Youth who experience traumatic events are at risk for a range of negative outcomes, including posttraumatic stress disorder, other anxiety disorders, depression, substance use, and health risk behaviors. It is important to identify valid methods to assess individuals for exposure to traumatic events, as well as the types of problems or symptoms they may be experiencing as a result of these events.
An individual's cultural values, beliefs, and practices can affect the ways that trauma-related sequelae are manifested and presented upon evaluation. Obtaining information about a child's ethnic background, including cultural beliefs and practices, can be a useful component of a trauma assessment. In this paper, the authors will (a) review standard guidelines for assessment of trauma in the general population; (b) present an argument for modification of standard trauma assessment strategies used with culturally diverse populations; (c) describe the culturally INFORMED model, comprised of 8 empirically based recommendations for modifying trauma assessment of culturally diverse populations; and (d) provide an example of how this model has been applied to a trauma assessment protocol with a Mexican immigrant population. Implications of how culturally modified assessment can be used to inform culturally modified cognitive-behavioral treatment of trauma symptoms in children also are addressed. 相似文献
Haye’s article Living being and speaking being highlights a confusion that the traditional cognitive science has been making between cognition and representation, reducing
semantics (meaning) to the syntax (computation with symbols). This traditional view cannot fully grasp the dependence of meaning
on the relational context, opening space for the need to take into account the Bakhtinian notions of responsivity and addressivity
to an other as defining features of the communicational social act. Socialized signs are conceived here as central tools to
our relation to the world and to the others. We pursue some of the implications of this radical dialogical commitment specifying
their implications to an ontological level of human beings: relationships are the ground for the depiction of human beings
and otherness as a necessary complementarity of our own existence. 相似文献
Against the background of an unchanging sequence of representational development, we demonstrate that implicit processes of learning and cognition can change from one historical period to another. One generation of Zinacantec Maya children was studied in 1969 and 1970, the next generation in 1991 and 1993. In the intervening two decades, the community, located in Chiapas, Mexico, was involved in a transition from an economy based primarily on subsistence and agriculture to an economy based primarily on money and commerce. A naturalistic study of weaving apprenticeship and an experimental study of visual representation showed that the ecological transition was linked to greater emphasis on independent cultural learning, abstract representation, and innovation, and, correlatively, a movement away from scaffolded guidance, detail-oriented representation, and imitative representational strategies. These changes constituted automatic adaptations with an implicit nature. In addition, historical variability in implicit modes of cultural apprenticeship predicted shifts in implicit processes of child and adolescent cognition. In sum, socialization and development are not fixed but adapt, in a coordinated way, to changing ecological conditions. 相似文献
The content of Catholic social teaching suggests that an appropriate pedagogy for the teaching and learning of Catholic social thought is the teaching and learning of practical reason. This article explores the role of moral exemplars in the teaching and learning of practical reason in a Catholic university. Specifically, the article details the use of moral exemplars in the “Profiles in the Catholic Social Tradition” course taught at the University of Notre Dame in the Fall semester of 2000. After a brief explanation of the appeal to practical reason as an appropriate pedagogy for teaching and learning the content of Catholic social teaching, the article turns to a discussion of our particular experience of using moral exemplars in the classroom. 相似文献
The attributions of 70 young drivers for their own and their friends' risky driving were examined using open-ended questions to determine if there were self-other differences consistent with the actor-observer effect. Six response categories were created, 4 of which were rated as more dispositional than situational by a subsample of the participants and 2 of which were rated as more situational than dispositional. While the largely dispositional category "Showing off, acting cool" was used significantly more for friends than for self, and the largely situational "In a hurry, late" was used significantly more for self than for friends, there was only limited support for the actor-observer effect overall. The participants also rated their friends as taking more risks than themselves. The actor-observer differences are suggested to be influenced primarily by motivational factors and the context in which young people observe their friends' driving. New approaches to traffic safety interventions are suggested. 相似文献
Because of the dramatic increases of culturally diverse individuals in the United States, indigenous perspectives of healing must be understood in the context of interdependent cultural selves. The authors present an extensive review of the literature with a focus on understanding the role of spirituality, balancing energies, close social networks, and interconnectedness in indigenous healing perspectives and philosophies. Examples of indigenous healing approaches are presented, and implications for counseling and research are discussed. 相似文献
The words people use in their writing and speaking can serve as markers of personality. Computerized text analysis programs based on word counts represent a methodological strategy for obtaining linguistic information objectively and rapidly from diverse text samples. Several studies are summarized that point to particles or function words (e.g., pronouns, articles, and prepositions) as central determinants of linguistic styles. Particles exhibit solid psychometric properties and are related to measures of depression, social concerns, physical health, and, to a modest degree, traditional personality indices. Possible reasons for the psychological significance of particles are offered, and the challenges facing the linguistic approach to personality are considered. 相似文献
Visual perspective taking research has established that chimpanzees recognize what others can or cannot see in the presence
of occluding barriers. Less is known about chimpanzees’ appreciation of what they themselves can or cannot see in similar
situations. Additionally, it is unclear whether chimpanzees must rely on others’ gaze cues to solve such tasks or whether
they have a more general appreciation of what can be seen from where. Hence, we investigated chimpanzees’ ability to anticipate
what they would or would not be able to see from different visual perspectives. Food was hidden among arrays of open containers,
with different containers providing visual access from unique viewing perspectives. Chimpanzees immediately adopted the correct
perspective for each container type. Follow-up experiments showed that they were not simply moving to align themselves with
visible openings. Our study thus suggests that chimpanzees have good visual perspective taking abilities with regard to themselves
as well as others, and that both likely reflect a more general knowledge, at least implicit, of what can be seen from where.