中学生心理危机与社会支持、应对方式的关系

采用问卷对广州市初高中学生共795名进行调查,探讨中学生心理危机与社会支持、应对方式之间的关系.结果: (1)社会支持、问题解决、幻想、发泄、退避、忍耐对危机脆弱性有显著预测作用;主观支持、问题解决、退避对自我压弹力有显著预测作用.(2)社会支持在自我压弹力、危机脆弱性上的主效应显著.结论:中学生社会支持、应对方式对预防心理危机有重要作用.     

家庭环境影响青少年人格特质的性别差异

对855名青少年学生用家庭环境量表和中国人人格量表进行测试,结果表明：青少年的家庭环境对其人格特质的影响,存在显著的性剐差异;家庭亲密度和组织性是影响男孩人格特质的重要家庭环境因素,而家庭道德宗教观是影响女孩人格特质的重要家庭环境因素。新的家庭教育模式应充分考虑到家庭环境影响孩子人格特质的性别差异。     

Thinking in the space between Winnicott and Lacan

The author, following André Green, maintains that the two most original psychoanalytic thinkers since Freud were Donald Winnicott and Jacques Lacan. Winnicott, it has been said, introduced the comic tradition into psychoanalysis, while Lacan sustained Freud's tragic/ironic vision. Years of mutual avoidance by their followers (especially of Lacan by Anglophone clinicians) has arguably diminished understanding of the full spectrum of psychoanalytic thought. The author outlines some basic constructs of Winnicott and of Lacan, including: their organizing tropes of selfhood versus subjectivity, their views of the "mirror stage", and their definitions of the aims of treatment. While the ideas of Winnicott and Lacan appear at some points complementary, the goal is not to integrate them into one master discourse, but rather to bring their radically different paradigms into provocative contact. A clinical vignette is offered to demonstrate concepts from Lacan and Winnicott, illustrating what it might mean to think and teach in the potential space between them.     

Individual differences in skilled adult readers reveal dissociable patterns of neural activity associated with component processes of reading

We used fMRI to examine patterns of brain activity associated with component processes of visual word recognition and their relationships to individual differences in reading skill. We manipulated both the judgments adults made on written stimuli and the characteristics of the stimuli. Phonological processing led to activation in left inferior frontal and temporal regions whereas semantic processing was associated with bilateral middle frontal activation. Individual differences in reading subskills were reflected in differences in the degree to which cortical regions were engaged during reading. Variation in sight word reading efficiency was associated with degree of activation in visual cortex. Increased phonological decoding skill was associated with greater activation in left temporo-parietal cortex. Greater reading comprehension ability was associated with decreased activation in anterior cingulate and temporal regions. Notably, associations between reading ability and neural activation indicate that brain/behavior relationships among skilled readers differ from patterns associated with dyslexia and reading development.     

Circulating emotions,beliefs and fantasies: The Middle East and the West1

Abstract

Much ink has been spilt analysing racism, ethnicity and ‘otherness’. These analyses are frequently sophisticated, nuanced and committed to delivering improved ethical, emotional and political relationships. As we have witnessed recently, however, emotions, beliefs and fantasies remain stubborn. We are all diminished (no matter our history) by these troublesome psychic processes, entrenched beliefs and unthinking assumptions that pulse away unchecked. Feelings of fear and hatred sit alongside complex identifications and disavowal of self and other. This contemporary political and social context is loaded with discourses of a ‘clash of civilization’, the otherness of Muslims and Islam and a dominant view which asserts that Western societies have to be protected from potential explosions of terrorism and the corrosion of Western values. These discourses impact on citizens and erode the possibilities of inter-connectedness and a sense of shared communality. This paper is an exploration of a specific example of intransigence.     

Children's action-control behaviors (coping): A longitudinal validation of the behavioral inventory of strategic control

Abstract

Integrating multi-axial models with an action-theory perspective, we propose that children's coping strategies vary along four dimensions of strategic behavioral control: Direct Action, Indirect Action, Prosocial Action, and Antisocial Action. The Behavioral Inventory of Strategic Control (BISC) assesses these four general dimensions of strategic control. We contrast these four axial dimensions with six specific strategic combinations: Avoidance (Indirect-Antisocial), Emotional Support Seeking (Indirect-Prosocial), Social Exploitation (Indirect-Antisocial), Social Cooperation (Direct-Prosocial), Aggressive Individualism (Direct-Antisocial) and Hostility (Indirect-Antisocial). In a short-term longitudinal study (three occasions over four months) of 318 children (grades 2–6), we examined the validity of the BISC, showing that the hypothesized dimensional structure of children's strategic control behavior was strongly supported.     

