Lyndal Khaw  Jennifer L. Hardesty 《Family process》2015,54(2):327-343

The process of leaving an abusive partner has been theorized using the Stages of Change Model. Although useful, this model does not account for changes in relational boundaries unique to the process of leaving. Using family stress and feminist perspectives, this study sought to integrate boundary ambiguity into the Stages of Change Model. Boundary ambiguity is defined as a perception of uncertainty as to who is in or out of a family system (Boss & Greenberg, 1984). Twenty‐five mothers who had temporarily or permanently left their abusers were interviewed. Data were analyzed using constructivist grounded theory methods. Results identify types, indicators of, and mothers' responses to boundary ambiguity throughout the five stages of change. Most mothers and abusers fluctuated between physical and psychological presence and absence over multiple separations. The integration of boundary ambiguity into the Stages of Change Model highlights the process of leaving an abusive partner as systemic, fluid, and nonlinear.  相似文献   

    

Caterina Gozzoli  Daniela Frascaroli  Chiara D’Angelo  Giuseppe Licari 《World Futures: Journal of General Evolution》2014,70(2):140-156

Literature underscores the complex role of coaches in sport organizations, especially in youth sectors. Their need for support, not only on the technical level, is emerging. In recent years an interesting international debate has evolved regarding what education is most suitable to support coach development. The article intends to enter this debate by proposing an educational model for youth soccer coaches. This educational proposal is the outcome of reflection that originated from various experiences with about 110 Italian youth soccer coaches over the past six years. The first part is dedicated to a review of the literature on coaching education, and the second to the educational model presented (e.g., theoretical background, characteristics, setting, outcomes, and considerations regarding the management of this educational process). The strength of this model was precisely to have put some recurrent issues in dialogue with the specific organizational contexts in which the educational programs were implemented.  相似文献   

    

Peter Fonagy  Michelle Sleed  Tessa Baradon 《Infant mental health journal》2016,37(2):97-114

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Jack Saul  Winnifred Simon 《Family process》2016,55(4):689-699

This article describes the Summer Institute in Global Mental Health and Psychosocial Support, a brief immersion training program for mental health, health, and allied professionals who work with populations that have endured severe adversities and trauma, such as domestic and political violence, extreme poverty, armed conflict, epidemics, and natural disasters. The course taught participants to apply collaborative and contextually sensitive approaches to enhance social connectedness and resilience in families, communities, and organizations. This article presents core training principles and vignettes which illustrate how those engaging in such interventions must: (1) work in the context of a strong and supportive organization; (2) appreciate the complexity of the systems with which they are engaging; and (3) be open to the possibilities for healing and transformation. The program utilized a combination of didactic presentations, hands‐on interactive exercises, case studies, and experiential approaches to organizational team building and staff stress management.  相似文献   

    

Laurie L. Charlés 《Family process》2015,54(3):545-558

This article discusses the design and delivery of two international family therapy‐focused mental health and psychosocial support training projects, one in a fragile state and one in a post‐conflict state. The training projects took place in Southeast Asia and the Middle East/North Africa. Each was funded, supported, and implemented by local, regional, and international stakeholders, and delivered as part of a broader humanitarian agenda to develop human resource capacity to work with families affected by atrocities. The two examples illustrate how task‐shifting/task‐sharing and transitional justice approaches were used to inform the scaling‐up of professionals involved in each project. They also exemplify how state‐citizen phenomena in each location affected the project design and delivery.  相似文献   

    

Alain Clémence 《Aggressive behavior》2015,41(2):123-133

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Nicole Letourneau  Panagiota Tryphonopoulos  Gerald Giesbrecht  Cindy‐Lee Dennis  Sanjit Bhogal  Barry Watson 《Infant mental health journal》2015,36(4):366-387

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Mitzi‐Jane E. Liddle  Ben S. Bradley  Andrew Mcgrath 《Infant mental health journal》2015,36(4):446-458

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Jo Ellen Patterson  Susanna Vakili 《Family process》2014,53(1):22-32

Recent research is providing family therapists with new information about the complex interaction between an individual's biological makeup and his/her social and physical environment. Family and social relationships, particularly during sensitive periods early in life, can affect a child's biological foundation. Additionally, stress during the early years can have a lasting effect on an individual's physical and mental health and contribute to the onset of severe mental illness. Community programs have been developed to intervene early with families who have an at‐risk child to prevent or minimize the onset of mental illness including providing partnerships with at‐risk mothers of infants to shape attachment relationships. Programs are also developing individual and family interventions to prevent the onset of psychosis. Practicing family therapists can incorporate emerging neuroscience and early intervention research and leverage the growing base of community programs to enhance the effectiveness and sustainability of mental health outcomes for clients. Additionally, family therapy education programs should broaden student training to incorporate the growing body of information about how family relationships affect individual mental health development.  相似文献   

    

《Psychology of sport and exercise》2015

ObjectiveThe purpose of this study was to (1) examine swimmers' and basketball players' perceptions of their dual career development (2) explore these perceptions for possible differences between male and female participants as well as between swimmers and basketball players.Design and methodSemi-structured interviews with 12 retired Slovene elite level swimmers and basketball players (six males and six females) were used to discuss about transitions, demands and challenges which occurred throughout their dual career development. The interviews were transcribed verbatim and analysed using the qualitative analytic software program Nvivo 10.ResultsQualitative analysis of interviews revealed that athletes perceived their athletic career in strong and reciprocal connection to other domains in their lives, i.e. academic/vocational, psychological, psychosocial, financial level. Some of the transitions occurring in their dual career were experienced as particularly important (e.g., transition to university, finishing university study) and connected to several challenges occurring at different levels of development. Differences between male and female participants, swimmers and basketball players in this study were identified.ConclusionThe study revealed a usefulness of using a holistic perspective when investigating athletes' dual career development, and a reciprocal nature of transitions occurring at different levels of athletes' development.  相似文献