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排序方式: 共有3446条查询结果,搜索用时 15 毫秒
901.
Changming Duan Clara E. Hill Guangrong Jiang Bo Hu Yujia Lei Jie Chen 《Counselling psychology quarterly》2015,28(1):57-77
Eight Chinese counselors were interviewed about their use of directives in counseling. They typically believed that directives can be beneficial in counseling Chinese clients. They used directives to extend the influence of counseling beyond sessions, meet client needs and expectations, and fit their own personality and orientation. In terms of conditions that need to be met for directives to be helpful, they identified client factors such as readiness, communication styles, past experience, and insight; the counselor factor of ability to communicate directives; and the therapeutic relationship. They emphasized the importance of clients acquiring a new perspective as a result of directives. Cultural factors in using directives are discussed. 相似文献
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Career-specific parental behaviors,career exploration and career adaptability: A three-wave investigation among Chinese undergraduates 总被引:1,自引:0,他引:1
Yanjun Guan Fuxi Wang Haiyang Liu Yueting Ji Xiao Jia Zheng Fang Yumeng Li Huijuan Hua Chendi Li 《Journal of Vocational Behavior》2015
The current research examined the effects of career-specific parental behaviors (reported by parents at time 1) on Chinese university students' career exploration (reported by students at time 2) and career adaptability (reported by students at time 3). A survey study was conducted among Chinese university graduates (N = 244) and their parents (N = 244). The results supported a mediation model such that a high level of parental support and a low level of parental interference had beneficial effects on Chinese undergraduates' career exploration, which in turn positively predicted their career adaptability. Lack of parental career engagement had a direct negative effect on career adaptability. Significant interaction effects were also found among these three types of parental behaviors such that at a lower level of lack of parental career engagement, the positive effects of parental support, as well as the negative effects of interference on career exploration were stronger. The corresponding moderated mediation models were also supported. These findings carry implications for research on career construction theory and career counseling practices. 相似文献
905.
The associations between parenting styles and proactive and reactive aggression in Hong Kong children and adolescents
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Previous research suggests that reactive and proactive aggression may be differentially related to family contextual (e.g. parenting practices) factors. However, the existing research has focused largely on children and adolescents from Western countries, and no study has examined the parenting–aggression association using a parenting style measure sensitive to Asian culture. In this study parenting styles (i.e. warmth, control and guan/training) and proactive and reactive aggression were assessed in a large sample of school children in Hong Kong, China (N = 4,175, mean age = 11.75). We found that: (a) both low warmth (in boys only) and guan (i.e. high expectation and close supervision, in both boys and girls) were associated with elevated parent‐reported proactive aggression, (b) high restrictive control (i.e. dominating and rejecting) was associated with high reactive aggression (in both boys and girls) based on parent‐ or child‐report data, and with high proactive aggression (in boys only) based on parent‐report data, and (c) guan was also positively associated with parent‐reported reactive aggression. Findings provide more information about the Parenting Inventory using a large Asian sample, and extend existing research on familial correlates of different types of aggression. 相似文献
906.
Written collaboratively by two undergraduate students and one professor, this article explores what it would mean to teach existentialism “existentially.” We conducted a survey of how Existentialism is currently taught in universities across North America, concluding that, while existentialism courses tend to resemble other undergraduate philosophy courses, existentialist texts challenge us to rethink conventional teaching practices. Looking to thinkers like Kierkegaard, Beauvoir and Arendt for insights into the nature of pedagogy, as well as recent work by Gert Biesta, we lay out the four qualities that we propose characterize “existentialist” teaching practices: an emphasis on teaching over learning and on the “how” over the what; the cultivation of newness as well as capacities for resistance. Reflecting on the significance of existentialism for classroom dynamics, we conclude by examining the tensions between existentialist commitments to freedom and prevailing trends in higher education. This essay raises questions about the emancipatory potential of existentialist philosophies, especially in the context of undergraduate classrooms. 相似文献
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We argue that all general concepts are family resemblance concepts. These include concepts introduced by ostension, such as colour(s). Concepts of colour and of each of the specific colours are family resemblance concepts because similarities concerning an open‐ended range of colour or of appearance features crop up and disappear. After discussing the notion of “same colour” and Wittgenstein's use of the phrase “our colours”, we suggest family resemblance concepts in one tradition can often be extended to family resemblance concepts in another tradition, illustrated by Wittgenstein's use of the words Spiel and “game”. 相似文献
910.
Person names and common nouns differ in how they are stored in the mental lexicon. Using event-related potentials, this study compared the integration of names and nouns into sentence contexts. Both person names and common nouns were highly related in meaning and either congruent or incongruent within the previous contexts. Name incongruence elicited an N400 effect, suggesting that people were able to rapidly retrieve the semantic meaning of names from long-term memory even when this process was mediated by person identification. Conversely, participants showed a “good enough” processing of the nouns due to their low specificity level and, thus, rich semantic associations, leading to a P600 effect. These distinctive ERP effects provide clear evidence for the distinctive semantic representations of these word categories by showing that the activation of a name’s meaning is mediated by a single connection between identity-specific information and person identity, whereas multiple connections exist between nouns and their meanings. 相似文献