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121.
Since the 1990s researchers have considered as the dominant view on family obligation a set of responsibilities, duties, and obligation of care and assistance, that adult children should assume when parents are old or infirm. This concept is limited, because it assumes that family obligation is salient only in one period of life: when parents reach old age and are infirm. In contrast, a relational approach to family obligation considers family relationships as central to understanding children's duties and responsibilities. Following Stein, family obligation can be defined as felt obligation: expectations for appropriate and negotiated behaviour, perceived within the context of specific personal relationships with kin across life course. Felt obligation is conceptualized in five dimensions: a duty to maintain contact, assistance, avoidance of conflict, personal sharing, and self‐sufficiency. The purpose of the present study was to analyze perceptions of felt obligation in intergenerational relationships (parent–child and family of origin) in different phases of the family life cycle in a specific cultural context (Italy). The sample was composed of 92 parents with children of different ages (infants, school‐aged children, and young adults). The measure addressed the five dimensions of felt obligation, all assessed in various phases of family life. Results indicated differences in dimensions of felt obligation between intergenerational relationships (both parent–child and with family of origin). Some of these differences, such as self‐sufficiency and personal sharing, assumed more importance and salience in some periods of the life cycle than in others. 相似文献
122.
Sandra Leanne Bosacki 《The Journal of genetic psychology》2013,174(2):170-191
The author investigated the longitudinal relations between theory of mind (ToM) understanding and perceptions of self and social conversations in 17 school-aged children (12 girls, 5 boys, age 8–12 years). ToM was assessed at Time 1 (T1; M age = 8 years 5 months, SD = 8.7 months, and perceptions of self and conversational experiences assessed two years later at Time 2 (T2; M age = 10 years 4 months, SD = 7.9 months. Most importantly, longitudinal findings showed that children who scored relatively high on ToM at T1 reported relatively lower perceptions of self-worth and higher number of mental states verbs in their perceptions of peer and family conversations at T2. Significant negative longitudinal associations were found between children's number of siblings and their perceptions of self-worth (T1) and number of cognitive terms in their perceptions of peer and family conversations (T2). Frequency analysis suggested that girls’ perceptions of conversations referred to more social and psychological aspects of self and relationships, whereas boys focused mainly on physical activities. Most children were more likely to prefer listening to talking during social conversations. The majority of children reported feelings of mixed or ambiguous emotions during experiences of silence. Implications for socioemotional and cognitive development in early adolescents are discussed. 相似文献
123.
We assessed the relation between the empathic responsiveness of young adults and the relative frequency and intensity of distressful events they experienced as children. Undergraduate subjects (N = 111; 56 men and 55 women) were led to believe that they were participating in two separate studies. In the first study, students completed the Distress Experiences in Childhood questionnaire, a filler task, and a slightly abbreviated version of the Mehrabian and Epstein (1972) empathy measure. In the second study, students watched an emotion-laden videotape of a patient (actually an actress) in a therapy session and subsequently completed an emotional-response questionnaire adapted from Batson, O'Quin, Fultz, Vanderplas, and Isen (1983). Students who rated their distressful childhood experiences as highly distressing scored higher on both measures of empathy than did students who rated their experiences as relatively less distressing. In contrast, the number of distressful childhood experiences reported was generally unrelated to empathy scores. 相似文献
124.
The relationships among expression of primary process thinking on the Rorschach, affective expression in fantasy play, and divergent thinking were investigated in first and second grade children. Sixty children received the Rorschach (Holt's scoring system), a play task (Affect in Play Scale), and the Alternate Uses Test. Major hypotheses were supported because the amount of primary process thinking on the Rorschach (frequency and percent) was significantly, positively related to amount of affective expression and primary process expression in play. Also, expression of affect in play (frequency, variety, integration, and comfort) was significantly, positively related to divergent thinking, independent of IQ for both boys and girls. On the Rorschach, percent of primary process was significantly related to divergent thinking for boys. The results suggest that the ability to think imaginatively in a free-association style and the ability to have access to affect-laden material are related processes. 相似文献
125.
