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Mechanisms Underlying the Link Between Child Maltreatment Severity and Psychological Distress in College Women
Mindfulness (2020) 11:1446–1459 https://doi.org/10.1007/s12671-020-01361-2 ORIGINAL PAPER Self-compassion and Fear of Self-compassion: Mechanisms Underlying the Link between Child Maltreatment Severity and Psychological Distress in College Women Terri L. Messman-Moore1 & Prachi H. Bhuptani1 Published online: 17 April 2020 # Springer Science+Business Media, LLC, part of Springer Nature 2020 Abstract Objectives Women are at increased risk for depression and anxiety associated with child maltreatment, given higher rates of exposure to childhood maltreatment and a greater sensitivity resulting in maltreatment-related distress. Thus, there is a need to identify mechanisms of resilience among female survivors of child maltreatment. Self-compassion may promote resilience, whereas fear of self-compassion may diminish this protective effect. Moreover, distinct facets of self-compassion (e.g., self- kindness) versus self-coldness (e.g., self-judgment) may differentially explain risk or resilience for child maltreatment outcomes. Methods College women (N = 586) completed anonymous online surveys assessing the severity of different types of child maltreatment, self-compassion, fear of self-compassion, depression, anxiety, and stress. Results Severity of sexual, physical, and emotional abuse, and emotional and physical neglect, was positively associated with elevated fear of self-compassion and the absence of self-compassion (i.e., self-coldness). In contrast, emotional abuse and neglect severity were the only maltreatment variables negatively associated with self-compassion. Models indicated an indirect relation between increased maltreatment severity and heightened psychological distress via fear of self-compassion and self-coldness (i.e., isolation, overidentification). Statistical patterns indicative of suppression among the positive facets of self-compassion occurred. -
Verbal Abuse in Upbringing As the Cause of Low Self-Esteem in Children
European Scientific Journal December 2013 /SPECIAL/ edition vol.2 ISSN: 1857 – 7881 (Print) e - ISSN 1857- 7431 VERBAL ABUSE IN UPBRINGING AS THE CAUSE OF LOW SELF-ESTEEM IN CHILDREN Jolanta Mackowicz PhD Pedagogical University of Cracow, Poland Abstract In this article I would like to raise the issue of verbal child abuse in relationships between children and people important to them. Parents and teachers are the first role models in a child’s life, therefore their messages have a causative power as they create the image of the “self” in a child, as well as the way of perceiving and valuing themselves. The starting point of my article is the issue of abuse in upbringing, then I discuss the problems of self- esteem and the occurrence of verbal abuse by parents and teachers. In the last part, I present consequences of such experience for the development and life of children. Keywords: Verbal abuse, self-esteem, children Introduction Child abuse in upbringing consists in doing mental and physical harm. The purpose of such abuse is to change the behavior of a child for better. According to Irena Obuchowska, abuse in upbringing is used in order to force children to obey their parents or teachers (Obuchowska, 1989). Therefore, it functions as a specific upbringing tool and parents are motivated by educational purposes only. The most frequent reasons of using violence in child upbringing by parents are contradictory. Considering the fact that upbringing is a process of versatile personality development, including protection of a child against various hazards and limiting the risk of development of negative traits, as well as impartation of values and behavior patterns by personal example, abuse in upbringing seems to be an antinomy. -
Summer Reading-Book Clubs 2017 Summer Reading Book Clubs
Elizabeth I. Hastings School Summer Reading-Book Clubs 2017 Summer Reading Book Clubs EHMS 2017 Who and What? ● Every student in grades 6-8 next fall will participate in the EHMS Reading Program by reading at least one book during their summer break. ● Current Grade 6 and 7 students will be choosing a text by May 30 (tentatively) while Grade 5 student will choose the first week of June at their elementary schools. ● Students will be able to pick their top three book selections. We will notify students prior to the end of school as to which book club they will be a part of for this summer. Who and What (Cont.) ● Some books on this list contain a Mature Content Advisory indicating that it may not be the best choice for some readers. Should a student select such a book he will be asked to obtain a parent or guardian’s signature. Parents should consider their child’s reading tastes and maturity. https://www.commonsensemedia.org/ is a good reference. ● Parents/Guardians may wish to read their child’s book choices. ● Student selections will be confirmed through in school posting. Who and What (Cont.) ● All students should consider the reading level and subject matter before choosing their top three selections and discuss their choices with their parents/guardians. ● On the first day of school, students will demonstrate that they read their book by participating in a small group discussion and collaborating with their peers to craft a visual representation of the novel. 2017 Book Clubs EHMS The Wednesday Wars Leader: Mrs. -
