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251.
Although not all abused children grow up to be abusive parents, it is well known that people who were severely mistreated by their parents as compared to those who were not are at higher risk for mistreating their children. It has also been shown that abusive parents often have unrealistic expectations for their children—expectations based on distorted perceptions of their children's needs, feelings, and abilities. In this paper, we examine the utility of new methods developed in social psychology to study: (1) the impact of abuse on the structure and content of interpersonal and self-perception and (2) the interrelationships among an abused mother's social and self-perception, the quality of her interactions with her child, and the child's development. Case studies will be presented to illustrate how these new methods reflect risk for abuse as predicted independently by clinicians treating the cases. 相似文献
252.
A. Elaine Crnkovic Robert L. Del Campo Robert Steiner 《Contemporary Family Therapy》2000,22(2):147-160
This study explored perceptions of 92 mental health professionals regarding violent families. They were asked to answer the questions on the Family Environment Scale as they thought women who lived in homes where they and their children were physically and/or psychologically abused would respond. Their scores were compared to those of 28 mothers in battered women's shelters. They differed significantly in their perceptions of violent family dynamics with regard to levels of cohesion, expressiveness, independence, intellectual-cultural orientation, active-recreational emphasis, and moral-religious emphasis. They believed the women to have lower levels on these constructs than the women actually reported. Implications suggest that mental health professionals could be more aware of the dynamics of violent families in order to efficiently uncover the violence during therapy sessions and provide appropriate services. 相似文献
253.
Esterberg ML Goulding SM Walker EF 《Journal of psychopathology and behavioral assessment》2010,32(4):515-528
Cluster A personality disorders (PD), including schizotypal personality disorder (SPD), paranoid personality disorder (PPD),
and schizoid PD, are marked by odd and eccentric behaviors, and are grouped together because of common patterns in symptomatology
as well as shared genetic and environmental risk factors. The DSM-IV-TR describes personality disorders as representing stable
and enduring patterns of maladaptive traits, and much of what is understood about Cluster A personality disorders in particular
stems from research with adult populations. Less in known about these disorders in children and adolescents, and controversy
remains regarding diagnosis of personality disorders in general in youth. The current paper reviews the available research
on Cluster A personality disorders in childhood and adolescence; specifically, we discuss differentiating between the three
disorders and distinguishing them from other syndromes, measuring Cluster A disorders in youth, and the nature and course
of these disorders throughout childhood and adolescence. We also present recent longitudinal data from a sample of adolescents
diagnosed with Cluster A personality disorders from our research laboratory, and suggest directions for future research in
this important but understudied area. 相似文献
254.
This paper investigates whether changes in mood state are an important component of cognitive bias modification (CBM) procedures. In a novel CBM procedure participants read either positive or negative statements relating to social issues for 5 min. Interpretation bias was measured by means of a scrambled sentence test, which was presented both before and after the CBM procedure. Participants who read the positive statements made more positive resolutions to the scrambled sentences, while participants who read the negative statements made more negative resolutions. Thus, the appropriate positive and negative interpretative biases were induced by the CBM procedure. However, significant mood changes also occurred following CBM. In Experiment 2, a musical mood induction procedure was presented with depressing or elating music. As before, a scrambled sentence test was presented both before and after the musical mood induction. Mood changed in accordance with the valence of the music to the same extent as with CBM. Critically however, performance on the scrambled sentence task did not change for both groups. This demonstrates that a change in mood state is not sufficient for a change in cognitive bias to occur. 相似文献
255.
The quest to understand what it means to ‘become’ a teacher and the conditions in which such aspirations can be translated
into lived experience, continues to exercise teacher educators and researchers alike. Whilst the literature points towards
the importance of developing teacher identity, little attention has been given to understanding the transitional processes
of individuals coming into teaching at a later point in their working lives. The research reported here was part of a wider
project investigating the experiences of early career science teachers. In this study we follow one mature, highly qualified
science graduate as she moved through initial teacher education and beyond into her first teaching post. Drawing on theories
of identity and self-verification, the analysis reveals how disparity between strongly-held archetypal teacher images and
socially constructed teacher identity played out and led this teacher to step away from her new career. Fostering a strong
sense of self-efficacy is suggested as critical in supporting mid-career changers in making durable adjustments to new working
roles and contexts of teaching. 相似文献
256.
This study examined the impact of perceptual load on the processing of unattended threat-relevant faces. Participants performed a central letter-classification task while ignoring irrelevant face distractors, which appeared above or below the central task. The face distractors were graded for affective salience by means of aversive fear conditioning, with a conditioned angry face (CS+), an unconditioned angry face (CS-), and a neutral control face. The letter-classification task was presented under conditions of both low and high perceptual load. Results showed that fear conditioned (i.e., CS+) angry face distractors interfered with task performance more than CS- angry or neutral face distractors but that this interference was completely eliminated by high perceptual load. These findings demonstrate that aversively conditioned face distractors capture attention only under conditions of low perceptual load. 相似文献
257.
Leona L. Eggert Elaine A. Thompson Jerald R. Herting 《Suicide & life-threatening behavior》1994,24(4):359-381
This paper describes an instrument designed to assess the suicide potential of youth 14–18 years of age who are at risk for suicidal behaviors. A comprehensive measurement theory provides the basis for three central constructs in the Measure of Adolescent Potential for Suicide (MAPS): direct suicide risk factors, related risk factors, and protective factors. The MAPS entails an introductory questionnaire followed by a computer-assisted, structured interview. Two samples were used to examine psychometric properties of the MAPS (n = 43; n = 123). Results revealed generally strong validity (content, criterion, construct) and reliability (internal consistency) for the MAPS. Further verification studies with large and diverse samples are warranted. 相似文献
258.
259.
260.
Henderson Heather L. Bloodhart Brittany Adams Amanda S. Barnes Rebecca T. Burt Melissa Clinton Sandra Godfrey Elaine Pollack Ilana Fischer Emily V. Hernandez Paul R. 《Social Psychology of Education》2022,25(2-3):649-674
Social Psychology of Education - An abundance of literature has examined barriers to women’s equitable representation in science, technology, engineering, and math (STEM) fields, with many... 相似文献