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521.
522.
Elisa Kern de Castro Bernardo Moreno Jiménez 《Journal of clinical psychology in medical settings》2008,15(2):154-162
This study assessed the influence of clinical and socio-demographic variables on the psychological adaptation of transplanted
adolescents. Twenty-six transplanted adolescents and 25 healthy adolescents, aged 13–17, and their parents participated in
the study. The following domains were measured: social competence, emotional/behavioral problems, self-concept, self-esteem
and subjective well-being. The findings revealed that transplanted boys presented significantly less social competence (U = 26,000, p < .05) and more externalizing problems (U = 25,000, p < .05), social problems (U = 25,000, p < .05) and attention problems (U = 17,500, p < .01) than healthy boys. In contrast, transplanted girls displayed significantly more internalizing problems (U = 47,000, p < .05) and lower physical self-concept (U = 49,500, p < .05) than healthy girls. Hierarchical regression analysis showed clinical variables, especially waiting-list time, significantly
predicted attention problems (β = .364, p < .05) and negative affect (β = .632, p < .05) in transplanted adolescents. Also, male (β = −0.554, p < .01) and younger (β = −0.444, p < .01) transplanted adolescents were at risk for attention problems. Our data suggest the importance of the waiting-list time
for transplanted adolescents. Efforts to reduce the pretransplant phase would help adolescents achieve better psychological
adaptation at long-term posttransplant. 相似文献
523.
Lang Ma Erin Phelps Jacqueline V. Lerner Richard M. Lerner 《Journal of applied developmental psychology》2009,30(5):628-644
Using data from the first three waves (Grades 5, 6, and 7) of the 4-H Study of Positive Youth Development, this study assessed if being a bully or being a victim accounts for an adolescent's academic competence, if selected contextual and individual variables impact an adolescent's academic competence, and if such impact differs in relation to an adolescent's bullying status. The results of random coefficient hierarchical regression analyses indicated that being a bully predicted lower grades across time, and that being a bully was more detrimental for girls than for boys. Being a bully and being a victim negatively predicted self-perceived academic competence, but these predictive effects did not change over time or differ by sex. Teacher support positively predicted grades and greater parent support and teacher support independently predicted higher self-perceive academic competence. Greater educational expectations and school engagement independently predicted higher self-reported grades, while these two predictors positively interacted in explaining self-perceived academic competence. Unexpectedly, peer support negatively predicted self-reported grades for victims, and negatively predicted self-perceived academic competence for bullies. We discuss the importance of addressing the issue of academic competence in bullying interventions, as well as the utility of capitalizing on developmental assets in promoting academic competence among adolescents who bully and who are bullied. 相似文献
524.
Rough-and-Tumble Play and the Development of the Social Brain 总被引:1,自引:0,他引:1
ABSTRACT— Social play—that is, play directed toward others—is a readily recognizable feature of childhood. In nonhuman animals, social play, especially seemingly competitive rough-and-tumble play or play fighting, has been the most studied of all forms of play. After several decades of study, researchers of play fighting in laboratory rats have pieced together the rudiments of the neural mechanisms that regulate the expression of this behavior in the mammalian brain. Furthermore, the understanding of the organization, development, and neural control of play in rats has provided a model with which to examine how the experiences accrued during play fighting can lead to organizational changes in the brain, especially those areas involved in social behavior. 相似文献
525.
Wiener J 《The Journal of analytical psychology》2007,52(2):171-183
Jung was mercurial in his attitudes to method and technique, leaving us a problematic legacy when it comes to evaluating the progress of trainees. Some would say that those of us involved with the assessment of candidates during their training continue to rely too heavily on intuition and subjective assessments. However good our admissions' procedures and the structures in place to review progress, the emotional and financial demands for trainees of embarking on an analytic training, the tendency for analytic institutes to remain opaque and slow to link up with the external world and the cliques within our profession make more objective assessments of progress and readiness to qualify at best haphazard and at worst inadequate. Some trainees have an immediate talent for analytic work; others develop their gifts more slowly; some never find this capacity. Working from a definition of analytic talent, the paper begins to map out a Jungian framework for assessing progress, emphasizing the significance of both character and competence and the developing relationship between them. 相似文献
526.
