中国古代哲学的生态伦理价值

中国古代哲学博大深湛,其中道德思想和实践的久远和深刻的传统,不仅对当代人际道德建设有重要价值,而且对环境道德建设也有重要价值.学术界重视古代伦理思想对当今人际道德建设的积极影响,已经整理了系统的资料.但是从环境道德的视角对古代伦理思想进行整理和发掘至多也仅仅是起步.我们相信,如果从我国古代传统伦理思想中发掘出更多对环境伦理有价值的思想,那么中国文化对现代环境伦理学就会作出越大的贡献.     

人际距离和情绪知觉对利他选择的影响

本研究采用社会正念范式（SoMi）,考察不同人际距离对其社会正念利他选择的影响。结果发现：（1）不同人际关系产生的人际距离对社会正念利他选择不同,被试与陌生人的利他选择最低,与父母的利他选择其次,与朋友的利他选择略高于对父母的利他选择;（2）情绪面孔产生的人际距离越近,利他选择行为越高,人际距离越远,利他选择行为越低;高兴面孔表情利他选择频次最高,悲伤面孔表情次之,愤怒面孔表情利他选择最低。     

大学生人际冲突解决策略及干预训练研究综述

人际冲突是大学生人际交往中的常见现象,有关人际冲突的研究表明,大学生在遇到冲突时主要运用协商合作的冲突解决策略。冲突解决策略干预训练主要有课堂渗透和团体辅导两种方式,两种方式对于提高学生人际冲突解决能力都具有显著效果。在综述的基础上,本文初步探讨了冲突解决策略干预训练对大学生心理健康教育工作的启示。     

心理距离视角下的行为决策

决策是指决策者对将产生不同结果的多个备择方案的评估与选择。无论决策结果涉及的是金钱、健康、环境或是其他事物,它们都同时具有多重属性,如发生的概率,发生的时间,发生的地点,发生在谁身上等,这些属性会和结果量一起影响人们对结果效用的评价和对备择方案的选择。以往有关风险决策、跨期决策和社会决策的理论分别探究结果的概率属性、时间属性和人际属性如何与结果量一起共同决定人们的效用评估与选择,并提出了各自不同的决策模型。然而,心理距离理论则认为,决策结果的概率、时间、空间、人际等属性本质上都可被表征为结果在决策者心中的心理距离。这意味着风险、跨期和社会决策模型有可能经由心理距离而得以统一。近几年来,众多研究围绕这一思想开展了一系列实验研究,分析了各种心理距离的同质性,探索了基于心理距离的心理折扣现象及其规律,探讨了时间、概率、人际、空间距离对个体决策的影响。在此基础上,未来研究还应更加重视对多特征决策的研究,探索心理距离之间的替换率和通币问题,探究心理距离的本质及其整合方式,以期形成统一的决策理论模型。     

团辅型班会课在高中的应用探析

<正>一、团体辅导的概念团体辅导由英文G roup counseling翻译而来,是指在团体领导者的引领下,在团体情境中进行的一种心理辅导形式。它通过围绕某一共同话题,依托一定的活动进行人际互动、启发、诱导,促使成员从中观察、学习、体验,自我认识、探讨、接纳,改善人际关系,进而改变观念、态度与行为,促进个体的成长。     

系统心理干预增进初二学生良好学业情绪的实验研究

采用2(实验班、对照班)×2(班级辅导+教师与家长辅导、注意即心理安慰剂)×3(学业情绪、自我概念、学业成绩)的实验设计,对65名初中二年级学生进行系统心理干预实验研究.实验研究结果表明:班级辅导+教师与家长辅导的系统心理干预方法可以增加初二学生的正向学业情绪,减少负向学业情绪,并且干预后间隔一个月有延续效应;经过系统心理干预,学生的自我概念也有相应的提升,同时也明湿地提高了学业成绩.说明系统心理干预对增进初二学生良好学业情绪足有效的.     

新冠感染疫情下单次网络团体辅导疗效因子质性研究

目的：探讨新型冠状病毒感染（简称新冠）疫情下单次网络团体辅导的疗效因子。方法：单次抗疫减压网络团体辅导结束后,对17位成员进行半结构式访谈,采用扎根理论对访谈内容进行分析。结果：新冠疫情下该网络团体中重要的疗效因子为“人际学习”“利他相互性”“正向感受唤起”“情绪宣泄”“普遍性”;团体疗效因子在团体记忆承载点上发挥作用;调节条件“成员投入程度”“成员同质性及潜在关系”“带领者水平”在其间对团体效果起调节作用。结论：团体记忆承载点、疗效因子及调节条件在疫情下开展单次网络团体辅导中发挥重要作用。     

霍妮神经症理论述评

依照神经症演进的心理历程为线索,从神经症的起因、人际策略、心理内防御策略、最终表现和治疗五个方面系统论述了霍妮的神经症理论,并在此基础上指出,霍妮的神经症理论是对弗洛依德思想的批判继承,其理论影响力、应用性正受到应有的关注.     

