Group therapy with selected forensic-psychiatric patients (dyssocial maldevelopment

The treatment of patients with medically relevant dissozial misdevelopment in a forensic-psychiatric clinic demands special methods corresponding to the subjective and objective conditions. The group therapy represents a possibility of activating those patients in a socially adequate way. There are being described the course and first results of this method.     

Socialization and cognition in children between the age of 18 and 24 months

A cross-cultural study of mother–child dyads was set up to test the hypothesis that sociocultural differences, mediated by variations of maternal intervention, influence the way in which the child manipulates objects and, thereby, his cognitive and social competences. Two series of observations were conducted with three groups of children aged 18–24 months (15 from the American middle class, 15 from French families and 15 from North African families—the last two groups both underprivileged): (a) ‘naturalistic’ observations of two systems of interaction (child–mother and child–children interaction) showed that each child is characterized by one type of object manipulation (protected, induced, activated or autonomous) and that maternal intervention varies with the sociocultural background; assessment of the child's behavioural sequences unravelled his strategies for solving and avoiding conflicts with his peers; (b) observations of the child with a standardized material permitted an evaluation of his cognitive competences for spontaneous problem-solving. Regarding the assumptions of our hypothesis, the results furnish the following conclusions: (1) social and cognitive competences are related to the object manipulation type. In all samples, children characterized by ‘activated’ and ‘autonomous’ manipulation obtain the better results; (2) maternal intervention differs among the samples depending on the sociocultural background; these differences (limitation and physical contact) do not correspond to differences in types of manipulation; (3) type of manipulation is an interactive construction; it characterizes the functioning of the mother–child dyad and its prevailing dynamics between permanence and change. ©1997 by John Wiley & Sons, Ltd.     

Failures of Socialization

The incidence rate of crime (andotherindicators of alientation) for school-aged, young Americans is at its highest level in the history of the country. These figures are normally interpreted in terms of sociological variables suchas “cohort effects” and “unemployment.” Drawing on the tradition of research in culture and personality, we interpret these failures of socialization in terms of certain widespread changes in patterns of child-rearing.     

道德社会化探析

本文在对道德社会化几种理论进行简要评析的基础上,提出道德社会化的基本内容包括认同道德规范、明晰道德关系、形成道德人格;实现道德社会化的基本途径包括社会的道德教育和个体的道德修养.     

Parental Socialization of Emotion

Recently, there has been a resurgence of research on emotion, including the socialization of emotion. In this article, a heuristic model of factors contributing to the socialization of emotion is presented. Then literature relevant to the socialization of children's emotion and emotion-related behavior by parents is reviewed, including (a) parental reactions to children's emotions, (b) socializers' discussion of emotion, and (c) socializers' expression of emotion. The relevant literature is not conclusive and most of the research is correlational. However, the existing body of data provides initial support for the view that parental socialization practices have effects on children's emotional and social competence and that the socialization process is bidirectional. In particular, parental negative emotionality and negative reactions to children's expression of emotion are associated with children's negative emotionality and low social competence. In addition, possible moderators of effects such as level of emotional arousal are discussed.     

Parental Socialization of Emotion

Recently, there has been a resurgence of research on emotion, including the socialization of emotion. In this article, a heuristic model of factors contributing to the socialization of emotion is presented. Then literature relevant to the socialization of children's emotion and emotion-related behavior by parents is reviewed, including (a) parental reactions to children's emotions, (b) socializers' discussion of emotion, and (c) socializers' expression of emotion. The relevant literature is not conclusive and most of the research is correlational. However, the existing body of data provides initial support for the view that parental socialization practices have effects on children's emotional and social competence and that the socialization process is bidirectional. In particular, parental negative emotionality and negative reactions to children's expression of emotion are associated with children's negative emotionality and low social competence. In addition, possible moderators of effects such as level of emotional arousal are discussed.     

Organizational Socialization: A Field Study into Socialization Success and Rate

The last decade has witnessed a resurgence of organizational socialization research. However, a critical question has been neglected: Is there a common underlying pattern to organizational socialization? We investigated newcomer learning, job satisfaction and intent to quit as common indicators of socialization, in research with 222 newcomers at two organizations during the crucial post‐entry period. The results support a learning‐dependent model of newcomer adjustment, with learning in specific domains related to improved attitudinal outcomes. Some aspects of organizational socialization were not uniform across the two organizations, suggesting a need for further development of socialization models and greater accounting for this in organizational socialization research.     

