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31.
Mitchell R. Bornstein Alan S. Bellack Michel Hersen 《Journal of applied behavior analysis》1977,10(2):183-195
The effects of social-skills training consisting of instructions, feedback, behavior rehearsal, and modelling were examined in a multiple-baseline analysis in four unassertive children. The treatment was effective in that the behaviors selected for modification changed markedly. The effects of treatment generalized from trained to untrained items (interpersonal situations requiring assertive responding) and gains were maintained at the two- and four-week followup probe sessions. In addition, overall assertiveness in all subjects increased from baseline assessment to the conclusion of treatment and into followup. 相似文献
32.
This study investigated the effects of arranging task events for interdependence, to increase the probability of social responding. During task interdependence, the subjects, participating in dyads and a four-person group, obtained task materials (a puzzle piece) from their partner before completing their task (appropriately placing the puzzle piece). The verbal contingency required a verbal request to precede a subject's receiving a task material from his partner. The verbal contingency yoked with task interdependence made task completion contingent on the appropriate verbalization. The findings from two experiments suggested that task interdependence was sufficient to increase partner-directed verbalizations for three of the four subjects. When the verbal contingency was added, all subjects increased their requests and other verbalizations to partner. Applied to a four-person group, the verbal contingency yoked with varying levels of task interdependence correspondingly affected the pattern and level of group communications. The greater the task interdependence, i.e., the more members each subject depended on to complete his task, the more complex the social network of verbal contacts, and the higher the level of both requests and other verbalizations for the group. 相似文献
33.
Dennis M. Maloney Terry M. Harper Curtis J. Braukmann Dean L. Fixsen Elery L. Phillips Montrose M. Wolf 《Journal of applied behavior analysis》1976,9(3):371-371
The use of conversation-related skills by youthful offenders can influence social interactions with adults. These behaviors are also likely to be useful to adolescents after their release from a treatment program (Journal of Applied Behavior Analysis, 1972, 5 , 343–372). Four girls, aged 13 to 15 yr, residing at Achievement Place for Girls in Lawrence, Kansas, received training on conversation-related behaviors. A multiple-baseline design across youths and across behaviors was used. Youth answer-volunteering in response to questions and three youth nonverbal components (“hand on face”, “hand at rest”, and “facial orientation”) were measured during daily 10-min sessions with a simulated guest in the group home's living room. Answer-volunteering was scored each session as the per cent of 13 “secondary” questions that the simulated guest did not have to ask following 10 “primary” questions. The three nonverbal components were scored according to their occurrence during 10-sec intervals and the resultant scores were averaged per session for an overall appropriate nonverbal score. The girls individually earned points within the home's token economy for participating in each session and additional points were awarded after training if preselected behavioral criteria were achieved for each of the two behavior categories per girl. Some of the training sessions were led by a “teaching-parent” (specially trained houseparent) while others were led by individual girls. Point consequences were administered by both the teaching-parent and by the “peer-trainers”. The average observed rate of answer-volunteering by the girls during pretraining sessions was 30% for S1, 30% for S2, 23% for S3, and 68% for S4. The average rate of answer-volunteering during posttraining sessions was: S1 = 92%, S2 = 89%, S3 = 90%, and S4 = 98%. The average nonverbal score during pretraining sessions was 82% for S1, 53% for S2, 60% for S3, and 82% for S4. The average nonverbal score during posttraining sessions was: S1 = 98%, S2 = 98%, S3 = 98%, and S4 = 100%. Videotapes of the sessions were shown in a random sequence to four adults (probation officer, social worker, etc who represented “significant others” for the youths' future success in the community. The adults judged posttraining tapes on the average as more appropriate 100% of the time for S1, 100% of the time for S2, 90% of the time for S3, and 70% of the time for S4. The study demonstrated that training of conversation-related skills is feasible with predelinquent girls, that the girls can help train each other, and that social validation of the training results is possible. 相似文献
34.
This paper presents a preliminary sketch of what we have termed a Jungian socioanalysis – an emerging theory combining analytical psychology, complexity theories, sociological theories, socio- and psycho-analysis, group analysis and affect theories. Our assumption is that Jungian theory and practice need to attend to and focus more on social contexts, sociality and the influence of societal developments. But also, on the other hand, that analytical psychology, primarily Jung’s theory of individuation and the transcendent function as well as the broad complexity perspective of his theory of psyche, can be extended to a ‘socio’ and not just a ‘psycho’ perspective. The paper presents five foundational assumptions for a Jungian socioanalysis, with the following headings: 1) A Jungian socioanalysis calls for a complex psychology; 2) (Un)consciousness is social and sociality has a dimension of (un)consciousness; 3) A Jungian socioanalysis explores social fields ‘from within’ by smaller groups; 4) A Jungian socioanalysis enables and is enabled by emerging metaphors and affect-imagery; 5) Socio-cultural fields have an impulse toward individuation. This is the first of two papers in the present edition of the journal – the second paper gives socio-clinical illustrations of our thesis in this paper. 相似文献
35.
