国外自杀评估方法的研究进展

回顾与总结了国外近十年来自杀心理学中自杀危险因素的研究进展,并在此基础上评述性的介绍了国外自杀危险性评估方法的研究概况.重点介绍了自杀评估方法中的危险因素一保护因素核查法、七方面甄选法这两种针对群体的自杀危险性筛查方法;自杀状况表格评估法、四阶段过程评估法、自杀事件的编年体评估法这三种针对个体的自杀危险性进行细致评估的方法.最后做了简要评论,并结合现状提出了一些对我国自杀评估研究领域的启示.     

自杀“守门人”培训研究述评

在西方国家,自杀“守门人”培训被认为是最有效的自杀预防策略之一.自杀“守门人”培训的具体内容包括传授基础知识、识别自杀征兆、初步评估自杀风险和转介自杀高危个体等4个方面;研究发现自杀“守门人”培训对受训者的知识、态度和干预技能有显著的积极影响,但其对自杀率的影响仍需今后的研究详细探讨;目前的研究存在以下不足:1)随机对照研究少;2)难以评估培训对自杀率的真实影响;3)评价指标单一,缺乏统一的评估工具.未来的研究应弥补现有研究的不足,并重视自杀“守门人”培训的跨文化研究.     

认知资源对内隐自杀态度的影响:内控自杀动机的调节作用

旨在探讨大学生的内控自杀动机在认知资源与内隐自杀态度的关系中是否存在调节作用。研究发现,内控自杀动机低自我决定的大学生内隐层面对自杀的赞同程度在有认知资源时要显著低于无认知资源时,而高自我决定的大学生在有或无认知资源时内隐层面对自杀的赞同程度无差异显著。说明内控自杀动机在认知资源与内隐自杀态度的关系中具有显著的调节作用。     

社会排斥与强戒人员攻击性和自杀意念的关系：自我控制的中介作用

根据挫折-攻击理论,社会排斥可能是导致强戒人员具有较高攻击性和自杀意念的原因之一。本研究采用问卷法对395名强戒人员进行调查,以探讨社会排斥与其攻击性和自杀意念之间的关系以及自我控制的中介作用。结果显示：（1）社会排斥可以正向预测强戒人员的攻击性和自杀意念。（2）自我控制在社会排斥与攻击性和自杀意念之间起到中介作用。本研究具有一定的启示意义,未来可从减少社会排斥和提升自我控制入手对其攻击性和自杀意念进行干预。     

新生代员工自杀意念的产生机理

新生代员工的自杀意念正在引起研究者的关注.本研究立足于职业健康心理学和积极心理学视野,汲取自我决定理论和生命意义理论的思想精髓以构建“动机-生命意义”模型,系统考察社会、组织和个体因素对自杀意念的综合影响,对揭示无精神疾患员工自杀意念产生的影响机制和心理动力机制、促进研究范式从病理取向转向积极取向具有重要的理论价值;此外,还有望开发出一套“社会-组织情境→动机→生命意义”干预方案,引导企业与政府反思其现有管理体系,帮助管理者审视其管理哲学并改善其管理行为,针对尚无自杀意念或意念处于萌芽期的员工,多层次、多途径构建员工自杀的一级防控体系和心理援助机制,促进员工与企业、社会的整体和谐发展.     

自杀高危人群的识别及预防研究

自杀是由严重心理危机导致的行为.通过描述自杀高危人群存在的时代状况,从社会学与心理-精神病学的维度分析了高危人群的自杀成因,进而对其自杀前的异常言行表现、自杀的方式及当前各种预防措施进行讨论.同时,对中国文化语境下的自杀及其预防展开了反思与展望.     

一例有自杀倾向大学生的心理咨询报告

一名重点大学大三学生因身体原因引起抑郁症状,并出现明显自杀倾向。在配合医院药物的治疗下,通过积极心理暗示强大来访者的自我,并采用意向对话和催眠的治疗方法取得了良好效果。     

校园氛围和负性情绪对青少年自杀意念的影响：一项交叉滞后研究

本研究综合考虑了阶段-环境匹配理论、自杀逃避理论以及自杀的人际关系理论,通过追踪调查的方式,探讨校园氛围和负性情绪对青少年自杀意念的影响。采用青少年感知校园氛围问卷、正性负性情绪量表以及自杀意念问卷,对271名中学生进行了为期一年、共三次的追踪调查。结果表明：（1）校园氛围、负性情绪和青少年自杀意念都表现出较高程度的稳定性;（2）校园氛围和负性情绪分别可以延时预测负性情绪和青少年自杀意念;（3）负性情绪对校园氛围和青少年自杀意念的关系存在完全跨时中介作用。     

