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Judy Tydor Baumel-Schwartz 《Jewish History》2012,26(1-2):223-245
This article deals with the lives and experiences of refugee girls and young women who found refuge in England and the United States during the Holocaust. Between 1934 and 1945 more than 12,600 unaccompanied children and teenagers from Central Europe between the ages of five and sixteen were shielded from Nazism in the Great Britain or the United States. In addition, approximately 1000 Jewish refugee children were brought to the United States by various refugee organizations prior to and during the war years. The experiences of girls and young women in this group were different than those of boys and young men, particularly with respect to foster parent preferences, immigration, resettlement and adaptation, treatment in the foster home, professional choices, and assimilation into a new society. This article discusses these differences from the standpoint of identity construction, socio-cultural adjustment problems and alienation-assimilation dialectics. 相似文献
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How do you think she feels? Vulnerability in empathy and the role of attention in school‐aged children born extremely preterm 下载免费PDF全文
Catherine Campbell Chiara Horlin Corinne Reid Judy McMichael Laura Forrest Chris Brydges Noel French Mike Anderson 《The British journal of developmental psychology》2015,33(3):312-323
The aim of this study was to examine empathic competence in children born extremely preterm (EP, <28 weeks) given vulnerabilities in social relationships. Empathy in typically developing children is mediated by executive functions. Executive functioning is also impaired in preterm children. Of particular interest in this study are the attentional components of executive functioning as mediators of empathic development. Thirty‐two 7‐year‐old EP children and 40 age‐matched term children participated in the Project K.I.D.S program and completed the Kids Empathy Development Scale (KEDS), Wechsler Intelligence Scale for Children (WISC‐IV), and Test of Everyday Attention for Children (TEA‐Ch). Children born extremely preterm exhibited poorer performance on all measures. The mediating role of attention in empathy competence was not supported by mediation modelling when FSIQ was controlled. As predicted, the EP group showed weaker empathic development relative to typically developing children. They also showed poorer attentional abilities. However, the effect of preterm birth on empathy was not mediated by executive‐level attention. The cognitive mechanisms underpinning poor empathy competence in EP children remain unclear. Future research needs to examine the role of inhibition, social–emotional recognition, and regulation. 相似文献
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Judy Wajcman 《Science as culture》2013,22(4):559-562