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161.
Karen S. Budd Bryce Hella Hyo Bae David A. Meyerson Sarah C. Watkin 《Cognitive and behavioral practice》2011,18(4):502-514
Extensive evidence supports the efficacy of Parent-Child Interaction Therapy (PCIT) for reducing behavior problems in young children; however, little is known about the use of PCIT in a community mental health center (CMHC). This paper provides four clinical case examples of families who were referred to and successfully completed PCIT in an urban CMHC. The families were ethnically and socioeconomically diverse and presented with a wide range of treatment concerns and needs (e.g., autism, severe maternal psychopathology, involvement in child protective services, and complex family configurations) in addition to disruptive behavior. Our data and clinical observations suggest that PCIT decreased behavior problems, improved parent-child interactions, and, in some cases, reduced parental stress, with differing levels of change across families. Overall, the cases demonstrate that PCIT can be transported into a CMHC, and they illustrate supplemental services or minor accommodations to the established treatment protocol used to address individual family needs. Issues regarding the balance between fidelity and flexibility in transporting PCIT to a community setting are discussed, and future research topics are recommended. 相似文献
162.
Self‐produced locomotion is regarded as a setting event for other developmental transitions in infancy with important implications for socioemotional development and parent–child interaction. Using an age‐held‐constant design, this study examined changes in reported infant behaviour and maternal proactive/reactive control and compared them with direct observations of infant and maternal behaviour associated with the development of self‐produced locomotion. Maternal reports were obtained prior to the locomotor transition and, for half the sample, after infants had transitioned to effective mobility. Observations of all infants were conducted shortly after the second interview. Prelocomotor and transitioning infants showed none of the expected behavioural differences (e.g. emotionality and compliance) associated with the locomotor transition. There was modest confirmation of expected differences in maternal behaviour, particularly in the use of reactive control techniques, and mothers of transitioning infants showed higher proactive controls before their infants began to crawl. These findings suggest that the changes in parent–child interaction associated with the locomotor transition may have as much to do with parental expectations than with changes in infant socioemotional behaviour. Copyright © 2010 John Wiley & Sons, Ltd. 相似文献
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165.
Roger T. Ames 《Frontiers of Philosophy in China》2015,10(2):167
In this essay, inspired by the somatic turn in philosophy initiated by Richard Shusterman, I want to invoke the language of classical Confucian philosophy to think through the best efforts of William James and John Dewey to escape the mind-body and nature-nurture dualisms—that is, to offer an alternative vocabulary that might lend further clarity to the revolutionary insights of James and Dewey by appealing to the processual categories of Chinese cosmology. What I will try to do first is to refocus the pragmatist’s explanation of the relationship between mind and body through the lens of a process Confucian cosmology. And then, to make the case for James and Dewey, I will return to the radical, imagistic language they invoke to try and make the argument that this processual, holistic understanding of “vital bodyminding” is in fact what they were trying to say all along. 相似文献
166.
Johan van Benthem 《Synthese》2008,164(3):451-460
We present a number of, somewhat unusual, ways of describing what Craig’s interpolation theorem achieves, and use them to
identify some open problems and further directions. 相似文献
167.
Examined three aspects of childhood anxiety and peer liking: (1) whether or not children can detect anxiety in age-mates,
(2) the degree to which peer-reported anxiety, self-reported anxiety, and presence of anxiety disorders are associated with
peer liking, and (3) whether or not self-reported anxiety and presence of anxiety disorders are associated with peer liking
after controlling for peer-reported anxiety. Peer raters (9.5–12.5 years) rated videotaped speech samples of target children
with anxiety disorders (AD; 9.5–13 years) and target children without anxiety disorders (NAD; 9.5–13 years). Peer-rated anxiety
was positively correlated with target children’s self-reported anxiety and was higher among children with AD and children
with social phobia (SP). Peer liking was inversely related to peer-reported anxiety and was lower for target children with
SP. Target children with SP were liked less regardless of how anxious peers perceived them to be. Peer rater and target child
demographics did not moderate the relationship between peer-rated anxiety and peer liking. 相似文献
168.
