindergarten and first-grade students who were either aggressive-rejected or low aggressive-popular based on peer nominations. Inhibitory control predicted the tendency to respond to entry failure by stopping and watching the group's activity. Baseline vagal tone and other-directed attention predicted children's tendency to change entry strategies after failure. Parent-rated attention skills moderated the relation between children's attention deployment patterns during the entry task and their responses to entry failure. Children who engaged in more other-directed attention were less likely to turn to solitary play after entry failure but only if they had high or moderate levels of attentional control. Other-directed attention was related to repeating previous entry bids without modification after entry failure but only when children had high levels of attention problems. 相似文献
150.
Anna?L.?BarnettEmail author Sheila?E.?Henderson Beverly?Scheib Joerg?Schulz 《Journal of Adult Development》2011,18(3):114-121
Handwriting difficulties are common in children with developmental coordination disorder (DCD) and frequently continue into
adulthood. In spite of increased computer use, handwriting remains an essential everyday life skill. The Detailed Assessment
of Speed of Handwriting (DASH) provides an objective measure of handwriting performance for students aged 9–16 years. No equivalent
test for adults exists. The aim of this study is to explore developmental trends beyond the age of 16 on the five tasks included
in the DASH and to describe the employment of these data in an extension of the test for 17-to 25-year-olds (DASH 17+). A
case study is included to illustrate its use in the assessment of young adults with DCD. Three hundred and ninety-three students
between the ages of 17 and 25 completed the test. The sample was selected to represent the population of UK students in post-16
education. Statistically significant, but overall modest developmental trends in handwriting performance were found for all
tasks. Depending on the task, the year-on-year average increase in performance followed a linear or non-linear trend. Gender
effects were generally small. DASH 17+ will provide useful information on any individual whose handwriting is causing concern,
including those with, or suspected of having DCD. 相似文献