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921.
922.
The authors discuss risk factors for late life alcohol abuse and characteristics that differentiate early‐ and late‐onset abusers. Problems in identification, diagnosis, assessment, and treatment of older abusers are reviewed. A case example illustrates the dynamics of effective treatment with this population. 相似文献
923.
The authors discuss parenting as a normative developmental issue for gay and lesbian individuals. Issues and choices that affect decisions concerning parenting, implications for counselors, and suggestions for research are discussed. 相似文献
924.
Nitin Trasi Francis X. Clooney Maria Hibbets George Cronk Brian A. Hatcher Robin Rinehart Karen Pechilis Prentiss Hal W. French Francis X. Clooney Lisa Bellantoni Frank J. Korom Robert Menzies Constantina Rhodes Bailly Gavin Flood Rebecca J. Manring Loriliai Biernacki Brian K. Pennington John Grimes Richard D. MacPhail Glenn Wallis John J. Thatamanil John Grimes Thomas Forsthoefel Denise Cush Yasmin Saikia Joseph A. Bracken Lise F. Vail Jacqueline Suthren Hirst Judson B. Trapnell Ellison Banks Findly Paul Waldau D. L. Johnson John Grimes 《International Journal of Hindu Studies》2000,4(1):61-107
925.
Brian Lakey Ruth McLeister Anan Kimberly Sirl Jana Brittain Drew Chris Butler 《Journal of applied social psychology》2000,30(10):2079-2091
Exposure to a given stressor may enhance future resistance to that specific event as well as to stressful events more generally. One mechanism may be that prior exposure decreases dysfunctional beliefs about the specific event or to events in general (i. e., general dysfunctional attitudes). The research described here examined whether exposure to divorce was related to fewer divorce‐specific and general dysfunctional attitudes. Divorced participants reported fewer divorce‐specific dysfunctional attitudes than did happily married participants or married participants considering divorce. Similarly, adult children of divorced parents had fewer divorce‐specific dysfunctional attitudes than did adult children of happily married parents. A different pattern was observed for general dysfunctional attitudes. 相似文献
926.
Ronald M. Rapee Therese Shaw Caroline Hunt Kay Bussey Jennifer L. Hudson Cathrine Mihalopoulos Clare Roberts Sally Fitzpatrick Naomi Radom Tommy Cordin Melanie Epstein Donna Cross 《Aggressive behavior》2020,46(3):193-209
Despite the extensive evaluation of school-based interventions for bullying, victimization remains a significant problem in schools. Bullying victimization is significantly predicted by contextual (school-related) factors. As a consequence whole-school programs have been commonly used to prevent and reduce bullying victimization. Evidence also points to individual risk factors (such as emotional distress) in predicting victimization, yet programs to prevent bullying victimization by changing these individual risks are far less developed. Few studies have approximated “real-world” implementation conditions in their trials. The current effectiveness trial evaluated the combination of a whole-school program designed to prevent bullying perpetration and victimization together with a targeted intervention for at-risk students, teaching them individual and dyadic strategies to reduce their anxiety and manage victimization, allowing schools some latitude to implement programs as they typically would. Students from Grades 3 and 4 (N = 8,732) across 135 schools were randomly assigned to one of four conditions: combined intervention; whole-school intervention only; individual intervention only; and care as usual. Victimization decreased significantly and similarly across all four conditions at 12 and 24 months following baseline. Similar reductions and failure to discriminate conditions were found on other key constructs: anxiety; bullying perpetration; and depression. Possible reasons for the failure to demonstrate victimization prevention differences and lessons learned from this large, effectiveness trial are considered. 相似文献
927.
Chopra Ambica C. Tilberry Stephanie S. Sternat Kaitlyn E. Chung Daniel Y. Nichols Stephanie D. Piper Brian J. 《Science and engineering ethics》2020,26(2):921-930
Science and Engineering Ethics - Online medical reference websites are utilized by health care providers to enhance their education and decision making. However, these resources may not adequately... 相似文献
928.
Li Zhao Lulu Chen Wenjin Sun Brian J. Compton Kang Lee Gail D. Heyman 《Developmental science》2020,23(5)
Research on moral socialization has largely focused on the role of direct communication and has almost completely ignored a potentially rich source of social influence: evaluative comments that children overhear. We examined for the first time whether overheard comments can shape children's moral behavior. Three‐ and 5‐year‐old children (N = 200) participated in a guessing game in which they were instructed not to cheat by peeking. We randomly assigned children to a condition in which they overheard an experimenter tell another adult that a classmate who was no longer present is smart, or to a control condition in which the overheard conversation consisted of non‐social information. We found that 5‐year‐olds, but not 3‐year‐olds, cheated significantly more often if they overheard the classmate praised for being smart. These findings show that the effects of ability praise can spread far beyond the intended recipient to influence the behavior of children who are mere observers, and they suggest that overheard evaluative comments can be an important force in shaping moral development. 相似文献
929.
Billie J. Retzlaff Wayne W. Fisher Jessica S. Akers Brian D. Greer 《Journal of applied behavior analysis》2020,53(1):67-81
Recent research suggests that combining putative reinforcers for problem behavior into a single, synthesized contingency may increase efficiency in identifying behavioral function relative to traditional functional analysis (FA). Other research suggests potential shortcomings of synthesized contingency analysis (SCA), such as the potential for false-positive outcomes. In prior comparisons of traditional FAs and SCAs, investigators could not ascertain with certainty the true function(s) of the participants' problem behavior for use as the criterion variable. We conducted a translational study to circumvent this limitation by training a specific function for a surrogate destructive behavior prior to conducting a traditional FA and SCA. The traditional FA correctly identified the previously established function of the target response in all six cases and produced no iatrogenic effects. The SCA produced differentiated results in all cases and iatrogenic effects (i.e., an additional function) in three of six cases. We discuss these findings in terms of the mechanisms that may promote iatrogenic effects. 相似文献
930.
How do speakers learn the social meaning of different linguistic variants, and what factors influence how likely a particular social–linguistic association is to be learned? It has been argued that the social meaning of more salient variants should be learned faster, and that learners' pre-existing experience of a variant will influence its salience. In this paper, we report two artificial-language-learning experiments investigating this. Each experiment involved two language-learning stages followed by a test. The first stage introduced the artificial language and trained participants in it, while the second stage added a simple social context using images of cartoon aliens. The first learning stage was intended to establish participants' experience with the artificial language in general and with the distribution of linguistic variants in particular. The second stage, in which linguistic stimuli were accompanied by images of particular aliens, was intended to simulate the acquisition of linguistic variants in a social context. In our first experiment, we manipulated whether a particular linguistic variant, associated with one species of alien in the second learning phase, had been encountered in the first learning phase. In the second experiment, we manipulated whether the variant had been encountered in the same grammatical context. In both cases we predicted that the unexpectedness of a new variant or a new grammatical context for an old variant would increase the variant's salience and facilitate the learning of its social meaning. This is what we found, although in the second experiment, the effect was driven by better learners. Our results suggest that unexpectedness increases the salience of variants and makes their social distribution easier to learn, deepening our understanding of the role of individual language experience in the acquisition of sociolinguistic meaning. 相似文献