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Nathan C. Taylor 《The American journal of family therapy》2016,44(2):67-79
A phenomenological study was conducted to better understand the challenges faced by young widows and widowers. Nine young widows and three young widowers (n = 12) participated in a focus group and discussed their experiences after the loss of their spouse. Five major themes emerged from the focus group depicting their challenges: Death Experience; Family Dynamics; Coping; Family and Community Involvement; and Advice. The themes and sub-themes provide direction for family therapists treating young widows and widowers, and areas of future research to better understand and provide services to this vulnerable population. 相似文献
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Stability and change in religiousness during emerging adulthood 总被引:3,自引:0,他引:3
Understanding the development of religiousness is an important endeavor because religiousness has been shown to be related to positive outcomes. The current study examined mean-level, rank-order, and individual-level change in females' religiousness during emerging adulthood. Genetic and environmental influences on religiousness and its change and stability were also investigated. Analyses were completed with an epidemiological study of 2 cohorts of twins: 1 assessed at ages 14 and 18 and a 2nd at 20 and 25. Mean levels of religiousness decreased significantly with age, while rank-order stability was high. Individual-level change was also evident. Analyses also supported the hypotheses that more change would occur in the younger cohort compared with the older cohort and that more change would occur in religious service attendance than the general index of religiousness. Twin analyses suggested that the heritability of religiousness increased with age, while the shared environmental influences decreased. For the younger cohort, change was genetic in origin, while stability was environmental. In the older cohort, change was influenced by nonshared environment and stability by both genes and family environment. 相似文献
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Using the perspective of instructional conversation, we investigated how one teacher regulated student participation and conceptual reasoning in the middle-school mathematics classroom. We examined the elicitations—questions and provocative statements—made by the teacher over a four-day algebra lesson. Analyses showed how the teacher systematically regulated the level of cognitive complexity of his elicitations in reaction to students' responses. When students gave inaccurate or incomplete answers, the teacher tended to reduce the level of cognitive complexity needed to respond to a subsequent elicitation, with the apparent impact being that he scaffolded participation and reasoning. When students provided responses that were mathematically accurate, the teacher usually increased the elicitation level, which subsequently engaged students in more sophisticated forms of reasoning. 相似文献
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Personality correlates of revenge‐seeking: Multidimensional links to physical aggression,impulsivity, and aggressive pleasure
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