心理咨询中好坏效果案例的同化水平对比:基于同化模型的视角

目的:通过对比心理咨询中4例好效果案例和4例坏效果案例同化水平的差异,对同化模型有关成功治疗改变过程的理论构想进行检验,并寻找区分好坏案例的关键点。方法:选用7位经过培训的评定者组成三个研究小组,采用同化分析这一用来追踪当事人问题经验发展进程的研究方法,对8个当事人完整的咨询逐字稿资料进行分析,并对涉及当事人问题经验的段落进行摘录。依据同化问题经验量表和同化标识手册对摘录的段落进行同化评定。结果:8个案例的核心问题得到一致确定,三组评定者评分的组内相关系数ICC(1,1)在.64~.86之间,ICC(1,K)在.84~.96之间。好效果案例结束时的同化水平均分(M=5.50)和同化进展均分(M=4.25)高于坏效果案例(2.13和-.13)。好坏效果案例的同化进程均出现前进中倒退的情形,但好效果案例能够在倒退中保持上升,而坏效果案例未能完成上升。好效果案例最终的同化水平均达到了4(理解/领悟)及以上,坏效果案例最终的同化水平均未达到4。结论:研究结果基本支持同化模型的理论设想,即症状强度的减少同更高的同化水平相联系;并初步确定区分好坏效果的关键点是同化水平4;但从同化进程来看,可考虑对模型的发展序列进行修改完善。     

异性交友决策任务上为不同心理距离他人决策的风险偏好

使用中国文化背景下修订的Beisswanger等人的异性交友决策问卷, 采用2种方法操纵自我-他人心理距离, 考察了男女大学生在后果严重性不同的异性交友决策任务上为不同心理距离他人决策风险偏好的差异。实验1发现, 被试为具体和笼统他人决策时的风险偏好无显著差异, 在后果不严重任务上比后果严重任务上更冒险, 男性比女性更冒险。心理距离与决策者性别的交互作用显著：男性为具体他人决策更冒险, 而女性为笼统他人决策更冒险。实验2发现, 被试为不相似他人比为相似他人决策更冒险, 在后果不严重任务上比在后果严重任务上更冒险, 男性比女性更冒险。后果严重性与决策者性别交互作用显著：男性在后果严重和不严重任务上的风险偏好无显著差异, 而女性在后果不严重任务上比后果严重任务上更冒险。综合两个实验的结果, 可以得出以下结论：相对于具体和笼统他人的区分而言, 相似和不相似他人的区分是一种更加稳定和有效的区分自我-他人心理距离的方法。结合相关研究及理论对结果进行了讨论。     

中学优、差生目标设置效果的实验研究

从时间管理倾向和目标设置的有关理论出发,设计了两个实验任务,考察了中学优、差生目标设置的效果。结果发现,中学优、差生在目标设置效果上存在一定差异。在简单任务上,中学优差生在完成任务的时间和准确率上均不存在显著差异;在复杂任务上,二者都存在显著差异,优生好于差生。研究还发现,在完成任务的时间上,目标设置对中学优生和差生的影响具有一致性,复杂任务明确目标的成绩明显好于不明确目标的成绩。     

蒙古族青少年个性素质特点研究

采用<青少年心理健康素质调查表·个性素质量表>,对内蒙古自治区1768名蒙古族中小学生进行了测查,目的是探讨蒙古族青少年个性素质发展特点.结果表明:(1)个性素质分量表在蒙古族青少年群体中测试具有较好的信度,总量表的a系数为0.872,分半信度系数为0.824;量表7个因子的模型结构得到了证实.(2)个性素质某些因素上存在显著性别差异,责任因素上女生非常显著高于男生,冒险、独立两个因素上男生显著高于女生.(3)在所有个性素质上,重点学校学生显著高于一般学校学生.(4)在内外倾、乐观-悲观、责任、耐挫折、独立5个因素上,城市和城镇来源的青少年显著高于农牧区来源的青少年.(5)蒙古族青少年个性素质发展在所有因子上均存在年级差异.随年级增高,内外倾、乐观-悲观、责任、耐挫折、独立因子上呈起伏上升趋势,意志和冒险因子上呈现下降趋势.所有因子均显示高中生之间没有显著差异.     

