Borderline personality disorder (BPD) is a complex presentation that can have a significant impact upon the individual and on his or her quality of life. BPD has often been associated with negative connotations (e.g. 'manipulative', 'attention seeking'). The aim of the current study was to gain a fuller understanding of how community psychiatric nurses (CPNs) make sense of the diagnosis of BPD and how their constructs of BPD impact their approach to this client group. Four CPNs, three women and one man, were interviewed using a semi-structured interview schedule. The data were analysed using interpretative phenomenological analysis, to reveal over-arching and sub-themes. The results indicated that participants attempted to ascribe meaning to the client's presentation 'in the moment'. When they had a framework to explain behaviour, participants were more likely to express positive attitudes. When they did not have such a framework, participants could view clients in more pejorative terms. As participants were deriving meaning 'in the moment', there could be fluidity with regards to participants' attitudes, ranging from 'dread' to a 'desire to help'. This could lead to participants shifting between 'connected' and 'disconnected' interactions with clients. The limitations and implications for clinical practise will also be considered.
This article reports the data on sex differences in school achievement yielded by the Iowa Every-Pupil Testing Program, high school, for the years 1932 to 1939, and the Iowa Every-Pupil Basic Skills Testing Program (Grades III-VIII) for the year 1940. A brief review of representative articles dealing with previously published investigations of a similar character is also given.A REVIEW OF THE LITERATURE This brief review chiefly treats sex differences in achievement test scores, although attention is called at the outset to sex differences in school marks, promotion, acceleration, retardation, and similar evidences of school progress. In his Laggards in Our Schools, 1909, Ayres 2 concluded that "our schools as they now exist are better fitted to the needs and natures of the girl than of the boy pupils." He based this conclusion upon an analysis of the records of several hundred thousand pupils in various cities of the nation. In 7624 high schools in 1906-1907 there were 314,084 boys enrolled in comparison with 419,570 girls. In the elementary schools in fifteen cities, having an enrollment of 282,179 pupils, he found retardation among 37.1 per cent of the boys and 32.8 per cent of the girls. Approximately 23 per cent of the boys were repeating grades in comparison with 20.2 per cent of the girls. It is known that in recent years the number of boys in high school more nearly equals the number of girls.St. John's 16 data on retardation and acceleration make possible sex comparisons at comparable IQ levels. His investigation deals with the progress, over a four-year period, of about five hundred boys and four hundred fifty girls, Grades I to VI, chiefly I to IV, enrolled in the schools in a residential suburb of Boston. Table I shows the sex comparisons. St. John's data also show that correlations between IQ and achievement data were higher for girls than for boys. In marks of conduct and effort girls achieved a greater degree of superiority than in any of the other measures used.Johnson's 9 analysis of the records of the high-school pupils in St. Louis is to the same purpose. His data are shown, in part, in Table II.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.