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31.
Li J Holloway SD Bempechat J Loh E 《New directions for child and adolescent development》2008,2008(121):9-25
Little research has examined how low-income Asian American children are supported to achieve well in school. The authors used the notion of social capital to study higher versus lower achieving Chinese adolescents from low-income backgrounds. They found that families of higher-achieving adolescents built and used more effectively three kinds of social networks in lieu of direct parental involvement: (a) designating a helper in and outside the home for the child, (b) identifying peer models for the child to emulate, and (c) involving extended kin to guide the child jointly. These forms of social capital reflect Chinese cultural values applied to the challenges of immigrant adaptation. 相似文献
32.
Matthew J. Cordova Janine Giese-Davis Mitch Golant Carol Kronenwetter Chang Vickie David Spiegel 《Journal of clinical psychology in medical settings》2007,14(4):308-319
Diagnosis and treatment of cancer has been associated with both posttraumatic stress disorder (PTSD) symptoms and posttraumatic
growth (PTG). This cross-sectional study sought to assess the frequency, common predictors, and interrelationships of PTSD
symptoms and PTG in breast cancer survivors (n = 65). In this sample, symptoms of PTSD and reports of PTG were common and were not significantly related to one another.
Greater social constraints on talking about breast cancer and perception of cancer as a traumatic stressor were associated
with greater PTSD symptomatology. Younger age and perception of cancer as a traumatic stressor were associated with greater
PTG. Findings suggest the central role of subjective appraisal in adjustment to cancer. Psychosocial interventions should
be sensitive to the potential for PTG, both in treatment design and in assessment of outcomes. 相似文献
33.
von Leupoldt A Rohde J Beregova A Thordsen-Sörensen I zur Nieden J Dahme B 《Behavior research methods》2007,39(3):606-609
Standardized sets of films have been shown to be effective for eliciting emotional states in adults, but no comparable validated stimuli are available for children. We therefore examined the effects of three pre-selected film clips each of 3-min duration in eliciting a pleasant, neutral and unpleasant emotional state in 297 children aged between 6 and 12 years. After the films were presented on a video projector, affective ratings were obtained with the Self-Assessment-Manikin on the emotional dimensions of valence and arousal. Increasing pleasure ratings were observed from the unpleasant to the neutral to the pleasant film. Associated arousal ratings were stronger for the unpleasant and pleasant films compared to the neutral film. Overall, results showed successful elicitation of targeted emotional states only marginally influenced by age, gender or prior experience with the films. The use of these films is therefore suggested for future studies on emotions in children. 相似文献
34.
International Journal for Philosophy of Religion - 相似文献
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International Journal for Philosophy of Religion - 相似文献
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The pastor is often in contact with the alcoholic and his or her family. Providing help to alcoholics and their families is a spiritual, humanistic, and therapeutic challenge. Recent developments have favored a family systems orientation to working with alcoholic families. This orientation acknowledges the family as contributor to maintaining alcoholic behavior and includes the family in treatment. Specific family systems concepts are discussed and how they relate to the dysfunctional unit which houses an alcoholic. Implications for pastors and specific role definitions are explored. Krebs' therapeutic model is expanded to: 1) evaluate, 2) support, 3) refer, and 4) support, as appropriate for the pastor working with alcoholics and their families. 相似文献
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Kyle J. St. Hilaire Shana K. Carpenter Janine M. Jennings 《Memory (Hove, England)》2013,21(9):1204-1213
ABSTRACTAnswering questions before learning something (“prequestions”) enhances learning. However, these benefits usually occur for information that was asked in the prequestions (i.e. prequestioned material), and not for non-prequestioned material. We reasoned that this narrow benefit may be due to the fact that studies typically use fairly simple prequestions that have a clear answer within one part of the learning material – isolative prequestions. We explored the effects of integrative prequestions that required participants to make connections across different parts of a reading passage. Experiment 1 showed the usual benefit of isolative prequestions on prequestioned but not on non-prequestioned material, but no benefit of integrative prequestions. However, in Experiment 2 when participants were given instructions to seek the answers while reading, integrative prequestions benefited learning of both prequestioned and non-prequestioned material. Individual differences in structure building positively predicted performance, but did not interact with the effects of prequestions. 相似文献