Supporting Creativity Or Conformity? Influence of Home Environment and Parental Factors on the Value of Children's Creativity Characteristics

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.     

初中生学生投入的发展特点及其与同伴欺负的关系:一项三年追踪研究

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。     

清代中期巴黎外方传教会在川培养华籍神职人员活动述评

清代中期,巴黎外方传教会根据罗马教廷的指示,在四川落实神职人员本土化策略.传教会依据既定的原则,注重在幼童中物色合适的神父人选,强调拉丁文学习的重要性,同时允许存在用中文做礼拜的过渡时期,通过以外派留学为主和以自办修院为主两个阶段选拔和培养华籍神职人员,并为他们的传教活动提供经费资助.     

A Comparison of the Sources and Nature of Body Image Messages Perceived by Indigenous Fijian and European Australian Adolescent Girls

Australian and Fijian adolescent girls reported on the influence that sociocultural factors, including parents, peers, and the media, had on their body image attitudes. It was expected that messages that promote a thin body would be less prevalent among Fijians, as their cultural traditions place more importance on robust body sizes. An inductive thematic analysis of the girls’ semi-structured interviews indicated that both Fijian (n = 16) and Australian (n = 16) girls (aged 13–17) reported messages from similar sources, which included parents, siblings, and friends/peers. Australian girls consistently reported messages that reinforced thinness. On the other hand, Fijian girls reported messages that emphasized both thinness and robustness. The discussion focuses on the conflict between Western ideals and cultural Fijian traditions and the implications for culturally sensitive interventions.     

青少年同伴冲突解决策略新进展

本文通过回溯近20年来国内外有关青少年同伴冲突的研究,在总结其在冲突解决策略的划分类型、影响因素及其理论、实证研究等各方面研究成果的同时,也指出了在研究方法及测量工具上的不足;并对未来同伴冲突解决策略的研究做出了展望。     

Subjective, Autonomic, and Endocrine Reactivity during Social Stress in Children with Social Phobia

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.     

Incremental Benefits of a Daily Report Card Intervention Over Time for Youth With Disruptive Behavior

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.     

Swedish pupils' suggested coping strategies if cyberbullied: Differences related to age and gender

The aim of this study was to investigate the coping strategies that Swedish 10 and 12 year‐olds (N = 694) suggested they would use if they were cyberbullied, with a special focus on whether there are differences in these strategies related to age and gender. The most commonly suggested coping strategy was telling someone, especially parents and teachers (70.5%). Surprisingly few of the pupils reported that they would tell a friend (2.6%). Differences in suggested coping strategies were found related to age and gender. Findings are discussed in relation to the Swedish sociocultural context as well as in relation to the implications for prevention strategies against cyberbullying.