勇气,让我破鬼

1987年的夏天,我和北京地区的其他同学去南方学习水产养殖,实习被安排在大别山脚下的一个养殖场.由于养殖场是新开辟的,没有我们住的地方,所以我们被安置在离场区和村庄较远的场院房内住宿.场院房虽然很破旧,但比较宽敞,只是周围布满了大大小小的坟丘,有些坟丘不知什么原因被挖开,头骨和其他骨骼散落在墓坑中.     

童心——起初的热心和爱心

寒流突袭,冬雪飘飘,玩冬雪,是童心初绽的好方式。 同时,也唤起年轻人甚至老年人的童心。 我们都有这样的经历,都有这样的灵性光景:当我们对某事某物有看法,对自己的灵命状态有怀疑,我们都会想,某事某物当初是怎么样,我们当初的热心和爱心跑到哪去了?接下来的,便是一阵痛心的责问:事情何致于此呢?     

A Child Trauma Treatment Pilot Study

We examined outcomes of a promising 21-session trauma treatment model for children aged 3 to 17 and their caregivers. All children in treatment had experienced at least one traumatic event. The treatment intervention was rooted in theories of trauma and attachment and combines parent training with cognitive behavioral therapy to form a comprehensive trauma treatment program. We report on 27 families who completed the program. Results reflect significant reductions in conduct disorder, problems in social relations, and caregiver depression at an average of a one-year post-treatment follow-up. Results from our preliminary study offer support for further evaluation of the model.     

A General Survey of Child Study

Abstract

The Intelligence of School Children. By Lewis M. Terman. Boston, Houghton Mifflin, 1919. 317 p.

The Aims of Teaching in Jewish Schools. By Rabbi Louis Grossmann. (With an Introduction by G. Stanley Hall.) Cincinnati, Teachers' Institute of the Hebrew Union College, 1919. 245 p.

Comparative Education. Ed. by Peter Sandiford. N. Y., Dutton, 1918. 500 p.

The Gary Schools. Publ. by General Education Board of New York City. 1918.

The Gary Schools: A General Account. By Abraham Flexner and Frank P. Bachman. 265 p.

Organization and Administration. By George D. Strayer and F. P. Bachman. 126 p.

Costs. By F. P. Bachman and Ralph Bowman.

Industrial Work. By Charles R. Richards. 204 p.

Household Arts. By Eva W. White. 49 p.

Physical Training and Play. By Lee F. Hanmer. 35 p.

Science Teaching. By Otis W. Caldwell. 125 p.

Measurement of Classroom Products. By Stuart A. Courtis.

Letters to Teachers. By Hartley B. Alexander. Chicago, Open Court, 1919. 253 p.

Education and Citizenship and Other Papers. By Edward Kidder Graham. New York, Putnam, 1919. 253 p.

What the War Teaches About Education. By Ernest C. Moore. N. Y., The MacMillan Co., 1919. 334 p.     

A Factor-Analytic Investigation of Child Animism

Summary

From a factor analysis of 33 variables on 83 first-grade children an animism factor, involving children's conceptions of life, was identified. Animism was found to be relatively independent of operational thought, Piagetiantype problem solving, and the ability to give causal explanations of physical phenomena. In a second study, a similar animism factor emerged from a factor analysis of 11 variables, Animistic conceptions were unrelated to children's reasoning about various interpersonal situations: i.e., morality, justice, and psychological causality. In addition to an interpretation of the factor involving possible differences in criteria used for life attribution, the specificity of the factor was underscored.     

A Meta-analytic Review of the Role of Child Anxiety Sensitivity in Child Anxiety

Conflicting findings exist regarding (1) whether anxiety sensitivity (AS) is a construct distinct from anxiety in children and (2) the specific nature of the role of AS in child anxiety. This study uses meta-analytic techniques to (1) determine whether youth (ages 6–18 years) have been reported to experience AS, (2) examine whether AS differentiates anxiety disordered youth from youth without diagnoses, and (3) ascertain whether AS distinguishes youth with panic disorder from those with other anxiety disorders. The weighted mean effect size analyses included 15 studies and 6,579 participants. Results suggested positive correlational relationships between AS and anxiety for children (r = 0.26) and adolescents (r = 0.36) and higher levels of AS for anxiety disordered youth than non-clinical youth (d = 0.64). Findings tentatively suggested higher levels of AS for youth with panic disorder than youth diagnosed with other anxiety disorders. Implications and future directions in the research of child AS are discussed.     

Perceptions Among Child Welfare Staff when Modifying A Child Mental Health Intervention to be Implemented in Child Welfare Services

In order to increase access to child mental health evidence‐based interventions (EBIs) for vulnerable and hard‐to‐engage families involved in the child welfare (CW) system, innovative approaches coupled with input from service providers are needed. One potential solution involves utilizing task‐shifting strategies and implementation science theoretical frameworks to implement such EBIs in CW settings. This study examined perceptions among CW staff who were members of a collaborative advisory board involved in the implementation of the 4Rs and 2Ss Strengthening Families Program (4R2S) in CW placement prevention settings, utilizing task‐shifting strategies and the Practical, Robust, Implementation, and Sustainability Model. Advisory board members reported difficulties in engaging families, heavy workloads, and conflicting implementation initiatives. While 4R2S was perceived as generally aligned with their organization's mission, modifications to the intervention and to agency procedures were recommended to promote implementation success. Suggested modifications to the existing 4R2S training and supervision are discussed. Findings underscore the importance of understanding the experiences of CW service providers, which can inform future efforts to implement child mental health EBIs in CW services.     

