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Guided by the social-ecological model, the present study used hierarchical linear modeling to examine the multilevel associations between teacher victimization (TV), teacher burnout, and school climate. Participants were 1,711 teachers from 58 middle and high schools in mainland China. Using hierarchical linear modeling, the study found that upon controlling for teacher and school demographic factors, TV at the individual level had a significant and positive association with all three dimensions of teacher burnout (i.e., emotional exhaustion, depersonalization, and reduced personal accomplishment). School climate at the teacher level, but not at the school level, was negatively associated with all three types of burnout. Moreover, school climate at the school level, but not at the teacher level, significantly moderated the association between TV and two dimensions of teacher burnout (i.e., depersonalization and reduced personal accomplishment). More specifically, a positive school-level climate buffered the positive association between TV and depersonalization but magnified the positive association between TV and reduced personal accomplishment. The current findings highlight the importance of reducing teacher victimization and promoting a positive school climate for preventing teacher burnout and teacher retention. It also indicates that teacher's adjustment in responding to teacher-targeted violence varies depending on school climate context and across the different dimensions of teacher burnout.

Guided by the social-ecological model, the present study used hierarchical linear modeling to examine the multilevel associations between teacher victimization (TV), teacher burnout, and school climate. Participants were 1,711 teachers from 58 middle and high schools in mainland China. Using hierarchical linear modeling, the study found that upon controlling for teacher and school demographic factors, TV at the individual level had a significant and positive association with all three dimensions of teacher burnout (i.e., emotional exhaustion, depersonalization, and reduced personal accomplishment). School climate at the teacher level, but not at the school level, was negatively associated with all three types of burnout. Moreover, school climate at the school level, but not at the teacher level, significantly moderated the association between TV and two dimensions of teacher burnout (i.e., depersonalization and reduced personal accomplishment). More specifically, a positive school-level climate buffered the positive association between TV and depersonalization but magnified the positive association between TV and reduced personal accomplishment. The current findings highlight the importance of reducing teacher victimization and promoting a positive school climate for preventing teacher burnout and teacher retention. It also indicates that teacher's adjustment in responding to teacher-targeted violence varies depending on school climate context and across the different dimensions of teacher burnout. [ABSTRACT FROM AUTHOR]

ABSTRACT. In the present study, the authors evaluated the self-concept levels of Hong Kong Chinese adults with visible and not visible physical disabilities. Fifty-five Hong Kong Chinese (22 men and 33 women) aged 18 to 55 (M = 39.50, SD = 10.21) participated--20 without physical disabilities (control group), 20 with visible physical disabilities, and 15 with physical disabilities that were not visible. All the participants responded to the Self-Concept Questionnaire for Hong Kong Chinese With Physical Disabilities (SCQPD; S. F. Tam & D. Watkins, 1997). The group with visible disabilities scored significantly lower in self-concept than did the control group and the group with disabilities that were not visible. There were also significant differences between specific facets of self-concept for people with visible and not visible disabilities. It was interesting to find that there was no significant difference in self-concept levels between the not visible group and the control group. The implications for rehabilitation and social services for these various groups are discussed. [ABSTRACT FROM AUTHOR]

We assessed the Chinese version of the Drug Abuse Screening Test (DAST-10) for identifying illicit drug use during pregnancy among Chinese population. Chinese pregnant women attending their first antenatal visit or their first unbooked visit to the maternity ward were recruited during a 4-month study period in 2011. The participants completed self-administered questionnaires on demographic information, a single question on illicit drug use during pregnancy and the DAST-10. Urine samples screened positive by the urine Point-of-Care Test were confirmed by gas chromatography-mass spectrometry. DAST-10 performance was compared with three different gold standards: urinalysis, self-reported drug use, and evidence of drug use by urinalysis or self-report. 1214 Chinese pregnant women participated in the study and 1085 complete DAST-10 forms were collected. Women who had used illicit drugs had significantly different DAST-10 scores than those who had not. The sensitivity of DAST-10 for identify illicit drug use in pregnant women ranged from 79.2% to 33.3% and specificity ranged from 67.7% to 99.7% using cut-off scores from ≥1 to ≥3. The ~80% sensitivity of DAST-10 using a cut-off score of ≥1 should be sufficient for screening of illicit drug use in Chinese pregnant women, but validation tests for drug use are needed. [ABSTRACT FROM AUTHOR]