Jaume Barrera Sandra Saura-Mas Asunción Blanco-Romero 《World Futures: Journal of General Evolution》2013,69(5-6):275-297
The study we are presenting in this article is based on an analysis of the critical observations of the state of the art of the prevailing educational systems today through evaluations by institutions like the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the Organisation for Economic Co-Operation and Development and the logical demand for reform that they call for. As a consequence, we posit an approach to the construction of an educational paradigm based on performative education that draws from performance art, transdisciplinary methodology, and a survey of the specialized literature that frames the epistemological and methodological field of education in complex, ever-changing settings. The methodology used is a heuristic comparison in a pedagogical sense that, based on our analysis of state of the art publications from the educational system, outlines the transfer of the characteristics of performance art and transdisciplinary methodology to the model we call Transperformative Education. As a result of this model, we came up with a proposal for a deep-seated paradigmatic shift that entails everything from the modification of institutional educational policies to the ways of teaching and learning, including, of course, a major challenge: a shift in the direction of educational research. 相似文献
126.
Recent research suggests that deliberate manipulation of expressive behaviours might self-regulate emotional experiences. Eighty people were first induced to adopt emotional expressions in a successfully disguised procedure that identified whether their feelings were affected by their expressive behaviour when they were unaware of the nature and purpose of that behaviour. They then deliberately attempted to change emotional feelings by adopting or inhibiting emotional behaviours, or by focusing on or being distracted from situational cues for emotion. Participants more responsive to their own behaviour in the disguised procedure felt more intensely when they adopted emotional behaviours, and less intensely when they inhibited those behaviours. In contrast, people identified as unresponsive to their own emotional behaviour were most affected by deliberate focus on or distraction from emotional thoughts. The effectiveness of techniques for emotional self-regulation depends on a match with characteristics of the person. 相似文献
127.
Sandra Buechler 《International Forum of Psychoanalysis》2013,22(4):275-278
The analyst and the patient must feel enough hope to sustain their active effort. A significant aspect of the analyst's role is inspiring hope. This seems to require that the analyst take a life-affirming position that violates traditional notions of analytic neutrality. Yet, in facilitating the patient's full self-expression, we do not want to lose the benefits of neutrality. Fromm's work can inspire us to try to integrate an attitude of spirited hope with interpretations whose content neutrally encourages the patient to reveal his whole self. 相似文献
128.
Sandra A. Black M. Shayne Gallaway Michael R. Bell Elspeth C. Ritchie 《Military psychology》2013,25(4):433-451
Prevalence and risk factors associated with soldiers' suicides 2001–2009 (N = 874) were examined. Army suicide rates increased from 9 per 100,000 in 2001 to 22 per 100,000 in 2009. Soldier suicides were lower than civilians from 2001 to 2007, but higher than civilians after 2007. Army suicides were disproportionately higher for men, deployment experience, and a history of a mental health diagnosis/treatment; and lower for African Americans. Many involved planning (38%), communication (21%), alcohol (19%), or drugs (8%). Many had legal problems (31%), high stress loads (90%), a history of self-injury (10%), and other contributing factors prior to entry into the Army (31%). Implications for understanding suicide among military personnel are discussed. 相似文献
129.
This study investigated the sensitivity of common fit indices (i.e., RMSEA, CFI, TLI, SRMR-W, and SRMR-B) for detecting misspecified multilevel SEMs. The design factors for the Monte Carlo study were numbers of groups in between-group models (100, 150, and 300), group size (10, 20, 30, and 60), intra-class correlation (low, medium, and high), and the types of model misspecification (Simple and Complex). The simulation results showed that CFI, TLI, and RMSEA could only identify the misspecification in the within-group model. Additionally, CFI, TLI, and RMSEA were more sensitive to misspecification in pattern coefficients while SRMR-W was more sensitive to misspecification in factor covariance. Moreover, TLI outperformed both CFI and RMSEA in terms of the hit rates of detecting the within-group misspecification in factor covariance. On the other hand, SRMR-B was the only fit index sensitive to misspecification in the between-group model and more sensitive to misspecification in factor covariance than misspecification in pattern coefficients. Finally, we found that the influence of ICC on the performance of targeted fit indices was trivial. 相似文献
130.