Building contexts that support effective community responses to HIV/AIDS: a South African case study
In this paper we discuss our conceptualisation of a 'health-enabling social environment', and some of the strategies we are currently using to build social contexts most likely to support effective HIV/AIDS management in southern Africa. In developing these ideas, we draw on our on-going collaboration with residents of Entabeni, a remote rural community in South Africa where 43% of pregnant women are HIV positive. The aim of this collaboration is to facilitate contextual changes that will enable more effective community-led HIV/AIDS management in an isolated area where people have little or no access to formal health or welfare support, and where HIV/AIDS is heavily stigmatised. We give an account of the three phases of collaboration to date. These include research; the dissemination of findings and community consultation about the way forward; preliminary project activities (skills training for volunteer health workers; partnership building and a youth rally) as a way of illustrating what we believe are six key strategies for facilitating the development of 'AIDS-competent' communities: building knowledge and basic skills; creating social spaces for dialogue and critical thinking; promoting a sense of local ownership of the problem and incentives for action; emphasising community strengths and resources; mobilising existing formal and informal local networks; and building partnerships between marginalized communities and more powerful outside actors and agencies, locally, nationally and internationally. We discuss some of the triumphs and trials of this work, concluding with a discussion of the need to set realistic goals when working at the community level in highly conservative patriarchal communities to tackle problems which may be shaped by economic and political processes over which local people have little control. 相似文献
527.
528.
TOSHIHIKO HAYAMIZU KAZUYO KINO KUNIKO TAKAGI 《The Japanese psychological research》2007,49(3):211-221
Abstract: The effects of age and competence type on emotional reactions were demonstrated in this study. Participants: (362 junior high-school students, 658 senior high-school students, 407 undergraduates, and 1027 adults) were asked to rate the Assumed-competence Scale, second version (ACS-2) and Rosenberg's Self-esteem Scale, which were prepared to classify the participants into four competence types: Omnipotent, Assumed, Self-respective, and Atrophy. They also rated their perceived emotional reactions toward negative personal and social events, and the responses were compared among age groups and competence types. Remarkable results showed that the Assumed and the Atrophy types were prominent in junior and senior high-school students. They tend to get angry toward negative personal events, and they also tend not to respond emotionally toward social events. Another result was that people in the Assumed and Omnipotent types were likely to get angry toward both personal and social events, and they were also less responsive toward social events. 相似文献
529.
This study explores the relationships between four emotional competencies (i.e., intrapersonal skills, interpersonal skills, adaptability skills, and stress management skills) and four factors of maladjustment (i.e., antisocial behavior, anger control problems, emotional distress, and negative self problems) in 217 students from Singapore. Multiple regression findings indicated that stress management skills significantly predicted overall maladjustment, antisocial behavior, anger control problems, emotional distress, and negative self problems. With regard to the three remaining emotional competencies, interpersonal skills significantly predicted negative self problems, while intrapersonal skills and adaptability skills were not predictive of any of the four factors of maladjustment. Implications and limitations of these findings are discussed. 相似文献
530.
Lisa L. Knoche Jami E. Givens Susan M. Sheridan 《Journal of child and family studies》2007,16(5):684-695
We investigated the relationship between depression and parental sense of competence to child cognitive outcomes for a sample
of 49 adolescent mothers and their young children (Mean age=9 1/2 months) enrolled in a student parenting program. Cognitive development of the infants and toddlers was assessed using
the Bayley Scales of Infant Development. Maternal depression was assessed with the CES-D and parental competence measured
with the Parental Sense of Competence Scale. Results indicated that maternal depression and parental sense of competence alone
did not predict children’s cognitive scores; the interaction of the variables significantly predicted children’s outcomes.
Mothers reporting high levels of depression, who self-reported high levels of parental competence, had children who scored
higher on the Bayley. Children of mothers with high levels of depression, and low reported levels of competence scored lower
on the Bayley. The relationship was not significant for mothers reporting low levels of depression. Our findings suggest additional
research needs to focus on the buffering effect of parental sense of competence for adolescent mothers experiencing depression. 相似文献