初中学生心理健康状况及其影响因素

本研究对441名初中学生进行问卷调查,结果发现：1．有7．5％的初中学生存在明显的心理健康问题。2．初中学生心理健康存在性别与年级的差异。女生比男生,初三、初二学生比初一学生有更多的心理健康问题。3．日常生活压力是影响初中学生心理健康的重要因素。4．解决问题、求助两种应付方式对学生的心理健康有积极作用,而自责、幻想、忍耐、合理化等应付方式则会危害心理健康。     

Histrionic Personality Disorder, Physical Attractiveness, and Social Adjustment

Histrionic personality disorder (HPD) is the only DSM-IV personality disorder (PD) explicitly linked to a person's physical appearance. This study examined the HPD–attractiveness link in a mixed-sex sample of college students. Consistent with expectations, HPD women were rated higher in attractiveness than women with other PDs or no PD. However, a parallel HPD–attractiveness link was not found in men. Subsequent analyses indicated that, relative to less attractive HPD women, more attractive HPD women (a) had a more varied and supportive social network, (b) exhibited more negative behaviors in important relationships, and (c) showed greater use of immature defenses, and less reliance on image-distorting, self-sacrificing, and mature defenses. Similar attractiveness–defense relationships were found in HPD men, but parallel results did not emerge for men in the other two domains. Implications of these findings are discussed, and suggestions for future studies are offered.     

The Face of Truth

I attempt to explain Plato's choice of dialogue through an analysis of what he regarded as the conditions of knowledge acquisition. I see the main contribution of the paper in exposing the way in which time and pain are, for Plato, conditions of knowledge acquisition. Plato endorsed the "learning through suffering," or pathei mathos , convention, central to Greek drama, and did so not through theory but through the praxis some of the dialogues employ. This addition of experiential components to the more cognitively oriented definitions of knowledge that Socrates uses complicates what these works may say about human knowledge. I analyze these tensions and the bearing they may have on the question of Plato's choice of dialogue, that is, on his rhetoric in practice. The requirements for actual persuasion, as Plato specifies them in the Seventh Letter, , are only partially met by the fictional scenes of argumentation and knowledge conveying that Plato presents. However, such scenes permit transcending some of the limitations of written, systematic, nonpersonal discourse. The presentation of such interactions to a real reader through dialogue turns into a mode of writing that is closer to meeting the demands of actual communication of knowledge – at least knowledge regarding what Plato envisaged as being the highest sort of epistemic communication     

Engagement in Child and Adolescent Treatment: The Role of Parental Cognitions and Attributions

Parental engagement in the treatment process is influenced by parents' beliefs about the cause of their children's problems, perceptions about their ability to handle such problems, and expectations about the ability of therapy to help them. This paper examines the role of parental cognitions related to attributions and expectations in relation to engagement in child mental health treatment. Reviewed studies indicate that parental attributions and expectations influence three aspects of treatment: help seeking, engagement and retention, and outcome. This paper integrates findings from developmental and clinical research, highlights gaps in the literature, presents the beginnings of a model regarding the parental attributional process as it relates to engagement in treatment, recommends future research directions, and discusses clinical implications.     

Parental Monitoring and the Prevention of Child and Adolescent Problem Behavior: A Conceptual and Empirical Formulation

The present report accomplishes three goals. First, to provide an empirical rationale for placing parental monitoring of children's adaptations as a key construct in development and prevention research. Second, to stimulate more research on parental monitoring and provide an integrative framework for various research traditions as well as developmental periods of interest. Third, to discuss current methodological issues that are developmentally and culturally sensitive and based on sound measurement. Possible intervention and prevention strategies that specifically target parental monitoring are discussed.     