向死而生--一例自杀未遂青少年心理治疗个案报告

自杀是我国青少年死亡的首位原因,青少年自杀具有突发、难预测的特征,同时青少年处于自我发展的关键期,既脆弱又有潜力,青少年期是家庭、学校等支持、帮助其塑造完善人格的最佳时机。文章通过一例自杀未遂青少年的心理治疗报告,从精神动力学角度展开分析,理解青少年自杀的背景和动机,为提供及时有效的青少年自杀预防工作提供参考。     

痛苦逃避和自我参照惩罚条件下脑电特征对自杀意念的分类效能

采用支持向量机的特征递归选择算法, 创新性采用三维心理痛苦量表和自我参照情感激励延迟任务, 建构自杀意念分类模型的重要特征集, 并比较自杀意念和抑郁的分类模型重要特征集差异。结果发现, 痛苦逃避是自杀意念分类模型的首位特征; 基于痛苦加工特征的自杀意念多模态分类模型效能优良。研究首次证实了在机器学习建构复杂的自杀意念分类模型中, 痛苦逃避及其相关脑电成分的重要性。拓展了结合心理痛苦三因素模型和机器学习算法对自杀预测的临床应用可行性。     

Family Therapy in the Forbidden City: A Review of Chinese Journals From 1978 to 2006

This article provides a glimpse into the development of family therapy in China, by reviewing family therapy articles written in Chinese and published in journals in China that are not, therefore, readily accessible to the international community. A content analysis of journals published between 1978 and 2006 revealed 199 family therapy articles in 109 Chinese journals. Most of the studies were conducted by psychiatry or medical professionals, and were based on general systems theory or a systemic family therapy model. The articles focused on the promotion of family therapy theories and interventions in China, but did not specify the application of theory to specific clientele or symptoms. After the year 2000, a threefold increase in the number of family therapy publications was noted. These papers included the introduction of additional theories, but did not include critical assessment of the applicability of Western family therapy models to Chinese families. The researchers noted an absence of articles that identified Chinese approaches to family therapy, and a paucity of papers on gender, professional reflection, and the therapy process. The article concludes that there is room for improvement in the quality of family therapy publications in China, and that gains may be made by interdisciplinary collaboration among academics and practitioners.     

Communication flow and change theory within a family therapy supervision model

This article portrays a model of family therapy clinical supervision using change theory that is most appropriate for use with the videotape, audiotape, case presentation and debriefing from the live session. The most powerful tool during this process is that of communication and assessment of change theorys tools of confidence and conviction. The concepts presented are meant to add an additional dimension to family therapy supervision in cooperation of other theories, not as an end in themselves.Special thanks to Ms. Geri Koncilja of the Informational Technology Center at Colorado State University, Pueblo for illustration and graphic assistance.     

Therapeutic group approaches in an inpatient facility for children and adolescents: A 15-year perspective

Inner city, psychiatrically hospitalized adolescents are accessible to group therapy intervention. We developed a unique approach combining Slavson's theories with principles of family treatment and psychoanalytic theory. The group was conceptualized as a corrective family experience with the therapists functioning as model parents. Our model relies on a four-phase process, which is discussed.     

Assessing theories,Bayes style

The problem addressed in this paper is “the main epistemic problem concerning science”, viz. “the explication of how we compare and evaluate theories [...] in the light of the available evidence” (van Fraassen, BC, 1983, Theory comparison and relevant Evidence. In J. Earman (Ed.), Testing scientific theories (pp. 27–42). Minneapolis: University of Minnesota Press). Sections 1– 3 contain the general plausibility-informativeness theory of theory assessment. In a nutshell, the message is (1) that there are two values a theory should exhibit: truth and informativeness—measured respectively by a truth indicator and a strength indicator; (2) that these two values are conflicting in the sense that the former is a decreasing and the latter an increasing function of the logical strength of the theory to be assessed; and (3) that in assessing a given theory by the available data one should weigh between these two conflicting aspects in such a way that any surplus in informativeness succeeds, if the shortfall in plausibility is small enough. Particular accounts of this general theory arise by inserting particular strength indicators and truth indicators. In Section 4 the theory is spelt out for the Bayesian paradigm of subjective probabilities. It is then compared to incremental Bayesian confirmation theory. Section 4 closes by asking whether it is likely to be lovely. Section 5 discusses a few problems of confirmation theory in the light of the present approach. In particular, it is briefly indicated how the present account gives rise to a new analysis of Hempel’s conditions of adequacy for any relation of confirmation (Hempel, CG, 1945, Studies in the logic of comfirmation. Mind, 54, 1–26, 97–121.), differing from the one Carnap gave in § 87 of his Logical foundations of probability (1962, Chicago: University of Chicago Press). Section 6 adresses the question of justification any theory of theory assessment has to face: why should one stick to theories given high assessment values rather than to any other theories? The answer given by the Bayesian version of the account presented in section 4 is that one should accept theories given high assessment values, because, in the medium run, theory assessment almost surely takes one to the most informative among all true theories when presented separating data. The concluding section 7 continues the comparison between the present account and incremental Bayesian confirmation theory.     

