Existential fulfillment and burnout among principals and teachers

The aim of the current study was to determine the prevalence of burnout in primary education teachers and primary school principals and to explore the relationship of existential fulfillment to self‐reported burnout scores. Random samples of 215 teachers and 514 principals participated in a cross‐sectional study using an anonymous, mailed survey. Two questionnaires were used in both studies. The Dutch version of the Maslach Burnout Inventory for teachers was used to assess the teachers’ and principals’ burnout level. Second, existential fulfillment was measured by the Längle, Orgler and Kundi Existence Scale. The results of the present study indicated that teachers’ and principals’ existential fulfillment is related to their burnout level. Lack of existential fulfillment was an important burnout determinant. Unfortunately, this concept has been neglected to date. Existential fulfillment may be a significant and usable point of departure for devising psychological interventions aimed at teachers and principals.     

试析欧文·雅洛姆的存在精神动力学理论

该理论以终极关怀的觉察→焦虑→防御机制这一基本动力结构为核心,深入探讨了死亡、自由、存在孤独和无意义这四个终极关怀的心理病理学价值,以移除个体成长的障碍为目标,以注重此时此地作为核心策略,高度重视治疗关系在治疗中的作用,对存在心理治疗理论的发展做出了贡献,具有一定的借鉴价值。     

Early Childhood Anxious Solitude and Subsequent Peer Relationships: Maternal and Cognitive Moderators

It was hypothesized that the relation between early anxious solitude and subsequent peer relations would be moderated by early relational (maternal sensitivity) and individual factors (child school readiness). Participants were 1364 children from the National Institute of Child Health and Human Development's Study of Early Child Care and Youth Development. Anxious solitude was assessed by child care providers from 2 to 4.5 years, maternal sensitivity was observed during mother–child interactions from 2 to 4.5 years, school readiness was tested at 3 years, children's interactions with a friend were observed at 4.5 years, and friendship quantity and peer rejection were assessed by first grade teachers. Results indicate that anxious solitary children who had experienced high versus low early maternal sensitivity contributed significantly more actively to positive interaction and less actively to negative interaction with a friend at 4.5 years (these results were contingent on school readiness), and had more friends and were less rejected by peers in first grade. Although high school readiness predicted interactive competency and positive peer relationships in children low in anxious solitude, these benefits were suppressed in anxious solitary children.     

儿童同伴关系对孤独感的影响

以571名小学三、四、五、六年级的儿童为被试,考察了儿童社会喜好、友谊质量、消极退缩、社交自我知觉与孤独感的关系,检验了不同水平同伴关系变量对孤独感的影响。结果表明,儿童的同伴关系(同伴接纳、友谊质量、社交自我知觉)能显著预测其孤独感体验,其中,处于同伴关系个体水平的社交自我知觉对孤独感的预测作用最大,其次分别为双向关系水平的友谊质量和群体接纳水平的同伴接纳,而处于人际交互水平的消极退缩在控制了其他水平同伴关系变量的影响下,并不能显著预测其孤独感体验。     

自我概念在父母情感关爱与儿童发展间的完全中介效应

运用问卷法,对北京612名中小学生及其父母分别进行了儿童孤独退缩行为、自我概念及父母情感关爱行为测试,运用LISEREL软件对数据的分析结果表明:父母情感关爱行为通过儿童自我概念的完全中介作用,对儿童的孤独退缩行为起到明显的抑制作用;在父母情感关爱行为和儿童学业成就之间,儿童的学业自我概念也起到了明显的完全中介效果.从而支持了儿童自我概念在父母情感关爱与儿童发展间的完全中介地位.     

儿童期社交退缩的亚类型及与社会适应的关系

对20世纪80年代以来有关儿童期社交退缩的研究进行了综述,包括社交退缩的概念、研究方法、亚类型以及不同类型社交退缩行为与儿童社会适应之间的关系。对社交退缩的概念进行了总结,指出社交退缩包括安静退缩、活跃退缩和焦虑退缩3种亚类型,其中安静退缩在儿童中后期与社会适应的关系较为紧密,活跃退缩在整个儿童期都与社会适应水平负向联系,而焦虑退缩与社会适应之间的关系具有情境性的特点,只有熟悉情境下的焦虑退缩行为才与社会适应具有负向联系。最后,文章指出了现有研究的不足和今后的研究方向。     

存在焦虑的研究述评

存在焦虑是焦虑本体论的一种定义,是哲学、文学和心理学领域的重要概念之一。在心理学领域,存在焦虑理论主要包括罗洛·梅的焦虑本体论,布根塔尔的存在焦虑理论及存在焦虑与心理健康关系理论等等。目前的研究方法主要是量表测量法,但尚不成熟。为数不多的实证研究主要集中在：存在焦虑与心理健康的关系,与同一性地位的关系,与焦虑、抑郁的关系等等。今后研究的重点应包括概念研究的丰富、研究对象的拓宽及研究方法的改进和完善等     

Poetry in Existential Psychotherapy with Couples and Families

The use of poetry during the process of existential psychotherapy with couples and families is described and illustrated. In this approach, poems can be utilized to help the couple and/or family notice meaning potentials in the future, actualize and make use of such meaning potentials in the here and now, and re-collect and honor meanings previously actualized and deposited in the past.     

Metaphors can give life meaning

Conceptual metaphor theory offers a perspective on how and when people find meaning in life. Whereas life’s meaning can be difficult to grasp, metaphor compares life to a relatively more concrete and structured concept. Supporting this account, American adults (Study 1) and German undergraduates (Study 2) who framed life as a journey reported more meaning in life. The journey metaphor was particularly beneficial for individuals with low levels of perceived coherence in life (Study 2). Study 3 further explored this pattern of moderation: An accessible metaphor, compared to other life framings, benefited participants who lack a strong meaning framework. Study 4 focused on the mechanism behind metaphor’s influence. Participants who imagined events from their life journey perceived stronger interrelatedness among those events as measured with an analog spatial organization task. Perceived interrelatedness in turn predicted meaning in life, particularly for individuals with a strong preference for well-structured knowledge. Finally, participants who applied their own metaphor to life expressed greater meaning (Study 5), especially those high in personal need for structure (Study 6). An internal meta-analysis of these findings provides cumulative evidence for metaphor’s influence on perceived meaning in life and reveals moderating features of the individual.