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211.
Yang Li Fanghong Dong Fenglin Cao Naixue Cui Jie Li Zhouting Long 《Scandinavian journal of psychology》2013,54(6):485-492
This study sought to characterize executive dysfunctions in poly‐victimized students without posttraumatic stress disorder (PTSD) symptoms and the relationship between neuropsychological and behavioral rating measures of executive functions (EFs). Based on self‐report data of exposure to victimization and PTSD symptoms, 259 junior college students aged 18–21 years were classified into four groups: poly‐victimization with PTSD symptoms (PVP), poly‐victimization without PTSD symptoms (PVnP), non‐poly‐victimization (nPV), and non‐victimization (nV). Respondents also completed the Behavior Rating Inventory of Executive Function‐Adult Version (BRIEF‐A). Of the 259 participants, 131 were administered a battery of neuropsychological tests from the Cambridge Neuropsychological Testing Automated Battery (CANTAB). The PVP group and the PVnP group performed worse than the nV group on most BRIEF‐A scales. When compared with the nPV group, the PVP group demonstrated poorer performance on the scales of Inhibit, Shift, Emotional Control, Initiate, and Working Memory, while the PVnP group performed more poorly on the Working Memory scale and the Task Monitor scale. For all BRIEF‐A scales, no significant differences were detected between the PVP group and the PVnP group. This study showed no between‐group differences for most of the neuropsychological tests except for the Stop Signal Task (SST), and no correlations between these two measures of EFs. Overall, we found evidence of an association between deficits in EFs and poly‐victimization. Although our study raises questions about the relationship between these two measures of EFs, it suggests that the use of the BRIEF‐A in conjunction with the CANTAB provides a more complete assessment of the executive dysfunctions. 相似文献
212.
Edgar C. J. Long 《The American journal of family therapy》2013,41(3):248-259
Abstract Perspective-taking is defined as the cognitive ability to understand the point of view of another. Recent studies have demonstrated that perspective-taking is an important component of a satisfying marriage, and therapists have spoken of the need for perspective-taking training. The present study examined perspective-taking differences among a sample of 259 individuals in high- and 43 individuals in low-adjustment marriages. Four hypotheses were tested that demonstrated that females in high- and low-adjustment marriages did not differ in their perspective-taking ability with others in general. However, males and females in high- and low-adjustment groups did differ in their perspective-taking with their spouses (dyadic perspective-taking). Males and females in high-adjustment relationships perceived their spouses to be better at dyadic perspective-taking than individuals in low-adjustment marriages. Implications for family therapists include the need not merely to teach perspective-taking skills but to focus upon characteristics of the relationship and motivational factors that may either increase or decrease perspective-taking with a spouse. 相似文献
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214.
Aims: To gain insight into counsellors' experiences of and ideas about self-harm, and to develop understanding of relational depth when working with clients who self-harm. Method: A qualitative exploration of counsellors' perspectives on working with people who self-harm. The research proposal gained approval from the University Ethics Committee. Data were collected from a sample of counsellors who have experience of working with people who self-harm (n = 8) using tape-recorded interviews. Grounded Theory was used for analysis. Findings: Two major categories emerged from the findings: (i) the activity of self-harm; (ii) the therapeutic relationship with people who self-harm. These categories and sub-categories were integrated to form the core category. Implications: Counsellors have a valuable role to play in the lives of people who self-harm, by embodying confidentiality and so facilitating a sense of trust, by opening minds through acceptance, and by expanding knowledge through participation in research. Conclusions: In order to effectively accompany clients from a life of self-harm to a life of self-healing, counsellors must be aware of and responsive to the many concepts underpinning the emergent categories of the research. 相似文献
215.
20世纪20年代,在民族主义压力下,华西协合大学开始向政府立案,以期获得社会认可.由于南、北政府都颁行了立案法规,鉴于其时四川所处的特殊处境,华西协合大学决定率先得到四川地方当局的认可.在这种情况下,华西协合大学在1926、1927年间采取了一系列的措施以满足立案要求,并于1927年底在省教育厅获准立案.华西协合大学的立案过程清晰展现了华大在具体的地方处境中对立案这一"国家"规定的地方响应.同时,它也为20年代"国家政治"在"地方"的运作实践提供了一个生动的案例. 相似文献
216.
Graham Long 《Journal of social philosophy》2009,40(3):317-342
217.
This replication extended R. A. Bouton et al.'s (1987) Fear of AIDS and Homophobia Scales to an ethnic sample of university students in an attempt to understand the relation between the expression of fear of HIV/AIDS and homophobia in ethnic groups. The results of the present study suggest that ethnic groups have a greater fear of HIV/AIDS, as they were more homophobic than the sample surveyed by R. A. Bouton et al. Although the correlation between fear of AIDS and homophobia was significant, results suggest the relation between them is weaker than it was 20 years prior to the present study. The ethnic populations represented in this study did not have greater fear of AIDS by gender. Considering ethnicity, female and male participants showed significant differences in homophobia. As in the original study, male participants were more homophobic than were female participants. 相似文献
218.
219.
Judith A. Burnett Dennis Hamel Lynn L. Long 《Journal of multicultural counseling and development》2004,32(3):180-191
Service learning integrates classroom instruction with community service to enhance learning. This article describes the service‐learning model used in a multicultural counseling course. The feedback received indicated service learning enhanced multicultural counseling knowledge, increased examination of cultural bias, increased community feelings of support, and resulted in a powerful learning experience for participants. Servicios de aprendizaje integra las intruciones en la aula con el servicio de la comunidad para mejorar el aprendizaje. Este artículo describe el uso del modelo de servicios de aprendizaje en un curso de terapia multicultural. La respuesta acogida indica que el servicio de aprendizaje mejoró el conocimiento de terapia multicultural, aumento de examinación de la parcialidad de cultura, y el aumento de apoyo de comunidad, y resultó en una potente experiencia de aprendizaje para los participantes. 相似文献
220.