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41.
Douglas A. Behrend;Helana Girgis;Rachel Stevens; 《The British journal of developmental psychology》2024,42(2):166-176
Young children are biased to treat new information communicated to them as conventional, shareable, and known by others in their community. However, some information is privileged in the sense that is not intended to be shared with or known by all. The current study compared judgements regarding sharing conventional versus privileged information. Seventy-four 3- to 5-year-olds and adults responded to vignettes in which a protagonist had to decide whether to share conventional (an object name) or privileged information (surprise). Consistent with our hypothesis, there was no developmental change in sharing judgements for conventional information but a clear decrease with age for sharing privileged information. Nonetheless, even 3-year-olds were more likely to judge that conventional information should be shared more than privileged information, though this difference increased with age. While children overall treat information as shareable, there is an emerging ability to distinguish how conventional versus privileged information should be shared. 相似文献
42.
《Cognitive and behavioral practice》2022,29(3):666-681
ObjectiveTraining lay providers to deliver mental health interventions is both effective and cost-effective. However, more research is needed to document training and supervision procedures and to collect lay providers’ feedback.MethodsThis study documents training and supervision from a randomized controlled trial of the Shamiri intervention, a four-session, school-based intervention that significantly reduced symptoms of anxiety and depression in Kenyan adolescents. We delivered a 10-hour training to 13 lay providers, M (SD)age = 21.00 (1.95), %female = 61.54. We also hosted 30-minute supervision meetings twice weekly. Training and supervision were delivered primarily by undergraduates. Independent raters coded session recordings for fidelity and quality of services, and we collected quantitative and qualitative feedback from lay providers.ResultsReliability and mean ratings for all six of our fidelity and quality measures (delivering required content, adhering to specified details, thoroughness, skillfulness, clarity, and purity) were very good to excellent. Lay provider quantitative ratings of training were also overwhelmingly positive, with an overall satisfaction rating of 6.46/7.00. We identified central qualitative themes in lay provider comments: Generally, comments about training style, content, and personal interactions were overwhelmingly positive, and many lay providers reported personal growth. Comments about timing and location of training were mixed.ConclusionsThis study provides preliminary evidence that a very brief training delivered primarily by undergraduates can teach high school-graduate lay providers to deliver effective mental health interventions. Additionally, we discuss lessons learned and implications for future research, including the importance of considering local context when planning and of continuously collecting and addressing lay provider feedback. 相似文献
43.
《Pratiques Psychologiques》2022,28(1):43-54
IntroductionHealth professionals’ self-disclosure is a common practice, but there is still controversy regarding when it is appropriate, what the extent and content of self-disclosure should be, and what the clinical consequences are.ObjectivesThis qualitative study aimed to investigate self-disclosure in health and social-care professionals.MethodThirteen in-depth interviews with group leaders of an intervention to improve pleasure and motivation in schizophrenia. The interviews were subjected to thematic analysis.ResultsProfessionals describe their personal disclosures as authentic sharing of lived experiences. From a content point of view, professionals select simple events from their personal or professional life, which they find easy to share with patients, in a group. The selection criteria for these experiences mainly concern the therapeutic value and are formulated in terms of relevance of the content and the usefulness envisioned for the patient as well as authenticity. Self-disclosure generates a redefinition of the places in interaction and a more egalitarian relationship.ConclusionSelf-disclosure is found to be a tool for developing and maintaining the therapeutic relationship. Further studies of the phenomenon would be useful to design training and supervision for professionals. 相似文献
44.
45.
The identifiable victim effect refers to people's greater willingness to share resources with identified targets (about whom they have some identifying information) than to share with unidentified or statistical targets. Previous research examining adults' behavior suggests that identifiable targets arouse in the perceiver an intense emotional reaction that, in turn, increases sharing especially when the target is perceived as needy. In the current research, we examine whether the spontaneous reaction toward an identifiable, needy target and the increase in sharing with such a target appears in young children's sharing behavior and when in early childhood it develops. The results suggest that adding identifying information about a needy recipient increases sharing only in older children (above the age of 5.5) and in children who have acquired higher levels of theory of mind (independent of age). Mediation–moderation analysis suggests that theory of mind mediates the relation between age and sharing mainly when a specific, needy recipient is presented. Copyright © 2015 John Wiley & Sons, Ltd. 相似文献
46.
