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221.
Allison A. Buskirk-Cohen 《Journal of Creativity in Mental Health》2015,10(1):34-45
This pilot study evaluated whether a creative arts therapy program delivered through a 2-week summer day camp benefited children’s support networks and improved their general wellness. Camp staff completed ratings on the behavior of 11 children. Eleven parents (10 mothers) completed ratings on their children’s behavior. Surveys were utilized; data were analyzed using Wilcoxon t tests. Results demonstrated that camp staff observed the most significant improvements in children’s behaviors and relationships. Results of this study indicate that a social skills therapy program delivered through a creative arts summer camp can be beneficial to young children. Furthermore, these results were found during an intense, yet brief, period of time. 相似文献
222.
This pilot study examined a brief psychological intervention delivered to a group of disengaged youths (n = 16) using horse-related activities to improve their levels of self-esteem and self-efficacy. The Rosenberg Self-Esteem Scale and the General Self-Efficacy Scale were administered (preintervention and postintervention). Participants’ case managers also completed a survey to assess their perception of the young people’s behaviors and attitudes to life. Participants showed a significant increase in their levels of self-esteem and self-efficacy following the intervention. There was also evidence of a positive shift in overall attitude toward life. The findings indicated that equine-facilitated therapy might provide a viable option for youths who have not responded to other interventions and who have disengaged from traditional institutions. 相似文献
223.
Counselors serve numerous multicultural clients, such as individuals in same-sex relationships. However, some counselors-in-training (students) are reluctant to provide therapy to same-sex couples (SSCs). This article provides counselor education programs with creative guidelines/strategies for students to work with SSCs. Specifically, this article recommends a mixed personal growth group for counselors-in-training to develop better social-relational capabilities and multicultural sensitivity/awareness. 相似文献
224.
从中国和美国中部地区选取小学儿童236人,采用状态社会创造性开放问卷和教师领导方式结构式问卷考察了儿童状态社会创造性的文化差异及其与教师领导方式的关系。结果表明:(1)总体上,美国儿童在社会性问题解决中表现出较强的流畅性和变通性等创造性思维品质,但中国儿童表现出较强的适当性、有效性和冒险性等社会适应和人格状态;(2)状态社会创造性总体上存在着国别与年级之间的交互作用,美国的四年级儿童状态社会创造性得分显著高于五年级儿童;(3)教师领导方式的各个维度均不存在显著的预测作用。中美儿童的状态社会创造性既有相似之处又有不同之处。 相似文献
225.
A positive mood enhances creative performance. We examined which type of creativity, divergent or convergent thinking, was enhanced by a positive mood. Half of the participants listened to happy music and thought about happy events (positive group). The other half listened to the Japanese Constitution (neutral group). Participants' emotional valence and arousal were measured before and after mood induction. All participants then engaged in a creative activity involving the generation of new names for rice. The results indicated that the positive group produced more divergent ideas than did the neutral group. On the other hand, the two groups did not differ with respect to the number of convergent ideas that were generated. We suggest that being in a positive mood facilitates flexible thinking and consequently leads to production of unconventional and atypical ideas. 相似文献
226.
Stability of the Positive Mood Effect on Creativity When Task Switching,Practice Effect,and Test Item Differences are Taken into Consideration
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Although experimentally induced positive mood can generally last for 20 min and the induced mood is conducive to creative performance, it is still unclear whether the facilitation effect is stable during these 20 min. Two studies were conducted to examine this issue while controlling for the impacts of task switching, practice effect, and test item differences. In Study 1, participants (N = 42) were randomly assigned to positive, negative, and neutral mood conditions. After watching a short video clip, participants answered four items of the Alternate Uses Test (AUT) in 20 min, with 5 min allotted for each item. Creative performance during each 5‐min period was scored in terms of fluency and flexibility. Separate repeated‐measures analyses of variances on these creativity scores showed that positive mood consistently enhanced performance over 20 min. Study 2 further eliminated the effects of test item differences and test order. Participants (N = 131) underwent the same mood induction procedure and answered the same four items of the AUT, except that these items were presented in four different sequences in accordance with the Latin square design. Consistent with the findings in Study 1, Study 2 showed that the facilitation effect of positive mood lasted for 20 min when the interference of task switching, practice effect, and test item differences were minimized. This finding not only sheds light on the debate regarding the stability of experimentally induced positive mood effect, but also contributes to the body of empirical evidence that future studies may use to examine the positive mood effect over a relatively long period of time. 相似文献
227.
228.
Rogelio Puente-Díaz 《The Journal of psychology》2016,150(2):175-195
Creativity and innovation are at the core of important outcomes such as economic and sales growth, production of articles and students' learning. Thus, it is not surprising to find research articles on creativity and innovation across different disciplines such as business, psychology, and education. Given the importance of understanding creativity and innovation, we reviewed the empirical literature examining the antecedents and consequences of creative self-efficacy in the work domain. Our review used the theory of individual creative action and social cognitive theory as guiding frameworks to place creative self-efficacy in the creativity and innovation process, define creativity and innovation, explore how creative self-efficacy has been measured, examine the antecedents and consequences of creative self-efficacy, point out gaps in knowledge and offer suggestions for future research and provide some applied implications. One important finding was that creative self-efficacy has made a significant contribution as a process variable explaining how several organizational and personal factors influence creative outcomes via their influence on creative self-efficacy. 相似文献
229.
Jeb S. Puryear 《创造性行为杂志》2016,50(4):321-332
The parallels between cognitive development and creativity are neglected in the literature. Piaget's information transformations are personalized, meaning individual constructions can involve creativity. Vygotsky's work considers the implications and interactions of social influences, conventions, and personal implications for creative development. The Cognitive‐Creative Sifting Model is proposed to focus attention on these and other connections between cognitive development and creativity. Other common methods of assessing creativity are compared to the proposed model. It is argued that the model provides a foundation to evaluate individual creative potentials more holistically. Specifically, the conceptual elements of metacognition are described and their role in the development of creativity is suggested. It is argued that future researchers should pay particular attention to the interaction effects metacognition has with traditional measures of creativity focused on ideation and product evaluation. 相似文献
230.
An Examination of the Personality Constructs Underlying Dimensions of Creative Problem‐Solving Style
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This study investigated the personality facets that underpin the construct of problem‐solving style, particularly when approaching more creative kinds of problem‐solving. Cattell's Sixteen Personality Factors Questionnaire and VIEW—An Assessment of Problem Solving Style were administered to 165 students from the Norwegian Business School. We explored relationships through correlational and regression analysis. Personality profiles were derived for each of VIEW's three dimensions and were in generally expected directions. Those with an Explorer preference were more imaginative and idea oriented, open to change, unconventional, freethinking, and flexible than Developers. Those with a Developer preference were more practical and solution oriented, more traditional, rule conscious, conservative, and respecting of traditional ideas. Those with an External preference were more group oriented, affiliative, socially bold, warm, and attentive to others than those with an Internal preference. Those with a more Task‐oriented preference were more impersonal, detached, utilitarian, and tough minded than those with Person‐oriented preference. We outlined implications and suggestions for further research. 相似文献