当代情绪发展理论述评

本文从情绪的定义、情绪发展的实质、情绪在个体发展中的作用等方面,评述了当代比较有影响的情绪发展理论不同的情绪发展观。这些情绪发展理论有生物观点、机能主义观点、认知观点、组织观点和社会文化观点。     

Points of Convergence and Divergence Between Existential and Humanistic Psychology: A Few Observations

Existential and humanistic approaches to the study of human behavior are often integrated into one, The Existential-Humanistic Approach, primarily because the two approaches are phenomenological in their orientations. However, despite the shared emphasis on subjectivity, authenticity, and freedom, a number of differences exist between the approaches. In this article, I articulate points of divergence between the two approaches as reflected in their subjects of inquiry, ontological positions, temporal orientations, therapeutic goals, growth motivators, and conceptualizations of the good life. The differences underscore the uniqueness of the each approach as well as the complementarity of the two approaches.     

潜变量交互效应结构方程：分布分析方法

对于潜变量交互效应结构方程分析,目前应用较多的是乘积指标方法.分布分析方法国内还罕有应用,包括潜调节结构方程（LMS）方法和准极大似然（QML）方法.该研究以乘积指标方法的模型假设为参照,介绍了分布分析方法的模型假设.并简要叙述了LMS方法及其Mplus程序,QML方法及其QML程序.综合现有研究结果,总结出LMS和QML方法、无约束和约束方法的特点,从中可以看出各方法的优缺点,推荐了不同条件下合适的分析方法.     

Children's competence for assent and consent: a review of empirical findings

This narrative review summarizes the empirical literature on children's competence for consent and assent in research and treatment settings. Studies varied widely regarding methodology, particularly in the areas of participant sampling, situational context studied (e.g., psychological versus medical settings), procedures used (e.g., lab-based vs. real-world approaches), and measurement of competence. This review also identifies several fundamental dilemmas underlying approaches to children's informed consent. These dilemmas, including autonomy versus best interest approaches, legal versus psychological or ethical approaches, child- versus family-based approaches, and approaches that emphasize consent versus those that emphasize assent, have implications for the measurement of children's competence and interpretation of findings. Recommendations for future research in the area of children's informed consent include the use of diverse samples and control groups, development of multidimensional and standardized measures of competence, utilization of multidimensional and standardized measures of competence, utilization of observational methods and longitudinal designs, examination of noncognitive aspects of children's competence and comparison of children's competence for treatment and research decisions.     

Toward an Integration of Constructivism and Existential Psychotherapy

Constructivism and existential psychology are distinct approaches to therapy that share many important commonalities. Included in the commonalities are a focus on meaning, relationships, change, and experience. We maintain that an existential-constructivist foundation can provide an ideal foundation for integration that can deepen approaches to therapy that resonate with aspects of existential and constructivist therapies. Three approaches to therapy highlight possibilities for integration: caregiver family therapy, equine-facilitated therapy, and substance abuse therapy. Building from these examples, various approaches to integration emerging from constructivism and existentialism can prove fruitful for developing a constructivism-existential psychology integration.     

Effects of peer social initiations on the behavior of withdrawn preschool children

Social approach to peers was evaluated as an intervention for isolate preschoolers. During baseline, confederate peers made few social approaches to the target subjects. Confederates greatly increased their rate of social approaches during the first intervention, decreased social approaches during a second baseline, and increased social approaches again in a second intervention phase. Increases in confederate social initiations immediately increased the frequency of subjects' positive social behavior. Additionally, five of six subjects showed an increase in their own positive social initiations during intervention periods. The results suggest that: (a) peers may be programmed to increase the positive social behaviors of their isolate classmates, and (b) remediating social deficits requires assessment and intervention specifically tailored to the individual child.     

A Critical Analysis of Approaches to the Development of Preventive Interventions for Subcultural Groups

The ultimate success of preventive interventions relies on their ability to engage and influence the growing presence of subcultural groups. To encourage and guide the development of effective preventive intervention for subcultural groups, four approaches are described, illustrated, and critiqued with respect to their considerations of cultural fit, reach, efficacy and adoption. Those approaches are (a) the prevention research cycle, (b) cultural adaptations of evidence-based interventions, (c) investigator-initiated culturally-grounded approaches, and (d) community-initiated indigenous approaches. Special attention is given to recent advances in the specification of stages in the cultural adaptation of interventions. The paper closes with some conclusions and topics in need of greater attention.     

Autism as impairment in the formation and use of meaning: an attempt to integrate a functional and a neurological model

Neurological approaches and functional approaches to impairments in autism provide different perspectives on the disorder. This study attempted an integration of the two approaches, based specifically on the role of the mesolimbic/neostriatal system in imparting adaptive meaning to percepts and problems that autistic persons have in making adaptive use of meaning.     

