Self-injury (SI) is a growing concern for professionals working in educational settings who desire more information on SI and express a lack of confidence in working with youth who self injure (Carlson, DeGreer, Deur, & Fenton, 2005; Heath, Toste, & Beettam, 2008). A sample of 263 teachers from a small, rural Kentucky county completed a survey (response rate of 45.5%) designed to address educators’ knowledge of SI, training needs, and knowledge of school response plans for working with youth who self-injure. A 20-item measure developed by Jeffery and Warm (2002) assessed SI knowledge. Educators evidenced significantly lower scores on the knowledge measure than school psychologists (Beld, 2007), and professionals working in a medical setting (Jeffrey & Warm, 2002) with the exception of psychiatrists. Analysis of the response patterns of the educators on the knowledge measure indicated 11 out of 20 items evidenced serious inaccurate understandings of basic fact and myths, prevalence, relationship of SI to psychopathology and suicide, and media influences. There were no gender differences when comparing self-rated knowledge of SI; however, female educators evidenced greater mean scores on the knowledge measure. Females evidence significantly greater knowledge of SI than males. There is no relation between knowledge of SI and the amount of experience working with youth who self-injure for this sample. Knowledge of SI and amount of experience working with students who SI was not correlated. Further, educators who report knowledge of school plans did not report higher confidence in helping students. Descriptive information regarding knowledge of SI and school response plans, confidence, and training indicate the majority of educators in this sample do not have any experience working with youth who self-injure. Further, most lacked knowledge of a school response plan and did not know the existence of or steps included in the district’s school response plan. A majority of participants indicated never attending in-service training on SI; however, they did indicate an interest in receiving more information on SI. Results support the need for districts to educate staff on school response plans and/or to develop a specific school response plan for dealing with youth who engage in SI. Also supported are training needs regarding the school plan, basic knowledge of SI, and extended areas of SI such as media and suicide. Lastly, follows the discussion of practical implications, limitations, and suggestions for future research in relation to results.

This research examined the effects of personal characteristics (empathy and authoritarianism) and religious orientations (Christian humanitarianism and religious fundamentalism) on identification with all humanity and resulting humanitarian behavior. This research also tested two hypothetical models (personality is primary, religion is primary) for the relationship between identification with all humanity and resulting humanitarian behavior. Two samples, consisting of 221 students and 158 adults, completed measures of authoritarianism, religious fundamentalism, dispositional empathy, Christian humanitarianism, identification with all humanity, and an assessment of humanitarian behaviors. As hypothesized, Christian humanitarianism and empathy were positively correlated with identification with all humanity and humanitarian behavior. Furthermore, authoritarianism and religious fundamentalism were negatively correlated with identification with all humanity and humanitarian behavior. Results also suggest that religious views may lead to the strengthening of specific personality characteristics and these, in turn, influence whether or not one identifies with all humanity and engages in humanitarian behaviors. Directions for future research are discussed as well as the implications of this research to real-world settings.

Children’s understanding of race constancy and their subsequent use of race as a means of drawing inductive inferences were investigated. Race constancy was determined by children’s tendency to say that people could change category membership by changing their outside appearance. A second phase of the study measured how many race-based inferences children made relative to other social categories such as age or sex. The results indicated that children who had a better understanding of race constancy were also more likely to use race as a means of drawing inductive inferences. These findings support a developmental progression of race constancy and give insight to the development of potential bias and stereotypes.

This study was designed to examine the relationship between a person’s goal orientation and the gender roles that they adopt. The relationship between gender and goal orientation has been studied for years, but the results have been inconclusive. Some studies find a gender difference and some studies do not. For this reason, this study examined if there was another factor that was influencing goal orientations that was related to gender. Goal orientations are perceptual-cognitive frameworks for how individuals approach, interpret, and respond to achievement situations. Gender roles are the behaviors, thoughts, and emotions that are considered acceptable and appropriate for each gender based on society and culture. Four hundred and seventy two participants answered an online questionnaire assessing their goal orientation and gender role identification. The participants answered questions using the Patterns of Adaptive Learning Scale and the Bem’s Sex Role Inventory. Overall, the results showed that higher masculinity leads to a higher motivation to succeed, and higher femininity leads to a higher motivation to avoid failure.

Students of a south central university provide data for this study investigating knowledge of self-injury (SI), experiences with those who self-injure, and perceptions of SI. This study proposes that college peers of those who self-injure have higher levels of SI knowledge than professionals who work with individuals who self-injure. In addition, the study proposes that individuals who have experience with others who self-injure have higher levels of SI knowledge than individuals who do not have experience with others who self-injure. An additional purpose of this study is to explore information regarding experiences people have with others who self-injure and their perceptions of self-injurious behavior. A convenience sample of 495 members solicited from psychology courses at a south central university completed the survey, which consisted of four sections including the following: demographics, knowledge of SI, experiences with SI, and perceptions of SI. The knowledge section of the survey contains a 20-item measure previously used by Jeffrey and Warm (2002). A knowledge score was created based on participants responses to these 20 items. This score was used in the analysis of both hypotheses one and two. Results indicate that participants have a poor understanding of SI, based on their mean knowledge score. In addition, results reveal that the current sample’s mean SI knowledge level is lower than seven of the seven groups' mean knowledge scores. Mean knowledge scores are significantly greater for individuals indicating experience with others who self-injure than individuals reporting no experience with others who self-injure as assessed through independent t tests. Descriptive information indicates that participants do not reject those who self-injure, but rather are supportive in peer relationships with others that engage in the behavior. However, participants indicate considerable confusion surrounding the behavior and are generally not accepting of the behavior, choosing to encourage cessation of the behavior. Limitations discussed include sample demographics, possibility for misinterpretation of survey items, and potential social desirability bias.