人际距离影响疼痛共情:朋友启动效应

"人类如何体验朋友或陌生人的痛苦?"为了研究人际距离对疼痛共情的影响及其神经机制,记录了14名健康大学生完成启动范式下疼痛共情任务时的脑电数据,分析朋友/陌生人启动条件下的ERP成分。研究发现人际距离对共情的早期自动加工(N1)和晚期控制加工(P3)过程都有影响。朋友启动条件下的N1显著小于陌生人启动条件,说明N1具有情绪分享作用,与陌生人相比人们在分享朋友的情绪情感时,由于共情相关神经网络的激活扩散导致了N1成分的减弱。朋友启动条件下的P3显著大于陌生人启动条件。另外,溯源分析发现在600~700 ms时程内发现朋友启动条件下颞上回存在更强激活。这说明人际距离因素增强了对共情中知觉线索的有意识加工与社会认知评价过程。     

领导人际情绪管理和员工建言的关系：有调节的中介效应分析

近年来,领导人际情绪管理（LIEM）作为一种管理和调节下属消极情绪的领导行为正逐渐受到学界关注。本研究通过问卷调查,搜集了314份员工和领导的配对数据。研究结果显示：领导人际情绪管理积极影响员工建言行为;下属信任在领导人际情绪管理和员工建言行为间起到部分中介作用;权力距离对下属信任的中介效应起到调节作用。     

Telling lies

Men and women (20 each) were videotaped while describing someone they liked, someone they disliked, someone they were ambivalent about, someone they were indifferent about, someone they liked as though they disliked him or her, and someone they disliked as thought they like him or her. Accuracy at detecting that some deception had occurred was far greater than accuracy at detecting the true underlying affect, and people who were good at detecting that deception was occurring were not particularly skilled at reading the speakers' underlying affects. However, people whose deception attempts were more easily detected by others also had their underlying affects read more easily. Speakers whose lies were seen more readily by men also had their lies seen more readily by women, and observers better able to see the underlying affects of women were better able to see the underlying affects of men. Skill at lying successfully was unrelated to skill at catching others in their lies. A histrionic strategy (hamming) was very effective in deceiving others, and this strategy was employed more by more Machiavellian people, who also tended to get caught less often in their lies. Methodological considerations and systematic programs for future research are discussed.     

Friendships of aggressive youth: considering the influences of being disliked and of being perceived as popular

Past research provides conflicting evidence regarding whether aggressive youth have problems in the domain of friendship. The current study tested whether being disliked by peers exacerbates the negative effects of aggression on friendship and whether being perceived as popular by peers mitigates these damaging effects. Participants were 607 third-, fifth-, seventh-, and ninth-grade students. Support for the hypothesis that being disliked or being perceived as popular would moderate relations between aggression and friendship adjustment was found for the association between relational aggression and friendship conflict. Specifically, relational aggression was associated with having conflictual friendships for youth who were disliked but not for youth who were perceived as popular. In addition, similarity between friends was found in terms of how aggressive youth were as well as in terms of how disliked they were and how popular they were perceived to be. Implications for the well-being and development of aggressive youth are discussed.     

Microcounseling: the counselor as trainer

The skills of the counselor are too important to be used only in the guidance office. The counselor should move into the school and the community to teach others the various skills of counseling and interpersonal communication. Microcounseling is a systematic method for teaching counseling skills in a short period of time. The author explains the relationship of microcounseling and counselor education to the role of the practicing counselor. He believes that conducting systematic training programs in such skills as microcounseling should become an important role for counselors.     

A Review of the TFA Counseling System: From Theory Construction to Application

The purpose of this article is to provide counseling practitioners and researchers with an integrative review of the TFA (thinking-feeling-acting) counseling system, Tracing the 12-year evolution of the model from theory construction and instrument development to practical application provides in one place a comprehensive synthesis of published work on the TFA system. The theoretical principle guiding the model was the systematic combination of the cognitive, emotional, and behavioral domains of human functioning. The Hutchins Behavior Inventory (HBI) was developed to assess the interaction of thoughts, feelings, and actions that led to applications of the TFA system in counseling and related areas.     

