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851.
Naomi E.S. Goldstein Jennifer M. Serico Christina L. Riggs Romaine Amanda D. Zelechoski Rachel Kalbeitzer Kathleen Kemp Christy Lane 《Cognitive and behavioral practice》2013,20(2):171-188
Female juvenile offenders exhibit high levels of anger, relational aggression, and physical aggression, but the population has long been ignored in research and practice. No anger management treatments have been developed specifically for this population, and no established anger management treatments are empirically supported for use with delinquent girls. Thus, to alleviate anger and reduce the frequency and severity of aggressive behaviors in this underserved population, we developed the gender-specific, Juvenile Justice Anger Management (JJAM) Treatment for Girls. This cognitive-behavioral intervention was adapted from the Coping Power Program (Lochman & Wells, 2002), a school-based anger management treatment for younger children that has established efficacy and effectiveness findings with its target populations. This paper describes how the content of JJAM was developed to meet the unique needs of adolescent girls in residential juvenile justice placements. It also traces the process of developing a manualized treatment and the steps taken to enhance efficacy and clinical utility. An overview of the treatment, a session-by-session outline, an example session activity, and an example homework assignment are provided. A randomized controlled trial is currently being conducted to evaluate the efficacy of the JJAM Treatment for Girls. 相似文献
852.
853.
Forty-eight subjects (24 men, 24 women) responded to 20-word stimuli presented by a microcomputer program that recorded each subject's response latency and response to each stimulus word. Emotionality of stimulus word and presence/absence of an observer were independently varied. Two-way analysis of variance (ANOVA) showed significant difference in latencies attributable to the emotionality of the stimulus word, whereas neither the presence/absence of the observer nor the interaction effect was significant. The results suggest the possible use of latency analysis as a tool in situations where an objective, statistical, and easily obtainable evaluative measurement of the level of emotionality of various verbal stimuli is desired. 相似文献
854.
Kathleen Kelley-Lainé 《American journal of psychoanalysis》2014,74(1):60-70
This paper attempts to explore some of the psychic processes at work with patients whom I identify as the “trauma child”. The term is a metaphor rather than a diagnosis of “traumatisation”, to indicate patients particularly resistant to maturational processes. They feel blocked and thereby find it difficult to evolve as creative adults. As opposed to the “traumatised” child no particular distressing event can be identified as a cause for emotional suffering. The malaise is often “low key” or silent but functions as a saboteur, undermining satisfactory existence. The trauma child is constantly seduced by regressive functioning and bound by numerous strategies of resistance of reality and often incapable of relinquishing the boundless pleasure of omnipotence. On the basis of my clinical work with the “trauma child”, I will explore the different processes of introjection in transference and counter transference, paying particular attention to the dynamics of identification between analyst and patient and its implications for object relations. Instead of “healthy” identification with the other, taking account of difference and reality, the mode of object relations can be that of “pathological imitation” based on fantasies of oral incorporation. A kind of regressive defense against “mature” relationships; it is an attempt to acquire a substitute identity through magical imitation. Analytical listening, associative work and interpretation stimulate maturational processes within the patient and help him/her to let go of immature relational modes fixated in childhood. 相似文献
855.
Mark A. McDaniel Ruthann C. Thomas Pooja K. Agarwal Kathleen B. McDermott Henry L. Roediger 《Applied cognitive psychology》2013,27(3):360-372
We examined whether learning from quizzing arises from memorization of answers or fosters more complete understanding of the quizzed content. In middle‐school science classes, we spaced three multiple‐choice quizzes on content in a unit. In Experiment 1, the class exams included questions given on quizzes, transfer questions targeting the same content, and content that had not been quizzed (control content). The quizzing procedure was associated with significant learning benefits with large effect sizes and similar effect sizes for both transfer items and identical items. In Experiment 2, quiz questions focused on definitional information or application of the principle. Application questions increased exam performance for definitional‐type questions and for different application questions. Definition questions did not confer benefits for application questions. Test‐enhanced learning, in addition to other factors in the present quizzing protocol (repeated, spaced presentation of the content), may create deeper understanding that leads to certain types of transfer. Copyright © 2013 John Wiley & Sons, Ltd. 相似文献
856.