One of the principal aims of adolescence is the development of the capacity to think for oneself. The authors explore the difficulties caused by disturbances of thinking in borderline adolescents, pointing out the role that the analyst can take in promoting better functioning of their patients' mental processes. Two cases are explored, one through a supervision and the other through direct clinical experience. Both illustrate the efforts of the analyst to carry out 'management in the area of thinking' with those borderline patients who have not received help from their parents to think, and still need to be shown how mentation takes place. The authors propose some changes in technique in order to implement this improvement, including sharing with the patient the way in which the analyst thinks about him. Thinking itself can be an important integrating factor for these patients. Une des tâches principales de l'adolescence est de développer la capacité à penser par soi-même. Les auteurs explorent les difficultés occasionnées par des troubles de la pensée chez des adolescents borderline et soulignent le rôle que peut jouer l'analyste pour favoriser un meilleur fonctionnement des processus psychiques chez ces patients. Deux cas sont étudiés dans cet article ; dans l'un, le matériel est extrait de séances de supervision, dans l'autre, il est tiré directement de la situation thérapeutique. Ces cas mettent en évidence les efforts de l'analyste pour aider le patient à mieux fonder ses processus de pensée ; dans les états limites, le patient bien souvent n'a jamais pu bénéficier de l'aide de ses parents dans ce domaine et devra encore apprendre comment mettre en ?uvre l'idéation. Les auteurs proposent quelques modifications techniques afin de faciliter l'activité mentale chez ce type de patient, visant notamment à lui faire part de la manière dont son analyste pense à lui. La pensée en elle-même peut être un facteur important qui favorise l'intégration psychique chez ces patients. Uno degli scopi principali dell'adolescenza e' lo sviluppo della capacita' di pensare per se stessi. Le autrici esplorano le difficolta' causate dai disturbi del pensiero in adolescenti borderline, sottolineando il ruolo che l'analista puo' avere nel promuovere un miglior funzionamento dei processi mentali dei loro pazienti. Vengono riportati due casi, uno attraverso l'esperienza di supervisione e l'altro attraverso l'esperienza diretta del lavoro clinico. In entrambi i casi viene illustrato lo sforzo dell'analista di portare avanti il 'management nell'area del pensare' con quei pazienti bordeline che non sono stati aiutati dai loro genitori a pensare, e che ancora hanno bisogno di capire come prende luogo il processo del pensare. Le autrici propongono dei cambiamenti nella tecnica per poter implementare tale miglioramento, compreso il condividere con il paziente il modo in cui l'analista pensa a lui. Il pensare puo' essere di per se' un importante fattore di integrazione per questi pazienti. Eines der Hauptziele der Adoleszenz ist die Entwicklung der Fähigkeit, für sich selber zu denken. Die Autorinnen betrachten die Schwierigkeiten, die durch Denkstörungen bei Borderline- Jugendlichen verursacht werden, und stellen die Rolle heraus, die Analytiker einnehmen können, um ein besseres Funktionieren der mentalen Prozesse ihrer Patienten zu fördern. Es werden zwei Fälle betrachtet, einer durch Supervision und der andere durch direkte klinische Erfahrung. Beide illustrieren die Bemühungen der Analytikerin, 'Management im Bereich des Denkens' auszuführen mit diesen Borderline-Patienten, die von ihren Eltern keine Unterstützung zu denken erlangt hatten, und denen noch gezeigt werden muss, wie Denkprozesse stattfinden. Die Autorinnen schlagen einige Veränderungen in der Technik vor, um diese Verbesserung zu implementieren, einschliesslich dem, dass man dem Patienten mitteilt, wie die Analytikerin über ihn denkt. Denken selbst kann ein wichtiger integrierender Faktor für diese Patienten sein. 相似文献