To investigate the hypothesis that learning disabilities (LD) play a part in adolescent suicide, all available suicide notes (n = 27) from 267 consecutive adolescent suicides were analyzed for spelling and handwriting errors. The suicide notes were dictated to adolescents with LD and adolescent non-LD controls. The results showed that 89% of the 27 adolescents who committed suicide had significant deficits in spelling and handwriting that were similar to those of the adolescents with LD, and they were significantly more impaired than the non-LD adolescents and older adults (65 and older) who had committed suicide in the same time period and in the same geographical area.
In this paper, we examine the history of the emerging discipline of Mind, Brain, and Education (MBE) and explore the benefits as well as the difficulties involved in integrating neuroscience into educational policy and practice. We examine the power of neuroscience to impact practice and document the rise of neuromyths. History is on the side of the new discipline of MBE, but there is still much important work to be done to make neuroscientific findings accessible, comprehensible, and relevant to educators.
Purpose -This study aims to explore the impact of coping style, self-efficacy, resilience and emotional reaction of trauma related intrusions in young offenders.Design/methodology -This is a quantitative study using questionnaires. The sample was 152 young offenders in custody who were approached in their residential hall. Upon agreeing to participate they were given 24 hours to complete the questionnaire pack and returned these to the researcher at a designated time and place.Findings -Over 90% of the sample indicated at least one traumatic event; 33.6% indicated 8 or more. Number of traumatic events did not impact on self-efficacy, resilience or coping strategy used. The type of coping strategy did not significantly impact on emotional reaction to intrusions across trauma groups. Participants with higher self-efficacy demonstrated greater problem-focused coping and less emotional reaction to intrusions. Participants with greater resilience scores utilised more problem and emotion-focused coping and experienced less emotional reaction to their intrusions. Resilience was predicted by self-efficacy and emotional reaction to intrusions.
Practical implications -Professionals working with young offenders with trauma relatedintrusions should focus on building strengths in the areas of problem-focused coping, selfefficacy and resilience.Originality/value -This paper adds to the literature on trauma in male young offenders by looking at psychological factors which could be developed upon to improve ability to manage intrusive thoughts.
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