A Behavioral Treatment of Child Abuse:

The following case presents the behavioral analysis and treatment of abuse in an 18-year-old unmarried mother. Both her children were being abused. Treatment involved teaching child management techniques, thought-stopping, programming activities incompatible with abuse, and increasing the mother's sources of reinforcement. A foster home was also arranged for use in emergencies and types of behavior and levels of attainment expected from children at various ages were outlined. Combined instances of abuse decreased from 10 in the week prior to intervention to 0 by week nine and remained at this level for the rest of the 21 week treatment period. A follow-up 18 months later indicated no further occurence of abuse.     

虐待与儿童心理发展

儿童虐待问题近年来日益受到社会的广泛关注,本文旨在国内外已有的相关研究的基础上,阐述儿童期的虐待对儿童各个方面的心理发展的影响,以为心理和教育工作者对受虐待儿童的心理进行有效的干预和教育提供参考。     

Child and family therapy: A collaborative approach

Abstract

When a child is the identified patient, people often expect individual sessions to be a part of treatment. Yet, family therapists routinely violate this expectation by working with children solely in the context of the family. This article discusses how the therapeutic process can be facilitated by conducting at least a small number of individual sessions with children. Such behavior by the therapist communicates to children, parents, and involved referral sources a respect for their opinions and lays the groundwork for cooperation. The advantages and disadvantages of such an approach are discussed.     

A Sensory Integrative Approach to the Psychotic Child

Current knowledge provides ample evidence of widespread neurological and developmental impairments underlying the behavior of psychotic youngsters. Occupational Therapy can now assess, treat, and make "sense" of the psychotic child's disturbed systems. A case study of a severely disturbed, self-abusing, childhood schizophrenic patient is presented. The treatment process and behavioral changes are discussed and augmented with statistical analysis.     

The Child Development Specialist: A Prevention Program

The Child Development Specialist Program makes use of a new professional specialist and is designed to provide intervention before the child develops personal or learning problems.     

Child Involvement in Interparental Conflict and Child Adjustment Problems: A Longitudinal Study of Violent Families

This study examined whether child involvement in interparental conflict predicts child externalizing and internalizing problems in violent families. Participants were 119 families (mothers and children) recruited from domestic violence shelters. One child between the ages of 7 and 10 years in each family (50 female, 69 male) completed measures of involvement in their parents’ conflicts, externalizing problems, and internalizing problems. Mothers completed measures of child externalizing and internalizing problems, and physical intimate partner violence. Measures were completed at three assessments, spaced 6 months apart. Results indicated that children’s involvement in their parents’ conflicts was positively associated with child adjustment problems. These associations emerged in between-subjects and within-subjects analyses, and for child externalizing as well as internalizing problems, even after controlling for the influence of physical intimate partner violence. In addition, child involvement in parental conflicts predicted later child reports of externalizing problems, but child reports of externalizing problems did not predict later involvement in parental conflicts. These findings highlight the importance of considering children’s involvement in their parents’ conflicts in theory and clinical work pertaining to high-conflict families.     

Child Survivor of War: A Case Study

The history of a Bosnian survivor of war living in the U. S. is examined using the extended case method. Clinical issues related to acculturative stress, posttraumatic stress disorder, and identity are analyzed. Suggested treatment includes existential therapy and its cognitive‐behavioral applications, didactic education on trauma, client screening, and treatment effectiveness. La historia de un sobreviente bosnio de guerra en los EE.UU. se examina utilzando el prolongado metodo del caso. El tema clinico relacionado a estrés de asimilación, de trastorno de estrés postraumatíco, y la identidad se analiza. El tratamiento sugerido incluye la terapia existencial y sus applicaciones de conducta cognitiva, la educacion didáctica en el trauma, en la investigación de cliente, y en la eficacia del tratamiento.     

Child vocational development: A review and reconsideration

Childhood marks the dawn of human development. To organize, integrate, and advance knowledge about vocational development during this age period from a life-span perspective, we conducted a comprehensive review of the empirical vocational development literature that addresses early-to-late childhood. The review considers career exploration, career awareness, vocational expectations and aspirations, vocational interests, and career maturity/adaptability. By conducting the review, we sought to consolidate knowledge and identify avenues for further research concerned with vocational development in childhood and across the life span. Linking knowledge of child vocational development with what is known about adolescent and adult vocational development and conducting research that embeds vocational development within the fabric of a life-span developmental framework could move the field of vocational psychology from a disjointed perspective on career as studied in isolated age groups and toward an integrated life-span conceptualization.