My Town: Writers on American Cities
MY TOW N WRITERS ON AMERICAN CITIES MY TOWN WRITERS ON AMERICAN CITIES CONTENTS INTRODUCTION by Claire Messud .......................................... 2 THE POETRY OF BRIDGES by David Bottoms ........................... 7 GOOD OLD BALTIMORE by Jonathan Yardley .......................... 13 GHOSTS by Carlo Rotella ...................................................... 19 CHICAGO AQUAMARINE by Stuart Dybek ............................. 25 HOUSTON: EXPERIMENTAL CITY by Fritz Lanham .................. 31 DREAMLAND by Jonathan Kellerman ...................................... 37 SLEEPWALKING IN MEMPHIS by Steve Stern ......................... 45 MIAMI, HOME AT LAST by Edna Buchanan ............................ 51 SEEING NEW ORLEANS by Richard Ford and Kristina Ford ......... 59 SON OF BROOKLYN by Pete Hamill ....................................... 65 IN SEATTLE, A NORTHWEST PASSAGE by Charles Johnson ..... 73 A WRITER’S CAPITAL by Thomas Mallon ................................ 79 INTRODUCTION by Claire Messud ore than three-quarters of Americans live in cities. In our globalized era, it is tempting to imagine that urban experiences have a quality of sameness: skyscrapers, subways and chain stores; a density of bricks and humanity; a sense of urgency and striving. The essays in Mthis collection make clear how wrong that assumption would be: from the dreamland of Jonathan Kellerman’s Los Angeles to the vibrant awakening of Edna Buchanan’s Miami; from the mid-century tenements of Pete Hamill’s beloved Brooklyn to the haunted viaducts of Stuart Dybek’s Pilsen neighborhood in Chicago; from the natural beauty and human diversity of Charles Johnson’s Seattle to the past and present myths of Richard Ford’s New Orleans, these reminiscences and musings conjure for us the richness and strangeness of any individual’s urban life, the way that our Claire Messud is the author of three imaginations and identities and literary histories are intertwined in a novels and a book of novellas. -
Peace, Love, and Cupcakes
PEACE, LOVE, AND CUPCAKES BOOK, MUSIC, AND LYRICS BY RICK HIP-FLORES BASED ON THE BOOK PEACE, LOVE, AND CUPCAKES BY SHERYL BERK & CARRIE BERK SHOW PERUSAL 10/24/19 Peace, Love, and Cupcakes Copyright © 2014 Book music and lyrics by Rick Hip-Flores. Based on the book Peace, Love, and Cupcakes by Sheryl Berk and Carrie Berk ALL RIGHTS RESERVED Copyright Protection. This play (the “Play”) is fully protected under the copyright laws of the United States of America and all countries with which the United States has reciprocal copyright relations, whether through bilateral or multilateral treaties or otherwise, and including, but not limited to, all countries covered by the Pan-American Copyright Convention, the Universal Copyright Convention, and the Berne Convention. Reservation of Rights. All rights to this Play are strictly reserved, including, without limitation, professional and amateur stage performance rights; motion picture, recitation, lecturing, public reading, radio broadcasting, television, video, and sound recording rights; rights to all other forms of mechanical or electronic reproduction now known or yet to be invented, such as CD-ROM, CD-I, DVD, photocopying, and information storage and retrieval systems; and the rights of translation into non-English languages. Performance Licensing and Royalty Payments. Amateur and stock performance rights to this Play are controlled exclusively by Broadway Licensing. No amateur or stock production groups or individuals may perform this Play without obtaining advance written permission from Broadway Licensing. Such royalty fees may be subject to change without notice. Although this book may have been obtained for a particular licensed performance, such performance rights, if any, are not transferable. -
2020 Hope in a Box 50
www.hopeinabox.org © 2020 Hope in a Box, Inc. The Hope in a Box 50 is a curated primer in LGBTQ English literature for middle and high school students. Hope in a Box, Inc. is a national 501(c)(3) nonprofit working to ensure that every student feels safe, welcome, and included at school— regardless of their sexual orientation or gender identity. We donate “Hope in a Box” to educators: books featuring LGBTQ characters, detailed curricula for these books, and coaching on LGBTQ themes and inclusive pedagogy. The Hope in a Box 50 was developed in collaboration with dozens of teachers and university professors across the United States. It draws on book award lists, school lesson plans, literary criticism, and lived classroom experience. This list focuses on young adult literature and represents a range of time periods, formats, and identities. For questions, comments, or press inquiries, contact the Hope in a Box Program Director, Daniel Tartakovsky, at [email protected]. For more information, visit www.hopeinabox.org, and follow us on Facebook and Twitter @HopeinaBoxInc Note: Some educators have requested a version of the list that they can easily copy paste. Here is a Google spreadsheet with the list of 50 books and their descriptions: https://tinyurl.com/y2ctwx7u www.hopeinabox.org © 2020 Hope in a Box, Inc. The Hope in a Box 50 LGBTQ-inclusive books Within each group, sorted alphabetically by author last name Hope in a Box Curriculum Guide available Last name First name Title Bigelow Lisa Jenn Hazel's Theory of Evolution Bunker Lisa Felix Yz Clark Cat The Pants Project Gino Alex George Hennessey M.G. -
