Validating Childhood Maltreatment Typologies Using Data Linkage

This data linkage study aims to examine associations between subgroups of child maltreatment and a range of demographic (e.g., gender) familial (e.g., parental unemployment) and health outcomes. Structured interviews were conducted on 2,980 participants. Data were then linked with information drawn from Danish registries. Multinomial logistic regression analyses indicated out-of-home-care was a shared risk for all forms of maltreatment relative to nonmaltreated controls. Sexual and co-occurring abuse groups had strong associations with psychiatric outcomes at age 21. Findings emphasize how a child’s early environment can impact health, highlighting the need for targeted interventions encompassing a range of risk factors at an early age.     

Only qualifications count: exploring perceptions of continuing professional development within the career guidance sector

This paper explores the views of a group of career development practitioners undertaking a postgraduate qualification as a form of continuing professional development (CPD). It offers insights into how these practitioners perceive and view different forms of CPD. A case study methodology was adopted to gather examples of the CPD activities practitioners engaged in and the value placed on these in supporting the development of professional practice. Their views were synthesised to create a typology representing a differentiated model of CPD. The model proposes three types of CPD: operational, experiential and formal. Formal CPD is perceived as having the highest value in developing professional practice. The study supports a deeper understanding of how careers practitioners engage with and understand CPD.     

Suicide in group therapy: trauma and possibility

Abstract This paper compares and contrasts the experiences of two different long term psychodynamic psychotherapy groups in which a patient suicided. The acute reactions and longer term process of each group is described in detail and discussed. The reactions of the two leaders, married to each other and in a shared supervisory group with the late Anne Alonso, and their own working through of the traumatic losses are explored. Their experiences highlight the importance of open discussion of the suicides in the groups, consultation with senior colleagues, and continual processing of their own reactions as a means of fostering posttraumatic growth. The authors discuss their experience in light of the literature on trauma in groups and the emerging literature on posttraumatic growth and they reflect on implications for the community of group therapists.     

Lies,Damned Lies,and Genocide

This article analyzes the claim that “deliberate denial [of genocide] is a form of aggression that ought to be regarded as a contribution to genocidal violence in its own right.” Its objective is to demonstrate that the claim is substantially correct: there are instances of genocide negation that are genocidal acts. The article suggests that one such instance is contained in a letter sent to Professor Robert Jay Lifton by Turkey's ambassador to the United States. The article is divided into three parts. In the first part, it delineates and discusses the unexpected contents of the letter to Lifton. In the second, it primarily deals with three topics: lying, genocide, and Austinian performatives. In the third part, it takes the points made in the second part and applies them to the contents of the letter to Lifton, and demonstrates that the letter is an instance of genocide negation that is genocidal.     

Self-care for academics: a poetic invitation to reflect and resist

In newspapers and blogs, on Twitter, and in academic papers, stories of struggling academics abound. Substance abuse, depression, failed relationships, and chronic illness are the casualties of a neoliberal university sector that values quantity over quality and demands ever more for ever less. Within the academic literature a growing counter-movement has called for resistance, collective action, and slow scholarship. Much of this work, however, has focused on strategies that can be applied within academia. Little has been written about the activities that academics do outside the university; activities that have no purpose other than enjoyment, rest, and renewal; activities that represent the valuing of the self as a human being, rather than a means of production; activities that could best be defined as self-care. Using reflective practice to construct a poem comprising three voices, this paper explores those activities. This poetic representation is an effort to create time and space for the authors, and a manifesto to encourage other academics to demand and protect the time, space, and reflective practice that are essential to both personal wellbeing and quality research and education.     

The Transition Experiences of British Military Veterans

The aim of the current research was to investigate the transition experiences of British military veterans upon exiting the military and rejoining civilian society, asking the specific research question: What effect does the transition from military to civilian life have on the individual's identity? Interpretative Phenomenological Analysis was employed and seven semistructured interviews were carried out with ex‐military personnel. Analysis of the data revealed three superordinate themes: (1) Several Selves: Identity; (2) Soldier and Society: Separation, and (3) Transition Time: Personal Perspective. Current findings suggest that transition from the military back to civilian life is often problematic, with identity complications, feelings of loss, and disconnection both from the military and from society in general. Individuals with a more salient military identity had more difficult transition experiences. Findings are discussed with reference to theories of identity formation, maintenance, and salience and recommendations for future research are made.     

