儿童期社交退缩的亚类型及与社会适应的关系

对20世纪80年代以来有关儿童期社交退缩的研究进行了综述,包括社交退缩的概念、研究方法、亚类型以及不同类型社交退缩行为与儿童社会适应之间的关系。对社交退缩的概念进行了总结,指出社交退缩包括安静退缩、活跃退缩和焦虑退缩3种亚类型,其中安静退缩在儿童中后期与社会适应的关系较为紧密,活跃退缩在整个儿童期都与社会适应水平负向联系,而焦虑退缩与社会适应之间的关系具有情境性的特点,只有熟悉情境下的焦虑退缩行为才与社会适应具有负向联系。最后,文章指出了现有研究的不足和今后的研究方向。     

幼儿害羞与社会适应:母亲教养方式的调节作用

本研究以487名幼儿为被试,探讨害羞与社会适应的关系,以及母亲教养方式在害羞与社会适应之间的调节作用。幼儿母亲完成儿童社会偏好量表和教养方式问卷,幼儿教师完成对幼儿社会适应的评价。结果表明:(1)害羞与不合群和同伴排斥显著正相关;(2)母亲教养方式在害羞与社会适应之间具有调节作用。具体来说,母亲温暖、说理和鼓励自主的教养方式可减弱害羞幼儿的消极适应,而体罚和指令型的教养方式会加剧害羞幼儿的消极适应。研究结果对于害羞幼儿的干预具有重要价值。     

Wrapping community-based mental health services around children with a severe behavioral disorder: An evaluation of project wraparound

During the past two decades there has been a significant increase in community-based mental health and educational services for children and youth with serious emotional and behavioral problems and their families. However, in the vast majority of programs there are no reliable longitudinal data on the adjustment of the children that are served. Project Wraparound was a community-based individualized treatment program which served children and youth with severely maladjusted behavior and their families by providing intensive home and school-based services. The purpose of this paper is to provide a longitudinal analysis of client and family adjustment data. Data on client adjustment within the home and characteristics of the home environment were obtained at intervals of 3 months, 6 months, and 1 year. Data on client adjustment in school was obtained at four points over a period of 2 years. The results from 19 cases indicate that substantial change occurred on measures of the home environment and client adjustment in the home with no significant change in adjustment in the school. Implications of the findings are discussed.     

Measures of life stress and social support specific to an Asian student population

We designed two new measures—the Index of Life Stress (ILS) and the Index of Social Support (ISS)—to assist in the prediction of cultural adjustment for an Asian international student population. In the present study, these two measures were administered to 101 Asian international students. Stability estimates over 1 month were high: .97 for the ILS and .81 for the ISS. Construct validity, assessed via factor analyses, and concurrent validity, assessed via regression analyses to criteria of depression, hopelessness, and suicide ideation were satisfactory. Incremental validity for these two measures relative to extant measures of life stress and social support were computed. Results from these analyses indicated that these two measures added incrementally to the prediction of adjustment beyond that offered by existing measures.     

父母自主支持对青少年积极情绪适应的影响:基本心理需要满足的中介与调节作用模型

本研究旨在考察父母自主支持对青少年积极情绪适应的影响及其作用机制。采用生活满意度问卷、积极情感消极情感量表、父母自主支持量表、自尊量表以及基本心理需要量表对1912名初中生被试进行调查。结果表明：（1）父母自主支持对青少年生活满意度、积极情绪、自尊和基本心理需要满足有显著正向预测作用;（2）基本心理需要满足在父母自主支持对青少年生活满意度、自尊和积极情绪影响中的中介作用显著;（3）基本心理需要满足在父母自主支持与积极情绪、生活满意度之间起着调节作用。本研究结果揭示了基本心理需要满足在父母自主支持和积极情绪适应之间的“双重作用”。     

Emotion Regulation and Middle School Adjustment in Japanese Girls: Mediation by Perceived Social Support

