Anna C. Baldry  David P. Farrington 《Aggressive behavior》2004,30(1):1-15

The present study evaluates the effect of an intervention program on the reduction of bullying and victimization in schools with a sample of 239 students aged 10–16 years old in Rome, Italy. The program deals with bullying and violence. It consists of three videos and a booklet that help students to develop the social cognitive competence skills to understand the negative consequences of aggressive behavior. The intervention was evaluated using an experimental design with pre‐test and post‐test analyses. Students were randomly allocated to experimental or control classes. Students completed a self‐report questionnaire in which they were asked to indicate on a 5–point scale how often they were victimized or bullied others. Victimization and bullying were assessed by using questions about specific types of actions, a composite measure of victimization and bullying, and a single question about victimization and bullying in general. Results showed that the program worked best for older students, but not for younger ones who in some cases reported an increased level of victimization after the intervention. For older students there was a decrease in victimization according to the sum of types of behavior for the experimental group, but an increase for the control group. The same result was found for direct victimization, having belongings stolen, and being called nasty names. Therefore, the program seemed to be beneficial for older students but possibly damaging for younger students. It is suggested that the program could have worked better with older students because of the cognitive skills it required. Younger students could have reported higher levels of bullying after the intervention because they became more sensitized to the topic of bullying. Aggr. Behav. 30:1–15, 2004. © 2004 Wiley‐Liss, Inc.  相似文献   

    

Skoe EE  von der LA 《Journal of personality》2002,70(4):485-508

This study examined the links among ego development and the ethics of care and justice in 144 Norwegian men and women, 15 to 48 years old, taking into consideration age, sex, education, and verbal intelligence. As expected, the relationship between Loevinger's model of ego development and care-based moral reasoning as measured with Skoe's Ethic of Care Interview (ECI) was significantly stronger than the one between ego development and justice as measured with Rest's Defining Issues Test (DIT). Both ethics correlated significantly with verbal ability. Analyses showed that beyond its overlap with verbal intelligence, the variance shared between the ECI and ego development was substantial. By contrast, when verbal intelligence was controlled, the DIT was not significantly related to ego development or to the care ethic.  相似文献   

    

Larsson A  Wisselgren P 《Journal of the history of the behavioral sciences》2006,42(2):159-176

Bounding a scientific discipline is a way of regulating its cognitive direction as well as its relations to neighboring disciplines and extra-academic authorities. In this process of identity making, disciplinary history often is a crucial element. In this article, focusing on the historiography of Swedish sociology and the reception of Gustaf Steffen, Sweden's first professional sociologist, it is argued that Steffen's marginalized role in the traditional accounts should be understood not only with reference to his supposed theoretical shortcomings, but also in the historical context of the early postwar reestablishment of sociology as an academic discipline and its prevalent need for a new disciplinary identity, strategically adjusted to the contemporary institutional and political settings.  相似文献   

    

Anna Stetsenko 《International journal of psychology》2007,42(2):110-112

  相似文献   

    

Katri Rikknen  Anu‐Katriina Pesonen  Kati Heinonen  Niina Komsi  Anna‐Liisa Jrvenp  Timo E. Strandberg 《Infant and child development》2006,15(1):75-87

The study employed the actor–partner interdependence model (APIM) to test whether one parent's experiences of recent life events as more stressful (the PSS) are associated with the same parent's own (the actor effect) and the other parent's (the partner effect) perceptions of the infant temperament as more negatively and/or less positively tuned (the IBQ; n=584 parents, 292 dyads). The results indicated that the more stress one parent reported the more negatively tuned were the same parent's own, and the other parent's perceptions of the infant. Perceptions of the infant temperament were least positive for members of parent dyads who were more, relative to less, similar in the experienced stress. The associations were independent of the parent gender and the parent‐reported level of trait anxiety. The findings augment prior knowledge on the factors that steer parental perceptions, and suggest that the dyadic perspective may offer valuable insight into the dynamics of interacting within a family consisting of two biological parents and an infant. Copyright © 2006 John Wiley & Sons, Ltd.  相似文献   

