There is scarce research on the interaction between psychosocial working conditions and being a target of workplace bullying with individual characteristics as a moderator. We therefore examined 3,363 employees from 60 Danish workplaces to test whether sense of coherence moderates the relationship between the job demand-control model and bullying. This work is exploratory in nature, as no previous study to assess this moderation was found. Hierarchical linear regressions showed that demand-control model was significantly associated with bullying. Sense of coherence displayed a significant though practically negligible moderating effect. This suggests that negative psychosocial working conditions are associated with bullying independently of personal characteristics, at least in terms of sense of coherence. 相似文献
The authors contend, based on a survey of group therapy trainees, that observing an ongoing psychotherapy group in vivo provides an exceptional learning opportunity. Clinicians often experience resistance and anxiety regarding therapy group leadership, and group therapy is notoriously challenging to teach. Trainees consistently described the Group Observation course as one of the most effective training experiences that they have had. The observation group model mitigates many concerns that trainees have about group leadership and inspires enthusiasm and confidence for leading groups. Group observers learned vital group leadership skills, most notably: the ability to bear affect and trust the group process, the ability to follow and use group themes, metaphors, and underlying dynamics, and the ability to highlight attachment themes, work in the here and now, and promote immediacy. 相似文献
Cognitive behavior therapy (CBT) and medication can be administered in combination in treating tic disorders but there are no studies evaluating the effectiveness of CBT with and without medication. The current study compares the efficacy of CBT in combination with medication and without medication.
Method
CBT was administered in a consecutively referred sample of 76 people diagnosed either with Gilles de la Tourette Syndrome or chronic tic disorder. The sample was divided into a medicated and a non-medicated group. Twenty three were stabilized on medication and 53 were not receiving medication. Measures administered pre- and post-CBT in both groups included: main outcome measure of Tourette Syndrome Global Scale and measures of mood.
Results
Repeated measures analysis of variance on the initial sample revealed no difference between medicated and non-medicated groups in outcome. A further analysis comparing the 23 receiving medication with 23 not receiving medication matched on baseline clinical variables also yielded no significant group differences, either in treatment outcome on main tic outcome measures or on other clinically relevant questionnaires.
Discussion
CBT for tic disorders is an effective treatment administered either in combination with medication or alone. 相似文献
When asked to detect target letters while reading a text, participants miss more letters in frequent function words than in less frequent content words. According to the truncation assumption that characterizes most models of this effect, misses occur when word-processing time is shorter than letter-processing time. Fixation durations for detections and omissions were compared with fixation durations from a baseline condition when participants were searching for a target letter embedded in different words. Although, as predicted by truncation, fixation durations were longer for detections than for omissions, fixation durations for detections were also longer than those for the same words in the baseline condition, demonstrating that longer fixation durations when targets are detected are more likely to be due to demands associated with producing a detection response than to truncation. Also, contrary to predictions from the truncation assumption, the standard deviation of fixation durations for detections was larger than that from the baseline condition. 相似文献
This study examines the feminist kenosis debate, tracing its development through Daphne Hampson, Sarah Coakley, Aristotle Papanikolaou, Carolyn Chau, Jennifer Newsome Martin and Anna Mercedes. Given the diversity of theologies put forth in this debate, it is necessary to have a method of evaluation. In order to do this, I will introduce the theology of Jon Sobrino to the feminist kenosis conversation. Sobrino's notions of orthodoxy, orthopraxis, and orthopathy are essential tools for assessing different interpretations of kenosis and advancing an adequate theology of “self‐emptying.” This analysis leads to a proposal for a comprehensive feminist theological view of kenosis. 相似文献
The mixed-method study reported here was designed to evaluate a strengths-based career intervention program for secondary school students with mild special educational needs (SEN). A sample of 32 SEN students (19 boys: 13 girls) from 5 inclusive schools in Hong Kong were recruited to a treatment group. An additional 32 SEN students (19 boys: 13 girls) were selected to form the control group matched for age, gender and parents’ education level. The special needs exhibited by both groups were in areas of literacy and numeracy, attention deficits, and social-emotional problems, but did not include severe or complex disabilities. Participants in both groups responded to pre- and post-intervention questionnaires covering career development self-efficacy, personal and social development self-efficacy, and meaning in life. As a follow-up, two teachers and three social workers providing support to SEN students, and the 32 participants were interviewed several months after the intervention. Interviews also took place with teachers, social workers and students to evaluate the perceived effects of the intervention. Findings indicated significant interactions between Time 1 and Time 2, and between groups (control vs. treatment) in personal goal-setting, career goal-setting, and the presence of meaning in life. Additionally, several themes were identified from the interviews suggesting that the intervention did have positive effects on SEN students’ career, personal and social development self-efficacy, and acquisition of meaning in life.