The study examined similarities and differences between people having individualist and collectivist cultural orientations
in terms of what they perceive as stressful and uplifting experiences in their daily lives, and the relation between daily
experiences and family and life satisfaction. Data were collected from two representative community samples (697 Jews and
303 Arabs). Each sample was grouped into individualist and collectivist cultural orientations. The two cultural orientation
groups differed with respect to the appraisal of positive and negative daily experiences. A structural equation modeling (SEM)
multi-group analysis indicated a similar factor structure for hassles and uplifts in both groups. However, the two groups
differed in the effects of positive and negative daily occurrences on family and life satisfaction. 相似文献
169.
van der Horst FC Leroy HA van der Veer R 《Integrative psychological & behavioral science》2008,42(4):370-388
From 1957 through the mid-1970s, John Bowlby, one of the founders of attachment theory, was in close personal and scientific
contact with Harry Harlow. In constructing his new theory on the nature of the bond between children and their caregivers,
Bowlby profited highly from Harlow’s experimental work with rhesus monkeys. Harlow in his turn was influenced and inspired
by Bowlby’s new thinking. On the basis of the correspondence between Harlow and Bowlby, their mutual participation in scientific
meetings, archival materials, and an analysis of their scholarly writings, both the personal relationship between John Bowlby
and Harry Harlow and the cross-fertilization of their work are described.
Frank C.P. van der Horst is a PhD student and Lecturer at the Centre for Child and Family Studies at Leiden University, The Netherlands. The work presented in this special issue is part of his doctoral thesis on the roots of Bowlby’s attachment theory. The defence of this thesis, titled John Bowlby and ethology: a study of cross-fertilization, is scheduled for early 2009. Helen A. LeRoy recently retired from the Harlow Primate Lab at the University of Wisconsin-Madison after working there for nearly half a century. During that time, she worked closely with Harry Harlow from her arrival in 1958 until his retirement in 1974. She was Harlow’s executive assistant and was his help and stay in the editing of the Journal of Comparative and Physiological Psychology. René van der Veer is Professor of History of Educational Thinking at Leiden University, The Netherlands. His research addresses the work of key educational thinkers such as Gal’perin, Janet, Piaget, Vygotsky, Werner, and Wallon. In a longer study the origin of the idea of the social mind was traced. He is on the Editorial Board of Integrative Psychological and Behavioral Sciences. 相似文献
Frank C. P. van der HorstEmail: |
Frank C.P. van der Horst is a PhD student and Lecturer at the Centre for Child and Family Studies at Leiden University, The Netherlands. The work presented in this special issue is part of his doctoral thesis on the roots of Bowlby’s attachment theory. The defence of this thesis, titled John Bowlby and ethology: a study of cross-fertilization, is scheduled for early 2009. Helen A. LeRoy recently retired from the Harlow Primate Lab at the University of Wisconsin-Madison after working there for nearly half a century. During that time, she worked closely with Harry Harlow from her arrival in 1958 until his retirement in 1974. She was Harlow’s executive assistant and was his help and stay in the editing of the Journal of Comparative and Physiological Psychology. René van der Veer is Professor of History of Educational Thinking at Leiden University, The Netherlands. His research addresses the work of key educational thinkers such as Gal’perin, Janet, Piaget, Vygotsky, Werner, and Wallon. In a longer study the origin of the idea of the social mind was traced. He is on the Editorial Board of Integrative Psychological and Behavioral Sciences. 相似文献
170.
In learning mathematics, children must master fundamental logical relationships, including the inverse relationship between addition and subtraction. At the start of elementary school, children lack generalized understanding of this relationship in the context of exact arithmetic problems: they fail to judge, for example, that 12 + 9 − 9 yields 12. Here, we investigate whether preschool children’s approximate number knowledge nevertheless supports understanding of this relationship. Five-year-old children were more accurate on approximate large-number arithmetic problems that involved an inverse transformation than those that did not, when problems were presented in either non-symbolic or symbolic form. In contrast they showed no advantage for problems involving an inverse transformation when exact arithmetic was involved. Prior to formal schooling, children therefore show generalized understanding of at least one logical principle of arithmetic. The teaching of mathematics may be enhanced by building on this understanding. 相似文献