    

Anna Ferruta 《The International journal of psycho-analysis》2009,90(1):93-108

The author discusses the obstacles to symbolization encountered when the analyst appears in the first dream of an analysis: the reality of the other is represented through the seeming recognition of the person of the analyst, who is portrayed in undisguised form. The interpretation of this first dream gives rise to reflections on the meaning of the other’s reality in analysis: precisely this realistic representation indicates that the function of the other in the construction of the psychic world has been abolished. An analogous phenomenon is observed in the countertransference, as the analyst’s mental processes are occluded by an exclusively self‐generated interpretation of the patient’s psychic world. For the analyst too, the reality of the other proves not to play a significant part in the construction of her interpretation. A ‘turning‐point’ dream after five years bears witness to the power of the transforming function performed by the other throughout the analysis, by way of the representation of characters who stand for the necessary presence of a third party in the construction of a personal psychic reality. The author examines the mutual denial of the other’s otherness, as expressed by the vicissitudes of the transference and countertransference between analyst and patient, otherness being experienced as a disturbance of self‐sufficient narcissistic functioning. The paper ends with an analysis of the transformations that took place in the analytic relationship.  相似文献   

    

Anna‐Sofia Maurin  Ingar Brinck 《Theoria》2005,71(1):3-19

  相似文献   

    

Petra Sandberg  Michael Rönnlund  Lars Nyberg  Anna Stigsdotter Neely 《Neuropsychology, development, and cognition. Section B, Aging, neuropsychology and cognition》2014,21(5):577-605

There is a growing body of research on the modifiability of executive functions in different stages of life. Previous studies demonstrate robust training effects but limited transfer in younger and particularly in older adults. The aim of the present study was to investigate whether a theoretically derived intervention for executive functioning, addressing several basic processes (updating, shifting, and inhibition), can induce transfer effects in early and late adulthood. Fifty-nine healthy adults, 29 young and 30 older adults, were randomly assigned to either training or no-contact control groups. The training groups received 15 sessions of executive process training for about 45 min/session during 5 weeks. A test battery including a criterion task and near, intermediate, and far transfer tasks was administered before and after training. Results showed pronounced age-equivalent gains on the criterion task. Near transfer was seen to non-trained updating and inhibition tasks for the young and older trained participants. However, only the young adults showed intermediate transfer to two complex working memory tasks. No far transfer effects were seen for either age group. These findings provide additional evidence for age-related constraints in the ability to generalize acquired executive skills, and specifically show that training of multiple executive processes is not sufficient to foster transfer beyond the very near in older adults.  相似文献   

    

Marion Wittchen  Anna Krimmel  Mischa Kohler  Guido Hertel 《British journal of psychology (London, England : 1953)》2013,104(3):320-338

Competition strongly affects individual effort and performance for both individuals and groups. Especially in work settings, these effort gains might come at the cost of individual well‐being. The present study tested whether competition increases both effort (as indicated by task performance) and stress (in terms of cardiovascular reactivity and affective response), and whether this effect is further qualified by the type of competition (interindividual vs. intergroup), using a cognitive computer‐based task and a 2 (Group: Yes, No) × 2 (Competition: Yes, No) × 2 (Gender) factorial design (N= 147). All participants either worked as a representative of a group or as an individual, and were offered performance‐related incentives distributed in a lottery. In the competition conditions, participants were informed that they competed with someone else, and that only the winning person/team would take part in the lottery. Consistent with expectations, competition increased both individual effort and cardiovascular reactivity compared to non‐competitive work. Moreover, for female participants, intergroup competition triggered increased effort and more positive affect than interindividual competition. Aside from documenting costly side‐effects of competition in terms of stress, this study provides evidence for a stress‐related explanation of effort gains during intergroup competition as compared to interindividual competition.  相似文献   

    

Anna C. McGhan  Dorothea C. Lerman 《Journal of applied behavior analysis》2013,46(3):626-639

  相似文献