童年期抑郁情绪发展的异质性与可预测性:2年追踪研究

以儿童抑郁量表为研究工具,对小学3到4年级771名儿童进行了2年的追踪研究。采用潜类别增长模型和终端结局潜发展模型,分别考察了童年期儿童抑郁情绪发展的亚群组类型,以及儿童抑郁情绪的发展特征对观察期结束时抑郁情绪的预测作用。结果表明：（1）童年期儿童的抑郁情绪发展呈现出三种不同的亚类型,即抑郁高风险组、抑郁低风险组和抑郁自愈组,各类型组人数比例分别为9.6%、53.4%和36.8%;（2）童年期儿童抑郁情绪的初始水平及其发展变化率均可以显著预测观察期结束时的抑郁情绪状况。童年期儿童抑郁情绪的早期监测工作有着重要的实践意义。     

participating in a couples therapy outcome study: Participants' views

Discovering that participants who received therapy in a research project and were being debriefed in a therapy outcome study considered those assessment sessions therapeutic, the authors conclude that participants: (a) are aware of the research context, (b) have some idea about how it affected the treatment they got, and (c) see positive outcomes for taking part in the study. Assessment and treatment were not separated in the minds of some participants, as they had been in the mind of the researchers.This study was supported in part by National Institute on Drug Abuse grant #1R 18DA 1069232001.     

光坪对同时性闪光信号辨认的影响

問題 如果在构成閃光的相互交替的亮与黑两个时相中,黑时相不是完全黑,而是亮度不同程度的变暗,人們照样能看出閃光。暗时相的光強可以低到零,这就是一般閃光;但其光強也可以象亮时相一样高,那就变成了固定灯光。我們把一切強度的暗时相統称为“光坪”或“坪”,而把亮吋相叫作“光峯”或“峯”。 关于光坪对閃光信号辨认的影响的問題,是有关业务部門提出来的。根据我們的現場調查,使用者对某些带光坪的閃光信号的試用反应良好。我們前一研究表明,在实驗給定条件下,不宜使用两个同时性閃光,作为类似該实驗所用編碼的信号;同时提出“不     

教学改革中促进学生掌握数学知識的一些心理因素

大跃进以来,教育革命在1958年取得胜利的基础上进一步深入到教学內容的改革中去,也就是說,根据“四个适当”的精神,对学校的制度、教材、教法等方面进行根本性的改革,因此中、小学数学教学体系改革也就提到日程上来了。但是一般人认为数学改革比较困难,原因是数学教材本身的系統性比較強,难以变动,同时中、小学生对数学学习感到最为困难,而提早学习是否为学生所能胜任,对此抱着怀疑的态度,所以要变动中、小学数学     

Quality assurance in the clinical genetics setting—Report of a workshop

Participants in a panel discussion sponsored by thead hoc Quality Assurance Committee of the National Society of Genetic Counselors discuss early efforts to develop and implement quality assurance instruments at institutional, state, and regional levels. Uniform guidelines and self-assessment tools can help genetic counselors and clinical geneticists to provide the best possible care to individuals affected by genetic diseases. Further work will be needed to address aspects not covered here and to assure that guidelines allow for creative variation among professionals and centers. An interdisciplinary approach to such standard-setting is recommended.CGC     

Rhetorical theory and family therapy practice

The study found that a connection exists between rhetoric and therapy because both fields are interested in using language as a tool for generating change. Persuasion is viewed as inherent in human communication, even though people do not necessarily intentionally attempt to persuade others. Following a brief (but detailed) explanation of the theoretical stance which informs the implementation of rhetorical techniques in therapy, three pragmatic exemplars are offered to demonstrate the employment of two classical rhetorical concepts, the parastasis catalogue and syncrisis.The authors are grateful to Sandra Kodner, MS for her participation in the development of this project.     

Training in group-analytic psychotherapy in Europe

Group-analytic psychotherapy focuses on the making and maintaining of close, emotionally fulfilling relationships. Its practitioners attempt to fuse an individual and a whole-group perspective, and seek to provide the enabling conditions for freer communication between group members. The group-analytic approach is widely used in the United Kingdom, and many experiential groups on psychotherapy training courses are conducted on group-analytic lines. The Institute of Group Psychotherapy in London recognizes eight one-year courses in England and Scotland specifically oriented to group-analytic theory and methods. These courses provide an introduction to group psychotherapy to over 300 professionals of varied backgrounds every year. There are also two courses in the United Kingdom that provide a full training in group-analysis and group-analytic psychotherapy, and 11 courses on the continent of Europe. The number of courses is growing and there is now a European Group-Analytic Training Network providing formal links between them. Results of a postal survey indicate that few (10%) attenders at a one-year course have a negative response and that many (85%) recommend the course to colleagues. The efficiency and therefore reduced cost of group teaching and the incorporation of a group experience may be contributing factors to the increasing demand for this type of training.This paper is based on a presentation at an Open Session on Training in Group Psychotherapy: The Quest for a Viable Model at the American Group Psychotherapy Association Annual Meeting, Boston, February 1990. This paper represents the author's own views and is not an official statement of the Institute of Group Analysis [London]. However, members and staff of the Institute have made helpful contributions to the author in preparing it. He is especially grateful for the assistance of Mrs. Liesel Hearst (Chairperson, Overseas Training Sub-Committee, Institute of Group Analysis, London), Dr. Keith Hyde (Convenor, Manchester Course in Group Psychotherapy), Fr. Jim Christie (Convenor, Glasgow Course in Group Psychotherapy), and Dr. Vivienne Cohen (Chairperson, Training Committee, Institute of Group Analysis, London, in preparing this paper. The questionnaire study was conducted with the assistance of the Training Section of the North-Western Regional Health Authority.     

怀旧的触发、研究范式及测量

怀旧指的是个体怀念过去的事物、人物、地方甚至经历或感受。它大多与美好的记忆联系在一起, 并会带来积极的情绪体验, 但同时可能也会引起消极的情绪体验。怀旧对维持个体身心健康有一定的积极效用。本文着重介绍了怀旧的触发因素包括客观刺激的视觉、嗅觉、听觉及主观刺激的消极情绪与低温知觉, 分析了其研究范式有质化研究(内容分析与扎根理论)、量化研究(问卷调查与经验取样法)和实验研究(单因素随机实验设计与多因素实验设计), 并介绍了其相关的测量工具。未来研究要加强主动怀旧与被动怀旧、积极怀旧与消极怀旧的探讨; 整合各种研究范式与强化纵向的追踪研究; 以及要区分特质型怀旧与状态型怀旧。     

孤独症儿童的情绪共情能力及情绪表情注意方式

研究探讨了孤独症儿童的情绪共情能力及情绪表情注意方式的特点。各选取15名孤独症儿童以及作为对照组的智力障碍儿童和普通儿童各15名, 完成情绪共情实验, 同时使用生物反馈仪记录自主生理反应, 眼动仪记录眼动轨迹。结果发现孤独症儿童对情绪表情的自动模仿及感知能力显著低于智力障碍儿童与普通儿童; 对面孔的总注视时间、总注视点数均显著少于智力障碍儿童、普通儿童; 对眼部、嘴部的注视时间比及注视点数比均显著低于普通儿童; 对高兴和悲伤表情的注意较多而对恐惧则较少。这提示孤独症儿童的情绪共情能力不足、对情绪表情的注意方式异常。