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151.
Teaching Tradition: Diverse Perspectives on the Pilot Urban American Indian Traditional Spirituality Program
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Joseph P. Gone Katherine P. Blumstein David Dominic Nickole Fox Joan Jacobs Rebecca S. Lynn Michelle Martinez Ashley Tuomi 《American journal of community psychology》2017,59(3-4):382-389
Many urban American Indian community members lack access to knowledgeable participation in indigenous spiritual practices. And yet, these sacred traditional activities remain vitally important to their reservation‐based kin. In response, our research team partnered with an urban American Indian health center in Detroit for purposes of developing a structured program to facilitate more ready access to participation in indigenous spiritual knowledge and practices centered on the sweat lodge ceremony. Following years of preparation and consultation, we implemented a pilot version of the Urban American Indian Traditional Spirituality Program in the spring of 2016 for 10 urban AI community participants. Drawing on six first‐person accounts about this program, we reflect on its success as a function of participant meaningfulness, staff support, mitigated sensitivities, and program structure. We believe that these observations will enable other community psychologists to undertake similar program development in service to innovative and beneficial impacts on behalf of their community partners. 相似文献
152.
Angela Heine Verena Thaler Sascha Tamm Stefan Hawelka Michael Schneider Joke Torbeyns Bert De Smedt Lieven Verschaffel Elsbeth Stern Arthur M. Jacobs 《Infant and child development》2010,19(2):175-186
To date, a number of studies have demonstrated the existence of mismatches between children's implicit and explicit knowledge at certain points in development that become manifest by their gestures and gaze orientation in different problem solving contexts. Stimulated by this research, we used eye movement measurement to investigate the development of basic knowledge about numerical magnitude in primary school children. Sixty‐six children from grades one to three (i.e. 6–9 years) were presented with two parallel versions of a number line estimation task of which one was restricted to behavioural measures, whereas the other included the recording of eye movement data. The results of the eye movement experiment indicate a quantitative increase as well as a qualitative change in children's implicit knowledge about numerical magnitudes in this age group that precedes the overt, that is, behavioural, demonstration of explicit numerical knowledge. The finding that children's eye movements reveal substantially more about the presence of implicit precursors of later explicit knowledge in the numerical domain than classical approaches suggests further exploration of eye movement measurement as a potential early assessment tool of individual achievement levels in numerical processing. Copyright © 2009 John Wiley & Sons, Ltd. 相似文献
153.
Amber Jacobs 《Psychodynamic Practice》2019,25(2):127-132
In order to know and to understand we are often tempted to use defined models and theories. But catastrophe happens when you project models onto phenomena where they don’t belong. Difference exists and not all phenomena can be forced to reside within existing models. We can project our already known theories and ideas onto what we think we see through certain frames that we create but the cost may be dear. There is no one way to understand the unconscious and the psyche. Psychoanalysis is always open for revision and development. Old models can be broken and new thought created. The unconscious is an impossible yet generative resource. We need to stay open to not knowing – constantly look at the frame and stay alert to its constructed nature. We need our frame to work with the unconscious but not to the detriment of the spirit of that unconscious. 相似文献
154.
155.
Eric M. Vernberg Michael C. Roberts Anne K. Jacobs Camille J. Randall Bridget K. Biggs Joseph E. Nyre 《Journal of child and family studies》2008,17(2):178-190
We describe changes in adaptive functioning for children enrolled in the Intensive Mental Health Program (IMHP), an innovative
model for serving children with the most severe forms of SED. Most children show marked improvements in multiple indicators
of role performance and symptomatology. Although a high risk, high need group, most children attended school regularly and
lived with a stable caregiver at discharge. 相似文献
156.
