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Descriptors:
Posttraumatic Stress Disorder; Classification; Mental Disorders; Psychotherapy; Mental Health Programs; Models; Program Effectiveness; Literature Reviews; Trauma; Repetition; Developmental Psychology; Attachment Behavior; Victims; Barriers; Intimacy; Outcomes of Treatment; Evidence

Abstract:
The symptoms, assessment, and treatments of Post Traumatic Stress Disorder (PTSD) have been empirically investigated to the extent that there is a breadth of valid and reliable instruments investigating this psychopathological syndrome. There, too, exists a substantial evidence base for various treatment models demonstrating effectiveness in treating PTSD. There are, however, no instruments designed to investigate the phenomena associated with Complex PTSD, and it has yet to find its place in the "Diagnostic and Statistical Manual for Mental Disorders." There are also few outcome studies demonstrating effectiveness of various treatment approaches for Complex PTSD. Consequently, the current paper is an exhaustive literature review of outcome studies from various theoretical treatment orientations that have demonstrated effectiveness in the treatment of Complex PTSD. The paper closes with a review of various psychotherapy integration approaches and how those may be applied to the current research reviewed. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Asian Culture; Mental Disorders; Cultural Influences; Anxiety; Intimacy; Social Isolation; Self Concept; Psychophysiology; Psychotherapy; Non Western Civilization; Western Civilization; Classification; Psychological Patterns; Human Body; Olfactory Perception; Academic Achievement; Adolescents; Context Effect; Attachment Behavior

Abstract:
First conceptualized in the 1960s, the term culture-bound disorders refers to a classification of mental disorders or syndromes that are considered specific or closely related to cultural factors and or particular ethnocultural groups. In Japan, two culture-bound disorders, "taijin kyofusho" and "hikikomori," have seized the interest of researchers and professionals due to their prevalence in Japanese society. The first disorder, "taijin kyofusho," is a culture-bound social anxiety disorder that has been documented in Japan since the 1930s. It is characterized by the experience of anxiety in, and often avoidance of, social and interpersonal situations for fear of offending others through blushing, eye-to-eye contact, body deformity, and/or emitting body odor. The second disorder, "hikikomori," has only emerged in the last 30 years, but afflicts a substantial portion of the Japanese population. It is clinically distinguished by symptoms of social withdrawal, self-confinement in one's home, no intimate relationships with family members, and the absence of engagement in social activities. Because the symptomatology of both disorders closely resemble several of the "Diagnostic and Statistical Manual of Mental Disorders" ("DSM-IV-TR," American Psychiatric Association, 2000) diagnoses, research on the prevalence and culture-bound specificity of the disorders are investigated, as well as the efficacy of pharmacotherapy, individual and group psychotherapy, and psychosocial rehabilitation treatments. Finally, drawing upon research describing the relationship between mental illness and shame, and shame's inextricable relationship to Japanese history and culture, it is proposed that "taijin kyofusho" and "hikikomori" are sequelae of shame in Japanese society. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Grammar; Classification; Acoustics; Phonology; Learning Processes; Performance; Language Patterns; Language Acquisition; Language Research

Abstract:
Some of recently proposed phonotactic learners are tier-based bigram learners that restrict their hypothesis space to patterns between two segments that are adjacent at the tier level. This assumption is understandable considering that typologically frequent nonadjacent sound patterns are predominantly those that hold between two tier-adjacent segments. However, it is not clear whether the assumption is psychologically justified, i.e., whether speakers are indeed exclusively attentive to patterns between two tier-adjacent segments when it comes to learning nonadjacent sound patterns. In general, many recent studies suggest that learnable sound patterns are not limited to typologically observed sound patterns. Specifically, Koo and Callahan (2012) argue that adult speakers in laboratory settings have no trouble learning artificial patterns that cannot be explained by tier-based bigram learners. In this paper, we replicate their results in a more carefully controlled setting and argue that the assumption of tier-based bigram learning must be relaxed in order to properly explain human performance. (Contains 2 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Surgery; Group Dynamics; Interpersonal Communication; Communication Skills; Verbal Communication; Classification; Video Technology; Dialogs (Language); Vertical Organization; Power Structure; Safety