36.
Donald Kalsched 《The Journal of analytical psychology》2021,66(3):443-462
This paper explores how the deadly shadow of COVID-19 passing over the Earth constitutes a collective trauma that frequently opens up or ‘triggers’ un-remembered personal trauma, and it provides clinical examples of these intersections. The paper further explores how the human imagination, which we normally utilize to make meaning out of traumatic experience, can be hijacked by fear – leading to avoidance of suffering and to illusory formulations and alternative realities such as conspiracy theories. Alternatively, the imagination can be employed in more realistic and creative ways – leading through conscious suffering to healing and wholeness. Which path the imagination takes is shown to depend on the capacity of individuals to feel the full reality of the human condition in general and the exquisite vulnerability of our existence as fragile human beings at this moment in history. Ernest Becker’s analysis of our ‘denial of death’ and his urgency to embrace our common human vulnerability is explored in relation to Jung’s early tendency to deny the body. The author proposes that the more creative uses of the imagination, connected to a more humble and realistic apprehension of our common destiny, may be seen in the ‘Black Lives Matter’ movement that swept the world in the aftermath of the COVID-19 outbreak. 相似文献
37.
Phenomenology of the trickster archetype,U.S. electoral politics and the Black Lives Matter movement
Alan G. Vaughan 《The Journal of analytical psychology》2021,66(3):695-718
This paper examines the Black Lives Matter (BLM) movement in cultural, historical and relational contexts at the intersection of the U.S. Civil Rights movement, U.S. Civil Rights legislation, the Voting Rights Act of 1965 and reforms thereto in the recent U.S. Supreme Court decision of Shelby County v Holder, 570 U.S.529 (2013). The intergenerational relations between the BLM movement and these ongoing movements for civil and human rights is underscored. In the wake of protests about the sadistic murder of George Floyd, an unarmed African American man, by a Caucasian police officer, the BLM movement has been mischaracterized as an affront to law and order by the Trump-led U.S. administration. The mischaracterization was a re-election campaign effort designed to ignite ‘white fear’, ‘white rage’ and to defend police brutality and systemic racism. Analytical psychology and the phenomenology of the trickster archetype, as amplified from the African-centric perspective in the Yoruba deity Esu-Elegba, are employed to interrogate partisan obstructionist behaviours that assault multicultural democracy in both contemporary U.S. electoral politics and the political economy. The paper concludes with a brief note on the social activism of Fair Fight Georgia and the integration of its agenda into the BLM movement. 相似文献
38.
Lisa Marchiano 《The Journal of analytical psychology》2021,66(4):813-832
Within the last decade, there has been a sharp global rise in the number of young people identifying as transgender. More recently, there appears to be an increase in the numbers of young people detransitioning or returning to identifying with their natal sex after pursuing medical transition. A case is presented of a young woman who pursued a gender transition and returned to identifying as female after almost two years on testosterone. The author considers and critiques the affirmative model of care for gender dysphoric youth in light of this case. 相似文献
39.
40.
Anna J. Cunningham Adrian P. Burgess Caroline Witton Joel B. Talcott Laura R. Shapiro 《Developmental science》2021,24(1)
We reconcile competing theories of the role of phonological memory in reading development, by uncovering their dynamic relationship during the first 5 years of school. Phonological memory, reading and phoneme awareness were assessed in 780 phonics‐educated children at age 4, 5, 6 and 9. Confirmatory factor analyses demonstrated that phonological memory loaded onto two factors: verbal short‐term memory (verbal STM; phonological tasks that loaded primarily on serial order memory) and nonword repetition. Using longitudinal structural equation models, we found that verbal STM directly predicted early word‐level reading from age 4 to 6, reflecting the importance of serial‐order memory for letter‐by‐letter decoding. In contrast, reading had no reciprocal influence on the development of verbal STM. The relationship between nonword repetition and reading was bidirectional across the 5 years of study: nonword repetition and reading predicted each other both directly and indirectly (via phoneme awareness). Indirect effects from nonword repetition (and verbal STM) to reading support the view that phonological memory stimulates phonemically detailed representations through repeated encoding of complex verbal stimuli. Similarly, the indirect influence of reading on nonword repetition suggests that improved reading ability promotes the phoneme‐level specificity of phonological representations. Finally, the direct influence from reading to nonword repetition suggests that better readers use orthographic cues to help them remember and repeat new words accurately. A video abstract of this article can be viewed at https://www.youtube.com/watch?v=70LZfTR0BjE . 相似文献