Cognitively-Based Compassion Training for parents reduces cortisol in infants and young children

This study tests a group-based secular contemplative practice intervention, Cognitively-Based Compassion Training (CBCT), with parents of young children. We report on a randomized controlled preliminary efficacy study. Certified teachers administered CBCT for 20 hr across 8 to 10 weeks in two cohorts of parents with infants and young children. The intervention group was compared to a waitlist control group. Thirty-nine parents and their children, who ranged in age from 4 months to 5 years, were evaluated at pre- and postintervention (n = 25 intervention, n = 14 waitlist control) on hair cortisol concentration. Parents also completed self-administered questionnaires at both time points regarding demographics, physical symptoms of stress, parenting stress, self-compassion, and mindfulness. Children of parents in the CBCT group experienced significant decreases in cortisol at the postintervention assessment, as compared with the control group. However, parent cortisol and self-report measures did not significantly change other than a small effect on clinical levels of parenting stress. CBCT may be a positive new way to intervene with parents to lower infants’ and young children's cumulative physiological stress.     

Examining the Emotional Experience of Mothers Completing an Evidence-Based Parenting Intervention: A Grounded Theory Analysis

Parenting interventions are a well-established treatment for addressing child behavior problems that have also been shown to improve parent psychosocial health. Yet, little is known about how caregiver emotional experiences change over time during treatment. In response, the purpose of this study was to explore the emotional experiences of mothers following their participation in an evidence-based parenting intervention. Researchers conducted a secondary analysis of existing qualitative data. The study sample included semi-structured interview data from 17 mothers who previously completed the GenerationPMTO parenting intervention. Data analysis followed the grounded theory approach and included a sequential process of open, axial, and selective coding using the constant comparative method. Findings indicate mothers progressed through three distinct, yet interrelated stages of emotional experience: Before PMTO, their experiences were characterized by parenting through crisis (Stage 1); during PMTO, they transitioned to crisis stabilization (Stage 2); and following PMTO, they described experiences of emerging recovery and resilience (Stage 3). Maternal emotional experiences in each stage occurred across three contextual realms: (a) the individual (intrapersonal) level, (b) the parent–child relationship level, and the broader systemic level. Results highlight the dynamic and evolving nature of maternal emotional experience throughout various stages of the intervention process and suggest how these experiences may be associated with promoting effective parenting practices and positive child outcomes.     

Adaptation and implementation of the German social–emotional learning programme Papilio in Finland: A pilot study

This study investigated the cross-national adaptation and implementation of Papilio, a German social–emotional learning programme, in Finnish early childhood education and care (ECEC) centres. Papilio is a developmentally focused, scientifically based intervention programme focused on preventing behavioural problems and fostering social–emotional competence in children aged 3–7. The aim of this study was to investigate and evaluate the cross-national adaptation and cross-cultural adaptation and implementation of Papilio in the Finnish ECEC context. Results from qualitative interviews with one Finnish Papilio trainer, 11 early childhood education (ECE) teachers, two ECE special education teachers and two nursery nurses are supplemented with teachers' and nursery nurses' (N = 75) questionnaire data. Qualitative thematic analysis revealed that cultural adaptations were necessary on four levels: accommodation of materials, adaptation of the contents of the materials, structure and delivery. The materials and training contents were culturally adapted, whereas the delivery of the intervention was adapted according to Finnish ECEC practices. The structural adaptation included discarding timeout, due to opposition by some educators. The educators were committed to implementing the programme as instructed and resolving the practical difficulties they encountered. Their motivation to implement Papilio increased as they observed improvements in the children's social–emotional competence during intervention.     