大学生自信现状研究

采用自编大学生自信心量表对广州市396名大学生的自信状况进行调查,结果表明：大学生自信心量表信度和效度较好,包含交往、综合确认、能力、个体发展四个维度。男女大学生在个体发展上的自信水平存在性别差异,男生得分显著高于女生;独生子女与非独生子女在综合确认上存在显著差异,非独生子女得分显著高于独生子女;学生干部与非学生干部在自信诸维度及自信总分上差异非常显著,前者显著高于后者;学习成绩越好的大学生在综合确认、能力、个体发展以及自信总分上得分越高。     

对波普尔“世界3”理论的批判性考查

波普尔认为除物理世界和心理世界之外,还存在一个由科学理论体系、思想内容和艺术形式组成的"世界3"。图书馆实验、对数案例以及因果作用的类比论证共同保证了"世界3"存在的客观性、实在性、自主性以及进化生成特性。据此来看,"世界3"与人工物世界在成员构成上有重合。但是二者都是人类精神创造的产物,正是在这一点上,波普尔的"世界3"和柏拉图-弗雷格的"第三域"有重大不同。基于以上的比较考查,波普尔"世界3"理论存在的三个突出问题将会被详细地阐释出来:概念分析不清晰,先验论证不充分,调节平衡方案不成功。     

大学生学习动机、学业自我设限与完美主义倾向的关系

目的:探讨大学生学习动机、学业自我设限与完美主义倾向的关系,为大学生在学习方面的指导工作提供相应的理论和实践依据。方法:采用分层随机抽样的方法,运用大学生学习动机量表、学业自我设限量表和中文Frost多维度完美主义量表对364名大学生进行测查。结果:(1)在学业自我设限上,男女生不存在差异;在不同年级之间,大学生在"拖延"和"轻视任务"两个维度上存在显著差异;在不同专业(文理)之间,大学生在学业自我设限上存在显著差异。(2)学业自我设限与学习动机、完美主义倾向相关显著。结论:大学生的学习动机、学业自我设限与完美主义倾向关系密切。     

初中生的自我同一性与心理健康的关系

目的:为了发现当代初中生自我同一性与心理健康的关系,为了给中学生心理健康教育提供参考。方法:本研究主要采用问卷调查法,共发放162份问卷,回收有效问卷155份,采用spss17.0统计软件对数据进行处理。结果:(1)初中生自我同一性水平在"过去的危机"、"现在的自我投入"、"将来自我投入的愿望"这三个维度上不存在性别差异,但存在年级差异。在"现在的自我投入"这一因子的得分差异不显著,在"过去的危机"这一因子上的得分七年级与九年级学生存在显著差异,在"将来自我投入的愿望"这一因子上的得分差异显著。(2)初中生心理健康水平存在性别和年级上的差异。(3)初中生的自我同一性状态与心理健康水平存在显著相关。     

大学生自信与成就动机的现况与干预

采用PEI问卷和成就动机量表对某大学三个选修课班级的大学生进行测试,并探讨大学生心理健康教育对大学生的影响效果.结果发现:1、男女大学生在PEI的"体育运动"和"外表"分量表上存在显著性差异;来自农村与来自城市的大学生相比,在PEI "与人交谈"分量表上得分存在显著性差异.2、学期初,实验班与对照班的大学生在PEI各分量表和成就动机各维度上不存在显著性差异;学期末,他们在PEI的"心境"、" 学业表现"、" 外表"分量表和成就动机"追求成功"维度上存在显著性差异.     

青少年社会适应行为与大五人格的关系

以广州市556名中学生为被试,采用自编<青少年社会适应行为量表>和<大五人格简式量表(NEO-FFI)>,探讨青少年社会适应行为与大五人格之间的关系.结果发现:(1)青少年社会适应行为的总体水平比较好.(2)青少年在良好社会适应行为总均分上不存在性别和年级上的差异,在不良社会适应行为总均分上存在显著的性别差异和年级差异.女生得分显著高于男生,高一学生得分显著高于初二.但二者的交互作用不显著.(3)严谨性、外倾性、宜人性、开放性与大部分良好社会适应行为存在显著正相关,神经质与大部分良好社会适应行为存在显著负相关;严谨性、外倾性、宜人性与不良社会适应行为存在显著负相关,神经质与不良社会适应行为存在显著正相关,开放性与不良社会适应行为相关不显著.(4)进入每个预测良好社会适应行为回归方程的人格维度分别为2-4个,能够解释5.1%-40.5%的变异,严谨性是主要和稳定的预测因素.(5)进入每个预测不良社会适应行为回归方程的人格维度分别为2-3个.能够解释9.3%-16.1%的变异,严谨性、宜人性是主要和稳定的预测因素.     

