促进被拒绝和被忽视幼儿的同伴交往的三种训练法

本研究在测查了4-6岁幼儿在幼儿园的社交地位的基础上,对筛选出的被拒绝和被忽视幼儿进行干预训练,探讨行为训练、认知训练和情感训练对不同类型的同伴交往不良幼儿干预的有效性,并对被拒绝型和被忽视型幼儿同伴交往不良的可能成因做了分析。结果表明:行为训练法、认知训练法、情感训练法都可以促进同伴交往水平,三种方法之间的效果无显著差异。对被拒绝儿童采用认知训练法效果较好,对被忽视儿童采用行为训练法更好。从4岁到6岁,行为训练法的效果逐渐减弱、而认知和情感训练法的效果则逐渐提高。     

Perceptions of Self and Relationship with Parents in Aggressive and Nonaggressive Rejected Children

This study examined the perceptions of self and the attachment relationship to parents in aggressive and nonaggressive rejected children, as compared to children with an average or popular sociometric status. Participants were 216 children from grades 3 and 4. They completed peer nomination measures, the Self-Perception Profile for Children (SPPC), and the Security Scale (mother and father form). Results generally confirmed the assumption that only the nonaggressive rejected children perceive themselves as less competent and worthy as a person than the more popular children. Aggressive rejected children did not report lower feelings of global self-worth or competence, although they did report lower levels of social acceptance. Furthermore, rejected-nonaggressive children perceived the relationship with their father (but not with their mother) as less secure than did the more popular children. Logistic regression analyses suggested that the linkage between felt security with father and rejected-nonaggressive status was mediated by children's self-worth. Implications for attachment theory and for the hypothesized heterogeneity among rejected children are discussed.     

Parental Emotion Coaching: Associations With Self-Regulation in Aggressive/Rejected and Low Aggressive/Popular Children

This study investigated associations between maternal and paternal emotion coaching and the self-regulation skills of kindergarten and first-grade children. Participants were 54 children categorized as either aggressive/rejected or low aggressive/popular by peer reports. Findings indicated a statistical trend for fathers of low aggressive/popular children to engage in more emotion coaching than fathers of aggressive/rejected children. Paternal emotion coaching accounted for significant variance in children's regulation of attention. Maternal emotion coaching moderated the relation between children's status and regulation of emotion. Findings suggest that interventions focused on parental emotion coaching may prove beneficial for increasing the self-regulation and attention skills of children with social and conduct problems.     

Cognitive Aspects of Social Failure: Some Implications for Social-Skills Training

It is argued that negative self-beliefs and other irrational thoughts are a central and neglected component in explaining the failure of many clients to benefit from social-skills training. Evidence is reviewed showing that clients suffering various neurotic disorders tend to negatively distort feedback about others' reactions and their own performance in such a way as to bolster negative self-evaluation, and that this in turn inhibits and in other ways interferes with social performance. These negative self-evaluations may also interfere with training objectives, particularly durability and generalisation of new skills. Ways of changing self-beliefs are suggested, and various aspects of cognitive therapy and rational-emotive therapy are recommended as solutions to these problems.     

On Being Rejected: A Meta-Analysis of Experimental Research on Rejection

ABSTRACT— This article presents the first meta-analysis of experimental research on rejection, sampling 88 studies. The results are consistent with a needs account, which states that rejection frustrates basic psychological needs, but not with a numbness account, which states that rejection causes physical and emotional numbness. Rejection moderately lowers mood ( d =−0.50) and self-esteem ( d =−0.70), but does not decrease arousal or flatten affect. Both belonging ( d = 0.69) and control ( d = 1.16) are frustrated by rejection. Aggressive responses to rejection, considered paradoxical by some, appear to be due to attempts to gain control; measures that contrast belonging and control ( d =−1.17) cause antisocial responding, whereas measures that do not allow for control to be restored cause prosocial responding ( d = 1.21). These findings suggest that rejection makes individuals feel bad—ready to act to restore control or belonging—and that they will prioritize restoring control even if it requires being antisocial.     

