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281.
Sheila Levi 《Journal of Child Psychotherapy》2017,43(3):330-352
This paper describes a developmental psychotherapy undertaken with a physically disabled latency boy, with a background of significant developmental deficits and multiple psychological trauma, diagnosed by CAMHS as being on the autistic spectrum. Using an assessment framework following Anna Freud’s conceptualisation of developmental lines, pathology as a deviation from the norm was formulated. Assessments using standard psychological tests were made at the beginning, in the middle, and at the end of his therapy, in order to study the changes in his personality development. Standard assessment findings were also used to portray the fragmentation of the boy’s psyche in a concrete fashion, in order to facilitate his re-integration. 相似文献
282.
“But We Want to Work”: The Movement of Child Workers in Peru and the Actions for Reducing Child Labor 下载免费PDF全文
Isidro Maya Jariego 《American journal of community psychology》2017,60(3-4):430-438
The program Edúcame Primero (Educate Me First) is an evidence‐based practice for eradicating child labor that has been applied with positive results in Colombia, Peru, and several Central American countries. In this article, we describe the difficulties of implementing the program in two poor areas of Lima (Peru) between 2014 and 2016. Specifically, we discuss three ethical challenges faced during the implementation of the program: (a) the existence of a movement of working children that defends the right of children to work; (b) the polarization of some community‐based associations and government institutions on how to deal with the problems of working children; and (c) the use of network indicators in the evaluation of the community's level of cohesion. Taking the Code of Ethics of the General Council of Associations of Psychologists in Spain as a guide, we adopted a consensus approach in planning and research design, combining different criteria of value with the participation of different stakeholders. The implementation of the program in Peru gave preference to developing skills in children over changing attitudes in relation to child protection, although the intervention openly declared its aims when engaging institutions and families. Finally, we address how social network research places special ethical demands on conventional ethical standards. Our experience with this project shows the importance of acting as a bridge between different stakeholders and assessing how all of them benefit from the intervention. 相似文献
283.
A number of current developments in the field potentially provide opportunities for preventative relationship and family interventions to be integrated into primary care. In this context, it is important to understand what family counselling is and how it might differ from family therapy. Thus, this paper investigates how the service of one low-intensity family counselling provider, Relate, is conceptualised and practised by counsellors on the ground. Questions about practice were posed to five focus groups of family counsellors and these were analysed using thematic analysis. The findings suggest that Relate family counselling is seen as ‘family therapy lite’, with a flexible, eclectic and integrative use of concepts and techniques within a systemic framework. Implications of this conceptualisation of family counselling for training, practice and research are discussed. 相似文献
284.
Nicole Letourneau Lubna Anis Henry Ntanda Jason Novick Miriam Steele Howard Steele Martha Hart 《Infant mental health journal》2020,41(4):445-462
Toxic stressors (e.g., parental violence, depression, low income) place children at risk for insecure attachment. Parental reflective function—parents’ capacity to understand their own and their child's mental states and thus regulate their own feelings and behavior toward their child—may buffer the negative effects of toxic stress on attachment. Our objective was to test the effectiveness of the Attachment and Child Health (ATTACH) intervention, focusing on improving reflective function and children's attachment security, for at-risk mothers and children <36 months of age. Three pilot studies were conducted with women and children from an inner city agency serving vulnerable, low-income families and a family violence shelter. Randomized control trial (n = 20, n = 10 at enrollment) and quasi-experimental (n = 10 at enrollment) methods tested the effect of the ATTACH intervention on the primary outcome of reflective function scores, from transcribed Parent Development Interviews. Our secondary outcome was children's attachment patterns from Ainsworth's Strange Situation Procedure. Despite some attrition, mixed methods analysis of covariance and t tests revealed significant differences in maternal, child, and overall reflective function, with moderate effect sizes. While more children whose mothers received the ATTACH program were securely attached posttreatment, as compared with controls, significant differences were not observed, which may be due to missing observations (n = 5 cases). Understanding the effectiveness of programs like the ATTACH intervention contributes to improved programs and services to promote healthy development of children affected by toxic stress. 相似文献
285.
