Teacher–child conflict and aggressive behaviour in first grade: the intervening role of children's self‐esteem

High levels of teacher–child conflict have repeatedly been found to amplify children's aggressive behaviour. Up to now, however, research on possible mechanisms explaining this link is largely lacking. The current study aimed to test whether children's self‐esteem is an intervening mechanism. Participants were 139 children (70 boys, M age = 6.18 years) and their teachers from 35 classes in 19 schools who were followed longitudinally throughout first grade. Teacher–child conflict was measured during the first trimester (October to December), children's self‐esteem (three child interviews) during the second trimester (January to March) and children's aggressive behaviour during the first and third trimester (April to June). Teacher–child conflict had a significant indirect effect on changes in children's aggressive behaviour across first grade through its effect on children's self‐esteem. Copyright © 2011 John Wiley & Sons, Ltd.     

Investigative psychology and law: towards collaboration by focusing on evidence and inferential reasoning

Introducing a special issue of this journal, Youngs discussed the desirability of, but problems in realising, greater collaboration between psychology and the criminal investigation and trial processes. This paper acknowledges the value of investigative psychology's potential contribution but argues that the alleged incompatibilities, between psychology and law, are based upon too narrow a conception of law and legal action. A direct approach, with considerable potential for productive, principled, and practical research, already exists. It involves focusing on the evidence, assessing it along each of its three credentials, and identifying the nature of the inferential reasoning involved. This paper identifies a number of ways in which practical, inter‐disciplinary and collaboration could and should be developed to ensure that the courts receive quality evidence. It also argues that more attention should be paid to abductive inferential reasoning, both by researchers and courts. Copyright © 2011 John Wiley & Sons, Ltd.     

精神病态与反社会型人格障碍间的关系

精神病态传统上一般被定义为一种人格(尤其是情感缺乏)的障碍,其次在小范围内才是行为障碍。尽管经常被相互混用,但是在诊断思路上,精神病态与反社会型人格障碍还是有区别的。二者不能简单等同起来,需明辨二者的关系。     

佛教易学发展史综论

以佛教教义解说易理,或以易理解说佛教教义,可以称之为佛教易学,或佛学易。自三国时康僧会引易明佛始,佛教易学从最初的格义逐渐发展壮大起来。在魏晋南北朝时期,佛教易学成为玄学的重要组成部分,推动了儒学的义理哲学化发展,对易学传播作出了积极贡献。隋唐时期,佛教界大多借助易学象数、义理权说佛理,在佛教各宗创教立派方面起到了重要的辅助作用。两宋时期,儒学复兴,宋儒借佛理论易解易,而佛教徒论易反不如儒家为盛。此时,杨简、王宗传等以心学言易而流于禅,开易学新风。明清时期,尤其是明代后期,儒家以狂禅解易,流于异学,而佛学界以佛释易、以易论佛也十分盛行,其中,紫柏真可、释智旭更有专门易著,最为知名。民国以来,以佛论易,其风不替。     

Social influence and perceived organizational support: A social networks analysis

We suggest that employees’ perceptions of organizational support (POS) are not solely a product of independent evaluations of treatment offered by the organization, but are also shaped by the social context. We argue that coworkers will directly (through inquiry via cohesive friendship and advice ties) and indirectly (through monitoring of employees structurally equivalent in advice and friendship networks) affect employees’ perceived organizational support. Network studies in the admissions department of a large public university and a private company specializing in food and animal safety products indicate that employees’ POS are similar to those of coworkers with whom they maintain advice relationships as well as to those who hold structurally equivalent positions in organizational friendship and advice networks. Our work contributes to organizational support theory by developing and testing a theoretical explanation for the relationship between the social context and perceptions of support among employees. Implications for research and practice are offered.     

Differentiating the effects of enacted parental support on adolescent adjustment in Taiwan: Moderating role of relationship intimacy

The moderating effect of relationship intimacy on the relation between enacted parental support and adolescent adjustment was examined. Using a pretest-posttest design, we studied 213 Taiwanese parent-adolescent dyads in which the adolescents were facing a major stressful event, the final school examinations. Analyses showed a significant cross-over interaction of provided parental support and relationship intimacy on change in emotional anxiety. Parental support predicted reduced anxiety when adolescent's perceived relationship with parents was intimate, and increased anxiety when it was distant. Possible underlying mediators that account for the moderating effect are discussed.     

家庭处境不利儿童的社会性发展研究述评

本文就家庭视角评述国外关于处境不利儿童的社会性发展有关研究。有关文献表明,处境不利儿童的自我概念有明显的外在化特征,区分性低,较少指向未来;他们存在社会信息加工中的译码困难和归因偏向,其信息加工技能和认知控制技能都存在一定的问题,社会性情绪发展也存在诸多困难;他们的亲子依恋往往是不安全甚至矛盾类型;他们往往难以被同伴所接纳,在交往中更多地表现出适应不良性行为,其友谊质量也比较差,但自我效能、自我调节以及良好的群体特征是改善其同伴交往的重要因素;家庭的各种不利因素还会对其社会交活动中的活动能力、活动数量、活动水平和活动技能带来影响,在他们身上也更容易出现攻击、退缩以及各种过错行为和违法犯罪行为。当前,有关这些儿童的神经生理与心理学结合的研究也正在进行之中。     

亲密关系中的满意度与承诺研究综述

近些年,国外的心理学与社会学研究者对亲密关系中的满意度与承诺进行了大量的研究,并取得了一定的成果。本文重点介绍了关系中的满意度的影响因素,承诺的影响因素,满意度与承诺之间的关系,并提出未来的发展方向,旨在人们更为全面地了解其发展现状与前景。     

The use of the past and the present in the clinical setting Pasts and presents

The author provides a brief summary of Latin American literature concerning temporality. She shows that a common theme throughout all these papers is that the analytical relationship is considered to be bipersonal and symmetrical, thus demonstrating a concern for establishing the basis by which social subjectivity can be reconsidered. This literature displaces the idea of linear time from its central position and introduces other measures of time. The analytical relationship takes place not only in the past but also in a newly created present. This is the ongoing present, of what is happening now, instantaneous and without a prior history attached to it. This leads the author to suggest that there is a present to one's history and a history to one's present. She then analyses the consequences of this proposition by examining some clinical material where she attempts to pinpoint those instances in which the analyst may have reacted defensively, tending to position himself in the analysand's past instead of being able to take action in the present. Clinical material from the IJP is used.