心理学视角下的道德损伤

道德损伤是指个体实施、未能阻止、目睹或听闻违背自身深层的道德信念和期望的行为,对心理、生理、精神、行为和社会的持久影响。道德损伤作为一个跨学科概念,自2009年Litz从心理学角度对其重新做出界定以来,在心理学、伦理学、精神病学、社会学等领域引起了广泛关注。目前研究者已经编制出多个多维度量表来对道德损伤的事件或症状进行测量,运用认知行为疗法、认知加工疗法和针对道德损伤研发的适当暴露疗法等措施来进行干预。未来的研究可以继续深入探究道德损伤的发生发展机制,确立道德损伤的诊断标准,推广道德损伤的适用范围,丰富道德损伤的内涵,从而拓展道德损伤研究的广度和深度。     

融于教学的游戏训练对农村大班幼儿执行功能的促进

本研究采用实验组对照组前测后测设计,对实验组（即干预组）幼儿进行为期3个月的融于教学的多种形式游戏训练（自控力养成、专注力练习、记忆棋游戏）。结果发现：(1)两组幼儿在执行功能的三个维度（工作记忆、抑制控制和认知灵活性）上的前测成绩均无显著差异,但训练后干预组幼儿在认知灵活性上的增量显著高于对照组,工作记忆上的增量略高于对照组;(2)将干预组幼儿依据执行功能水平进行高、低分组划分,发现低执行功能组在三个维度都得到了显著提升,而高执行功能组在工作记忆和抑制控制两个维度上有所提升。研究证明,短期游戏训练一定程度上可以促进农村幼儿执行功能的进步,尤其对执行功能偏低的幼儿效果更佳,显示出补偿发展的特征。     

An Experimental Analysis of Reading Fluency

The experimental analysis of academic responding has emerged as one approach to strengthening decisions related to problem analysis and treatment design. This study provided an example of how both brief and extended assessments can be used within a data based, problem solving approach to addressing reading fluency concerns. For six children with reading difficulties, within-trial effects of various instructional strategies were used to identify and design interventions. Assessment-derived interventions were evaluated using weekly academic growth on general outcome measures. Results indicated that five of the six children responded favorably to intervention. Future research involving the contribution of experimental analysis to response to intervention models of service delivery is discussed.     

Brief Experimental Analysis: A Decision Tool for Bridging the Gap Between Research and Practice

This special issue illustrates how brief experimental analysis (BEA) is gaining recognition as a valuable tool for making treatment decisions about children who are unresponsive to regular classroom instruction. This commentary article provides evidence for why BEA has grown in popularity, briefly summarizes each of the studies included in the series, and discusses issues that are critical to conducting and interpreting data from a BEA. The articles in the issue exemplify how BEA is flexible enough to evaluate diverse intervention options, is time and cost efficient, and is uniquely suited for use in a problem-solving approach to school-based service delivery.     

培训迁移的干预策略及其效果

在回顾了培训迁移的组织干预策略研究后,重点围绕培训前干预、培训中干预和培训后干预三个方面展开讨论,归纳出不同类型干预要素及其对培训迁移的影响效果,指出目前理论的局限性以及组织与个体相互作用等未来研究的方向     

儿童心理危机的干预策略

地震突发性强,危害严重,往往使儿童产生思维不清、意志失控、情感紊乱等心理危机,如果不及时进行心理疏导,儿童可能长期沉浸在痛苦中难以自拔,身心健康受到影响,最终酿成精神疾病,影响其一生。通过概括疏理7种常用儿童心理危机干预策略,以期为灾后儿童心理危机提供参考     

宽恕干预研究述评——宽恕在心理治疗中的作用

宽恕能帮助受害者消除愤怒、减轻痛苦,修复心理创伤。在西方,宽恕已被当作干预目标应用于临床和教育领域。结果表明,宽恕干预能明显减少来访者的愤怒、抑郁、焦虑等消极的情绪体验,增加积极的心理体验,如希望和自尊。宽恕过程模型以及REACH宽恕模型是目前最具代表性的两个宽恕干预理论模型。这两个理论模型均由若干环节构成。在这些环节中,定义宽恕、回忆伤害事件、建立共情、知觉到对他人的伤害、承诺宽恕以及克服阻碍宽恕的因素是促进个体宽恕的重要环节,是在宽恕干预过程中应特别注意的地方。