Research has shown that seeing another person (i.e., a model) perform at a certain level can influence the goal choice and performance of an observer. This study extended these findings by examining the model's effects on two potential explanatory mediators: expectations of reaching different performance levels and valence at those levels. The moderating effects of observer task experience and self‐esteem were also examined. In a repeated measures design, results showed that model performance influenced observers' goals, task performance, expectancies, and valence ratings. Path analyses indicated that expectancies mediated observational effects on goal choice. Results also indicated significant Model x Trial interactions, with a diminishing effect of model influence as personal experience developed. Results are discussed in terms of mediating effects of expectancies and valences on model influences on goal choice as well as the different weights given to social and personal information. 相似文献
857.
Noah M. Meyers Julie C. Chapman Kathleen C. Gunthert Carol S. Weissbrod 《Military psychology》2013,25(1):14-24
The present study examined the effect of level of traditional masculine gender role norms as well as the moderating effect of cognitive flexibility on community reintegration outcomes in a sample of 60 male military veterans who had sustained a traumatic brain injury during deployment. Data were collected through self-report measures and cognitive tests. Results suggested that greater endorsement of traditional masculine gender role beliefs, attitudes, and behaviors was significantly inversely related to the community integration domains of relationships and living skills and not significantly related to work and leisure. The effect of masculinity on healthy living skills was moderated by cognitive flexibility; the protective effect of low masculinity on living skills was only present if the veteran also had high cognitive flexibility skills. Results are discussed in the context of gender role strain, potential limiting aspects of stereotypy on recovery and reintegration, and the importance of cognitive flexibility in the recovery/reintegration process. 相似文献
858.
The purpose of this study was to examine the relationships between leadership and military teams' affective and cognitive processes and the subsequent links between these processes and team effectiveness. Soldiers (N = 148) from 32 teams completed questionnaires assessing these variables. Hierarchical linear modeling was used to analyze the data. Transformational leadership was positively associated with cognitive and affective processes, but only active management-by-exception leadership was related to negative affect. Neither form of management-by-exception leadership related to cognitive processes. Positive affect, negative affect, and cognitive processes were all related to team viability. Finally, some mediation effects were observed. Implications of the results for developing leadership in military teams are drawn. 相似文献
859.
Nicole M. Dudukovic Jackie L. Gottshall Patricia A. Cavanaugh Christine T. Moody 《Memory (Hove, England)》2013,21(8):1264-1276
Memory retrieval has been shown to enhance the long-term retention of tested material; however, recent research suggests that limiting attention during retrieval can decrease the benefits of testing memory. The present study examined whether testing benefits are reduced in young adults with attention-deficit hyperactivity disorder (ADHD). College students with and without ADHD read three short prose passages, each followed by a free recall test, a restudy period or a distractor task. Two days later participants recalled the passages. Although participants without ADHD did not show a significant benefit of testing over restudying, testing did produce recall benefits relative to not taking a test. These testing benefits were diminished in participants with ADHD, who did not show any advantage of testing over either restudying or no test. The absence of testing benefits in the ADHD group is likely due in part to decreased recall on the initial test. These findings have implications for improving educational practices among individuals with ADHD and also speak to the need to examine individual differences in the effectiveness of testing as a learning strategy. 相似文献
860.
He Leadeth Me by Walter J. Ciszek, S.J., with Daniel Flaherty, S.J. Hodder and Stoughton, London, 1974. 216 pp., £2.50. Miracle in Moscow by David Benson, Miracle Publications, Santa Barbara, 1973. 290 pp. Vanya by Myrna Grant, Creation House, Illinois, 1974. 222 pp. $4.95. Church, State and Opposition in the USSR by Gerhard Simon, C. Hurst & Co., London, 1974. 248 pp., £4.20. 相似文献