Abstract:
Focused dialogue, as good communication between practitioners, offers a condition of possibility for development of high levels of situation awareness in surgical teams. This has been termed "achieving ensemble". Situation awareness grasps what is happening in time and space with regard to one's own unfolding work in relation to that of colleagues, and is necessary to maintain patient safety throughout a surgical list. We refined a typology, initially developed for use in studying the dynamics of teams in aviation safety, of 10 kinds of communication within two broad areas: "Reports", or authoritative acts of communication setting up a monological or authoritative climate; and "Requests", or facilitative acts of communication setting up a dialogical or participatory climate. We systematically mapped how orthopaedic surgical teams use verbal communication through analysis of videotaped operations using the typology. We asked: "do orthopaedic surgical teams set up the conditions of possibility for the emergence of situation awareness through effective communication?" We found that orthopaedic surgical teams tend to produce monological rather than dialogical climates. Dialogue increases with more complex cases, but in routine work, communication levels are depressed and one-way, influenced by surgeons working within a traditionally hierarchical and authoritative culture. We suggest that such a monological climate inhibits development of situation awareness and then compromises patient safety. The same teams, however, generate potentially rich educational climates through exchange of profession-specific knowledge and skills, and we suggest that where technical skill exchange is good, non-technical or interpersonal communication skill levels can follow. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Females; Caring; Sexual Identity; Physical Sciences; Career Choice; Elementary School Students; Femininity; Science Careers; Parent Aspiration; Longitudinal Studies; Surveys; Interviews; Feminism; Occupational Aspiration; Social Differences; STEM Education; Student Attitudes; Parent Attitudes; Classification; Foreign Countries

Abstract:
Internationally, there is widespread concern about the need to increase participation in the sciences (particularly the physical sciences), especially among girls/women. This paper draws on data from a five-year, longitudinal study of 10-14-year-old children's science aspirations and career choice to explore the reasons why, even from a young age, many girls may see science aspirations as "not for me". We discuss data from phase one--a survey of over 9000 primary school children (aged 10/11) and interviews with 92 children and 78 parents, focusing in particular on those girls who did not hold science aspirations. Using a feminist poststructuralist analytic lens, we argue that science aspirations are largely "unthinkable" for these girls because they do not fit with either their constructions of desirable/intelligible femininity nor with their sense of themselves as learners/students. We argue that an underpinning construction of science careers as "clever"/"brainy", "not nurturing" and "geeky" sits in opposition to the girls' self-identifications as "normal", "girly", "caring" and "active". Moreover, we suggest that this lack of fit is exacerbated by social inequalities, which render science aspirations potentially less thinkable for working-class girls in particular. The paper concludes with a discussion of potential implications for increasing women's greater participation in STEM (Science, Technology, Engineering and Mathematics). (Contains 2 tables and 6 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Equal Education; Foreign Countries; Classification; School Community Relationship; Human Resources; Volunteers; Inclusion; Minority Group Students; Ethnicity; Racial Differences; At Risk Students; Interaction; Grouping (Instructional Purposes); Heterogeneous Grouping; Adults; Case Studies; Educational Environment

Abstract:
Despite the limited success of grouping students by attainment in enhancing educational achievement for all, this practice is still widely followed in European schools. Aiming at identifying successful educational actions that promote high academic achievement and social inclusion and cohesion, part of the EU-sponsored Europe-wide INCLUD-ED project analysed different ways of grouping students in classrooms. A classification was developed that distinguishes between three ways according to two dimensions--homogeneity/heterogeneity and use of human resources. This classification differentiates among mixture, streaming, and inclusion. In this paper, an example of inclusive action, Interactive Groups (IGs), is explored in depth. Based on grouping students heterogeneously and including adults from the community in the classroom, IGs address educational inequalities and enhance learning for students participating in them. Empirical data obtained from three case studies in schools in Spain indicate that IGs are one of the most successful inclusive actions implemented in these schools. (Contains 2 tables and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Disabilities; Foreign Countries; Special Education; Special Needs Students; Student Diversity; Cultural Pluralism; Teaching Methods; Classification; Educational Policy; Guidelines; Ethics; Social Justice; Educational Practices