Role of participation in the evaluation and implementation of development projects

There has been an emphasis in the development and research literature on the participation of beneficiaries in the planning, implementation, and evaluation of projects. Initially, approaches were described as facilitating participation. However, in more recent years the term participatory has been used. As this trend has occurred there has been an increasing advocacy of the participatory approach as a prerequisite for projects. The analysis starts with an identification of the differences between participation and participatory approaches to planning and evaluation. The importance of recognizing when participation may be appropriate as opposed to more participatory approaches is outlined. Conditions for the success of participatory approaches are noted and a set of criteria are recommended. The analysis is illustrated with examples from diverse geographic and subject-matter backgrounds.     

The Complexity of Ethnic Identities: A Postmodern Reevaluation

Building on recent work outlining various theoretical approaches to ethnic identification and diasporas, in this article I attempt to evaluate the utility of these approaches in understanding the complexity of ethnicity at the advent of the new millennium. Theoretical approaches discussed include assimilation theory, primordialism, circumstantialism, constructionism, various reinterpretations of the "new ethnicity" or "symbolic ethnicity" and types of diaspora ethnicities. I adopt the relativistic view that some utility may be found in virtually all these approaches, not the least in understanding ethnic conflict. Yet, it is crucial to be cognizant of the fast-emerging emphasis in the social sciences on postmodernist impressions of how diasporas, transnationalism, and globalization have been affecting-and will increasingly influence-the trend toward complex multiethnicity.     

The Use of Multiple Approaches to Conflict

An exploratory study is conducted that examines individuals’patterns of change in behavioral approach for a single conflict. The data were written accounts of a recent conflict in the workplace. Sequences of three approaches were analyzed using Markov probabilities. At each step in the sequence, approaches were coded high or low on three orthogonal dimensions: attention to own-view, attention to other-view, and relational disruptiveness. At the first step in the sequence, behavioral approaches tended to change to higher levels of attention to own-view, to lower levels of attention to other-view, and to lower levels of relational disruption. At the next step, behavioral approaches tended to change as follows: from high-to-low or low-to-high own-view, to low other-view, and to relational no disruption. The behavioral approach at the end of the conflict seems to differentiate single approach users from those who use multiple approaches, but only for the own-view dimension. Explanations for these findings are offered, and implications for future research—including the pursuit of Markov models of the process—are addressed.     

Paradigmatic Assumptions of Disciplinary Research on Gender Disparities: The Case of Occupational Sex Segregation

Lips (2012) deconstructs the standard methodological approaches to understanding the gender wage gap and shows that issues of gender pervade nearly every assumption of these models. In this commentary, we call attention to paradigmatic assumptions and theoretical approaches of the three most relevant social-science disciplines that deal with a parallel issue—occupational sex segregation—to demonstrate that scientific progress is facilitated by transparency in our disciplinary approaches to addressing gender disparities. Accordingly, the neoclassical economic approach to occupational sex segregation posits, among other things, self-selection in the development of human capital, such as choice of college major, as well as women’s tradeoffs in marriage vs. work-related capital as the drivers of occupational disparities. Progressive sociological approaches, such as feminist and Marxist sociology eschew these “supply-side” explanations in favor of examining “demand-side” explanations, particularly social forces that shape both employers’ beliefs about desirable worker attributes as well as the institutional structures that are created to support these views. Psychological approaches tend to address both supply-side (e.g., vocational preferences) and demand-side (e.g., stereotypes and bias) explanations. The aim of this commentary is to elucidate the paradigmatic approaches that each of the major social-science disciplines takes in understanding gender inequity issues in order to advance integrated research on these important social topics.     

A Stabilization Group Approach for Heterogeneous Populations of Trauma Clients

High prevalence and long-lasting implications of human-inflicted trauma call for effective treatment approaches reaching clients in need of trauma-specific treatment. Numerous approaches exist, but often with limited empirical support. There is also a tendency toward segregating treatment approaches depending on type of exposure history and presenting symptoms. This might exclude clients in need of trauma-specific treatment; therefore, treatment approaches that can reach more heterogeneous groups of clients are needed. In this article, a group-based treatment approach adjusted to include clients with a wide range of trauma-related problems and traumatic experiences will be presented. A brief outline of the approach is presented, together with the theoretical and empirical background, to facilitate implementation by practitioners and empirical testing.     

家长参与在家庭社会经济地位和高中生学习品质之间的中介作用——师生关系的调节作用

为了考察在中国背景下,家长参与在家庭社会经济地位与高中生学习品质之间的中介作用,以及师生关系对上述中介效应的调节。以东部某省13442名高中二年级学生为被试,采用家长的受教育程度、家长的职业以及家庭拥有物三个指标测量家庭社会经济地位。采用家长参与子女学习和家长参与子女日常生活两个指标测试家长参与度。采用学习兴趣、学习自信心、学习策略、自主学习能力、学习习惯五个分指标测量学生的学习品质。采用师生关系量表测量师生关系。结果表明：（1）家庭社会经济地位可以正向显著预测高中生的学习品质;（2）家长参与在家庭社会经济地位与高中生学习品质之间起完全中介作用;（3）家庭社会经济地位经由家长参与影响高中生学习品质的中介作用受到师生关系的调节;（4）因家庭社会经济地位不同造成的学生学习品质的差异,在一定程度上会受到师生关系的弥补作用。     

Psychodiagnosis of personality structure: psychotic personality organization.