This conceptual/clinical paper presents a couple, integrative, psychobiosocial model of assessment, treatment, and relapse
prevention for common sexual dysfunctions. The goal is to encourage couple therapists to integrate sexual permission-giving,
scientifically and clinically relevant sexual information and guidelines, and specific sexual suggestions/interventions into
their couple work. The artificial barriers between couple and sex therapy is to the detriment of couples who need to address
intimacy and sexuality problems. 相似文献
286.
Several links between aspects of executive functioning and the development of social competence have been established. The
present study investigates the relation between executive inhibitory control and cooperative/non-cooperative behavior, in
an ecological setting, and from a longitudinal perspective. Elementary school children (n=195) of three age groups (7, 9, 11 years, initially) were measured at two consecutive time points, at a one-year interval,
with tasks tapping executive inhibitory control (the Stroop test), and social competence (a collaborative puzzle solving task).
Executive inhibition was identified as the most influential stable predictor only in the case of non-cooperative behavior
and presented strong concurrent relations with both cooperative and non-cooperative behavior at follow-up, even when controlling
for previous level of the same behavior. The findings imply the need to consider the important role of executive inhibitory
processes in multifactorial models of social competence development and in the refinement of present interventions. 相似文献
287.
Since elderly people suffering from dementia want to go on living independently for as long as possible, they need to be able
to maintain familiar and learn new practical skills. Although explicit or declarative learning methods are mostly used to
train new skills, it is hypothesized that implicit or procedural techniques may be more effective in this population. The
present review discusses 23 experimental studies on implicit motor-skill learning in patients with Alzheimer’s disease (AD).
All studies found intact implicit motor-learning capacities. Subsequently, it is elaborated how these intact learning abilities
can be exploited in the patients’ rehabilitation with respect to the variables ‘practice’ and ‘feedback.’ Recommendations
for future research are provided, and it is concluded that if training programs are adjusted to specific needs and abilities,
older people with AD are well able to (re)learn practical motor skills, which may enhance their autonomy. 相似文献
288.
Robin S. Codding Tanya L. Eckert Erica Fanning Maria Shiyko Esther Solomon 《Journal of Behavioral Education》2007,16(2):125-141
The purpose of this study was to compare the isolated effects of cover-copy-compare (CCC) with the combined effects of CCC
and two types of performance feedback (i.e., digits correct and incorrect per minute) on sixth grade students’ mathematics
fluency and accuracy. An alternating treatments design was employed to compare treatments across 16 weeks. Participants included
three general education sixth grade students whose teachers recommended them for additional help with mathematics calculation.
No differentiation between treatments was demonstrated for any of the participants and individual differences pertaining to
the number of sessions needed to reach and consistently perform at mastery levels were found. Follow-up data at 4 and 12 days
following termination of the intervention phase indicated that all participants continued to perform at mastery levels. Generalization
to a slightly more difficult mathematics skill yielded pre-intervention to post-intervention increases, albeit small. Students
rated all three treatment conditions favorably. 相似文献
289.
Teachers facing school failure: the social valorization of effort in the school context 总被引:2,自引:0,他引:2
Maria Cristina Matteucci 《Social Psychology of Education》2007,10(1):29-53
This paper describes two studies concerning teachers’ classroom interventions facing school failure. The role of two main
variables is investigated: the lack of effort as a cause of failure students are held responsible for by teachers, and teacher’s
social representations of intelligence. The first study (Study 1) explored the impact of “lack of effort” causal attribution
for student’s failure on the intervention strategies adopted by 122 high school teachers. Study 2 analyzed the impact of social
representations of intelligence, held by 202 high school teachers, on “lack of effort” causal inference and on behavioral
interventions. Results highlight that teachers mostly choose more severe educational interventions with retributive purpose
when failure is ascribable to an absence of effort expenditure by the student. Moreover, the findings support the role of
teachers’ social representations of intelligence in failure explanations and in educational practices, showing that “lack
of effort” attribution and practices with retributive purpose are predicted by the social representation of intelligence “as
a gift”. Results are analyzed and discussed by considering the effort as a normative parameter of the school environment.
This research was supported financially in part by MURST “University funds, 2004 (Ex 40%)”. Portions of these results were
presented at the 8th International Conference on Social Representations, Rome. 相似文献
290.
Regardless of preexisting trauma history, offenders regularly experience traumatic events while incarcerated. Current therapeutic approaches focus on coping skills and behavioral responses. The authors recommend integrating the use of trauma‐informed care to address the deeper emotional responses tied to trauma. 相似文献