Clinical Mutual Attunement and the Development of Therapeutic Process: A Preliminary Study

Despite the identification of many factors that play a central role in the development of the psychotherapy process, there is still a lack of evidence about the basic relational mechanisms that pave the way to its working. In this pilot study, we focus on nonverbal microprocessual attunement as the basic mechanism grounding the displacing of discrete factors in shaping the clinical process. Two single sessions of two short-term psychodynamic treatments, selected respectively from a good- and a poor-outcome treatment, have been coded in terms of patient and therapist speech rate, coordination in ruptures, resolution of the therapeutic alliance, and patient's displayed thinking processes. Two dynamic structural equation models focusing on clinical attunement as a factor able to activate the interplay of the assessed clinical dimensions have been theoretically designed and tested in both cases. The driven theoretical structural equation models fit the data, suggesting a different role of nonverbal attunement as a moderating factor. The obtained results are consistent with the hypothesis claiming that a good-outcome psychotherapy session is characterized by a mechanism of clinical attunement that enforces the therapist–patient relationship and promotes the integration of formal thinking processes that affect emotional and cognitive domains.     

Therapist activities preceding therapy setbacks in a poor-outcome case

Progress in psychotherapy is typically irregular, as advances alternate with setbacks. This study investigated the therapist’s activities prior to two main types of setbacks, one involving the client following therapist proposals and one involving the client failing to follow from therapist proposals, in the case of a poor-outcome client treated with a linguistically-oriented kind of cognitive therapy. Setbacks were defined as decreases of at least one level on an index of therapeutic progress, the 8-level Assimilation of Problematic Experiences Scale (APES), in adjacent client passages. Therapist activities were coded in 361 setback episodes that each included a client pre-setback passage, a therapist passage, and a client setback passage; both client passages had been previously rated on the APES. The main categories of therapist activities showed distinctive patterns in relation to the two main types of setbacks, the therapeutic zone of proximal development and the balance strategy. The two main patterns were described as an exploratory and a challenging configuration. These patterns of therapist activities and setbacks showed how the therapist seemed to persevere with approach-guided interventions while this poor-outcome client continued to have setbacks to low APES levels.     

损益框架和损益概率对不同年级儿童风险决策的影响

摘 要 为探讨任务框架和自信水平对不同年级儿童风险决策的影响,采用3（年级：二/四/六年级）×2（任务框架：获益/损失）×2（自信水平：过度自信/自信不足）的组间实验设计,在情境性实验任务中探查177名儿童风险决策的发展特点。结果表明：（1）不同年级儿童在风险决策中表现出不同的发展特点,二年级儿童比六年级儿童更倾向于冒险,而四年级前后则是儿童风险决策发展的关键期、转折期;（2）儿童风险决策中存在框架效应,表现出偏好反转现象,与在获益情境下更偏好于保守决策相比,在损失情境下的儿童更偏好冒险决策;（3）自信水平并未对儿童的风险决策产生影响。     

Multi(ple) cultural voices speaking “Outside the Sentence” of counselling and psychotherapy

