The main variable associated with overall sexual function in women with pelvic floor disorders was low genital self-image. This variable is more important than self-reported symptoms, type of specific disorder or other demographic variables. Older women tended not to complete the scales concerning more intimate matters. We suggest that urogynecologists should inquire about genital self-image as well as sexual function in this population.

Our suggested statistical path analysis model supports the important role of personality traits in pelvic floor disorder self-reports and the effect of these traits on psychological distress. Therefore, the optimal treatment for pelvic floor symptoms should include psychological interventions in addition to traditional medical or surgical therapy in hope of reducing psychology distress associated with urinary incontinence and pelvic organ prolapse.

The purpose of this study was to examine the perceptions of teachers in Israel of the concepts of "honor" and "dignity". Semi-structured interviews were conducted with 16 teachers. Based on the results of the study, two salient response patterns of teachers were identified. Using Freudian terms, these were a dignity-dominant pattern aimed at strengthening the students' ego, and an honor-dominated pattern aimed at strengthening the super-ego. The article demonstrates how these patterns are reflected in day-to-day schoolwork and discusses the implications of these patterns on teachers' work and teacher-student relationships.

We argue that many difficulties in daily school life lie in teachers' attitudes toward education. We distinguish between two fundamental attitudes, which, following Sigmund Freud, we term "superego-based attitude" and "ego-based attitude". The superego-based attitude generally prevails but has only a narrow sociological or psychological basis. The ego-based attitude, though less common, has roots in educational philosophy, psychology, sociology and psychoanalysis and is supported by scientific findings. We show that the superego-based attitude reproduces many of the problems it seeks to solve, which do not arise when an ego-based attitude is implemented. We argue that the concept of cognitive dissonance is essential to the understanding of the difference between the two attitudes. We also argue that teaching methods are only a marginal factor in the daily difficulties in schools, school's relevance, or the development of learning skills. We compare the attitudes of two teachers with similar professional profiles. Both teach social science in conventional high schools, prepare students for final exams, and have some qualifications in educational counseling. One experiences substantial difficulties and a sense of professional helplessness, irrelevance, and failure, while the other expresses self-efficacy and comprehension of the school's reality. It is argued that these differences of experience are deeply embedded in their different educational attitudes, which in turn encompass all aspects of school life and predetermine their educational interactions, in a way that exceeds the effects of any other differences.