Martha Markward

Factors Associated with Suicidal Ideation Among Women Abused in Intimate Partner Relationships

This study examines factors associated with suicidal ideation among women abused in intimate partner relationships. Data were collected from the case records of 95 women screened upon in‐person contact with admissions workers in a domestic violence shelter in one Midwestern state. Forty‐three percent of the women reported suicidal ideation as significantly associated with childhood sexual abuse, childhood physical abuse, and adulthood intimate partner abuse lasting fewer than 12 months in duration. The results have policy and practice implications for those interested in the mental health needs of women abused in childhood and adulthood. Implications for research are presented that more precisely identify how the effects of past and current traumatic experiences intersect and contribute to suicidal ideation among women abused in intimate relationships.

Group Socialization, the Internet and School Shootings

ABSTRACT Within the context of group socialization, this article posits that the Internet probably provided several school shooters who have felt victimized over time with the support they needed to murder those they perceived to be their perpetrators. In using the salient literature on group socialization and newspaper accounts that examine the backgrounds of the shooters, the authors connect school shootings with the victimization of shooters in early friendships, their socialization as males, and the Internet as a source of in-group support for the hostility they turned outward. The major conclusion drawn from the literature review is that the school shooting phenomenon is a multi-faceted, dynamic problem and that the problem warrants considerable, tedious research in order for members of society to understand it completely. In the meantime, the authors point out the need for educating parents about the Internet, implementing anti- bullying programs, advocating for quality mental health services in schools, and developing Internet support groups for youth.

Culture and the intergenerational transmission of substance abuse, woman abuse, and child abuse: A diathesis-stress perspective

Abstract This manuscript focuses on culture as moderating the transmission of substance abuse and spouse abuse to impact child well-being in families across generations. Within the context of a diathesis-stress model, the authors propose that it is the interaction between particular internal factors, such as biochemical, genetic, and/or psychosocial factors, and external factors that is critical in understanding intergenerational transmission. Based on a review of related literature, the authors suggest a nonlinear dynamic perspective on intergenerational transmission that maintains a presumption of cultural and ethnic “environment” distinctly interacting with genetics and physiology to produce self-reinforcing behaviors that may be passed from one generation to another.

Peer Victimization and Self-Efficacy in Coping with Conflict as Predictors of Depressive Feelings among Females in Early Adolescence

This studied explored the extent to which peer victimization (being bullied) and efficacy in coping with conflict explained recent depressive feelings among 135 girls enrolled in grades 5 through 8 of six Catholic schools that serve the inner-city neighborhoods of one Midwestern metropolitan area. The results of bivariate analyses show that the school setting and ethnicity significantly influence peer victimization and depressive feelings among females in early adolescence. Results of stepwise regression analysis show that peer victimization and ethnicity explain more of the variance in depressive feelings than the ability to cope with conflict. Findings suggest that, in order to mediate depressive feelings among females who are victimized by peers, school personnel may need to develop and implement programs that focus on helping those females who are most likely to initiate relational aggression as a means of victimizing peers.

Rural and Urban Differences Among Mental Health Consumers in One Midwestern State

Abstract This study examines differences in rural and urban mental health service utilization and service satisfaction. A cross-sectional survey design was used to gather information from a sample of 311 mental health consumers regarding their use of services relative to accessibility, availability, affordability, and acceptability. Data were collected from respondents individually or in small groups in various locations in one Midwestern state. Study findings showed that rural consumers are aware of fewer services, use fewer services, and are less satisfied with services than are urban consumers. Implications for rural mental health policy, practice, and future research are discussed.

Social Welfare Policy and the Psychological Needs of Low Income Women

This manuscript analyzes policy that addresses the psychological needs of low income women, especially those on welfare. The sociopolitical model of policy analysis was used to examine the social, political, and economic context for addressing the psychological needs of low income women. Within the context of progressive physical and mental health enactments, the analysis examines the causes of psychological needs among poor women, the approaches that have been used to address the needs of poor women, and the need for policy that can result in service delivery systems and service provision to meet the psychological needs of low income women. The results of the analysis suggest the need for policy that allows for an umbrella approach to screening women on welfare for mental health issues and providing services that are not attached to financial eligibility or child welfare involvement.

Explaining Variance in Achievement Motivation Among LD Students in Regular Education Classrooms

Abstract This qualitative study identifies individual and situational differences that might explain why some LD students acquire a greater sense of mastery in regular educational settings than do other LD students. The sample of six LD students was randomly selected from 148 LD students whose teachers enhanced their mastery orientation by creating an adaptive motivational pattern for them in the classroom. The researcher and assistants questioned the teachers of the six LD students about the learning experiences of those students in an achievement situation. Teacher responses suggest that several individual and situational differences have implications for social workers interested in bringing about correspondence in the cues teachers give and the ones LD students need to acquire a sense of mastery in an inclusive setting.