This investigation examined school counselors’ perceptions and levels of knowledge in regard to nonsuicidal self-injury (NSSI), existing school prevention and protocol, resources and training opportunities available, as well as identified training needs. NSSI is the socially unaccepted, deliberate, self-inflicted harm of an individual’s body to reduce psychological distress with out the intention to die as a consequence (Simeon & Favazza, 2001). As a mental health professional in the schools, school counselors are often salient figures in adolescents’ educational environment. They are also many times the most appropriately qualified individuals to work with self-injuring adolescents in the school setting. While existing studies have identified some needs of school counselors, no studies have looked at the existing knowledge and the quality of knowledge (Kibler, 2009; Roberts-Dobie & Donatelle, 2007). The purpose of this study was to conduct a survey of practicing school counselors in order to obtain information about their knowledge, training opportunities, resources, and school responses in regard to NSSI. On a knowledge measure based on Jeffrey and Warm’s (2002) myths and accurate statements about NSSI, school counselors performed no differently than school psychologists, but evidenced significantly greater knowledge than teachers. Qualitative analysis on individual survey items indicated that respondents evidenced good understanding of 60% of items, problematic understanding of 40%, and poor understanding of no items. While the sample generally evidenced high knowledge of most items, several inaccuracies were present, specifically in regarding to the association of NSSI to psychopathologies, environmental risk factors, and functions of the behavior. Additionally, respondents indicated a lack of training specific to NSSI, limited presence of school response plans specific NSSI, and an expressed need for more training and resources on the topic.

This thesis is a study of the fifteenth- and sixteenth-century manuscript and print contexts of Older Scots romance. Building on recent developments in Middle English romance scholarship and Older Scots book history, it seeks to contextualise the surviving corpus of Older Scots romances in light of their unique material witnesses and contemporary cultural milieu. Chapters 1 to 8 focus respectively on the following Older Scots romances: the Octosyllabic Alexander, the Buik of King Alexander the Conquerour, Florimond, Lancelot of the Laik, King Orphius and Sir Colling, Golagros and Gawane and Rauf Coilyear, the Scottish Troy Book, and Clariodus. The conclusion assesses and evaluates the most significant and recurring features of these chapters and reveals how they cumulatively deepen our understanding of the book-producing and book-owning culture of fifteenth- and sixteenth-century Scotland. The conclusion also looks forward to new witness- conscious editions of Older Scots romance that endeavour to represent as far as possible a text’s unique and idiosyncratic manuscript and print contexts. In each chapter I examine the set romance’s primary contexts of composition, including authorship, date, and first audience, as well as its secondary publication contexts. A full palaeographical, codicological and bibliographical description of each manuscript and print is provided, with details of when, where and by whom each witness was produced. Information about when and where that witness was read is also given, with details of the owners and readers where known. Significant attention is paid to the use of titles, rubrication and mise-en-page to reveal the trends and bibliographical codes in copying and presentation. Where appropriate, the compilation choices made by scribes and readers are also analysed. Careful assessments of these are shown to aid modern thematic and comparative literary interpretation. Most notably, each chapter of this thesis also provides much-needed new information about fifteenth- and sixteenth-century Scottish literary communities. Several significant and often-overlapping circles of scribes, readers and owners are revealed. The familial, professional and geographical associations between these groups of producers and consumers are traced and consequently new book- publishing and book-owning networks are documented. In further original work, a number of hitherto unknown texts, scribes and readers are also successfully identified.

<p>Usually contexts for learning are chosen by adults without conferring with learners at any point. The present study investigated learners&rsquo / preferences for contexts to use in learning school mathematics. Furthermore the study sought to establish motivations learners have for preferring particular contexts. The problem the study addressed was that of absence of learners&rsquo / contribution in contexts used to learn mathematics. The aim was to find out the contexts learners preferred and the reasons they gave for their preferences. It is important to be aware of learners&rsquo / preferences when choosing contexts to use in teaching. Preferences improve motivation and learning. Furthermore, consulting them sends a message that they matter and have an important role to play in their education.</p>

<p>The study explored the comparison of grade 8 to 10 urban and peri-urban learners&rsquo / contexts preferences in mathematical literacy. There is currently a strong emphasis on the use of contexts for school mathematics. This has been also the case for South Africa when grade 10 learners have to make a choice between mathematics and mathematical literacy as one of their compulsory subjects for grade 10. This study focused more on the use of mathematics in real life situations. Data was collected by using questionnaires developed as part of the Relevance of School Mathematics Education (ROSME) project. The questionnaire dealt with contexts preferred by grade 10 learners from urban and peri-urban areas. The data were analysed using non-parametric statistical techniques. The findings radicate that there were contexts highly preferred by learners from both urban and peri-urban areas / least preferred by learners from both areas, highly preferred by learners from periurban areas but not by learners from urban areas and least preferred by learners from urban areas but not by those from peri-urban areas and vice versa. It is recommended that contexts highly preferred by learners should be incorporated in the learning experiences of learners.</p>

The current study examined the relationship between uncertainty and supernatural beliefs, as well as the link between individual personality traits and supernatural beliefs. Participants were placed in four different prime conditions: self uncertainty, other uncertainty, self affirmation, or other affirmation. The current study was created due to the widespread belief in supernatural phenomena in America and its effect on society. Results suggest that uncertainty increases religious beliefs but not paranormal beliefs when the self is threatened. Results also suggest that narcissism and neuroticism have a negative correlation with paranormal beliefs, inconsistent with previous research. The search for meaning in life has a positive correlation with paranormal beliefs, which is consistent with past research in relation to religiosity. Further research needs to be conducted in order to understand the relationship between religious and paranormal beliefs and the way uncertainty affects belief, as well as the individual differences that make someone more likely to believe in the supernatural.