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981.
Safer sex campaigns directed at heterosexuals have increasingly targeted women to encourage them to take responsibility for condom use. It appears, however, that many women are unable or unwilling to accept this role. In this article we report on one particular kind of obstacle that some women face in initiating condom use. We draw on data from interviews with 14 women, aged 22 to 43 years, about their experiences with, and views of, condoms. There was considerable variability, as well as commonalities, among the women interviewed in the way they regarded condoms. Using a feminist poststructuralist form of discourse analysis, we explored two women's accounts of being unable to initiate condom use despite their stated intentions not to have intercourse without a condom and having condoms in their possession. We suggest that this particular dynamic results from the passivity women can experience through being positioned in a discourse of heterosexual feminine sexuality in general and a discourse of heterosexual romance in particular. We discuss how this passivity can be experienced by women who are otherwise assertive and committed to sexual equality, making it confusing and disconcerting for them and others. 相似文献
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Trajectories of Suicidal Ideation from Sixth through Tenth Grades in Predicting Suicide Attempts in Young Adulthood in an Urban African American Cohort
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Rashelle J. Musci PhD Shelley R. Hart PhD Elizabeth D. Ballard PhD Alison Newcomer MA Kathryn Van Eck PhD Nicholas Ialongo PhD Holly Wilcox PhD 《Suicide & life-threatening behavior》2016,46(3):255-265
The trajectory of suicidal ideation across early adolescence may inform the timing of suicide prevention program implementation. This study aimed to identify developmental trajectories of suicidal ideation among an urban cohort of community‐residing African Americans (AA) longitudinally followed from middle school through early adulthood (ages 11–19 years). Subtypes based on the developmental course of suicidal ideation from late childhood through mid‐adolescence were identified using longitudinal latent class analysis (LLCA) with 581 AA adolescents (52.7% male; 71.1% free or reduced school meals). The developmental trajectories of suicidal ideation were then used to predict suicide attempts in young adulthood. Our LLCA indicated two subtypes (i.e., ideators and nonideators), with 8% of the sample in the ideator class. This trajectory class shows a peak of suicidal ideation in seventh grade and a steady decline in ideation in subsequent grades. Additionally, suicidal ideation trajectories significantly predicted suicide attempt. Results of these analyses suggest the need for suicide prevention approaches prior to high school for AA youth. 相似文献
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An Examination of the Connections Between Eating Disorder Symptoms,Perceived Burdensomeness,Thwarted Belongingness,and Suicide Risk Among Undergraduate Students
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Mun Yee Kwan MS Kathryn H. Gordon PhD Darren L. Carter MS Allison M. Minnich MS Steffanie D. Grossman PhD 《Suicide & life-threatening behavior》2017,47(4):493-508
Suicide attempts and premature mortality due to suicide are elevated in people with eating disorders. Informed by the interpersonal theory of suicide, two studies examined the role of perceived burdensomeness and thwarted belongingness in explaining the association between eating disorder symptoms and suicide risk. Results indicated that various eating disorder symptoms had an indirect effect on suicide risk through perceived burdensomeness and thwarted belongingness. Targeting perceived burdensomeness and thwarted belongingness may be useful for decreasing suicide risk among undergraduates with eating disorder symptoms. 相似文献
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Niamh McLoughlin Kathryn A. Leech Nadia Chernyak Peter R. Blake Kathleen H. Corriveau 《The British journal of developmental psychology》2020,38(2):255-267
We examined the relations between the referent of parents and preschoolers’ mental state talk during a collaborative puzzle-solving task (N = 146 dyads; n = 81 3-year-olds, n = 65 4-year-olds). The results showed that parents’ references to their own knowledge and beliefs (self-referent cognitive talk), and references to their child’s knowledge and beliefs (child-referent cognitive talk) were both related to children’s (primarily self-referent) cognitive talk. We then tested whether any of the observed relations could be explained by the presence of conflicting perspectives within the collaborative interaction. Mediational analyses revealed that conflicting perspectives mediated the positive relation between parents’ production of self-referent cognitive talk and child cognitive talk. By contrast, the positive relation between parents’ production of child-referent cognitive talk and child cognitive talk did not depend on the presence of this type of conflict. These findings highlight an important mechanism through which parents’ references to their own mind might promote children’s developing mental state talk in collaborative contexts. 相似文献
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