Anne K. Jacobs Michael C. Roberts Eric M. Vernberg Joseph E. Nyre Camille J. Randall Richard W. Puddy 《Journal of child and family studies》2008,17(2):219-231
We examined factors related to treatment responders (n = 35) and nonresponders (n = 16) in a group of 51 children admitted to the Intensive Mental Health Program (IMHP). Children’s response to treatment
was coded based on their functioning at intake and discharge using total CAFAS scores. Demographic variables, length of treatment,
number of diagnoses and medications, and history of physical/emotional abuse or neglect did not significantly distinguish
between responders and nonresponders. Nonresponders were more likely to present with a history of suspected or confirmed sexual
abuse, internalizing diagnoses, or comorbid internalizing and externalizing diagnoses. Although the small sample size may
limit interpretations, our findings indicate treatment programs need augmentation when children with serious emotional disturbances
(SED) may be at risk for not responding to interventions. 相似文献
157.
158.
Olivier Klein Aurlie Jacobs Sabrina Gemoets Laurent Licata Sophie M. Lambert 《European journal of social psychology》2003,33(6):755-777
We examined the impact of the distribution of information regarding social groups on the formation of shared stereotypes within triads in two studies. Three‐person groups discussed which of three groups (A, B, and C) was the most able and the most sociable. In Study 1, some of the information about these three groups was available to all group members (shared) whereas the remainder was distributed among group members (unique). Based on the total profile, there was more evidence of group A being sociable and of group B being able than of A being able and B sociable. In Study 1 (n = 58), sampling was manipulated as ‘representative’ (information in line with the overall differences was shared) or ‘unrepresentative’ (only information contradicting these differences was shared). In a third condition, all items of information were shared. Emerging stereotypes were directly influenced by sampling of information independently of the discussion. As well as this, the discussion consensualized initial stereotypes. In Study 2 (n = 52), sampling was always unrepresentative and we manipulated the labels associated with the target groups in such a way that the stereotype associated with the label was either inconsistent or consistent with the overall differences between the target groups. In the inconsistent condition, participants were more likely to discuss information that violated stereotypical expectations, and to be less influenced by sampling as a result of discussion. Altogether, these findings suggest that information sampling directly affects the consensualization of social stereotypes. Copyright © 2003 John Wiley & Sons, Ltd. 相似文献
159.
Janis E. Jacobs & Paul A. Klaczynski 《Current directions in psychological science》2002,11(4):145-149
Research on adult judgment and decision making has focused on deviations from normative models, demonstrating biases and reliance on heuristic shortcuts, thus presenting a very different picture than developmental theories that describe a unidirectional progression toward greater logic and efficiency. Recent research related to this apparent contradiction indicates that children develop competencies to reason effectively and make normative decisions, but also develop biased judgment strategies that are used inappropriately in some situations. We suggest potential explanations for the findings, highlighting the need to consider models that incorporate development in both experiential and analytic information processing systems. 相似文献
160.
Florian Klonek Sascha Tamm Markus J. Hofmann Arthur M. Jacobs 《Psychological research》2009,73(6):871-882
The conflict monitoring theory (CMT) assumes that word-stems associated with several completions should lead to crosstalk
and conflict due to underdetermined responding situation (Botvinick et al. in Psychol Rev 108(3):624–652, 2001). In contrast, the Multiple-Read-Out-Model (MROM) of Jacobs and Grainger (J Exp Psychol 20(6): 1311–1334, 1994) predicts a high level of general lexical activity (GLA) for word-stems with many completions, indicating a higher stimulus
familiarity because these stems are more probable to be read. We compared word-stems with several completions against word-stems
with one possible completion while measuring response times and electrophysiological recordings. Slowest response times and
a distinct FN400 component, which has previously been related to the concept of familiarity (Curran in Memory Cogn 28(6):923–938,
2000), were apparent for word-stems that could only be associated with a single response. These findings support the claims of
the MROM. Furthermore, the lack of the N2-component for word-stems with several completions continues to challenge the EEG-extension
of the CMT (Yeung et al. in Psychol Rev 111(4):2004). 相似文献