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131.
Agronick G Stueve A Vargo S O'Donnell L 《American journal of community psychology》2007,39(1-2):79-90
This research examines psychological distress among 955 economically disadvantaged New York City residents surveyed during
high school and again after the September 11th terrorist attacks (9/11), when they were young adults. As part of the longitudinal
Reach for Health study, young adult surveys were conducted from 6–19 months post-9/11 (average 8 months), providing opportunity
to assess types of exposures and psychological distress, including symptoms of post-traumatic stress disorder (PTSD), depression,
hopelessness, and anger. Regressions of psychological distress on 9/11 exposure were performed, controlling for high school
distress, prior exposure to violence victimization, and socio-demographic characteristics. Exposure to 9/11 was positively
associated with anger, hopelessness, and PTSD symptoms and a measure of global distress. The relationship was greater among
women for PTSD symptoms. Although those who reported high school distress also reported more distress in young adulthood,
prior psychological distress did not moderate the relationship between exposure and psychological outcomes. Greater exposure
is related to distress among those who, during high school, reported lower distress, as well as among those who reported prior
greater distress. 相似文献
132.
Social Neuroscience: Progress and Implications for Mental Health 总被引:3,自引:0,他引:3
John T. Cacioppo David G. Amaral Jack J. Blanchard Judy L. Cameron C. Sue Carter David Crews Susan Fiske Todd Heatherton Marcia K. Johnson Michael J. Kozak Robert W. Levenson Catherine Lord Earl K. Miller Kevin Ochsner Marcus E. Raichle M. Tracie Shea Shelley E. Taylor Larry J. Young Kevin J. Quinn 《Perspectives on Psychological Science》2007,2(2):99-123
ABSTRACT— Social neuroscience is a new, interdisciplinary field devoted to understanding how biological systems implement social processes and behavior. Social neuroscience capitalizes on biological concepts and methods to inform and refine theories of social behavior, and it uses social and behavioral constructs and data to inform and refine theories of neural organization and function. We focus here on the progress and potential of social neuroscience in the area of mental health. Research in social neuroscience has grown dramatically in recent years. Among the most active areas of research we found are brain-imaging studies in normal children and adults; animal models of social behavior; studies of stroke patients; imaging studies of psychiatric patients; and research on social determinants of peripheral neural, neuroendocrine, and immunological processes. We also found that these areas of research are proceeding along largely independent trajectories. Our goals in this article are to review the development of this field, examine some currently promising approaches, identify obstacles and opportunities for future advances and integration, and consider how this research can inform work on the diagnosis and treatment of mental disorders. 相似文献
133.
Sue DW Capodilupo CM Torino GC Bucceri JM Holder AM Nadal KL Esquilin M 《The American psychologist》2007,62(4):271-286
Racial microaggressions are brief and commonplace daily verbal, behavioral, or environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative racial slights and insults toward people of color. Perpetrators of microaggressions are often unaware that they engage in such communications when they interact with racial/ethnic minorities. A taxonomy of racial microaggressions in everyday life was created through a review of the social psychological literature on aversive racism, from formulations regarding the manifestation and impact of everyday racism, and from reading numerous personal narratives of counselors (both White and those of color) on their racial/cultural awakening. Microaggressions seem to appear in three forms: microassault, microinsult, and microinvalidation. Almost all interracial encounters are prone to microaggressions; this article uses the White counselor--client of color counseling dyad to illustrate how they impair the development of a therapeutic alliance. Suggestions regarding education and training and research in the helping professions are discussed. 相似文献
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137.
Sue L. T. McGregor Gabrielle Donnelly 《World Futures: Journal of General Evolution》2014,70(3-4):164-185
This article shares the genesis of a new idea we called transleadership, as it is informed by Nicolescuian transdisciplinarity. While aligned with several leading edge approaches to leadership, we propose that transleadership stands out because it emerges at the convergence of seven transconcepts: complexity (emergence), logic and reality, intersubjectivity, sensemaking, tensions, power and influence, leverage, and the creation of in vivo, hybrid knowledge. Transleadership accommodates the intricate and complex process of leading a diverse collection of (often contradictory) people, ideas, and consciousness to a new space and place where transdisciplinary knowledge can be created to address wicked problems facing humanity, using transdisciplinary thinking. 相似文献
138.
Effects of Group Activity Play Therapy on Problem Behaviors of Preadolescent Ugandan Orphans 下载免费PDF全文
This randomized controlled study examined the effectiveness of group activity play therapy (GAPT) with 60 displaced Ugandan orphans, ages 10 to 12 years, exhibiting clinical levels of behavior problems. Teachers and housemothers reported that experimental group children demonstrated statistically significant reductions (p < .025) in behavior problems compared with children in the active control condition and that GAPT demonstrated moderate to large treatment effects. Results support GAPT as an effective intervention for troubled Ugandan orphans. 相似文献
139.
Kristin K. Meany‐Walen Sue C. Bratton Terry Kottman 《Journal of counseling and development : JCD》2014,92(1):47-56
This randomized controlled study examined the effectiveness of Adlerian play therapy (AdPT) with 58 elementary school students (48% Latino, 33% European American, 19% African American) exhibiting disruptive classroom behaviors. Teachers and raters blinded to treatment group assignment reported that children in the experimental group demonstrated a statistically significant reduction in behavior problems and that AdPT demonstrated moderate to large treatment effects. Teachers also reported a statistically significant reduction in stress in their relationships with students receiving AdPT. 相似文献
140.