This paper examines the notion that marginalized clients through their socio-cultural and geo-political histories are positioned “outside” the masculine cultural metaphors and conventional theoretical epistemologies of counselling, psychology and psychotherapy. In other words, these minoritized clients are “outside the sentence” of the texts and contexts of therapy. The discursive practice of therapeutic reconstitution and restoration produces a particular set of vocabularies and sentences that facilitate transformation and psychic equilibrium consistent with the process of individuation and self actualization. However, for marginalized groups, such as black and other visible minority, women, deaf, gay and lesbian clients the hegemonic masculine narratives of counselling psychology and psychotherapy only make it possible for these clients to be “outside the sentence”, not just grammatically and metaphorically of the therapeutic project, but in the external reality of how the practice is clinically governed. In other words, the social and cultural marginalization outside the clinic room is in a dialectical relationship with the therapy dyad. For the minoritized client being “outside the sentence” produces the effect of being “inside” another process, i.e., the history of subjugation, domination, diaspora, and displacement. This paper explores this issue and argues that the only way for counselling, psychology and psychotherapy to bring the diversity client “within the sentence” of therapy is to assign and re-inscribe the history, memory and pain of “the Other” voices to the “inside” of the therapeutic space, to interrupt and disrupt the hegemonic masculine narratives, thus transforming “non-sentences” into sentences and paragraphs, and eventually into essays of the discursive subject.     

表演式学习──表演理论对“最近发展区”的发展

美国当代心理学家、剧作家、表演理论的创始人弗雷德·纽曼（FredNewman）及其同事致力于在实践中发展维果茨基的理论,从表演的维度探讨了zpd的概念,并以此为核心提出了表演式学习的概念,以区别于在当今社会大行其道的工具性学习,即以获取知识和技能为目的的学习。表演理论通过对工具性学习的消极影响的批判及对表演式学习的倡导,在人的教育和发展方面提出了独到见解。     

心理咨询中当事人的改变过程：同化模型的视角

摘 要 目的：选用心理咨询中获得成功改变的中国当事人,验证美国学者William B. Stiles等提出的同化模型。方法：采用同化分析这一用来追踪心理治疗中当事人问题经验发展进程的研究方法,对案例的会谈逐字稿资料进行分析。结果：三位研究者追踪到了两个主题（两对声音）,摘录了68个段落。其对两个主题摘录段落的同化评分与三位独立评定者的评分具有较高的相关（0.90和0.85）,同化的评分随着会谈的进程而提高（相关分别为0.89和0.91）。当事人在心理咨询中的改变过程遵循同化模型有关治疗改变的发展序列。结论：中国当事人的心理咨询改变过程支持同化模型的理论构想。     

Therapeutic popularity and personality: Association between peer therapist nominations and the “Big Five” personality factors

The “Big Five” personality factors of three groups of psychology students differing in popularity as therapist among their peers were compared (n=33). In agreement with earlier research, popular therapists are “agreeable”, “conscientious” and “stable”. However, popular therapists are not “surgent/extravert” and especially not “dominant” and “talkative”. No support was found for the hypothesis that similarity in “agreeableness” or dissimilarity in “surgency” (the complementarily hypothesis derived from interpersonal theory) predicts therapist popularity. However, similarity between client and therapist in “stability” was predictive of nominations for therapist. On the assumption that therapist popularity predisposes good therapeutic alliances, the results indicate that therapists agreeableness, conscientiousness and emotional stability are relative to success in therapeutic interventions.     

“儿童认知发展水平诊断工具”动态测验的初步编制与应用

本研究旨在将“儿童认知发展水平诊断工具” (Inventory of Piaget’s Developmental Task, IPDT)中的守恒与关系领域分测验改编成动态测验, 并应用于不同程度学业成绩儿童当中以探查其认知发展的潜在水平。在实验研究基础上结合以往动态测验的编制技术, 把动态施测过程分为“前测—干预—迁移—后测”4个阶段, 分别确定各阶段的测题并构建了6等级提示系统。在中等学业成绩儿童(n = 33)和低学业成绩儿童(n = 35)中的应用发现, 动态测验测得的能力获得变量对儿童的学业成绩具有重要的预测作用, 证实了所改编测验的有效性; 动态测验情境下中、低学业成绩儿童的潜在认知水平基本相同, 所改编的动态测验有助于发掘儿童的潜在认知发展水平。     

Person‐Centered Counseling: The Culture Within

The variables most related to success in counseling outcome research are the client‐counselor relationship and the personal and situational resources of the client (extratherapeutic variables). When these variables are compromised, a “specificity myth” is endorsed purporting that there are specific treatments for particular groups of people. This myth is a direct result of a shift in focus from the client to the counselor as the expert who focuses on “doing” counseling rather than “being” a counselor. Person‐centered counseling cuts to the core of therapeutic success: the relationship of the counselor‐client and the utilization of the client's resources.