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921.
Suzanne R. Dakil Matthew Cox Hua Lin Glenn Flores 《Journal of aggression, maltreatment & trauma》2013,22(5):555-569
More than 600,000 U.S. children are reported for physical abuse annually. Risk factors are proposed in the literature, but a comprehensive, national assessment of risk factors and support services has not been conducted. An analysis of national data from the National Child Abuse and Neglect Dataset revealed that domestic violence, parental alcohol and drug use, prior child abuse and neglect, public assistance receipt, and child behavior problems are associated with higher odds of substantiated physical abuse reports, compared to unsubstantiated reports. Most families, however, failed to receive relevant support services for any of these risk factors. Screening by physicians, child protection workers, and others for these risk factors could help identify children at increased risk for physical abuse and inform prevention efforts and support-service provision. 相似文献
922.
Cheryl B. Lanktree John Briere Natacha Godbout Monica Hodges Karianne Chen Laurie Trimm Barbara Adams 《Journal of aggression, maltreatment & trauma》2013,22(8):813-828
Although early-onset, repeated trauma is relatively common in socially marginalized populations and related to numerous negative outcomes, most empirically validated interventions are not especially well tailored to meet the complex and individualized needs of child and adolescent trauma survivors in such contexts. Integrative treatment of complex trauma (ITCT) was developed as a specialized treatment that is empirically informed, culturally sensitive, extendable beyond the short term, and customized to the specific social and psychological issues of each child. This article examines the potential effectiveness of ITCT in assisting 151 traumatized children living in an economically deprived environment. Results indicate significant reductions in anxiety, depression, posttraumatic stress, anger, dissociation, and sexual concerns as a function of time in treatment. 相似文献
923.
Glenn Bowman 《Religion Compass》2013,7(3):69-78
A long history of intercommunal relations around local holy places in historic Palestine (a history which sadly seems to be coming to a close in the current day) draws attention to what precisely is the character of the attachment felt by local residents to sacred sites. Muslim‐Christian ‘sharing’ of holy places (maqam, plural maqamat) can be seen to express a dependency on powers perceived of as resident in a site, and the nominal affiliation of these powers to one religion or another is often not a matter of great concern to those frequenting the shrines. It is, however, a focal concern of the officiants of the respective religions who lay claim to the sites and who seek to expunge heterodox practices and traces of ambiguous affiliation (cf. Hayden 2002 ; Hayden et al. 2011 ). I here investigate records of local usages of religious sites, largely rural, in Palestine up through the Mandate Period in order to argue that shared shrines, as opposed to those which appear to be communally homogeneous, foreground issues of agency obscured in those sites under the control of religious authorities. 相似文献
924.
This study examined the association between visuospatial sketchpad (VSSP) capacity and children's mathematics attainment. The aim of the study was to explore age-related differences in the relationship between the visual and spatial memory subcomponents of the VSSP (Logie, 1995) and a range of mathematical skills. Fifty-one 7- to 8-year-old and fifty-six 9- to 10-year-old primary schoolchildren participated in the study. The Visual Patterns Test and the Block Recall task were employed as VSSP measures. The results revealed a differential pattern of associations between children's visual and spatial working memory abilities and their mathematical skills. In younger children, the Block Recall task predicted mathematics performance, whereas, in the older children, the Visual Patterns Test was a significant predictor of mathematics performance. 相似文献
925.
Megan J. Moran;Reagan L. Miller;Addie Rzonca;Jill Krause;Melanie S. Adams;Brock A. Rigsby;Mark A. Prince;Rachel G. Lucas-Thompson; 《Counselling and Psychotherapy Research》2024,24(3):1087-1097
Mindfulness-based intervention (MBI) has been associated with positive health outcomes in adults; however, there are important gaps in our knowledge of factors that influence which individuals are more likely to engage with and benefit from these interventions. Research on other types of behavioural interventions suggests that motivation changes over the course of intervention and may moderate attendance and therapeutic outcomes. This study investigated changes in motivation for practising mindfulness across an MBI and associations between baseline motivation and outcomes, to gain a preliminary understanding of the role of motivation in MBI adherence and outcomes. 相似文献
926.
We examined liking for happy- and sad-sounding music as a function of exposure, which varied both in quantity (number of exposures) and in quality (focused or incidental listening). Liking ratings were higher for happy than for sad music after focused listening, but similar after incidental listening. In the incidental condition, liking ratings increased linearly as a function of exposure. In the focused condition, liking ratings were an inverted U-shaped function of exposure, with initial increases in liking (after 2 exposures) followed by decreases (after 8 or 32 exposures). The results documented that: (1) sad music is liked as much as happy music in some instances; (2) frequency of exposure causes both familiarity (positive) and over-familiarity (negative) effects; and (3) effects of exposure on liking differ for focused and incidental listening. 相似文献
927.
S. Glenn 《Metaphilosophy》2012,43(5):679-697
Albert Einstein insists that his epistemology made his discovery of relativity possible. He believed it was his understanding of the relationship of experience and reason that allowed him to reconsider certain “truths” of physics. Specifically, he believed that reality and thought were independent but related, and that conceptual systems are independent of but conditioned by experience. Failure to understand the relation between experience and reason had, Einstein believed, limited progress in science. His understanding of the relation, on the other hand, enabled him to formulate relativity theory and therefore provides one example of the relevance of philosophy to scientific inquiry. 相似文献
928.
Kennedy AC Adams A Bybee D Campbell R Kubiak SP Sullivan C 《American journal of community psychology》2012,50(1-2):217-228
As empirical evidence has demonstrated the pervasiveness of sexual assault and intimate partner violence in the lives of women, and the links to poor mental health outcomes, attention has turned to examining how women seek and access formal help. We present a conceptual model that addresses prior limitations and makes three key contributions: It foregrounds the influence of social location and multiple contextual factors; emphasizes the importance of the attainment of effective formal help that meets women's needs and leads to positive mental health outcomes; and highlights the role of interventions in facilitating help attainment. We conclude with research and practice implications. 相似文献
929.
E. Glenn Schellenberg 《British journal of psychology (London, England : 1953)》2011,102(3):309-312
This article is an author response to Bialystok's (2011) and Hargreaves and Aksentijevic's (2011) commentaries on Schellenberg (2011) . 相似文献
930.
This article (a) addresses the importance of familial spirituality on students' holistic development; (b) explores professional ethical codes, standards, and counseling competencies relating to students' familial spirituality; (c) introduces educational activities to assist school counselors in increasing their understanding and appreciation of the influence of familial spirituality on students' behavior; (d) reviews a case study of a counselor integrating the suggested strategies in support of students and families; and (e) provides implications for professional school counseling. 相似文献