Karen Nicholas

Shame, guilt, and anger in college students exposed to abusive family environments

The relationship between an abusive environment within the family and proneness to shame, guilt, anger, and hostility in college students revealed that greater exposure to emotional abusiveness was significantly related to higher shame, overt and covert hostility, and expressed and unexpressed anger. Greater exposure to physical abusiveness was significantly related to overt hostility and a tendency to experience anger without a specific provoking situation. Women reported higher shame and guilt, whereas men reported higher levels of overt hostility and expressed anger. Shame proneness was related to covert hostility and unexpressed anger for both men and women. However, guilt proneness was not related to exposure to family abusiveness or, with one exception, to the anger and hostility variables. Implications for therapy with adult survivors of child abuse are discussed.

Parental abusive versus supportive behaviors and their relation to hostility and aggression in young adults

The relation of parental support to abuse has rarely been considered in research on the sequelae of childhood abuse in adulthood. In this study, using the Exposure to Abusive and Supportive Environments Parenting Inventory (EASE-PI), young adults who reported higher emotionally abusive parenting (EA) consistently reported significantly lower love and support from both parents. The relation between physically abusive parenting (PA) and love/support depended upon gender of parent and child. EA was significantly related to higher hostility and higher aggression, as measured by the Buss-Durkee Hostility Inventory, for both men and women, and to reports of physical fights within the family, for women only. PA was significantly related to higher aggression but not higher hostility. Lower support by fathers, but not by mothers, was significantly related to higher hostility. However, lower support of daughters by mothers was significantly related to increased physical fights in the family. Results indicate that less severe abusive behaviors, especially EA, may have detrimental outcomes of hostility and aggression and that supportive behaviors by both mothers and fathers may be important factors in the outcome.

Assessment of Perceived Parenting Behaviors: The Exposure to Abusive and Supportive Environments Parenting Inventory (EASE-PI)

Due to an awareness of the frequency of child abuse and lack of a single instrument to assess the extent of exposure to both the abusive and supportive environments provided by parents, a 70 item inventory (the EASE-PI) was developed that is a self-report on how both mother and father treated the respondent. A factor analysis, which was subsequently replicated, revealed three abusive factors (representing emotional, physical, and sexual abusiveness) and three supportive factors (love/support, promotion of independence, and positive modeling/fairness). The same factors emerged regardless of gender of respondent and gender of parent. The inventory provides a means to investigate the differential and interactive effects of exposure to emotional, physical, and sexual abusiveness and the possible mitigating effects of different types of supportive behaviors by each parent.

Childhood Abusive and Supportive Experiences, Inter-Parental Violence, and Parental Alcohol Use: Prediction of Young Adult Depressive Symptoms and Aggression

Issues in both the children of alcoholics and child abuse literatures were addressed in an attempt to disentangle the effects on young adults of growing up in alcoholic homes versus abusive homes. Using multiple regression, retrospective reports of parental abuse (emotional, physical, and sexual) and parental support (love/support, independence, and fairness), witnessing violence between parents, and parental alcohol use were used as predictor variables for outcomes noted by both literatures. When the effects of all other predictors were statistically controlled, parental alcohol use was not significantly related to depressive symptoms or aggression. Different abusive and supportive behaviors, depending on sex of parent and sex of participant, were significant predictors of both depression and aggression. Results underscore the importance of including and controlling for inter-parental violence and for different types of child abuse (especially emotional abuse) and parental supportive behaviors in investigations of outcomes related to abusive and alcoholic families. Implications for treatment of individuals from these families are discussed.

Smiling, body position, and interpersonal attraction

Two experiments were conducted. In Experiment 1, regardless of her body position, a woman who smiled the majority of the time (70%) was seen as more interpersonally attractive than a woman who seldom smiled (20%). When the woman seldom smiled, she was rated as more interpersonally attractive when she displayed open body positions than when she displayed closed body positions. In Experiment 2, the closed body position/smiling and nonsmiling effect was replicated. Subjects’ eye gazes were monitored while they viewed the slides of the woman. Regardless of the smiling condition, subjects looked at the woman’s face about 55% of their total looking time.

Is Reading Recovery Sustainable Two to Four Years after Discontinuation

The Reading Recovery programme has been a key early literacy intervention in many international contexts for over two decades. As a consequence, there have been numerous investigations into its efficacy for short-term gains, but only a few on long-term sustainability. This study examines the progress of 95 Year 4–6 students from seven schools in the rural hinterland of New Zealand. Standardised data were collected from students who had been successfully discontinued from Reading Recovery two to four years previously and compared them with mean performance from the same school populations. Results showed that only Year 6 students obtained the mean scores which placed them within the national average range. Our results also showed that whilst almost half of the ex-Reading Recovery students we studied, fell within the average band, 45% were classified as well below average.

Raising numeracy and literacy to improve vocational opportunities

In this paper, we examine interviews with 34 stakeholders including tutors, administrators and adult education policy analysts who were working in the area of adult numeracy and/or literacy education. This provided opportunities for our research team to build up a clearer picture of the current status, plans, benefits and barriers related to improving adult numeracy and literacy with a particular emphasis on new technologies such as e-learning. The interviews provide a wide-ranging perspective of the factors which can help increase the viability of programmes for improving numeracy and literacy skills within adult learning environments. This includes a particular emphasis on new delivery methods, such as e-learning, mixed media and distance delivery to maximise student engagement and opportunities. Computer-related strategies provide new opportunities to meet learners’ individual needs.

A clash of theoretical orientations: Demand characteristics and the attraction paradigm

One hundred and seventy-five female students viewed a videotaped presentation of a female stranger who expressed opinions about topical areas that were correlated with but not the same as the topics of items to which the subjects had responded on an attitude questionnaire. The results showed that both judged aware and judged unaware subjects responded more positively to the stranger and inferred more similar interests if she was attitudinally similar to them. Since verbalized awareness of attitudinal similarity is not a necessary condition in a reinforcement point of view of interpersonal attraction, the overall results of the study support such a viewpoint.

Leading change in reading for young adolescents: what is happening in New Zealand?

Abstract Effective school leadership in supporting outcomes for all students is critical. This study focuses on six New Zealand principals as they endeavour to make a difference to reading outcomes for 11 to 13 year-old students. In New Zealand, there are approximately 20% of students who are underachieving in reading. Once they reach the final years of primary schooling, this is the final opportunity to rectify this underachievement before these at-risk students enter secondary schooling. Interviews were conducted with the six principals at six case study schools, which represented a range of schools. Findings showed that there was widespread use of standardized testing results in reading to provide accountability for the New Zealand National Standards requirement, and also to inform next teaching steps. However, principals differed in the manner that they led the schools-wide analyses of the data. There was a stark diversity in the implementation of sustained and focused professional development in reading. The use of teacher aides to support our most vulnerable students, low-progress readers and English Speakers of Second Language was widespread, with only two schools providing in-school support and training of these paraprofessionals.

What Do Parents in New Zealand Perceive Supports Their 11- to 13-Year-Old Young Adolescent Children in Reading?.

ABSTRACT Learning to read is a complex process with many people being influential in supporting the success of students. As young adolescents often tend to show a lower motivation to read and also as at this critical time in their schooling, more curriculum areas require students to be competent readers, this article focuses on how parents can play a complementary role alongside the students’ teachers. Nine parents of 11- to 13-year-old students in New Zealand were interviewed using a semi-structured interview schedule. The research found that even though the parents had a range of formal educational qualifications or lack of them, they all wanted their children to be successful readers. Their interest, personal experiences and perceived ability in reading were seen to be influential in encouraging children to read.