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Robert?E.?LeeEmail author Jennifer?W.?Dunn Willam?C.?Nichols 《Contemporary Family Therapy》2005,27(1):1-17
Given the importance of American Association for Marriage and Family Therapy (AAMFT) Approved Supervisors to education, training, and regulation of marital and family therapists (MFTs), this study used 2001 national survey data to compare masters prepared AAMFT Approved Supervisors with those who possessed a doctorate. There has been a consistent increase from 1976 when 33% of Approved Supervisors were masters practitioners until today where they comprise approximately half of the Approved Supervisors respondents. We found modest differences with some overlap between masters and doctoral supervisors. More doctoral AAMFT Approved Supervisors provided supervision in private practice settings, were involved in professional organizations, had a pluralistic theoretical orientation, and were involved in ongoing MFT scholarship. 相似文献
124.
Sharifian F 《Journal of psycholinguistic research》2002,31(4):421-436
This study examined the processing of hyponymy in L1 and two levels of performance (overall and high proficiency) in L2 in a group of Persian-English bilinguals. In two experiments, the same participants detected semantic relation in hyponymy pairs (i.e., hyponym-superordinate vs. superordinate-hyponym) in L1 (experiment 1) and L2 (experiment 2). The variables of pair type, stimulus onset asynchrony (SOA), language, and language proficiency were manipulated. Overall, the results showed that participants' median RTs and SDs were significantly greater in L2. This suggests that L2 processing in unbalanced bilinguals is less automatic than L1 processing. The findings of experiment 2 with the higher proficiency group showed a trend toward performance in L1 and therefore confirmed the prediction of the hierarchical model of bilingual memory that lexical processes in more-fluent bilinguals approximate those of L1 speakers. The results of the two experiments also showed that participants were significantly faster when presented with superordinate-hyponym word pairs than with hyponym-superordinate word pairs at 100-ms SOA in both L1 and L2 conditions. The results at 200-ms SOA, however, showed an opposite trend, although the results with L2 did not reach significance. This trend of results points to a possibility of automatic vs. strategic processing in the sense that participants' processing of hyponymy relation was more strategic than automatic at 200-ms SOA. 相似文献
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This study assessed the reading, language, and memory skills of 56 bilingual Arab-Canadian children age's 9-14. English was their main instructional language, and Arabic was the language spoken at home. All children attended a Heritage Language Program in Toronto where they were taught to read and write Arabic. The children were administered word and pseudo-word reading, language, and working memory tests in English and Arabic. The majority of the children showed at least adequate proficiency in both languages. There was a significant relationship between the acquisition of word and pseudo-word reading working memory, and syntactic awareness skills in the two languages. The poor readers in Arabic had lower scores on all linguistic tasks, except the visual task. There were no significant differences between bilingual English Arabic children and monolingual English-speaking children on the reading, language, and memory tasks. However, bilingual English Arabic children who had reading problems in English had higher scores on English pseudo-word reading and spelling tasks than monolingual English-speaking children with reading disabilities, probably because of positive transfer from the regular nature of Arabic orthography. In this case, bilingualism does not appear to have negative consequences for the development of language reading skills in both languages—Arabic and English—despite the different nature of the two orthographies. 相似文献
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To explore the joint effect of reading difficulties (RD) and bilingualism on executive functions, 190 children of four groups of 9–12 year‐olds (41 bilinguals with RD, 45 monolinguals with RD, 45 bilinguals without RD, and 59 monolinguals without RD) were examined on the Concentration game, Tower of Hanoi, and Stroop as measures of executive functioning tapping into inhibitory/attentional control, working memory and planning ability. The most prominent finding was that in terms of RD, the speed of performances decreased dramatically. This general decrease was more pronounced for bilingual children with RD than for their monolingual counterparts. In conclusion, the findings suggest that while bilinguals gain more from executive functions in normal reading, they lose in terms of RD. Such an outcome confirms that executive functions are essential components of both reading and bilingualism, which depending on whether reading conditions are normal or difficult will produce cognitive advantages or disadvantages. Further, it is argued that dissimilarity between the Farsi and Swedish languages may complicate handling of such a situation. 相似文献
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The paper draws on recent research and the first author’s personal story to show what happens when the language difference between therapist and client is brought to mutual awareness in the therapy room. Individual lived experiences of migrant psychotherapists and counsellors and the issues that arise in therapy practice when the practitioners use their second language as the means of communication with clients are explored. The notion of a third language – a dynamic communication system that is a result of developing a professional identity through a second language – is introduced. Unlike the psychoanalytic third, it is often conscious and may be used either defensively or purposefully as a concrete third point of reference in the intersubjective encounter. The paper explores how the concept of a ‘Third Language’ can be used as a tool to negotiate perceived sameness or difference in therapeutic encounters and to build a common language with a client, both literally and metaphorically. The study featured in the paper has implications for practice, theory and research. 相似文献
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The aim of this qualitative study was to retrospectively examine nondisclosure in individual supervision while in training. Interviews were conducted with supervisees two years post-qualification. Specific nondisclosures were examined and reasons for these nondisclosures were explored. Six in-depth semi-structured interviews were conducted and data analysis drew on Consensual Qualitative Research. The findings revealed four categories relating to: (i) the nature of the difficulty; (ii) reasons for nondisclosure; (iii) the supervisory relationship; and (iv) facilitative factors. The quality of the supervisory relationship was a significant element in nondisclosure. A key recommendation was that role induction for supervisees should be incorporated into training programmes to assist supervisees in learning how to use supervision more effectively. Limitations of the study and further research are provided in light of current findings. 相似文献
130.
在图片命名范式下探讨了汉-英双语者汉、英两种语言之间的语码切换代价及影响切换代价不对称性的因素.实验一中发现了汉-英双语者的语码切换代价,但语码切换代价并未表现出不对称性;在加入时间间隔(ISI)变量后,短ISI条件下,汉-英双语者的语码切换代价表现出了不对称性,表现为从第二语言到第一语言的切换代价更大;而长ISI条件下,汉-英双语者的语码切换代价是对称的.这表明,图片命名任务中可出现语码切换代价,且ISI是影响语码切换代价不对称性的重要因素,支持并丰富了对优势语言的抑制说. 相似文献