Sarah E. Walter 《Estudios de Psicología》2015,36(1):166-175
AbstractThe purpose of sharing is to construct equivalent sets, making it an ideal context for analysing important quantitative concepts such as counting, equivalence and cardinality. Two studies analysed how four- and five-year-olds shared blocks in equal sharing and reciprocity conditions and their number inferences about one set after counting the other. The researcher asked children to share double and single blocks between two characters. They succeeded more in building equivalent shares in an equal sharing than reciprocity condition. Most children who shared correctly also made appropriate number inferences. To examine whether perceptual cues helped children share the blocks, a second study used Canadian $1 and $2 coins. A double block is twice the size of a single, whereas there is no visual cue about the value relation between coins because they are the same size. Unexpectedly, children shared equally well with blocks and coins, and most children made number inferences. 相似文献
47.
Antonio Zuffianò Tyler Colasante Joanna Peplak Tina Malti 《The British journal of developmental psychology》2015,33(2):252-258
We examined links between sharing, respect for moral others, and sympathy in an ethnically diverse sample of 7‐ and 15‐year‐olds (N = 146). Sharing was assessed through children's allocation of resources in the dictator game. Children reported their respect towards hypothetical characters performing moral acts. Sympathy was evaluated via caregiver and child reports. Respect and caregiver‐reported sympathy interacted in predicting sharing: Higher levels of respect were associated with higher levels of sharing for children with low, but not medium or high, levels of sympathy. The motivational components of other‐oriented respect may compensate for low levels of sympathetic concern in the promotion of sharing. 相似文献
48.
ABSTRACTSocial sharing of positive life experiences has been linked to increased intensity of positive emotion. Less is known about the relations among sharing, the perceived response of the listener, and the duration of positive emotion. We hypothesised that sharing an experience would sustain positive emotion when listeners responded in a manner that highlighted the appraised importance and remarkability of the experience, thereby slowing hedonic adaptation. College students who received a desirable exam grade (N?=?165) reported their emotional response, appraisals, and sharing on the day they received their grade and again the following evening. Sharing was associated with longer episodes of positive emotion and more time spent thinking about the positive event. The association between sharing and emotion duration was greatest when sharing partners were perceived as highlighting the importance and remarkability of the event. This type of sharing also mitigated the fading of emotion intensity over time. These findings suggest that sharing sustains positive emotion by promoting appraisals that “keep the magic alive.” 相似文献
49.
Catherine E. Connelly David Zweig 《European Journal of Work and Organizational Psychology》2013,22(3):479-489
Research has begun to document the negative organizational consequences of knowledge hiding, or the intentional attempt to conceal knowledge, among employees. However, different knowledge hiding behaviours exist, and we explore whether some types of knowledge hiding are more harmful than others. Although theory would suggest that knowledge hiders rationalize their behaviours and fail to anticipate the negative consequences of their behaviours, we found that they did anticipate harmed relationships and retaliation. In addition, targets of knowledge hiding did not always construe the behaviour as harmful or as necessitating retaliation. Overall, our research suggests that not all knowledge hiding is equally harmful. Some types of knowledge hiding may actually enhance the relationships between colleagues and might break the cycle of knowledge hiding in organizations. 相似文献
50.
Although multitasking has been identified as an important competency for many jobs, standardized preemployment tests of multitasking are uncommon, and their validity beyond separate single-task assessments is unclear. To address this gap, this study compared the validity of a preemployment multitasking assessment (with math, memorization, and monitoring tasks presented concurrently) to an assessment in which the same constituent tasks were assessed separately. Among military pilot applicants, concurrent multitasking predicted both flying and academic performance, whereas serial single-task scores and their combination predicted only academic performance. Larger multitasking decrements (i.e., operationalized as the difference between single-task and multiple-task performance of the same constituent tasks) were associated with poorer flying performance. Results suggest the potential utility of multitasking assessments in selection for military jobs requiring competing, concurrent task demands. 相似文献