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221.
Jan D. Sinnott 《Journal of Adult Development》1999,6(4):193-194
The articles in this issue continue the theme of university reform begun in Part I, published in this journal in July. The university might well respond to current criticisms by teaching and studying interpersonal and emotional skills in combination with intellectual skills, which are already emphasized. Such a change would assist the adult development of university students and prepare the university and its students for the global society of the next century. The concept of the university as providing nourishment for life is described. This second part of the Special Issue includes both empirical studies and responses to all the articles in both this part and Part I. 相似文献
222.
以初中生为被试,以社会技能为目标行为,对角色扮演测试进行研究,探讨其影响因素和外在效度。研究采用2×2×2三因素实验设计,通过现场测试、刺激控制和问卷调查相结合的实验方法,着重探讨了角色扮演情境内容、测试指导语、实验助手的交往方式三个因素对被试行为的影响,证明了角色扮演行为随情境操纵的变化而变化,并发现在采用个体化的测试情境、低水平要求的指导语及非结构化的交往方式的情况下,外在效度最高。另外,多元回归统计分析表明被试性别、已有水平等对角色扮演行为水平也有影响。 相似文献
223.
Ken O'Day 《Ethical Theory and Moral Practice》1998,1(1):61-87
What is one who takes normativity seriously to do if normativity can neither be discovered lurking out there in the world independently of us nor can it be sufficiently grasped from a merely explanatory perspective? One option is to accept that the normative challenge cannot be met and to retreat to some form of moral skepticism. Another possibility has recently been proposed by Christine Korsgaard in The Sources of Normativity where she aims to develop an account of normativity which is grounded in autonomy. Furthermore, she argues that on her account reasons are "essentially public" and that this captures how it is that we can obligate one another. In this paper I argue that there is a serious tension between her account of normativity and the publicity of reasons-namely, that if reasons are essentially public, then it is not possible for individuals to legislate laws for themselves. However, I then argue that if we revise her conception of normativity such that it is understood to involve collective rather than individual legislation that it may then be possible to account for interpersonal reasons. 相似文献
224.
对8─16岁少年儿童认同从众反应原因的研究 总被引:2,自引:0,他引:2
个体从众的原因究竟是什么?根据文献,假设有5种原因,以100名8~16岁少年儿童为被试进行测试,反应结果证实了这5种原因。然后,要求上述年龄的400名被试对有关线段长度的和有关道德判断的从众反应情境、就5项原因作主次排序。结果表明:被试认为从众反应原因的主次顺序依次为“多数人更正确”、“表示归属群体”、“为了表示友好”、“为了免受责难”、“图省事不费心”;同时这种总趋势会因被试的年龄不同和从众情境不同表现出不同特点。 相似文献
225.
个体从众的原因究竟是什么?根据文献,假设有5种原因,以100名8~16岁少年儿童为被试进行测试,反应结果证实了这5种原因。然后,要求上述年龄的400名被试对有关线段长度的和有关道德判断的从众反应情境、就5项原因作主次排序。结果表明:被试认为从众反应原因的主次顺序依次为“多数人更正确”、“表示归属群体”、“为了表示友好”、“为了免受责难”、“图省事不费心”;同时这种总趋势会因被试的年龄不同和从众情境不同表现出不同特点。 相似文献
226.
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228.
Lydia V. Flasher 《Journal of Contemporary Psychotherapy》2000,30(3):239-254
This paper proposes the use of Hans Strupp's case formulation method, Cyclical Maladaptive Patterns, with child clinical cases. While Strupp's case formulation method was developed for use with adults in Time-Limited Dynamic Psychotherapy, this interpersonally-based model is viewed as consistent with recent literature in child development and psychopathology which emphasizes the centrality of peer relationships, interpersonal schema, and social attribution biases in the development of maladaptive interpersonal behavior. Application of this method underscores the interpersonal nature and context of childhood problems as well as their cyclical and self-perpetuating quality. Use of this case formulation method with children is proposed as a basis for individually tailoring treatment plans with children who have problems with aggression, rejection, and other maladaptive interpersonal patterns. 相似文献
229.
Charlotte Pylyser Justine Loncke Tom Loeys Jan De Mol Ann Buysse 《Personal Relationships》2020,27(2):366-384
The current study examined the respective role of stepfamily members' individual characteristics and their dyadic relationships in stepfamily members' perceptions of mattering to one another. Parents, stepparents, and adolescents from 86 stepfamilies participated. Applying social relations model analyses, several trends emerged regarding the relative importance of individual and dyadic factors. Parents' and adolescents' reports of mattering to one another were mainly driven by individual factors, whereas relational factors were important to understand the reports of mattering in which the stepparent was one of the dyad members. These findings contribute to stepfamily research by highlighting that stepfamily members' sense of belonging is at least partly a function of the interpersonal adaptation between the stepparent and other family members. 相似文献
230.
Timothy Anderson Joshua D. Finkelstein Sarah A. Horvath 《Counselling and Psychotherapy Research》2020,20(3):463-469
The Facilitative Interpersonal Skills (FIS) task is a performance test of therapists’ use of common relational skills (e.g. empathy, building expectations). The FIS method includes (a) materials that simulate difficult client moments on video, which are used to collect therapists’ responses to these situations; and (b) independent ratings of these responses. Many of the FIS items are informed by psychotherapy processes that have been linked to outcome and facilitative conditions that have been reframed as individual therapist skills (e.g. alliance bond capacity). Overall, the FIS has predicted psychotherapy outcome. A single study is described in which FIS predicted the therapist effect using multilevel modelling of a large sample of clients who were nested within therapists. We also summarise two additional outcome studies that used experimental designs. One future direction is to better understand how therapists form responses to these difficult moments. We conclude that forming an optimal therapeutic response during challenging, emergent in‐session situations involves responsiveness (Stiles et al., 1998), or finding a response that fits the clients’ needs within any moment. 相似文献