The cultural specificity of parent-infant interaction: Perspectives of urban middle-class and rural indigenous families in Costa Rica

Caregiver-infant interactions in Western middle class often take place in dyadic play settings, engaged in infant-initiated object stimulation, and surrounded by a positive emotional tone, reflecting a distal parenting style. With this study we aim to investigate whether the same conception of caregiver-infant interaction is embodied in the proximal parenting style. For this purpose, we compare the context and pattern of caregiver-infant interactions in two cultural groups in Costa Rica: Urban middle-class families in San José and rural indigenous Bribri families. Naturalistic observations and caregiver interviews revealed significant differences between the groups, with San José families resembling the Western middle-class interaction pattern. Among the Bribris, adult-child play is uncommon so that children interact with adults in primary care settings and with older siblings in play settings. Bribri interactions are further characterized by emotional neutrality. The groups did not differ in terms of body contact. Also, caregivers in both samples took the lead in interactions more often than infants. The results are discussed in the context of an autonomous-relational style as combining psychological autonomy and hierarchical relatedness. We argue that early childhood theories and intervention programs need to abandon the assumption that Western middle-class strategies are universal and recognize locally relevant patterns of caregiver-infant interaction.     

Psychotherapists’ psychological well-being: The role of epistemic orientation and emotion regulation

Psychotherapists’ mental health has been traditionally associated with the harmful consequences of clinical practice. In contrast to this dominant model, a growing body of research in positive psychology has sparked an interest in therapists’ positive well-being. The main objective of this study was to examine the relations between therapists’ epistemic orientation modes, emotion regulation strategies and psychological well-being (PWB). This was a cross-sectional study in which participants were 674 therapists (78.5% women), with a mean age of 42.02 years (SD = 13.06). Therapists completed an online questionnaire containing self-report measures of all study variables. Structural equation modelling using latent variables was performed to test the study hypotheses. Results revealed no significant direct effects of epistemic orientation on PWB. Up- and downregulation strategies had the most substantial direct effects on total PWB. Furthermore, emotion regulation mediated the association between therapists’ epistemic orientation modes and PWB, accounting for 57% of the variance in the outcome variable. Implications for training, practice and therapist self-care are discussed.     

A vignette study of novices' interviewing skills of asylum seekers

The aim of the current research was to replicate Van Veldhuizen, Horselenberg, Landstrom, et al.’s (2017) vignette study among novice Estonian police cadets to map their interviewing skills. Sixty-one police cadets from the Estonian Academy of Security Sciences were asked to respond to one of four vignettes that contained fictitious asylum narratives. Two of the vignettes contained no evidence for the origin of the asylum seeker, and the other two contained no evidence for the claim of persecution. The cadets were asked to formulate five questions that would help them to assess the credibility of the applicant's claim. We coded the style, type, and content of the questions. Our analyses showed that, in line with best practice, the cadets mainly formulated open questions in an information-gathering style. A thematic analysis revealed that when a claim about origin was assessed, cadets typically formulated questions about life in the country of origin, identity documents, and the flight to Europe. When assessing a persecution claim, in contrast, they mostly formulated case-specific questions.     

Early infant temperament shapes the nature of mother-infant bonding in the first postpartum year

ObjectiveThis study examined longitudinal relations between maternal bonding and infant temperament in the first nine months after birth.DesignOur sample consisted of 281 women, enrolled at five maternity hospitals, who completed questionnaires during the first week (T1), at six weeks (T2) and nine months postpartum (T3). Maternal bonding was assessed using the Mother-to-Infant Bonding Scale at T1 and T2 and the Postpartum Bonding Questionnaire at T3. Infant temperament was measured using the Infant Characteristics Questionnaire, completed by the mothers at T2 and T3.ResultsThe results of a path model showed a long-term effect flowing from the child to the mother, with infant temperament at T2 predicting maternal bonding at T3 over and above stability in bonding. At T3, bonding was linked more strongly to child temperament at T2 than to child temperament assessed concurrently at T3. Maternal bonding did predict infant temperament, but this was true only of bonding reported at T1 and infant temperament at T2, that is, not of bonding assessed at T2 and infant temperament at T3.ConclusionOur results indicate that maternal bonding in the first week postpartum may temporarily affect child temperament, but infant’s temperament several weeks after birth – rather than several months postpartum – plays a pervasive role in shaping the long-lasting nature of the mother-child relationship. Our findings thus seem to support the suggestion that the early postpartum weeks represent an important period in the development of maternal bonding.