7－15岁儿童对友谊关系的认知及其发展

用以承诺为主题的两难推理故事探查７－１５岁儿童对友谊关系的认知及其发展。结果表明,儿童的有关发展制约于社会观点采择能力的发展和调节友谊关系的道德规范的理解,并表现出阶段结构的发展模式,我国儿童的发展具有某种跨文化的普遍性,也显示出自己的特点。     

Parallel lives: Community psychology in Latin America and the United States

Comparing the history of community psychology as it developed in the U.S. during the 1960s with the community psychology that developed 10 years later in Latin America, one is reminded of the title of Plutarch’s masterpice,Parallel Lives. Although there was very little contact or communication between the first community psychologists in these regions, very similar principles and orientations evolved. These similarities are particularly striking given the many ways in which the U.S. and Latin American contexts and histories differ. Since most readers are expected to be familiar with the history of community psychology as it developed in the U.S., this paper focuses primarily on the development of community psychology in Latin America in order to highlight areas of convergence as well as divergence from the U.S. experience. This paper is based on an address presented at the Fourth Biennial Conference, Society for Community Research and Action, Division 27 of the American Psychological Association, William and Mary College, Williamsburg, Virginia, 1993. The author acknowledges the valuable help received from J. R. Newbrough and from the referees in the revision of this paper.     

Rationally developed fake-good and fake-bad scales for the Jesness Inventory

Develops two validity scales for the Jesness Inventory using a rational approach: a fake-good scale, Lie (L); and a fake-bad scale, Overt Symptomatology (OS). Effectiveness was assessed using 293 male delinquents classified as fake-good, fake-bad, or honest based on a matched-pair MMPI-A. L was moderately effective in detecting the fake-good set, and OS tentatively effective in detecting the fake-bad set. Both correlated well with their MMPI-A counterparts. Sensitivity, specificity, positive predictive power, negative predictive power, and overall effectiveness data were reported. The L scale and OS scale were related to race but differences were less than 1 raw score point. L was unrelated to age. OS was related to age, with younger children showing more willingness to admit to symptomatology. Age-based modified T-score norms were developed for the newly constructed scales using 1142 male and 360 female delinquents. ages 13–18.     

MFT trainee adjustment to program lifestyle stress: The TAPS scale

The 30-item Trainee Adjustment to Program Stress (TAPS) scale was developed to measure lifestyle stress of family therapy trainees. Initially, 70 items were generated from propositional statements based on four constructs. Following pilot testing, 329 out of 900 (37%) student members of the American Association for Mariage and Family Therapy (AAMFT) returned TAPS questionnaires. Internal consistency reliability analyses and principal components and factor analyses produced a final 30 item TAPS scale appropriate for use in family therapy training programs. Reliability and validity measures are reported.     

Effects of differential reinforcement on the behavior and self-esteem of children with emotional and behavioral disorders

Students in a residential special school for children with emotional and behavioral disorders participated in a study designed to reduce their levels of inappropriate behavior. The residential care staff rated the students' behavioral problems and their class teachers rated their overt self-esteem pre and post intervention. In addition, the students completed self-ratings of their self-esteem. The students were divided into two groups, experimental and control. A multiple baseline across behaviors design was used to assess behavioral changes in the experimental group. Both groups received tangible rewards to the same level but only the experimental group received them contingent upon behaving appropriately. Results showed that the experimental group students made substantial reductions in their levels of inappropriate behavior, which were maintained at a three-month followup. Also, ratings of their behavioral problems by residential child care staff suggested that this improvement in behavior had generalized beyond the classroom to the residential setting. However, no significant differences were found between the pre- and post-intervention ratings of their self-esteem or teacher ratings of their overt self-esteem.     

3—6岁白、哈尼族与汉族儿童的颜色命名能力的发展

探讨了云南地区白族与哈尼族３—６岁儿童的颜色命名能力发展,并与北京地区汉族同龄儿童作了比较。实验结果表明,不同民族的儿童的颜色命名能力都伴随年龄增长而逐步提高;但汉族儿童的颜色命名能力发展略高于哈尼族与白族同龄儿童。总的来看,儿童对不同颜色正确命名能力的发展有着共同的规律性,即黑、白、红三色较易正确命名,其次是黄、绿、蓝三色较难正确命名,命名正确率最低的颜色是橙与紫。     

智力落后儿童人格特性的研究

智力落后儿童由于大脑功能发育障碍,在个性的成熟和发展方面受到一定限制,表现出与正常儿童不同的个性特征。在不同智残程度的儿童中也存在着个性差异。智力与个性发展有密切关系,脑功能受损越严重,对个性发展的影响也就越明显。     

Genetic counseling for pregnant adolescents

The genetic counseling literature has a paucity of information on how to provide genetic counseling services to adolescents, especially those who are pregnant. The adolescent population should be viewed as a separate culture, complete with their own beliefs and viewpoints, which are dependent upon the developmental growth tasks of puberty. The completion of these tasks is complicated by pregnancy, which has its own set of developmental goals. The adolescent struggle with developmental goals interferes with the ability to identify consequences, predict future outcomes, and communicate self-revealing statements or decisions effectively. Instead, the adolescent has an egocentric frame of reference and seeks peer approval. The genetic counseling dilemmas presented by pregnant adolescents are illustrated through two case reports. A model based on our own experience and a literature review for successful counseling of adolescents is presented, and utilizes the foundation of trust, patience, and nonjudgmental behavior. Techniques that address the adolescent's concern for autonomy and peer approval are important, and can be achieved through nonthreatening, open-ended questions that promote self-expression. Incorporation of these techniques in genetic counseling and in graduate training will enhance genetic counseling services to the adolescent population.     

Violent behavior in adolescents and young adults: A person and environment model

We explore a model that examines how personal and environmental variables explain violent behavior by adolescents. Repeated interviews with youths from 1984–1992 from 10 cities across the United States provided the data. These interviews first occurred with 2,787 youths when they were adolescents (1984–85 and 1986–87) and the interviews were repeated on a subsample of 602 youths when they were young adults (1989–90 and 1991–92). Longitudinal multivariate analyses showed that almost a third of the variance in adolescent violent behaviors was predicted by a combination of personal variables (gender, substance misuse) and environmental variables (history of child abuse, stressful events, traumatic events, and city rates of unemployment). Further, almost a third of the variance in change in violent behaviors from year to year was predicted by prior violent behavior and a combination of personal variables (gender, suicidality, and substance misuse) and environmental variables (stressful events).