How emotions expressed by adults’ faces affect the desire to eat liked and disliked foods in children compared to adults

The aim of this study was to determine whether or not pleasure, neutrality, and disgust expressed by eaters in photographs could affect the desire to eat food products to a greater extent in children than in adults. Children of 5 and 8 years of age, as well as adults, were presented with photographs of liked and disliked foods. These foods were presented either alone or with an eater who expressed three different emotions: pleasure, neutrality, or disgust. Results showed that, compared with food presented alone, food presented with a pleasant face increased the desire to eat disliked foods, particularly in children, and increased the desire to eat liked foods only in the 5‐year‐old children. In contrast, with a disgusted face, the desire to eat the liked foods decreased in all participants, although to a greater extent in children, while it had no effect on the desire to eat the disliked foods. Finally, food presented with a neutral face also increased and decreased the desire to eat disliked and liked foods, respectively, and in each case more for the 5‐year‐olds than for the older participants. In sum, the facial expressions of others influence the desire to eat liked and disliked foods and, to a greater extent, in younger children.     

Better the devil you know? Nonconscious processing of identity and affect of famous faces

The nonconscious recognition of facial identity was investigated in two experiments featuring brief (17-msec) masked stimulus presentation to prevent conscious recognition. Faces were presented in simultaneous pairs of one famous face and one unfamiliar face, and participants attempted to select the famous face. Subsequently, participants rated the famous persons as ”good“ or ”evil“ (Experiment 1) or liked or disliked (Experiment 2). In Experiments 1 and 2, responses were less accurate to faces of persons rated evil/disliked than to faces of persons rated good/liked, and faces of persons rated evil/disliked were selected significantly below chance. Experiment 2 showed the effect in a within-items analysis: A famous face was selected less often by participants who disliked the person than by participants who liked the person, and the former were selected below chance accuracy. The within-items analysis rules out possible confounding factors based on variations in physical characteristics of the stimulus faces and confirms that the effects are due to participants’ attitudes toward the famous persons. The results suggest that facial identity is recognized preconsciously, and that responses may be based on affect rather than familiarity.     

The effect of stimulus person valence on divergent self-other attributions for success and failure

Two experiments investigated self-other attributions for success and failure. In Experiment 1, high and low achievers completed a modified IAR scale either for themselves or another. Regardless of achievement motives, more personal attribution for failure was assigned to oneself than to a neutral other. In Experiment 2, additional scales for liked and disliked others were administered and scale item importance was varied. On global and individual causal measures, neutral and liked others were credited more and disliked others less for success than oneself, and liked others were blamed less and disliked others more for failure than oneself and neutral others. Item importance produced few effects. Results were interpreted in terms of informational considerations in self-other attribution.     

Ethnic role taking: The effects of preference and self-identification(1)

Children aged 6 to 9 years were asked to take the role of people from different ethnic groups. They were to do this by attributing kinship preferences to persons from their own ethnic group, from their most liked ethnic group and from their most disliked ethnic group. The first experiment conducted with White Americans demonstrated that they were able to attribute similar-ethnicity preferences to people from their own and from their liked ethnic group, but not to people from a disliked group. Two sorts of errors were made: those resulting from egocentrism and those resulting from undifferentiated perception. A second experiment was conducted with Canadian Indian children in which more extensive attitude and perception measures were taken. Multiple regression analyses suggested that kinship attribution was based more on similarity between role person and kin than it was on the child's own egocentric preferences. The Indian children also made fewer errors on the disliked role. This was discussed in terms of conflicts about group identity and preferences.     

Opposites detract: Middle school peer group antipathies

This study examines variability in patterns of peer group antipathy. Same-grade adolescent peer groups were identified from sociometric nominations of preferred affiliates in a community sample of 600 Finnish ninth-grade middle school students (mean age = 15.0 years). Hierarchical linear modeling determined characteristics of youths in actor groups (nominators) that predicted antipathy for youths in target groups (nominatees) on the basis of target group characteristics. Most antipathies were based on dissimilarity between groups representing the mainstream culture and groups opposed to it. The higher a peer group’s school burnout, the more its members disliked students in peer groups with higher school grades and students in peer groups with higher sports participation. Conversely, the higher a peer group’s school grades, the more its members disliked students in peer groups with higher school burnout. Students in peer groups with less problem behavior disliked students in peer groups with more problem behavior. There was some evidence of rivalry within the mainstream culture: The higher a group’s school grades, the more its members disliked groups whose members participated in sports.     

Interpersonal Moderators of the Effects of Upward Comparisons on Ability Judgments

In everyday life, the meaning—and thus the consequences—of social comparisons are shaped by the interpersonal relationship with the comparison target. In two studies, undergraduates described 1,863 naturally occurring upward social comparisons. Participants ascribed higher ability levels to themselves when they had an ongoing competition or close (but not extremely close) relationship with the upward comparison target. Participants ascribed lower ability levels to distant and disliked targets (especially when their standing relative to a disliked target was personally important). Thus, perceived differences between the abilities of the self and the target were minimized when the target was disliked, moderately close, or a rival. These findings extend and qualify findings from laboratory studies of how upward comparisons affect ability judgments.