Prior research has stated that successful emotion regulation (ER) contributes to psychological health and favorable interpersonal relationships. However, few studies have explored adaptive ER strategies in a school setting. The present study targeted Japanese female adolescents and examined the relationship between two specific ER strategies (reappraisal and suppression) and school adjustment, with social support as a mediating variable. Two hundred and seventy Japanese middle school girls completed measures of ER, perceived social support, and subjective school adjustment. The results showed that school adjustment was highest among reappraisers, followed by a balanced group who used both strategies with equal frequency, then suppressors. In addition, reappraisal showed both direct and indirect effects on school adjustment, while suppression showed only a negative indirect effect on school adjustment. Our findings suggest that reappraisal is an effective strategy that promotes receiving social support and consequently enhances school adjustment. Suppression, on the other hand, has neither favorable nor harmful impacts on school adjustment, but may, in the long run, result in poorer adjustment by impairing social relationships among adolescent girls.     

高中生羞怯与学校适应的关系:同伴依恋的中介作用及年级差异

目的:考察高中学生羞怯、同伴依恋与学校适应之间的关系及其年级差异。方法:以中学生羞怯量表、同伴依恋量表以及学校适应量表为研究工具,从潍坊市两所高中抽取12个班共计605名高中生进行问卷测查。结果:(1)高中生羞怯与同伴依恋、学校适应呈显著负相关; 同伴依恋与学校适应呈显著正相关。(2)同伴依恋在高中生羞怯和学校适应之间起部分中介作用,但同伴依恋在高一学生中中介作用显著,而在高二和高三学生中,这种中介作用不显著。     

Dyadic coping mediates the relationship between parents’ grief and dyadic adjustment following the loss of a child

Background and Objectives: This study aimed to examine forms of dyadic coping (DC) as mediators of the association between parents’ grief response and dyadic adjustment and to determine whether these indirect effects were moderated by the child’s type of death, timing of death, and age.

Design: The study design was cross-sectional.

Method: The sample consisted of 197 bereaved parents. Participants completed the Prolonged Grief Disorder Scale, Revised Dyadic Adjustment Scale, and Dyadic Coping Inventory.

Results: Significant indirect effects of parents’ grief response on dyadic adjustment were found through stress communication by oneself and by the partner, positive and negative DC by the partner, and joint DC. The timing of death moderated the association between grief response and dyadic adjustment and between joint DC and dyadic adjustment. Grief response was negatively associated with dyadic adjustment only when the death occurred after birth. Grief response was negatively associated with joint DC, which, in turn, was positively associated with dyadic adjustment, when the death occurred both before and after birth. However, the association was stronger in the latter.

Conclusions: Specific forms of DC might be mechanisms through which grief response is associated with dyadic adjustment and should be promoted in clinical practice.     

社会支持与城市移民子女生活满意度：学校适应的中介作用

该研究以城市移民子女作为研究对象,主要探讨社会支持对城市移民子女生活满意度的影响及预测作用,以及学校适应在社会支持与生活满意度之间的作用机制。研究结果表明：1）社会支持、学校适应与城市移民子女的生活满意度均呈显著相关,社会支持对城市移民子女生活满意度具有显著的正向预测作用。2）学校适应在社会支持影响城市移民子女生活满意度中起部分中介作用,即社会支持可以直接影响生活满意度,也可以通过学校适应间接影响生活满意度。但社会支持对生活满意度的直接影响是最主要的影响路径。．     

先“自我中心”再“调整”:成人推理他人心理状态的加工过程

成人在某些情况下推理他人心理状态时也会像较小的儿童一样出现自我中心化。本研究通过控制完成心理理论任务的反应时间,比较成人被试在有/无时间压力情况下推理他人心理状态时行为表现上的差异。其中,实验1选取24名大学生被试进行指示交流任务(考察视觉观点采择),实验2选取76名大学生被试进行成人版意外地点任务(考察错误信念理解)。结果发现,在限制反应时间的条件下,被试会更加自我中心化。两个实验的结果支持了成人推理他人心理状态可能是一个两阶段的加工过程的假设,即先自我中心再调整:首先以自我心理状态进行自我中心锚定,然后(若自我和他人心理状态存在差异)克服自我中心,理解他人的心理状态。