The ‘Blueprint’ framework for career management skills: a critical exploration

This article examines the Blueprint framework for career management skills as it has been revealed across sequential implementations in the USA, Canada and Australia. It is argued that despite its lack of an empirical basis, the framework forms a useful and innovative means through which career theory, practice and policy can be connected. The framework comprises both core elements (learning areas, learning model and levels) and contextual elements (resources, community of practice, service delivery approach and policy connection). Each of these elements is explored.     

Social Networks and Homelessness Among Women Heads of Household

To examine possible bidirectional relationships between homelessness and deficient social networks, we compared the networks of 251 mothers before, and approximately 5 years after, their families entered shelters with networks of 291 consistently housed poor mothers. At Time 1, more women on the verge of homelessness than housed women reported that they had mothers, grandmothers, friends, and relatives but fewer believed these network members were housing resources. At Time 2, after homeless women were rehoused, these network differences between consistently housed and formerly homeless women had largely disappeared. Contrary to prior research findings, formerly homeless mothers did not report smaller networks, more children or fewer partners. However, formerly homeless women did report fewer positive functions. Because of city policies, homeless mothers were frequently rehoused far from network members.     

Baby hands that move to the rhythm of language: hearing babies acquiring sign languages babble silently on the hands

The "ba, ba, ba" sound universal to babies' babbling around 7 months captures scientific attention because it provides insights into the mechanisms underlying language acquisition and vestiges of its evolutionary origins. Yet the prevailing mystery is what is the biological basis of babbling, with one hypothesis being that it is a non-linguistic motoric activity driven largely by the baby's emerging control over the mouth and jaw, and another being that it is a linguistic activity reflecting the babies' early sensitivity to specific phonetic-syllabic patterns. Two groups of hearing babies were studied over time (ages 6, 10, and 12 months), equal in all developmental respects except for the modality of language input (mouth versus hand): three hearing babies acquiring spoken language (group 1: "speech-exposed") and a rare group of three hearing babies acquiring sign language only, not speech (group 2: "sign-exposed"). Despite this latter group's exposure to sign, the motoric hypothesis would predict similar hand activity to that seen in speech-exposed hearing babies because language acquisition in sign-exposed babies does not involve the mouth. Using innovative quantitative Optotrak 3-D motion-tracking technology, applied here for the first time to study infant language acquisition, we obtained physical measurements similar to a speech spectrogram, but for the hands. Here we discovered that the specific rhythmic frequencies of the hands of the sign-exposed hearing babies differed depending on whether they were producing linguistic activity, which they produced at a low frequency of approximately 1 Hz, versus non-linguistic activity, which they produced at a higher frequency of approximately 2.5 Hz - the identical class of hand activity that the speech-exposed hearing babies produced nearly exclusively. Surprisingly, without benefit of the mouth, hearing sign-exposed babies alone babbled systematically on their hands. We conclude that babbling is fundamentally a linguistic activity and explain why the differentiation between linguistic and non-linguistic hand activity in a single manual modality (one distinct from the human mouth) could only have resulted if all babies are born with a sensitivity to specific rhythmic patterns at the heart of human language and the capacity to use them.     

The impact of stress on neutral and emotional aspects of episodic memory

The present experiment demonstrates that exposure to a significant psychological stressor (administered before watching a slide show) preserves or even enhances memory for emotional aspects of an event, and simultaneously disrupts memory for non-emotional aspects of the same event. Stress exposure also disrupted memory for information that was visually and thematically central to the event depicted in the slide show. Memory for peripheral information, on the other hand, was unaffected by stress. These results are consistent with theories invoking differential effects of stress on brain systems responsible for encoding and retrieving emotional memories (the amygdala) and non-emotional memories (e.g., the hippocampal formation), and inconsistent with the view that memories formed under high levels of stress are qualitatively the same as those formed under ordinary emotional circumstances. These data, which are also consistent with results obtained in a number of studies using animals and humans, have implications for the traumatic memory debate and theories regarding human memory.