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To minimize the possibility of scrutiny, people with social anxiety difficulties exert great effort to manage their emotions, particularly during social interactions. We examined how the use of two emotion regulation strategies, emotion suppression and cognitive reappraisal, predict the generation of emotions and social events in daily life. Over 14 consecutive days, 89 participants completed daily diary entries on emotions, positive and negative social events, and their regulation of emotions. Using multilevel modeling, we found that when people high in social anxiety relied more on positive emotion suppression, they reported fewer positive social events and less positive emotion on the subsequent day. In contrast, people low in social anxiety reported fewer negative social events on days subsequent to using cognitive reappraisal to reduce distress; the use of cognitive reappraisal did not influence the daily lives of people high in social anxiety. Our findings support theories of emotion regulation difficulties associated with social anxiety. In particular, for people high in social anxiety, maladaptive strategy use contributed to diminished reward responsiveness. 相似文献
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Maureen Murray Tom Culver Elizabeth Farmer Leslie Ann Jackson Brian Rixon 《Journal of child and family studies》2014,23(5):844-853
As evidence-based practice is becoming integrated into children’s mental health services as a means of improving outcomes for children and youth with severe behavioral and emotional problems, therapeutic foster care (TFC; a specialized treatment approach for such youth) is one of few community-based programs considered to be evidence-based. “Together Facing the Challenge” (TFTC) which was tested in a randomized trial of TFC has been identified as an evidence-based model. We describe the experiences reported by one of the agencies that participated in our study and how they have incorporated TFTC into their on-going practice. We highlight key implementation strategies, challenges faced, and lessons learned as the agency moved forward towards full implementation of TFTC. 相似文献
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Erie Farmer M.A. 《Australasian journal of philosophy》2013,91(3):190-195
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Individual characteristics, early adolescent peer affiliations, and school dropout: an examination of aggressive and popular group types 总被引:1,自引:0,他引:1
Thomas W Farmer David B Estell Hollister Trott Beverley D Cairns 《Journal of School Psychology》2003,41(3):217
Individual characteristics (i.e., teacher-rated aggression and popularity) and peer group membership type in 7th grade was examined in relation to school dropout. Peer group type was characterized according to the proportion of group members who were high on teacher-rated aggression and popularity. Both aggressive and popular group types were linked to dropping out. Being a member of an aggressive group was associated with increased rates of dropout for aggressive, but not nonaggressive, youth. Membership in popular (i.e., majority of members were popular) and zero-popular (i.e., no popular members) groups was linked to dropping out, while membership in a nonpopular group (i.e., a few popular members) appeared to be protective for aggressive youth. Both popular and nonpopular youth who affiliated with aggressive peers had elevated rates of school dropout. All aggressive participants who were socially isolated dropped out, while nonaggressive youth who were socially isolated tended to complete school. 相似文献
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Using narrative reports of peer conflicts among a sample of African-American children and adolescents from inner-city schools, this study investigated the development and social functions of four types of aggressive behaviors: social, direct relational, physical, and verbal aggression. A total of 489 participants in grades 1, 4, and 7 were interviewed (220 boys and 269 girls). Results showed that low levels of social aggression and high levels of physical aggression were reported in peer conflicts. Gender differences on social, direct relational, and physical aggression were primarily observed in the comparisons of same-gender conflicts at grade 7. Distinct configurations were identified across different forms of aggression. Boys with configurations of physical and/or verbal aggression had higher levels of school social network centrality than non-aggressive boys. Girls with configurations of social and/or direct relational aggression showed relatively higher levels of network centrality than non-aggressive girls. 相似文献
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This study examines whether horses can learn by observing humans, given that they identify individual humans and orientate on the focus of human attention. We tested 24 horses aged between 3 and 12. Twelve horses were tested on whether they would learn to open a feeding apparatus by observing a familiar person. The other 12 were controls and received exactly the same experimental procedure, but without a demonstration of how to operate the apparatus. More horses from the group with demonstration (8/12) reached the learning criterion of opening the feeder twenty times consecutively than horses from the control group (2/12), and younger horses seemed to reach the criterion more quickly. Horses not reaching the learning criteria approached the human experimenters more often than those that did. The results demonstrate that horses learn socially across species, in this case from humans. 相似文献