Self-Destructive Consequences of Sex-Role Socialization

Suicide proneness and self-destruction scales, together with measures of self-favorability and self-confidence, were administered to two samples (n = 106 and n = 213). The affective responses of the second sample (134 women and 79 men) were measured by asking respondents to circle adjectives classified for activity-passivity, positive-negativeness, and extroversion-introversion that expressed their feelings toward eight situations. Women scored lower than men on suicide proneness, higher on self-destruction, and lower on self-favorability and self-confidence. Women reacted more passively to the situations than men and more negatively to the public challenge situation. Women tend to extrovert (turn outward on others) their positive feelings in pleasant situations and to introvert (turn blame on themselves) their negative reactions to unpleasant situations. Men do the reverse. It is suggested that women are self-destructive in passive ways, reflecting their lack of self-favorability and confidence and manifested by failure to react to everyday situations in ego-building ways.     

教师社会化内容的结构

教师社会化是指个体成为教师共同体中参与性成员的过程.探索教师社会化内容是了解教师社会化过程和评估教师社会化程度的基础.本研究随机选取天津市和张掖市的650名教师参与调查,在访谈和文献分析的基础上编制了教师社会化问卷,最终得出了教师社会化内容的四维度结构,即"角色知识"、"工作胜任"、"学校知识"、"学校政治",为今后深化教师社会化研究奠定了基础.     

交往合理性探微

交往合理性问题是当代哲学的一个前沿问题。从人类生存、发展与社会进步高度看 ,交往合理性的实质是合规律性与合目的性的统一 ,其最高标准是真善美的有机统一。实现交往的合理性 ,必须从交往观念、交往手段、交往调控机制和主体交往资质等多方面进行全方位思考。     

Sexual Socialization for Therapists

No abstract available for this article.     

The Organizational Socialization Inventory

Organizational socialization is regarded as an interactive process between employees and their organizations such that employee perceptions of socialization may impact on the process. Four social-psychological factors were theorized to influence employee perceptions of their socialization at work, namely: training; understanding; co-worker support; and prospects for the future. Based on these four factors, an Organizational Socialization Inventory (OSI) was created as a quantitative measure of socialization in organizations. The OSI is intended for general use in a variety of organizational settings. This paper describes the construction of the OSI and its subscales, reports their reliabilities, relates the results of their initial validity tests, and suggests some potential uses of the OSI.     

法律行为与个体社会化

本文从角色和个体关系的视角界定了法律行为的主体,说明了法律行为形成的途径和内容,探讨了个体社会化的过程及其法律社会化的两个阶段,指出了现阶段塑造法律人格的内容、意义和措施.     

Socialization in an International Context

The globalization of the world economy, the widespread expansion of corporations into overseas markets and the increased use of expatriate and repatriate job assignments have all fundamentally changed the context in which organizational socialization now takes place. This article examines the distinctive socialization issues made salient by this organizational context change. The paper reviews existing theoretical and empirical research, provides hypotheses to guide future socialization research in this area and discusses the implications of an international context for the management of organizational socialization programmes.     

论老年道德社会化

老年道德社会化是人的社会化的重要环节。正确认识并顺利进行退休期的角色转换是老年道德社会化的前提,以生养心是老年道德社会化的我向内场,养老、爱老、敬老的家风与国风是老年道德社会化的辐射外场。     

Complexities in International Organizational Socialization

The growing number of expatriates highlights the importance of organizational socialization as these people strive to adjust to a new work environment in a foreign country. Research hypotheses presented by Feldman (1997) are reviewed for their impact on future research. The complexities of organizational socialization or work adjustment within an international context are believed to transcend the bounds of simple linear relationships. Five of the hypotheses are discussed to illustrate these complexities and to offer new ideas for future research.     

Proactive Socialization and Behavioral Self-Management

The purpose of this study was to examine behavioral self-management as a form of newcomer proactive socialization behavior. A longitudinal field study was conducted with a sample of 153 entry-level professionals who completed questionnaires during their first month of entry and 6 months after entry. The results indicated that self-management behavior was related to newcomers’ general anxiety and stress at entry, and to internal motivation, ability to cope, and task-specific anxiety 6 months later. In addition, anxiety and stress at entry were found to mediate the relationships between self-management and ability to cope and task-specific anxiety. The research and practical implications of these findings are discussed. It is recommended that future research integrate the self-management and information seeking perspectives to provide a more complete theory of proactive socialization.