Berkshire District Attorney's Office
Berkshire District Attorney’s Office Bullying Prevention and Social and Emotional Learning Initiative Educator Newsletter Fall 2015 Dear Educator: This newsletter is intended to support your efforts in creating a positive school climate by providing you with information on prevention programs and activities that are current and relevant to students’ own life experiences. We look to research and evidence- based approaches to promote school climate change including mentorship, positive role models, supportive peer groups, and interactive teaching methods. We hope you find the information useful and that the research, lesson plans and resources support your efforts to sustain a welcoming and creative learning environment. Best wishes, David F. Capeless Why Self – Compassion Trumps Self—Esteem Researchers are discovering that self- depression, rumination and perfection- through exercise in a classroom. Visit compassion is even healthier that self- ism. Self-compassion also motivates the National Institute for Trauma and esteem. A growing number of studies personal growth while having an accu- Loss in Children (TLC) for some exam- show that increasing self-esteem is coun- rate view of oneself. Psychologist Kris- ples of activities to promote self- terproductive and actually breeds nega- tin Neff of the University of Texas at compassion within your classroom. tive outcomes such as narcissism. Peo- Austin finds that self-compassion is not ple with high self-esteem are more likely based on self-evaluation of comparison Dr. Neff and fellow researcher Christo- to compare themselves to others to feel to others and therefore has few nega- pher Germer, PhD, developed the Cen- better about themselves. tive characteristics often associated ter for Mindful Self-Compassion offer- with self-esteem. -
Handy Handouts® Beat Bullying!
Handy Handouts® Free, educational handouts for teachers and parents* Number 280 Beat Bullying! by Amber Hodgson, M.A., CCC-SLP Bullying is any type of aggressive behavior that one person (or a group of people) intentionally directs at someone else that causes physical and/or emotional pain. Bullying can be in the form of hitting or punching, but it can also be in the form of name-calling, staring, mocking, social isolation or “silent treatment,” gossiping, taunting about an embarrassing past event, or teasing of others who try to be friends with the victim. A bully might harass another individual about his/her clothes, weight, accent, speech impediment, disability, race, or religion. A type of bullying that is becoming more common is cyberbullying which involves verbal insults or threats that are sent via e-mail or text message or that are posted on social Web sites or blogs. All of these forms of bullying can be very damaging to a young person and can lead to serious problems that can affect his/her mental and physical health, as well as his/her school performance. What You Can Do! Bullying should not be considered a normal part of growing up, and children should not have to deal with the abuse on their own. Here are some ways that adults can help prevent or stop bullying: Communicate. Speak regularly with your children about what they do and who they hang out with on the way to school, during lunchtime, at recess, between classes, in the neighborhood, etc. Frequent communication can help your children feel more comfortable to come to you and talk if they are having a problem with bullying. -
Name Calling
Warning Signs of Abuse: Name Calling Everyone jokes around and teases their family and friends, as well as in dating relationships. However, there’s a line between being playful and insensitive or mean. What happens when “teasing” goes too far? One of the biggest red flags of an unhealthy or abusive relationship is name calling. By verbally stating “you’re bad” in some form -- dumb, ugly, stupid, fat, unloveable -- a dating partner can exert their control and hold power over the other person’s sense of self-worth. Dating partners who use verbally abusive behaviors like name calling will often act as though nothing has happened, because they feel in control after insulting their partner. The systematic criticism is what takes it from name calling to verbal abuse -- it’s a repeated pattern that, over time, can make the victim believe the insults, making it harder for them to leave (“no one will love me because they said so”). Beyond name calling, dating partners exhibiting verbally abusive behaviors may belittle their partner, either privately or publicly, or disguise disparaging comments in jokes. They may follow up comments with more judgment and criticism (“you’re too sensitive”) or act as though what they’ve said is trivial (“I was only joking”). Other examples of name calling include putting someone down, making them feel guilty, or embarrassing and humiliating them. Healthy relationships don’t use name calling to resolve conflict or express love. Both partners compliment or use words to make each other feel good. It’s relaxing and fun, and neither tries to “prove” they are the only ones that will ever love them. -
