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91.
Children's mental representations of situations involving another child's distress were examined in two studies. Study 1 examined 3- to 7-year-old children's (n= 44) ideas about what victims and bystanders would think, feel and do in hypothetical situations. In Study 2, 7- to 8-year-olds (n= 40) described their own cognitive response to situations in which they were confronted with another's distress. In both studies, representational bias was examined in relation to children's display of prosocial and aggressive behavior and in relation to their acceptance of distressed peers. Although not entirely consistent, findings indicate that three types of representational biases are associated with low levels of considerate behavior and with relatively low acceptance of distressed peers: (a) mentally representing the victim's problem without giving thought to its implications for the victim, (b) significantly reducing the emotional significance of the problem and (c) exaggerating negative aspects of the problem. 相似文献
92.
Perry N. Halkitis Jacqueline S. Mattis Joel K. Sahadath Dana Massie Lina Ladyzhenskaya Kimberly Pitrelli Meredith Bonacci Sheri-Ann E. Cowie 《Journal of Adult Development》2009,16(4):250-262
The present study employed a mixed method approach in the effort to explore religious and spiritual practices among lesbian,
gay, bisexual, and transgender (LGBT) individuals, as well as the meanings ascribed to the terms religiosity and spirituality
by LGBT adults. Data were collected via a cross-sectional survey consisting of open- and close-ended items among 498 LGBT
(lesbian, gay, bisexual, transgender) identified individuals attending an annual Pride event in a large northeastern city.
Both quantitative and qualitative findings suggested that consistent with other studies, spirituality was defined largely
in relational terms (e.g., in terms of one’s relationship with God and with self). Religion, in contrast, was defined largely
in terms of communal worship and in terms of its negative influences in the lives of individuals and communities. For this
sample of LGBT persons, spiritual identities were more pronounced than religious ones, and this pattern may be explained by
their understanding of the spiritual self in relation to prosocial engagement and interconnectedness with others, the world
around them, and the universe. Further, religious affiliation and practices were explained, in part, by the religion in which
the individual was raised, level of educational attainment, as well as the developmental stage in which the person is currently
situated. The findings highlight the reality that a substantial number of LGBT individuals may remain committed to religious
and spiritual life, which may be related to a motivation to make sense of one’s place in the world especially in light of
societal misunderstandings and intolerance to LGBT individuals. 相似文献
93.
Although creativity is a desirable skill, parenting for creativity may be quite a challenge and may be less favored than parenting for conformity. The present study aims to investigate parent-related factors that may support creativity versus conformity at home. To this end, this study examined how parents’ attitudes and values toward creativity, creative home environment, and mindful parenting style are related to parents’ perceptions of creative versus socially acceptable characteristics. Analyses of the data collected from 1324 parents (predominantly mothers) indicated that parents were more supportive of creativity traits than socially acceptable characteristics. Most importantly, parents’ attitudes and values toward creativity and creative home environment were significantly and positively related to support for creativity characteristics, whereas mindful parenting was significantly and negatively related to support for socially acceptable characteristics in children. Those findings show that parents who value creativity and set up a creative environment are more likely to support children's creativity. Mindful parenting style seems to indirectly support creativity because it is associated with lower respect for socially acceptable characteristics, some of which are at odds with creativity. Findings are discussed in terms of the implications for training programs that enhance awareness of creativity. 相似文献
94.
采用问卷法和追踪研究设计,对北京市294名初一学生进行了连续三年的追踪测查,来考察初中生学生投入的发展特点,以及同伴欺负与学生投入发展变化的关系。运用多层线性模型进行数据分析,结果表明:(1)从初一(T1)到初三(T3),学生的行为投入呈下降趋势(主要集中在参与学校活动的投入度上),情感投入和认知投入呈上升趋势;(2)在控制性别和父母学历后,初中生受言语欺负会负向预测T1时的行为和情感投入;受关系欺负会负向预测T1时的行为、情感及认知投入;受身体欺负会负向预测行为投入的下降速度。 相似文献
95.