Recent developments in Rorschach psychology, including nomothetic approaches focused on scores, ratios, and indices and idiographic approaches focused on content emerging from psychoanalytic theory, offer the Rorschach clinician a rich and potent interpretive methodology. This article examines the structural diagnosis of personality organization with a focus on psychotic personality structure. Rorschach approaches to the differential diagnosis of psychotic personality organization are presented. The Rorschach is viewed as indispensible in the differential diagnosis of personality organization, especially in the so-called "borderline" cases.     

An appraisal of investigative psychology and the applications to suspicious approaches to children in the Irish criminal justice system

Policymakers have a duty to base their decision making in the best available evidence relevant to the question at hand. This paper discusses why it is important for policymakers to recognize the valuable contributions to be made from within the fields of investigative and forensic psychology and particularly to inform the process of policymaking and legislative frameworks currently in place regarding suspicious approaches to children offences in the Irish Criminal Justice System. Discrepancies between legal and psychological considerations infer potential issues with policymaking; resulting in evidence‐based concerns regarding how suspicious approaches to children are handled. It is argued that in cases of suspicious approaches to children, important research is available within the fields of investigative and forensic psychology that warrants adequate consideration by policymakers. Additionally, the need for further collaboration between policymakers, researchers and front‐line enforcement agencies to ensure evidence‐based approaches for dealing with suspicious approaches to children and other criminal behaviours within the Irish criminal justice system is highlighted.     

Mixture Modeling Methods for the Assessment of Normal and Abnormal Personality,Part II: Longitudinal Models

Studying personality and its pathology as it changes, develops, or remains stable over time offers exciting insight into the nature of individual differences. Researchers interested in examining personal characteristics over time have a number of time-honored analytic approaches at their disposal. In recent years there have also been considerable advances in person-oriented analytic approaches, particularly longitudinal mixture models. In this methodological primer we focus on mixture modeling approaches to the study of normative and individual change in the form of growth mixture models and ipsative change in the form of latent transition analysis. We describe the conceptual underpinnings of each of these models, outline approaches for their implementation, and provide accessible examples for researchers studying personality and its assessment.     

家长参与在家庭社会经济地位和高中生学习品质之间的中介作用——师生关系的调节作用

为了考察在中国背景下,家长参与在家庭社会经济地位与高中生学习品质之间的中介作用,以及师生关系对上述中介效应的调节。以东部某省13442名高中二年级学生为被试,采用家长的受教育程度、家长的职业以及家庭拥有物三个指标测量家庭社会经济地位。采用家长参与子女学习和家长参与子女日常生活两个指标测试家长参与度。采用学习兴趣、学习自信心、学习策略、自主学习能力、学习习惯五个分指标测量学生的学习品质。采用师生关系量表测量师生关系。结果表明：（1）家庭社会经济地位可以正向显著预测高中生的学习品质;（2）家长参与在家庭社会经济地位与高中生学习品质之间起完全中介作用;（3）家庭社会经济地位经由家长参与影响高中生学习品质的中介作用受到师生关系的调节;（4）因家庭社会经济地位不同造成的学生学习品质的差异,在一定程度上会受到师生关系的弥补作用。     

A Danish Model for Treating Victims of Rape and Sexual Assault: The Multidisciplinary Public Approach

High prevalence and long-lasting implications of human-inflicted trauma call for effective treatment approaches reaching clients in need of trauma-specific treatment. Numerous approaches exist, but often with limited empirical support. There is also a tendency toward segregating treatment approaches depending on type of exposure history and presenting symptoms. This might exclude clients in need of trauma-specific treatment; therefore, treatment approaches that can reach more heterogeneous groups of clients are needed. In this article, a group-based treatment approach adjusted to include clients with a wide range of trauma-related problems and traumatic experiences will be presented. A brief outline of the approach is presented, together with the theoretical and empirical background, to facilitate implementation by practitioners and empirical testing.     

Postmodern Implications for Theoretical Integration of Counseling Approaches

Theoretical integration refers to the conceptual unification of diverse counseling approaches. Past attempts at theoretical integration have not yielded a broad conceptual framework that seamlessly integrates counseling approaches with varied foundational assumptions. The author contends that the failure of these integrative attempts is a by‐product of the modernistic epistemic context in which the systems were considered and proposes an examination of common narrative features of counseling approaches in a postmodern epistemic context to achieve integration. These features are specified, elaborated, and conclusions are drawn.