Abstract:
Policy and practice responses to diversity and difference in pupil populations continue to challenge education systems around the world. This paper considers how teachers' understandings of diversity and difference and their pedagogical responses at the local level are influenced by, and can be reconciled with, policy at the general level with its impulse for categorisation, normalcy and "ableness". Two frameworks around orientations to diversity and types of pedagogic need are combined in order to examine this tension and develop possible responses. This is illustrated through the example of special educational needs as a type of difference. The paper argues that for critical, ethical and socially just pedagogies, policy needs to support teachers in acknowledging and troubling difference at the classroom level. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Immigrants; Foreign Countries; War; Educational Change; Self Concept; Second Language Learning; Second Language Programs; Classification; Citizenship; Acculturation; Social Integration; Discourse Analysis

Abstract:
The study presented in this paper focuses upon conceptualisations of language and identity in the institutionalised arena that emerged in the post-Second World War period with the specific intention of teaching Swedish to adult immigrants in the nation-state of Sweden. Our analysis focuses upon the development of the educational programme "Swedish for immigrants" over time. Our specific interest relates to how categorisations are framed and what, if any, kinds of labels--pertaining to language and identity--emerge in national and local policy documents from the 1960s onwards. Taking a sociohistorical perspective as a point of departure, our analyses indicate discursive changes with regards to the categories and aims of the educational programme, making certain identity positions more accessible than others at specific times. Focusing upon categories from sociohistorical perspectives helps to reveal the social organisation and institutional means that enable society to process citizenship issues. The complex relationship between the empowerment of the immigrants, on the one hand, and the need for integration or assimilation into society on the other, becomes visible through the analysis of empirical data that spans half a century. (Contains 4 tables, 3 figures and 12 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Reading Tests; Reading Comprehension; Structural Equation Models; Ability; English (Second Language); Second Language Learning; Asians; College Students; Correlation; Questionnaires; Grammar; Learning Strategies; Metacognition; Role; Teaching Methods; Classification; Foreign Countries

Abstract:
This article investigates the relationships between test takers' strategy use and test performance on an EFL reading test. For this study 209 Chinese college students were invited to participate in a reading comprehension test and answer a 30-item strategy use questionnaire. Results showed that two factors underlay test takers' reading test performance: lexico-grammatical reading ability (LEX-GR) and text comprehension reading ability (TxtCOM). In addition, metacognitive strategy use had a significant and direct effect on cognitive strategy use, implying that the former performed an executive function over the latter. Monitoring strategies were found to have a significant effect on LEX-GR and evaluating strategies significantly affected TxtCOM, suggesting that metacognitive strategy use played an important role on the reading test. Pedagogical implications are also discussed. (Contains 6 tables, 6 figures, and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
African American Community; Genetics; Ethnic Diversity; Racial Differences; Human Body; Classification; Educational Research; Persuasive Discourse; Social Attitudes; Value Judgment; Aesthetics; Social Sciences

Abstract:
Although previous authors have offered persuasive arguments about the salience of race in the scholastic enterprise, colorism remains a relatively underexplored concept. This article augments considerations of social forces by exploring how color classifications within racial arrangements frame pathways for communities of color and, therefore, must inform educational inquiries. Consistent with the rich tradition of ethnic studies, I draw on sources in the humanities, legal profession, and social sciences to demonstrate how colorism surfaces in lived experiences. The African American community is used as an exemplar for illustrating historical foundations of color bias, discussing implications of complexion difference, and offering suggestions for scholarship that advances educational research agendas. (Contains 9 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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