History and Analysis of Delayed Discovery Statutes of Limitations in Adult Survivor Litigation

Summary

In this chapter, attorney Mary R. Williams examines how while Childhood Sexual Abuse (CSA) cases share many of the types of facts for which delayed discovery, mental incapacity, equitable estoppel and other legal statutes of limitations doctrines were created, the combination of factors of CSA cases, including unusual social dynamics and long-term psychological effects, does not fit exactly with any of these legal doctrines. She explores the historical development of delayed discovery statutes of limitations, evaluates the different types of statutes and case law, and analyzes the problematic use of the concept of repression in legislation. This chapter interprets her ground-breaking state-by-state tabulations of delayed discovery statutes of limitations and reported appellate decisions on limitations in CSA actions, published in this volume as appendices A, B, and C.     

Establishing a Link Between Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder and Childhood Physical Abuse

Attention deficit disorder and attention deficit/hyperactivity disorders (ADD/ADHD) are found in approximately 5% to 10% of school-aged children. This study examined whether childhood physical abuse was associated with ADD/ADHD. Data were derived from a population-based sample of 13,054 adults from the 2005 Canadian Community Health Survey. We used logistical regression analysis in 2 models, both of which had ADD/ADHD as the criterion variable. There were 7 times higher odds of ADD/ADHD among those who reported they had been abused after controlling for several potential mediating factors, including age, race, gender, and 3 other types of adverse childhood experiences (parental divorce, parental addictions, and long-term parental unemployment) in comparison to those who were not abused. The results of this analysis show a strong link between childhood abuse and ADD/ADHD, an association that requires further study.     

Holistic processing in the composite task depends on face size

Holistic processing is a hallmark of face processing. There is evidence that holistic processing is strongest for faces at identification distance 2–10 metres from the observer. However, this evidence is based on tasks that have been little used in the literature and that are indirect measures of holistic processing. We use the composite task—a well validated and frequently used paradigm—to measure the effect of viewing distance on holistic processing. In line with previous work, we find a congruency x alignment effect that is strongest for faces that are close (2 m equivalent distance) than for faces that are further away (24 m equivalent distance). In contrast, the alignment effect for same trials, used by several authors to measure holistic processing, produced results that are difficult to interpret. We conclude that our results converge with previous findings providing more direct evidence for an effect of size on holistic processing.     

Team innovation and team effectiveness: The importance of minority dissent and reflexivity

Past research suggests that minority dissent in teams may foster team innovations. It is hypothesized, however, that minority dissent would predict team innovations only when teams have high levels of reflexivity - the tendency to overtly reflect upon the group's objectives, strategies, and processes and adapt them to current or anticipated circumstances. This hypothesis was tested in a field study involving a heterogeneous sample of 32 organizational teams performing complex, ill-defined tasks. Results showed more innovation and greater team effectiveness under high rather than low levels of minority dissent, but only when there was a high level of team reflexivity. Avenues for future research are discussed.     

Teaching with Complicating Views: Beyond the Survey,Behind the Pro and Con

In this article I propose a method of selecting and assigning readings in the religious studies or theology classroom, such that these readings complicate one another, rather than standing in opposition or as simple alternatives. Such a strategy emulates key pedagogical insights of twelfth‐century sentence collection, an activity at the very heart of the earliest universities in Europe. It also draws support from the theories of intellectual development advanced by William G. Perry, Jr. and the Women's Ways of Knowing Collaborative. Both precedents suggest a principle of “complicating views” that can be flexibly employed in a variety of ways and diverse pedagogical contexts, as illustrated by examples from several classes. Such strategies aim to avoid reinforcing intellectual patterns of dualism or undifferentiated relativism; instead, they attempt to promote students' ability to integrate discordant voices and to appreciate diverse points of view, while also staking their own claims relative to them.     

Exploring the Reliability and Validity of the DAT-K in Grade 11 Learners in a Historically Disadvantaged School in Johannesburg,South Africa

This study explored the reliability and validity of the Differential Aptitude Test—Form K (DAT-K) in a sample of 75 learners (mean age = 17.1 years, SD = 1.13) from a previously disadvantaged school in Johannesburg. Adequate reliability coefficients were obtained but coefficients were higher for nonverbal than verbal subtests. Face validity was judged to be adequate but construct validity was questionable. All subtests correlated within cluster (verbal, non-verbal) but all the subtests with the exception of the Comparison subtest loaded highly on a single factor. Examination of the influence of language as a variable suggested that learners whose home language was an African language did significantly poorer on all the DAT-K subtests except for the Comparison subtest. These findings lend support to the arguments that psychological testing in South Africa is problematic particularly in individuals who do not speak English as their first language.     

Effects of a self-regulation intervention on exercise are moderated by depressive symptoms: A quasi-experimental study

This study investigated whether a computer-based self-regulation intervention increases physical exercise in individuals with or without depressive symptoms. A total of 361 individuals in orthopedic rehabilitation, 36 of them with depressive symptoms, were recruited in Germany. In a quasi-experimental study, individuals were allocated to either a computer-based self-regulation intervention or an online questionnaire. Exercise was measured at the beginning of rehabilitation and six weeks after rehabilitation. Depressive symptoms were assessed at the end of rehabilitation. An analysis of covariance was conducted, controlling for exercise baseline, sex, and phase of assessment. A main effect for depressive symptoms (p = .005) and intervention group (p = .011), as well as a marginal interaction of intervention x depressive symptoms were found (p = .076). Results indicate that the self-regulation exercise intervention in an orthopedic rehabilitation setting seem to be only effective in non-depressed individuals. Future research should examine how health behavior change programs can be designed more effectively for individuals with depressive symptoms.