Psychosocial Characterization of Physically Abused Children from Low Socioeconomic Households in Comparison to Neglected and Nonmaltreated Children

Research reports on the long-term sequelae of physically abused children have not produced a coherent profile that can be used to identify this population as a distinct diagnostic group. To define the specific combination of symptomatology and personality characteristics of this group, 41 physically abused children, referred by the state Child Protection Officers were interviewed using the Attachment Style Classification Questionnaire, the Children's Depression Inventory, the Trait Anxiety Inventory, and the Child Suicidal Potential Scales. The results were compared with those of 38 neglected children and 35 nonabused, nonneglected children. The physically abused children showed an avoidant attachment style, specific depressive and suicidal symptomatology, high anxiety level, high aggression level, and primitive defense mechanisms. A discriminant data analysis identified 92.8% of the participants in terms of their diagnostic status. Our study suggests that an emotional and behavioural cluster of characteristics may differentiate physically abused children from neglected and nonmaltreated children. This cluster highlights the severity of induced developmental damages in the short and long-term.     

Trauma in Early Childhood: A Neglected Population

Infants, toddlers and preschoolers are a high risk group for exposure to trauma. Young children are also vulnerable to experiencing adverse outcomes as they are undergoing a rapid developmental period, have limited coping skills and are strongly dependent on their primary caregiver to protect them physically and emotionally. However, although millions of young children experience trauma each year, this population has been largely neglected. Fortunately, over the last 2 decades there has been a growing appreciation of the magnitude of the problem with a small but expanding number of dedicated researchers and clinicians working with this population. This review examines the empirical literature on trauma in young children with regards to the following factors: (1) how trauma reactions typically manifest in young children; (2) history and diagnostic validity of posttraumatic stress disorder (PTSD) in preschoolers; (3) prevalence, comorbidity and course of trauma reactions; (4) developmental considerations; (5) risk and protective factors; and (6) treatment. The review highlights that there are unique developmental differences in the rate and manifestation of trauma symptomatology, the current Diagnostic and Statistical Manual of Mental Disorders (4th ed., DSM-IV-TR) PTSD criteria is not developmentally sensitive and the impact of trauma must be considered within the context of the parent–child relationship. Recommendations for future research with this population are also discussed.     

Counseling Rejected Applicants: Feedback for Career Development

In this article the author points out the need for more adequate counseling with an often neglected segment of the population: rejected applicants to higher education. He delineates the roles, functions, and problems of the counselor in this situation, using as an example current procedures for counseling rejected applicants in the Yale Physician's Associate Program. The article contains recommendations for counselors, so that they might become more familiar with the problems and functions of admissions committees, and for admissions committees, so that they might enlist the aid of those with counseling training in both the admissions process and the counseling of rejected applicants.     

Wittgenstein's Philosophical Grammar: A Neglected Discussion of Vagueness

In this paper I explore a neglected discussion of vagueness put forward by Wittgenstein in his Philosophical Grammar (1932–34). In this work, unlike Philosophical Investigations (1953), Wittgenstein not only discusses the venerable Sorites paradox but provides a novel conception of vagueness using an analogy with coin tossing and converging intervals. As he sees it, the problematic picture of vagueness arises because we conflate aspects of the functioning of vague concepts with those of non‐vague ones. Thus, while we accept that vague concepts have no sharp cut‐off points (are boundaryless), we nevertheless retain the idea that we can progress towards the penumbra the way we progress towards the cut‐off points of non‐vague concepts. As a potential remedy, Wittgenstein's analogy with coin tossing and converging intervals replaces this picture and provides an understanding of the functioning of vague concepts in which no notion of a progression arises.     

Work Adjustment: A Neglected Area in Career Counseling

The author suggests that counselors should devote more attention to work adjustment problems and proposes a systems model for counselors to use in conceptualizing the development of work adjustment and work adjustment problems and in formulating strategies of intervention to address these problems.     

Inattention-Hyperactivity and Reading Achievement in Children from Low-Income Families: A Longitudinal Model

This study examined how preschool inattention-hyperactivity is related to elementary school reading achievement. Prereading skills were hypothesized to be a link between them. This link was explored using longitudinal data on 105 low-socioeconomic-status (SES) children's inattentive-hyperactive behavior and prereading skills in Head Start and in kindergarten and their inattentive-hyperactive behavior and reading skills in first grade. A model of this relationship was tested using structural equation modeling. The results failed to show a significant path between inattention-hyperactivity and prereading skills at both the Head Start and kindergarten levels. A significant path was found between first grade inattention-hyperactivity and reading skills, confirming that the strong relationship between inattention-hyperactivity and poor reading achievement commonly found in children from other SES levels was also significant in this low-SES sample. Strong relationships were found between pre-reading skills and reading skills, as well as among hyperactivity levels at the three grades. The issue of the direction of the path of influence between attention-behavior and reading achievement is addressed briefly; however, the results indicate that further longitudinal work is necessary to resolve this issue.     

