In college-aged adults (n = 766), the transition to adulthood may aggravate risk factors for suicidal behavior such as poor parental attachment and maladaptive self-schemas. Because poor parental attachment may facilitate developing maladaptive self-related schemas, this study was designed to determine whether specific maladaptive schemas mediate the relation between poor parental attachment and college students' suicide proneness and ideation. Findings supported this hypothesis. Defectiveness and emotional deprivation schemas, which are consistent with "perceived burdensomeness" and "thwarted belonging," may be important intervention targets for suicide prevention programs. The ongoing role of parental attachment during early adult development is highlighted.
A teacher’s ability to feel successful – some might even say good – in today’s education system relies on a particular conception of academic success. We argue neoliberalism, as it operates in education, is a normalized trauma enfolded in the individual and collective bodies of women teachers producing overwhelming feelings of never being good enough while also not feeling entitled to do what is right – in the moment – for the children they teach. But this is not new; women have historically been positioned as others through whom educational directives should flow without question. Using the lived experience of the first author, teaching in the south-eastern United States, we describe some of the tolls neoliberalism has on the physical and emotional well-being of the woman teacher body in the search of being good enough. We argue it is time for teacher education to become a feminist project where women have access to the intellectual and analytical tools to make sense of what is being done to them and to give testimony and be a critical witness of these everyday traumas that are being inflicted upon them, their students and others collectively in schools.
In the last 20 years, neoliberal ideology has heavily influenced the U.S. education system, opening public education up to private corporations as a profitable business endeavor. In this paper, I inquire ( Pierre, 2018 , 2021 ) into educational technology (edtech) teacher ambassador programs through a blog post I wrote as a former second-grade teacher and ambassador for a prominent K-12 edtech company. I argue one way these exploitative spaces operate is through educators’ attachment ( Berlant, 2011 ) to the idea of being a good enough woman teacher ( Pittard, 2015 ) fueled by neoliberal discourses of “keeping up” ( Walkerdine, 2003 ). In other words, the material-discursive apparatus of these program spaces produces a “cruel optimism” for what we could be, rather than what we are, which in turn produces further profit for edtech companies. Overall, this paper grapples with how these programs may appear or feel mutually beneficial for educators, yet are often only monetarily beneficial for edtech companies and their investors.
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