Gender Differences in Non-Suicidal Self-Injury in a Sample of Treatment-Seeking Gamblers

Gambling Disorder (GD) is a public health concern with tremendous implications (Smith & Wynne, 2002). The disorder rarely occurs in isolation, often presenting with other conditions. Suicidal ideation and attempts are common among treatment-seeking gamblers (Maccallum & Blaszczynski, 2003). An important yet overlooked risk factor for suicidality is non-suicidal self-injury (NSSI; Klonsky et al., 2013). NSSI can serve many functions: relief of negative emotions; generation of positive states; escape from interpersonal obligations; attention or facilitation of resources (Nock & Prinstein, 2004). Previous research has found gender differences in NSSI. Despite NSSI’s relationship to suicidality and the noted gender differences, literature on gender differences within a gambling population is scarce. Therefore, we investigated gender differences in the form and function of NSSI in a clinical sample of 364 treatment-seeking gamblers. Overall, results suggest that females engaged in more hair pulling. Further, females endorsed often engaging in NSSI for the relief of negative emotions and for attention or facilitation of resources. Understanding gender differences in the form and functions of NSSI can provide insight into appropriate prevention, intervention, and treatment opportunities. Importantly, given the relationship of NSSI to suicide, understanding differences in NSSI may inform intervention efforts for this vulnerable population

Learning perspectives: Implications for pedagogy in science education.

How we understand learning has implications for the learning outcomes we value and how we seek to achieve them particularly when we want to do something about learning. In this paper I outline, albeit briefly, the implications for the relations between teaching and learning,for teacher roles and responsibilities, and for the goals of education and curriculum-making of the cognitive-constructivist and situated-social views of learning. The proposal here is not that either of the views is right or better but rather that each foregrounds different aspects of the teaching-learning process and supports particular ways of acting and interacting and hence learning and teaching

A decision support tool for supporting individuals living with long-term conditions make informed choices: LTC-Choices tool for continuous healthcare

An increasing number of individuals are now living with some form of chronic, long-term condition (LTC). The holistic perspective of LTCs makes it important to acknowledge that priorities and decisions are in fluctuation over the course of an individual’s life. The landscape of digital healthcare is full of information systems that capture individuals’ health data, clinical guidelines and/or advice on health conditions, which taken together can help create a comprehensive overview of suitable lifestyle choices to optimise health and well-being. Despite this, there is no evidence of existing frameworks to support individuals living with LTCs from a continuum of care perspective. In this paper, we propose such a multidimensional model for a decision support tool – LTC-Choices. This tool was developed from existing work conducted by the authors around use of multicriteria to support health decisionmaking. We illustrate how LTC-Choices can be implemented using the example of individuals living post-stroke

The Meanings of Deindustrialization

The point of departure for any discussion of deindustrialization must be respect for the despair and betrayal felt by workers as their mines, factories, and mills were padlocked, abandoned, turned into artsy shopping spaces, or even dynamited. While economists and business leaders often speak in neutral, even hopeful, terms such as restructuring, downsizing, or creative destruction, metaphors of defeat and subjugation are more appropriate for the workers who banked on good-paying industrial jobs for the livelihoods of their families and their communities

Teacher development for formative assessment.

This article reports on the teacher development that occurred during a two-year research project on the formative assessment practices of primary and secondary school teachers of science. The teacher development involved the teachers' professional, personal and social development. The project focused on clarifying what it was that served as formative assessment in the classroom. Personal development focused upon appreciating the risks and uncertainties involved in responding to what students are learning and acknowledging the importance of teacher confidence. Social development involved a re-examination of the nature of student-teacher interactions and of the complex and often contradicting roles of the teacher in relation to teaching, learning and assessment

The context of contemporary curriculum change.

The aim of this paper is to provide an introduction to the broad field of curriculum change, with the focus being on school curriculum. The first part of the paper provides a brief overview of curriculum change in New Zealand at the national level. In the early years of a state system of schooling, curriculum revision was highly centralised, giving way in recent decades to a wider involvement of stakeholders. The second part examines how national curriculum implementation in schools involves input from the state and schools; in particular, reference is made to a greater emphasis upon school-based curriculum development. It is argued that to achieve greater teacher involvement in school-level decisions, ongoing professional development of teachers is necessary

Exploring the methods of autophotography and photointerviews: children taking pictures of science and technology.

In this paper we discuss the methods of auto-photography and photo-interviews. The benefits and disadvantages of using these methods with young children are examined in relation to a photographic study we conducted in a rural two-teacher primary school (years 1-8) to explore children's perceptions of science and technology (Moreland & Cowie, 2004). Combined, the photographs and the photo-interviews provided a unique insight into children's thinking about science and technology. They proved useful for accessing different viewpoints, as children took photographs at school, at home and in their communities. As methods, auto-photography and photo-interviews newly exposed the issues and challenges inherent in qualitative research, especially the need for the research process and the researcher to be open to the unexpected and surprising