Remembering Karbala in the diaspora: religious rituals among Iraqi Shii women in Ireland

Memory studies have gained much popularity in the humanities and social sciences since the 1980s. Particularly after the seminal work of Danièle Hervieu-Léger on ‘religion as a chain of memory’, discussions arose around how theories of memory can be applied in the Study of Religions. Few scholars, however, have discussed the intersection between religion, particularly Islam, and memory. In this article, the focus lies on Shii Muslim communities in Ireland, for whom remembering constitutes an important part of their identity and legitimises their particular sectarian existence within Islam in general. This article discusses Iraqi Shii women's engagement in ‘collective remembering’ (Paul Connerton, How Societies Remember, Cambridge: Cambridge University Press, 1989; J.V. Wertsch, Voices of Collective Remembering, Cambridge: Cambridge University Press, 2002) expressed through constantly performed religious rituals and practices.     

Attachment representations in school-age children: the development of the child attachment interview (CAI)

This paper introduces a new measure of attachment in middle childhood (8?-?13 years), an interview extensively adapted from the AAI and with a new coding system. We report data from a series of studies with clinical and normal populations, in which the psychometric properties of reliability, stability and validity are tested and found to be satisfactory. Although work remains to be done, we see the Child Attachment Interview as a promising new attachment measure. Ce texte présente un nouvel instrument d'évaluation de l'"attachement" chez les enfants entre 8 et 13 ans. Adaptation considérablement remaniée de l'Entretien d'Attachement chez l'Adulte, cet "Entretien" est doté d'un système de codage entièrement nouveau. Les auteurs rapportent les données de plusieurs études portant sur des échantillons cliniques et normaux, dans lesquelles les propriétés psychométriques de fiabilité, de stabilité et de validité ont été testées et trouvées satisfaisantes. S'il est encore à amèliorer, l'Entretien d'Attachement chez l'Enfant s'avère déjà être un nouvel instrument d'évaluation à perspectives fort intéressantes. Questo articolo presenta un nuovo strumento di misurazione dell'attaccamento per il periodo dell'infanzia dagli 8 ai 13 anni, un metodo di intervista in gran parte preso dal AAI con un nuovo sistema di decodifica. Vengono riportati i dati derivati da una serie di studi su una popolazione normale ed una clinica, nei quali le variabili psicometriche di affidabilita', stabilita' e validita' sono state testate e ritenute soddisfacenti. Sebbene resti del lavoro da fare, gli autori ritengono che lo strumento del Child Attachment Interview sia promettente per misurare l'attaccamento. Dieser Artikel gibt eine Einfährung zu einer neuen Messung von Bindung in der mittleren Kindheit (8?-?13 Jahren), ein Interview, das ausgiebig vom AAI (Erwachsenen Bindungsinterview) angepasst und mit einem neuen Kodierungssystem versehen wurde. Wir berichten von einer Reihe von Studien mit klinischen und normalen Populationen, in denen die psychometrischen Eigenheiten von Verlässlichkeit, Stabilität und Validität getestet wurden und sich als befriedigend erwiesen. Auch wenn noch viel Arbeit geleistet werden muss, sehen wir doch das Kindbindungsinterview als eine vielversprechende neue Messung von Bindung.     

Navigating Middle Grades: Role of Social Contexts in Middle Grade School Climate

During early adolescence, most public school students undergo school transitions, and many students experience declines in academic performance and social-emotional well-being. Theories and empirical research have highlighted the importance of supportive school environments in promoting positive youth development during this period of transition. Despite this, little is known about the proximal social and developmental contexts of the range of middle grade public schools US students attend. Using a cross-sectional dataset from the eighth grade wave of the Early Childhood Longitudinal Study—Kindergarten Cohort 1998–1999, the current study examines the middle grade school social context from the perspectives of administrators and teachers in public schools with typical grade configurations (k–8 schools, middle schools, and junior high schools) and how it relates to students’ perceptions of school climate. We find that administrators and teachers in k–8 schools perceive a more positive school social context, controlling for school structural and demographic characteristics. This school social context, in turn, is associated with students’ perceptions of their schools’ social and academic climate. Implications for educational policy and practice are discussed.     

Recoupling in Mid‐Life and Beyond: From Love at Last to Not So Fast

Divorce rates have dropped in the United States, except for couples over 50 where they are rising steeply, along with rates of late‐life recoupling. Both stepcouples and their young adult and adult children in new older stepfamilies are often surprised to find themselves facing many of the same challenges that younger stepfamilies do. Some challenges are even intensified by the decades‐long relationships and additional layers of extended family that come with recoupling after mid‐life. Stepfamilies formed in later life must also negotiate decisions about estate planning and elder care among stakeholders who often have sharply divergent agendas before there is time to establish trusting relationships. This article describes the “normal” challenges facing stepcouples who come together over age 50. It provides evidence‐informed guidance for therapists in meeting these challenges on three levels of clinical work: Psychoeducational, Interpersonal, and Intrapsychic/Intergenerational. As in younger stepfamilies, “family therapy” must usually begin in subsystems—often the adult stepcouple and parent–adult child. The article then describes a particularly fraught subgroup of recouplers: over‐50 fathers and their new partners, where the dad's young adult or adult daughter is very unhappy with his new relationship. In these latter stepfamilies, father–daughter repair must precede stepfamily bonding. Stepfamilies that are preceded by a partner's death and those that begin with affairs are also discussed. Finally, some “easy wrong turns” for therapists are described.