论《易经》非占筮记录

自20世纪初古史辨运动兴起,易学界受科学主义思潮影响,多视"经"为卜筮记录,"传"为哲理新创,"经"与"传"必须分别而观,不可以以"经"释"传",亦不可以以"传"解"经"。本文列举九个论点,论证《易记》为政治典册,蕴含义理;《易传》义理之精义即多承继自"经"。《周易》"经""传"关系,一如父母子女之关系。父母之基因为子女所承继,"经"之基因亦为"传"所传承。"经"与"传"固有区别,就像父母子女各具独立人格。我们当然不应混"经""传"为一,但亦不宜认"经""传"为绝无关系之两种文献。     

Anxiety: the importunate companion. Psychoanalytic theory of castration and separation anxieties and implications for clinical technique

In this article I consider the implications of our differing psychoanalytic theories of anxiety on clinical technique. Drawing on differentiations between the focus on separation or castration anxiety and the relative neglect of the latter in contemporary writing, I look in detail at two clinical examples of psychoanalysis in borderline young adults to exemplify the issue. 1     

Two distinct neural networks functionally connected to the human hippocampus during pattern separation tasks

Previous studies from the human, rodent, and computational research have identified the hippocampus as a core structure mediating pattern separation. However, these investigations have generally focused on the role of distinct subregions of the hippocampus. Less well-understood is how the human hippocampus interacts with other brain regions to support pattern separation. The purpose of this study was to identify the functional networks connected to the hippocampus during delayed matching-to-sample pattern separation tasks promoting either spatial or temporal interference. Results revealed that the hippocampus was functionally connected to two distinct networks. The first network was characterized by correlated activation with the hippocampus primarily in bilateral temporal regions. This network was differentially related to spatial and temporal conditions, suggesting hippocampal connectivity to this network is modulated by interference type. A secondary network was characterized by correlations between the left hippocampus and several other sparsely distributed brain regions, including bilateral cerebellum and frontal and temporal cortices. This network was not modulated by interference type, suggesting that it may be a domain-general pattern separation network. We suggest that the hippocampus may play a role in integrating information from these networks to support performance on pattern separation tasks.     

Parent-Child Interaction Therapy for ADHD: A Conceptual Overview and Critical Literature Review

ABSTRACT

Attention-Deficit/Hyperactivity Disorder (ADHD), a chronic disorder beginning in childhood, is identifiable and diagnostically valid during the preschool years. Compared to school-aged children, preschoolers have not received as much attention in the literature. Parent-Child Interaction Therapy (PCIT) is an empirically-supported parent training program for young children with disruptive behaviors that may also be effective in treating ADHD. The purpose of the current article was to explore the theoretical rationale for utilizing PCIT with this population and to conduct a literature review of published PCIT treatment outcome studies that measured ADHD symptoms. The literature demonstrates that children with ADHD have been included in PCIT research and evidence suggests that PCIT may be effective for young children with ADHD. However, future research is needed to specifically examine the effects of PCIT on ADHD.     

In-Home Parent-Child Interaction Therapy: Clinical Considerations

ABSTRACT

Parent-Child Interaction Therapy (PCIT) is an empirically-supported behavioral parent training program designed to be administered in a clinic or laboratory-based setting. Recently, an empirical investigation revealed that in-home PCIT produced comparable results as the PCIT trials conducted in more controlled environments (this issue). Administering PCIT in a home setting carries both drawbacks and advantages. This article provides an overview of both the positive and negative clinical aspects of conducting in-home PCIT and presents effective solutions to potential treatment barriers.     

Influence of Parenting Factors on Childhood Social Anxiety: Direct Observation of Parental Warmth and Control

The purpose of the present study is to determine the association of parenting behaviors and social anxiety in children. Three parental factors—including parental socialization, control, and warmth—were investigated in a sample of 31 two-parent families. Rather than solely relying upon retrospective questionnaires, this study incorporated direct observation and a Daily Activity Log to assess the qualities of social interaction. Moderate associations between parental control and child anxiety symptoms were found, with no support for the association between parental warmth and child anxiety. More specifically, maternal overprotection and observed negative commands related to child social anxiety, and paternal overprotection related to child general anxiety. Several gender differences were found regarding the impact of parent behaviors on child anxiety. Implications, limitations, and future directions are discussed.     

Psychometric Properties of the Dyadic Parent-Child Interaction Coding System in The Netherlands

Abstract

The current study explored the psychometric properties of a parent-child interaction observation system, the Dyadic Parent-Child Interaction Coding System (DPICS) in the Netherlands. Participants included 31 Dutch mother-child dyads and 86?U.S. mother-child dyads for a community sample (2–7?years; 50% boys). Good one-week test-retest reliability was demonstrated among the Dutch sample. Similarities were found between Dutch and U.S. samples on most interaction codes, but mothers in the U.S. sample used more directive behaviors (e.g., commands) in some situations. Findings suggest that the DPICS is a reliable measure of mother-child interactions in the Dutch population. Cultural issues regarding the use of the DPICS are discussed.     

Parents May Hold the Keys to Success in Immersion Treatment of Adolescent Obesity

This study examined the potential impact of parents on the long-term results of an immersion program for the treatment of adolescent obesity. Teenagers participated in a 4- to 8-week therapeutic camp. Those who continued losing weight 8- to 12-months postcamp were identified as “Losers”; those who regained weight were considered “Gainers.” Parents from both groups were interviewed about their own current lifestyle habits 1 to 1.5 years after camp ended. Results indicate that more of the initially overweight parents from the Loser group lost weight during the follow-up period than the overweight parents of Gainers. Losers' parents also reported better implementation of several aspects of the weight control program. The present results suggest that helping parents adopt lifestyle changes for themselves, even within the context of relatively short immersion treatments, may maximize outcomes for obese teenagers.     

Distinction Between Well-Standardized Norms and the Psychometric Properties of a Measure

Funderburk and Eyberg (1989) described the psychometric properties of the Sutter-Eyberg Student Behavior Inventory (SESBI), a teacher rating scale of disruptive behaviors, for a sample of 55 preschool children. Additional data on the SESBI are presented for a sample of 60 preschool children. While both studies produced almost identical reliability and validity analyses, the scale score means are statistically and clinically different (i.e., a child in the clinical range in one study would be in the middle of the normal range in the other). These findings are used to emphasize the distinction between well-standardized norms and the psychometric properties of a measure. Suggestion are also made as to how behavioral assessment can more thoroughly attend to both of these properties of a measure.     

Importance of Therapist Use of Social Reinforcement with Parents as a Model for Parent-Child Relationships: An Example with Parent-Child Interaction Therapy

ABSTRACT

This paper focuses attention on the therapeutic relationship in parent-child therapy by using social reinforcement with parents and children as it relates to Parent-Child Interaction Therapy (PCIT). As in other therapy contexts, it is argued that having the therapist serve as a mediator of social reinforcement facilitates client change, After discussing different aspects of PCIT, we discuss the therapeutic relationship as viewed through other theoretical frameworks. This is followed by a discussion of the role of social reinforcement in the parent-child relationship. We then discuss at methodological and applied levels, the importance of therapist accuracy and consistency in the delivery of reinforcement as a means of changing the parent-child relationship. Next, this is followed by a discussion of the therapist-to-parent-to-child sequential chain of behaviors involved in PCIT. Finally, suggestions for future empirical studies are considered.