The study was conducted to examine the impact of sociocultural influences and the moderating role of self-esteem and negative affect on body dissatisfaction and body change strategies for both adolescent boys and girls. Surveys designed to assess body dissatisfaction, body change strategies to decrease weight and increase muscles, perceived sociocultural pressures to lose weight and increase muscles, self-esteem and negative affect were administered to 587 boys and 598 girls aged between 11 and 15 years. The majority of respondents were from Anglo-Australian backgrounds (83%) with the remainder being from Asian and European non-English-speaking backgrounds. The sociocultural influences were found to significantly predict body dissatisfaction and body change strategies for both boys and girls. However, in the case of boys, self-esteem was found to moderate the impact of the sociocultural influences in predicting body change strategies. It was primarily the boys with low self-esteem who were more affected by the sociocultural pressures whereas the girls were affected independently of their self-esteem. Negative affect was also found to play a moderating role on some of the sociocultural influences in predicting strategies to increase muscles. Both boys and girls with higher levels of negative affect were more likely to be affected by sociocultural messages directed at increasing muscles. The results from the present study demonstrate that as well as examining the direct influence of sociocultural pressures, it is also important to examine how these may be moderated by self-esteem and negative affect. 相似文献
96.
97.
98.
Julie Sarno Owens Alex S. Holdaway Allison K. Zoromski Steven W. Evans Lina K. Himawan Erin Girio-Herrera Caroline E. Murphy 《Behavior Therapy》2012
This study examined the percentage of children who respond positively to a daily report card (DRC) intervention and the extent to which students achieve incremental benefits with each month of intervention in a general education classroom. Participants were 66 children (87% male) with attention-deficit hyperactivity disorder or disruptive behavior problems who were enrolled in a school-based intervention program in rural, low-income school districts in a Midwest state. The DRC was implemented by each child's teacher, who received consultation from a graduate student clinician, school district counselor, or school district social worker. A latent class analysis using growth-mixture modeling identified two classes of response patterns (i.e., significant improvement and significant decline). Results indicated that 72% of the sample had all of their target behaviors classified as improved, 8% had all of their targets classified as declining, and 20% had one target behavior in each class. To examine the monthly incremental benefit of the DRC, individual effect sizes were calculated. Results for the overall sample indicated that most children experience a benefit of large magnitude (.78) within the first month, with continued incremental benefits through Month 4. The differential pattern of effect sizes for the group of improvers and the group of decliners offer data to determine when and if the DRC should be discontinued and an alternative strategy attempted. Evidence-based guidelines for practical implementation of the DRC are discussed. 相似文献
99.
Krämer M Seefeldt WL Heinrichs N Tuschen-Caffier B Schmitz J Wolf OT Blechert J 《Journal of abnormal child psychology》2012,40(1):95-104
Reports of exaggerated anxiety and physiological hyperreactivity to social-evaluative situations are characteristic of childhood
social phobia (SP). However, laboratory research on subjective, autonomic and endocrine functioning in childhood SP is scarce,
inconsistent and limited by small sample sizes, limited breadth of measurements, and the use of non-standardized stressor
tasks. We exposed 8–12-year-old children with DSM-IV SP (n = 41) and matched healthy control children (HC; n = 40) to the Trier Social Stress Test for Children (TSST-C) while measuring subjective anxiety, heart rate (HR) and salivary
alpha-amylase (sAA) as well as salivary cortisol. The SP children showed heightened reactivity to the TSST-C on subjective
anxiety compared to the HC children but not a heightened reactivity in HR, sAA or cortisol. However, the SP children showed
chronically elevated HR levels throughout the whole laboratory session. Whereas subjective anxiety seems to respond specifically
to social-evaluative stress in childhood SP, HR levels may be chronically elevated suggesting a more generalized autonomic
hyperreactivity. 相似文献
100.
The main goal of this study was to investigate if adults sexually abused as children who were raised in a functional family are more able to generate specific autobiographical memories and suffer fewer depressive symptoms than sexually abused adults who were raised in a dysfunctional family. We found that abused males retrieved fewer specific memories than nonabused males, abused females, and nonabused females. The three latter groups did not differ from each other. Further, childhood sexual abuse did not predict depression among males and females. After accounting for family functioning, there were no group differences regarding memory specificity. Functional families appear to have beneficial effects on the adjustment of male victims of childhood sexual abuse. 相似文献