Definitions Related to Name-Calling, Bullying and Bias
Youth and Cyberbullying: What Families Don t Know Can Hurt Them HANDOUT DEFINITIONS RELATED TO NAME-CALLING, BULLYING AND BIAS Anti-bias: A term to describe the active commitment to challenging prejudice, stereotyping and all forms of discrimination. Bias: An inclination or preference either for or against an individual or group that interferes with impartial judgment. Bullying: Repeated actions or threats of action directed toward a person by one or more people who have (or are perceived to have) more power or status than their target in order to cause fear, distress or harm. Bullying can be physical, verbal, psychological or any combination of these three. Bullying behaviors can include name-calling, obscene gesturing, malicious teasing, rumors, slander, social exclusion, damaging a person s belongings, threats and physical violence. Cyberbullying: A type of bullying that uses the computer or other electronic media to send mean, hurtful or threatening messages or images about another person, to post sensitive, private information about another person for the purpose of hurting or embarrassing the person, to pretend to be someone else in order to make that person look bad and/or to intentionally exclude someone from an online group. Name-calling: The use of language to defame, demean or degrade individuals or groups. Roles in Bias Incidents Ally: Someone who speaks out on behalf of someone else or takes actions that are supportive of someone else. Bystander: Someone who sees something happening and does not say or do anything. Confronter: Someone who speaks out when an incident of bias takes place. The role of confronter can be filled by other people (allies) or by targets themselves. -
Art Music Food Shops Living
Since 1958 FREE www.touristnewsmaine.com July 5 - 11, 2018 Volume 60, Issue 10 . for the people who live here, visit here and love it here. TouriSt NewS Finley Baxter, Age 8 WinnerTourist of the 1stNews Annual Kids Cover Art Contest Elementary Category ART MUSIC FOOD SHOPS LIVING kittery | york | ogunquit | wells | kennebunk | kennebunkport | arundel | biddeford | saco | old orchard beach PAGE 2 TOURIST NEWS, JULY 5 - 11, 2018 I reflect often on the concept IN THIS ISSUE of doing what you love and Meet Our Cover Artist loving what you do. It’s an and Winner of the Catching Tuna . .PAGE 3 From the enviable place to be and when Tourist News Cover Contest Farmers' Market . PAGE 4 Publisher's a person finds it, it’s a beauti- Elementary Group! Local Heroes . PAGE 5 Desk... ful thing. When a business finds it, customers know it. Finley Baxter Mainely Authors . PAGE 6 We asked our readership this week for cus- It's Like This . PAGE 7 tomer service shout-outs, and the glowing words Finley is 8 years old and lives in Ken- nebunk with her Mom, brother (Jack) Profile: Jean Briggs . PAGE 9 – about local businesses doing what they enjoy and enjoying what they do – came pouring in. and cat (Limey). Finley loves making art in all forms, from painting and drawing In the Art World . PAGE 12 In this issue you will find a couple prominent to turning recycling material into huge OAA Anniversary . PAGE 15 themes – community and customer service. creations. "I like to do art when I have The Downtown Page. -
Manhood 2.0: a Curriculum Promoting a Gender-Equitable Future of Manhood
A Manhood 2.0: A Curriculum Promoting a Gender-Equitable Future of Manhood Manhood 2.0 is coordinated by Promundo, in partnership with the University of Pittsburgh School of Medicine. Promundo-US 1367 Connecticut Avenue, NW Suite 310 Washington, DC 20036 www.promundoglobal.org University of Pittsburgh School of Medicine 3550 Terrace St. Pittsburgh, PA 15213 www.medschool.pitt.edu Acknowledgements Technical experts from Promundo-US and the University of Pittsburgh Medical Center co-authored the development and adaptation of Manhood 2.0 to the United States. Technical experts from Promundo-US included Dr. Gary Barker, Aapta Garg, Jane Kato-Wallace, Andrew Levack, Ché Nembhard, Magaly Marques, Giovanna Lauro, Natko Geres, Kate Doyle, and Joseph Vess. Technical experts from the University of Pittsburgh included Dr. Elizabeth Miller, Zabi Mulwa, Michael Massof, Paul Mulbah, Nayck Feliz, and Irving Torres. Additional technical contributions came from Amy Fasula, Anna Brittain, Lee Warner, Emilia Koumans, Katherine Kortsmit, and Kathryn Ports from the Centers for Disease Control and Prevention. The co-authors would like to thank Danny Mervil, Tyvon Hewitt, Claudia Blanco, Kelsey Norton, Tina Sojat, and George Garcia from the Latin American Youth Center and Jenita Parkekh, Jennifer Manlove, and Makedah Johnson from ChildTrends for their invaluable insights into the adaptation of Manhood 2.0. Special thanks also go Alexa Hassink, Annaick Miller, and Nina Ford from Promundo for coordinating the production of this curriculum. Copyediting was done by Jill Merriman, and layout was done by Daniel Feary. This project was made possible by RFA-DP-15-007, a partnership between the Teen Pregnancy Prevention Program at the Office of Adolescent Health, U.S.