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881.
One hundred twenty-two women participated in a study of the relationship between acquaintance/stranger rape and the respective variables of ego-identity achievement (attainment of self-image during adolescence that integrates one's ideas of what one is and what one wants to be) and perception of risk in intimacy (perception of close interpersonal relationships as a risky proposition). Results showed that compared to women who had not been sexually assaulted, survivors of rape in general reported lower ego-identity achievement and greater perception of risk in intimacy. Focusing on acquaintance rape and stranger rape with age at the time of assault as possible moderator, it was found that lower ego-identity achievement was systematically related to acquaintance rape in women who had been raped during their adolescent years, but not in survivors of rape during adulthood. Perception of risk in intimacy was significantly higher among women who had been raped when adolescents compared to those who had been raped during adulthood, but only in relation to acquaintance rape. 相似文献
882.
Carla Bradley Cynthia G. Hawkins‐Len 《Journal of counseling and development : JCD》2002,80(4):433-440
Over the last 30 years, the practice of White American parents adopting African American children has been the focus of much deliberation and commentary. In this article, the authors illuminate relevant literature and research regarding transracial adoption. Counseling and legal implications are also discussed. 相似文献
883.
Sara‐Jayne Williams Daniel B. Wright Norman H. Freeman 《Applied cognitive psychology》2002,16(6):651-664
Children are generally more susceptible than adults to suggestive interview techniques. Children's memories of an event can be altered and added to by presenting post‐event information (PEI). What is not known is whether embedding silence about a particular scene within the PEI makes that scene less likely to be reported. Children aged 5–6 years made cakes with an agent ‘Mrs Flour’. The following day they received PEI in which a target scene from the original event was omitted, resulting in children reporting the target scene significantly less often than did controls (control= 57% and omit= 23% correct responses). There was direct evidence from the children's language that the omission led to a detriment in memory for the original scene itself. Allowing children to draw during the interview did not reduce the effect. Implications are discussed in terms of child victims and witnesses particularly regarding child sexual abuse. Copyright © 2002 John Wiley & Sons, Ltd. 相似文献
884.
Sixty‐six children aged between 5 and 7 years participated in the event, ‘Visiting the Pirate’, and were interviewed about it at one of five delays, namely, no delay (immediate interview), or at a 1‐week, 1‐day, 1‐month or 6‐month delay. For open‐ended recall, a significant decrease in the amount of information reported was detected only at the 6‐month delay, although forgetting functions indicated forgetting was most rapid at the shorter delays. Accuracy of open‐ended recall was maintained over all delays. In contrast, in response to specific, leading and misleading questions, accuracy had decreased significantly by the 6‐month delay. The theoretical and practical implications of these findings regarding the effects of delays on children's event reports are discussed. Copyright © 2002 John Wiley & Sons, Ltd. 相似文献
885.
886.
S. M. Y. Ho D. J. de L. Horne J. Szer 《Journal of clinical psychology in medical settings》2002,9(2):167-175
A longitudinally study was conducted among 42 bone marrow transplantation (BMT) patients to investigate the association between pretransplant psychosocial variables and psychophysiological outcomes during the immediate convalescence period. Family relationships (cohesion, expressiveness, and conflict) and coping resources (cognitive, social, emotional, spiritual/philosophical, and physical resources) were assessed on the admission day (Day –7 Time 1). Data on psychological distress and pain intensity were obtained on Day +7 (Time 2) and Day +14 (Time 3). The average scores at Times 2 and 3 were computed to indicate the overall adjustments of the patients during the hospitalization period after the day of actual transplant (Day 0). It was shown that higher expressiveness family relationships and higher resources to cope effectively with stressful situations were associated with less psychological distress during the above period. Both pretransplant psychosocial variables were not associated with pain intensity during hospitalization. Allogeneic transplant patients reported higher pain intensity than did autologous transplant patients. Psychological distress and pain intensity were positively correlated with each other. Our findings show that pretransplant family relationships and coping resources associate moderately with psychological distress during the immediate convalescent period of BMT. The present findings support the family-centered approach to BMT care and provide a scientific basis for pretransplant psychosocial interventions. 相似文献
887.
Sarah J. Cotton Maureen F. Dollard Jan de Jonge 《International journal of stress management》2002,9(3):147-162
It is imperative that the university environment be supportive and capable of nurturing optimal learning and performance in students. Using job design and work stress theories, the study assessed relationships between psychosocial work characteristics, well-being and satisfaction, and performance in a random sample survey of Australian university students (N = 176). Methodological improvements were a time lag between survey and performance measures, an objective measure of performance, and LISREL structural equation modeling. Results showed high levels of psychological distress and low levels of satisfaction, both linked to high demands combined with low control. In accord with the happy-productive student hypothesis, satisfaction mediated the impact of the work environment on performance. Reengineering the design of the student work environment may therefore improve performance outcomes (student grades) through enhancing satisfaction. 相似文献
888.
Bernadette McNary‐Zak 《Teaching Theology & Religion》2002,5(2):101-104
How should we teach religious history? What is the impact of our methodology on what, and on how, our students learn? Is there a methodology that cultivates an awareness of the multiculturalism and the need for deeper social interaction that characterizes many of our classrooms? This essay proposes and briefly explores the potential value of empathetic engagement as a pedagogical tool in response to these concerns. A specific application of empathetic engagement is made to teaching and learning about the history of American Catholicism. 相似文献
889.
Dorothy M. Fragaszy Amy T. Galloway Julie Johnson‐Pynn Karen Brakke 《Developmental science》2002,5(1):118-131
Is a concept of either reversibility or of hierarchical forms of combination necessary for skilled seriation? We examined this question by presenting seriating cups to adult capuchin monkeys and chimpanzees and to 11‐, 16‐ and 21‐month‐old children. Capuchins and chimpanzees consistently created seriated sets with five cups, and placed a sixth cup into a previously seriated set. Children of all three ages created seriated five‐cup sets less consistently than the capuchins and chimpanzees, and were rarely able to place a sixth cup into a seriated set. Twenty‐one‐month‐olds produced more structures containing three or more cups than did the younger age groups, and these children also achieved seriated sets more frequently. Within all participant groups, success at seriating five cups was associated with the frequency of combining three or more cups, regardless of form. The ability to integrate multiple elements in persistent combinatorial activity is sufficient for the emergence of seriation in young children, monkeys and apes. Reliance on particular methods of combination and a concept of reversibility are later refinements that can enhance skilled seriation. 相似文献
890.