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691.
Vera Roos 《Journal of Psychology in Africa》2013,23(4):659-667
In this article the development and implementation of the Mmogo-Method? is discussed as a culture-sensitive data collection method. The Mmogo-Method? provides opportunities for social researchers to gain a deeper understanding of the cultural symbolism in which social life is embedded and that informs experiences, perceptions and behaviour. In this method, people create their own data by making visual presentations that reflect contextually grounded symbolic meanings. Theoretical underpinnings of social constructionism, symbolic interactionism and community psychology are discussed and applied as the rationale for the development and implementation of the Mmogo-Method?. Examples of research using the Mmogo-Method? are provided to illustrate its value and various different application possibilities. The Mmogo-Method? attempts to produce community-based knowledge that is gathered and disseminated in a coherent way; thereby contributing to the possibility that indigenous knowledge may form part of national and international discussions. 相似文献
692.
Aim: To explore the process of ending in psychotherapy, in particular how clients and therapists draw on their notions of client improvements and prepare for the upcoming end. Data: The data comes from an intensive process‐outcome study at the University of Oslo, Norway. The study includes audio‐recording from all sessions and separate post‐therapy interviews with clients and therapists. Twelve psychotherapy dyads were selected because they had reached a ‘good enough’ ending. Therapy duration ranged from 7–43 months. The number of sessions ranged from 10–67. Method and analysis: A hermeneutical‐phenomenological approach analysed and combined the observational and reflexive data. The analysis was carried out using a method for systematic text condensation and through reflexive dialogues with the material and between the researchers. Findings and discussion: The language of improvement towards the end of treatment seemed packed with metaphors conveying growth in both affective and relational management. Metaphors based on travel (how they have moved); cleaning (how they have cleaned up and sorted out things); sensing (how the clients have grown stronger, got their heads above water and see things differently); and the clients’ feeling of having received something (gifts or tools) are widely used. Such metaphors are created in the interaction with a mutual sensitivity to their capacity to confirm and regulate affect towards the end. In this sense, the metaphors celebrate accomplishments in a way that exceeds therapy, and the client can keep them to use afterwards. 相似文献
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为了解武汉市老年护理医院患者主要病种、多发病种构成情况,以武汉市5家老年护理医院的病案统计数据为资料,运用帕累托图分析法对1236例出院患者的情况进行分析。武汉市老年护理医院患者中病种以心血管病、脑血管病、脑卒中后遗症、慢性支气管炎、糖尿病、肺气肿、骨折等疾病为主,其构成占到老年护理医院出院病例疾病构成的90%以上。 相似文献
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Decades of research on visual perception has uncovered many phenomena, such as binocular rivalry, backward masking, and the attentional blink, that reflect ‘failures of consciousness’. Although stimuli do not reach awareness in these paradigms, there is evidence that they nevertheless undergo semantic processing. Object substitution masking (OSM), however, appears to be the exception to this rule. In OSM, a temporally-trailing four-dot mask interferes with target perception, even though it has different contours from and does not spatially overlap with the target. Previous research suggests that OSM has an early locus, blocking the extraction of semantic information. Here, we refute this claim, showing implicit semantic perception in OSM using a target-mask priming paradigm. We conclude that semantic information suppressed via OSM can nevertheless guide behavior. 相似文献
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This study manipulated the graphical representation of options by framing the physical characters in figures and found that preferences could be affected even when the words and numbers of the problem were constant. Based on attribute substitution theory and an equate‐to‐differentiate approach, we proposed a two‐process model of graph‐framing effects. In the first mental process, the graph‐editing process, the physical features (e.g., distance, size) represented in the graph are visually edited, and the perceived numerical difference between the options is judged based on its physical features. The second mental process, the preferential choice process, occurs by an equate‐to‐differentiate approach in which people seek to equate the difference between options on the dimension on which the difference is smaller, thus leaving the greater other‐dimensional difference to be the determinant of the final choice. Four experiments were tested for graph‐framing effects. Experiment 1 found a graph‐framing effect in coordinate graphs resting on the (de)compression of the scales employed in the figures. Experiment 2 revealed additional graph‐framing effects in other question scenarios and showed that preference changes were mediated by perceived numerical distances. Experiment 3 further confirmed the presence of graph‐framing effects in sector graphs similar to those found in coordinate ones. Experiment 4 suggested that such graph‐framing effects could be eliminated when logical processing (e.g., introducing a mathematical operation before a choice task) was encouraged. This paper discusses related research and a possible substrate basis for graph‐framing effects. Copyright © 2011 John Wiley & Sons, Ltd. 相似文献
700.
Sara E. Rimm-Kaufman Melissa D. Storm Brook E. Sawyer Robert C. Pianta 《Journal of School Psychology》2006,44(2):141-165
The present study advances a new method for assessing teacher beliefs and priorities. This paper describes the development and psychometric properties of the Teacher Belief Q-Sort (TBQ), an assessment technique that examines teachers' priorities and beliefs about discipline practices, classroom practices, and beliefs about children (see www.socialdevelopmentlab.org. Further, this paper describes the usefulness of this tool by examining differences in beliefs and priorities among four groups of teachers (experienced teachers trained in the Responsive Classroom (RC) Approach, experienced teachers with no such training, pre-service teachers planning on teaching elementary school, and pre-service teachers planning on teaching middle/high school) with the goal of demonstrating the way priorities are sensitive to specialized training and teaching experience. The study establishes the TBQ as a reliable, valid, and useful method. Findings showed that RC teachers hold discipline and teaching practice priorities consistent with training in the RC Approach and that pre-service teachers placed greater priority on spontaneity and collaboration and held more negative views about children's likeability and motivation than in-service teachers. Findings are discussed in terms of the ways in which teacher priorities are sensitive to specialized training and teaching experience and offer an early indicator of integrity of implementation. 相似文献