Infants and Young Children in Military Families: A Conceptual Model for Intervention

Infants and young children of parents in the military deserve special attention because the first years of life are pivotal in establishing trusting attachment relationships, which are based on the developmental expectation that parents will be reliably available and protective both physically and emotionally. For young children in military families, the stresses of extended absences of mothers and/or fathers as the result of deployment abroad, recurrent separations and reunions resulting from repeated deployments, or parents struggling with the emotional sequelae of their war experiences, and the traumatic impact of parental injury and death can strain and derail the normative expectation of parental availability and protectiveness. This article describes the key features of mental health in infancy and early childhood, the developmentally expectable early anxieties that all children experience in the first years of life across cultures and circumstances, and the ways in which these normative anxieties are exacerbated by the specific circumstances of military families. The article also describes interventions that may be helpful in supporting military families and their children with the specific challenges they face.     

On A Neglected Path to Intuitionism

According to Quine, in any disagreement over basic logical laws the contesting parties must mean different things by the connectives or quantifiers implicated in those laws; when a deviant logician ‘tries to deny the doctrine he only changes the subject’. The standard (Heyting) semantics for intuitionism offers some confirmation for this thesis, for it represents an intuitionist as attaching quite different senses to the connectives than does a classical logician. All the same, I think Quine was wrong, even about the dispute between classicists and intuitionists. I argue for this by presenting an account of consequence, and a cognate semantic theory for the language of the propositional calculus, which (a) respects the meanings of the connectives as embodied in the familiar classical truth-tables, (b) does not presuppose Bivalence, and with respect to which (c) the rules of the intuitionist propositional calculus are sound and complete. Thus the disagreement between classicists and intuitionists, at least, need not stem from their attaching different senses to the connectives; one may deny the doctrine without changing the subject. The basic notion of my semantic theory is truth at a possibility, where a possibility is a way that (some) things might be, but which differs from a possible world in that the way in question need not be fully specific or determinate. I compare my approach with a previous theory of truth at a possibility due to Lloyd Humberstone, and with a previous attempt to refute Quine’s thesis due to John McDowell.     

On Measuring Work Ethic: A Neglected Work Commitment Facet

Work ethic has been underrepresented in work commitment studies, compared to other work commitment facets such as job involvement, career commitment, and organizational commitment. Using exploratory factor analysis on an overall sample of 543 participants, this study identified a four-dimension work ethic concept. The four dimensions found were hard work, nonleisure, independence, and asceticism. Various subsample analyses further supported this four-factor structure. Results and limitations of the study, including the potential incorporation of a shortened 12-item work ethic scale into a more general work commitment measure, are discussed.     

歧视知觉与流动儿童社会疏离感的关系:一个有调节的中介模型

采用问卷法对1101名流动儿童进行调查研究,考察歧视知觉对流动儿童社会疏离感的影响,同时考察认同整合在其中的中介作用,以及该过程是否受到社会支持的调节。结果表明：（1）在控制了性别、学校性质、转学次数之后,歧视知觉对流动儿童社会疏离感具有正向预测作用;（2）认同整合在流动儿童歧视知觉和社会疏离感关系中起到部分中介作用;（3）认同整合的中介作用受到社会支持的正向调节,相对于社会支持水平低的流动儿童,中介作用对社会支持水平高的流动儿童更显著。因此,歧视知觉对流动儿童社会疏离感的影响是有调节的中介效应。这些结果对于综合解释城市适应过程中环境与个体因素对流动儿童社会疏离感的作用路径与机制具有重要意义。     

Anxiety and Depression in Children and Adolescents: A Factor-Analytic Examination of the Tripartite Model

The tripartite model of Clark and Watson (1981) suggests that the oft-observed covariation between anxiety and depression can best be understood by examining three related yet distinct constructs: negative affectivity, positive affectivity, and elevated physiological arousal. In the present study, 510 boys and girls in the 4th, 7th, and 10th grades completed the Children's Depression Inventory and the Revised Children's Manifest Anxiety Scale. Confirmatory factor analyses were conducted to determine the goodness of fit of single-factor (i.e., negative affectivity), two-factor (i.e., anxiety and depression), and three-factor models (i.e., negative affectivity, positive affectivity, and physiological arousal). Analyses were conducted by examining each of the models in the whole sample first and then separately for boys and girls and for fourth, seventh, and tenth grade youths. Results failed to support the tripartite theory; rather, the findings supported a two-factor model in all cases. These factors represented the general constructs of anxiety and depression, and these factors remained significantly interrelated. Consistent with previous findings, the strength of these relations was stronger for boys than girls and for children than adolescents.