University Students' Perceived Self‐Efficacy in Identifying Suicidal Warning Signs and Helping Suicidal Friends Find Campus Intervention Resources

Currently, suicide is the third leading cause of death among youth 18 to 24 years of age and the second leading cause of death on college campuses. A sample of students (N = 1,019) from three midwestern universities were surveyed regarding their perceived self‐efficacy in identifying suicide warning signs and campus suicide intervention resources. The results indicated that 11% strongly believed they could recognize a friend at suicidal risk, while 17% strongly believed they could ask a friend if he or she was suicidal. Students who had received high school suicide prevention education and who had ever had a family member or friend express suicidal thoughts to them were those most confident in recognizing a friend at risk, asking a friend if he/she is suicidal, and helping a friend to see a counselor. Most (71%) were not aware of on‐campus help resources. These findings underscore the importance of suicide prevention education throughout the high school and college years.     

Encounters with Omnipotence in the Psychoanalysis of Substance Users

An assumption made in this paper and explored for its clinical implications is that an act of chronic drug use often marks or serves to implement an underlying omnipotent self-state. Psychoanalytic work with substance users, as compared with other approaches, trains attention on these omnipotent states and makes use of the transferential exchange as a therapeutic tool. States of omnipotence are particularly examined here in the context of recent attention to dissociation as an organizing force in the personality, and in the configuration of the transference—countertransference of the treatment relationship. A case illustration is used to apply current thinking on dissociative and projective processes, and their role in enactment in the therapeutic exchange, to illuminate the frequent interplay of omnipotence and helplessness in analytic work with substance-using and other patients.     

CDCC婴幼儿智能发育量表的编制

CDCC婴幼儿智能发育量表主要是根据Bayley量表结合我国儿童的实际情况编制而成的。本量表是评价0—3岁儿童智能发育的诊断性量表,用来评价和分析儿童的早期发展。因而它是优生优育和早期教育的一个有效工具。它既可以为儿童工作者,尤其是儿科、儿保工作者,儿童教育工作者以及广大的托幼保教工作人员在对儿童进行诊断、治疗和教育时作为依据,也可以用作研究工作者在研究影响儿童发育的因素(例如:遗传、营养、环境等因素)的一个诊断工具,提供比较确切的数据。     

The treatment of socially oriented underachievers: A case study

Socially oriented underachievers are students who work for the rewards of social interaction rather than for those of academic achievement. A case report is presented which outlines the treatment of a socially oriented underachiever. The successful treatment employed behavior modification techniques and consisted, essentially, of rewarding the entire class for academic improvement shown by the underachiever.