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Sexuality education is heavily gendered at adolescence. This study uses data from a national web survey of 631 U.S. mothers of 3 to 6 year old children to test whether similar gender differences exist in what mothers teach their young children about sexuality and reproduction. We test (a) whether mothers will report talking more with daughters or sons about sexuality related issues, and (b) whether mothers will report greater comfort talking about such issues with daughters or sons. We find (a) that mothers talk more to daughters than sons about romantic relationships, reproductive bodies, and morality, but not about sexual abuse or intercourse/pleasure. We find (b) mixed results regarding mothers’ comfort in talking with daughters or sons about sexuality. 相似文献
203.
William J. Friedman Ann‐Christin Cederborg Elin Hultman Olov Änghagen Karin Fälth Magnusson 《Applied cognitive psychology》2010,24(4):545-556
To learn about children's ability to estimate the duration of an event many days after it occurred, 6–12‐year‐old children were asked to judge the amount of time (range 5–45 minutes) they spent in the treatment room as part of a paediatric visit. Judgements were made 1 week or 1 month after the visit occurred. Children showed an average error of about 13 minutes. Retention interval did not significantly affect estimates. Other judgements of the length of the interview itself (mean length 8 minutes) provided what may be the first data on children's ability to make immediate retrospective duration estimates. The results also include information about children's capacity to judge how long ago they visited the clinic. Copyright © 2009 John Wiley & Sons, Ltd. 相似文献
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Purpose
The purpose of this study was to explore the effects of disagreement and cohesiveness on knowledge sharing in teams, and on the performance of individual team members. 相似文献205.
206.
Lina Normandin Karin Ensink Otto F. Kernberg 《Journal of Infant, Child, and Adolescent Psychotherapy》2015,14(1):98-110
In this article we first contextualize and then outline a model of TFP adapted for working with adolescents with Borderline Personality Disorders. We discuss how to take the normal developmental challenges of adolescence, such as separation-individuation in consideration, and how to support this in the context of the therapeutic work, while at the same time stimulating curiosity through clarification and confronting the adolescent with self-defeating and destructive patterns and dangerous behavior. Furthermore, we give examples of working with split–off parts of self and other representations through clarification to increase self-awareness and confrontations with contradictions within the adolescents communication and nonverbal behavior, with the aim of facilitating the integration of identity. 相似文献
207.
Parentification,Stress, and Problem Behavior of Adolescents who have a Parent with Mental Health Problems 下载免费PDF全文
Linda M. A. Van Loon Monique O. M. Van de Ven Karin T. M. Van Doesum Clemens M. H. Hosman Cilia L. M. Witteman 《Family process》2017,56(1):141-153
When adolescents live with a parent with mental illness, they often partly take over the parental role. Little is known about the consequences of this so‐called parentification on the adolescents' internalizing and externalizing problems. This survey study examined this effect cross‐sectionally and longitudinally in a sample of 118 adolescents living with a parent suffering from mental health problems. In addition, the study examined a possible indirect effect via perceived stress. Path analyses were used to examine the direct associations between parentification and problem behavior as well as the indirect relations via perceived stress. The results showed that parentification was associated with both internalizing and externalizing problems cross‐sectionally, but it predicted only internalizing problems 1 year later. An indirect effect of parentification on adolescent internalizing and externalizing problems via perceived stress was found, albeit only cross‐sectionally. These findings imply that parentification can be stressful for adolescents who live with a parent with mental health problems, and that a greater awareness of parentification is needed to prevent adolescents from developing internalizing problems. 相似文献
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Bullying has been studied for many years in the U.S. and other countries. This article is a review of the literature focusing on the laws (state and federal) pertaining to bullying and the long-term effects of being a bully. In addition, the article provides an overview of the five different types of bullying: (a) physical bullying, (b) verbal bullying, (c) bullying through relational aggression, (d) bullying through social aggression, and (e) cyberbullying. Focus is also given to the emotional and physical behaviors of the (a) bully, (b) passive victim, (c) bully victim, and (d) bystander, as well as the short- and long-term effects of bullying on each of them. The last part of the article focuses on the importance of having a parent–educator partnership with zero tolerance for bullying. 相似文献