Jane Herlihy  Laura Jobson  Stuart Turner 《Applied cognitive psychology》2012,26(5):661-676

When someone flees their country and seeks the protection of another state, they usually have to describe what happened to make them afraid to return. This task requires many psychological processes, a key one being autobiographical memory. Memory for events of a specific time and place in one's personal past is the subject of a huge literature, much of it showing that recall is vulnerable to distortions and biases. We review selected areas of this literature, shedding light on some of the processes at work when someone seeks to be recognised as a refugee—in particular, the effects of emotion, including emotional disorder. We then turn to the differing types of memory styles seen in different cultures. Crucial to this area, we briefly examine the current literature on deception. Finally, we draw on the reviewed literature to present conclusions about the reliance on autobiographical memories in the asylum process. Copyright © 2012 John Wiley & Sons, Ltd.  相似文献   

    

Irina L. Mokrova  Marion O'Brien  Susan D. Calkins  Esther M. Leerkes  Stuart Marcovitch 《Infant and child development》2012,21(6):617-633

Children who develop persistence in the preschool years are likely to function more effectively during the transition into school. In this study of 231 3‐year‐old children and their mothers, we examined the relations among family social status, maternal values of self‐direction, quality of parenting, and children's persistence in challenging tasks. Results of structural equation modelling path analysis indicated that family social status was related to maternal values of self‐direction, which in turn were associated with the quality of maternal cognitive stimulation and emotional support and child persistence at preschool age. Family social status and maternal values were indirectly related to child persistence through emotional support. Focusing on parental values of self‐direction and provision of support during challenging tasks may help to reduce the gap in school success between children from lower and higher social status families. Copyright © 2012 John Wiley & Sons, Ltd.  相似文献   

    

Stuart W. Twemlow  Nadia Ramzy 《International Journal of Applied Psychoanalytic Studies》2012,9(1):1-3

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Stuart W. Twemlow  Frank C. Sacco  Nadia Ramzy 《International Journal of Applied Psychoanalytic Studies》2011,8(4):283-287

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Stephen Portuges  Nadia Ramzy  Stuart W. Twemlow 《International Journal of Applied Psychoanalytic Studies》2011,8(4):379-379

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Stuart W. Twemlow 《International Journal of Applied Psychoanalytic Studies》2009,6(1):93-93

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Stuart Kirby 《Journal of Investigative Psychology & Offender Profiling》2005,2(3):218-219

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Stuart W Twemlow  Nadia Ramzy 《International Journal of Applied Psychoanalytic Studies》2005,2(2):81-84

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Whose norm?     

Shapiro SC 《Trends in cognitive sciences》2002,6(11):490

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Gerard Lawson  Serge F. Hein  Carolyn L. Stuart 《Journal of counseling and development : JCD》2009,87(4):449-457

Although triadic supervision has existed for some time, few studies have focused on this form of supervision or its effectiveness. In this qualitative study, the experiences of 6 master's‐level students from a counselor education program who participated as supervisees in triadic supervision were explored using in‐depth, open‐ended interviews. The data analysis resulted in 5 major categories, which are discussed. Implications of the findings for clinical supervision and further research are also addressed.  相似文献