Ideas that handicap therapy with young people

A review is done of ideas that handicapped therapists, particularly therapists of young people defined as schizophrenic, and were abandoned over the last twenty years. It is suggested that therapists currently seek theories that lead to success and avoid theories that lead to failure. The criteria for an effective theory of therapy are offered. Past ideas and theories are described in terms of meeting the criteria. Included in the review of unfortunate ideas for the therapy of mad young people are the organic theory, the psychodynamic theory, and those aspects of systems theory and double bind theory which were not helpful. How therapists recovered from these ideas is discussed. A contemporary theory of family oriented theory which meets more of the criteria of an effective theory of therapy is suggested.This paper, in a somewhat different form, was presented at the meeting Beyond the Double Bind in March, 1977. It will also appear as a chapter in a forthcoming book on the therapy of disturbed young people.     

Goals and values in school: a model developed for describing,evaluating and changing the social climate of learning environments

This paper defines a broad model of the psychosocial climate in educational settings. The model was developed from a general theory of learning environments, on a theory of human values and on empirical studies of children’s evaluations of their schools. The contents of the model are creativity, stimulation, achievement, self-efficacy, creativity, safety, control, helpfulness, participation, responsibility and influence; they are hypothesised to be structured in a circular model. The contents are defined and related to existing theories and research in education, special education, educational psychology and sociology, on the basis of reviews of literature. The model underlies the Goals, Attitudes and Values in School questionnaire, developed to assess the characteristics of educational settings. The model can be a practical tool in understanding and appreciating differences between learning environments in research and assessment and it could represent a guideline for interventions aimed to analyse and improve the social climate of learning environments.     

The modification of agoraphobic avoidance behaviour: some fresh possibilities

A reconsideration of the theoretical basis of the therapy provided for agoraphobic people is warranted on three grounds. Although current methods of behavioural treatment are moderately effective, many patients are left with significant residual problems. Secondly, consideration of the theoretical basis of current behavioural treatments has been neglected and thirdly, there has been insufficient curiosity about the nature of agoraphobia.Three approaches to the problem of persistent avoidance behaviour and/or fear were selected as being of particular promise: Seligman and Johnston's cognitive theory of avoidance behaviour. Gray's elaboration of the safety signal hypothesis and Bandura's self-efficacy theory. Proposals for two new forms of therapy were formulated from an examination of these theories. The most promising possibilities are ‘therapy by repeated disconfirmation’ and ‘safety-signal therapy’. The general lines of these new forms of therapy are set out, examples provided and suggestions put forward for assessment procedures.It is suggested that in many agoraphobic cases, the control of panic attacks is a target of central importance and renewed attempts to find dependable ways of controlling panic attacks by psychological methods should be made. It is also recommended that self-efficacy estimates should be included in experimental investigations of the therapy provided for people with agoraphobic problems.     

Examining Preschool Cognitive Abilities Using a CHC Framework

Although there has been a substantial growth in the number of published studies examining tests of cognitive abilities and using contemporary theories of cognitive abilities, to date none have done so with preschool cognitive tests. In this study the relation between cognitive ability measures for young children and Cattell-Horn-Carroll (CHC) theory is examined. Tests and subtests from the Differential Ability Scales: Upper Preschool Level and the Woodcock-Johnson Tests of Cognitive Ability-Revised with a sample of 158 children between 4 and 5 years of age were used in a series of joint factor analyses. Although a series of models were explored, the model representative of the CHC theory of cognitive abilities was best supported by the data. This provides evidence for a greater differentiation of young children's cognitive abilities than are typically interpreted. Results are discussed with regard to understanding the link between contemporary theories of intelligence and young children's cognitive abilities, as well as implications for intellectual assessment practices with young children.     

团体心理治疗中凝聚力的概念及测量研究述评

团体心理治疗中的凝聚力最初多被定义为人际信任、吸引和卷入,随着研究的深入,凝聚力的概念逐渐向多维的方向发展。对凝聚力的测量主要有MacKenzie的团体氛围量表、Lese等的治疗因素-凝聚力分量表及Piper的凝聚力量表等。目前团体心理治疗领域的研究对凝聚力的认识缺乏一致性。从凝聚力的概念建构着手,探索团体心理治疗过程,开发评估工具,构建系统的理论和模型,是值得国内研究者关注的方向。