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81.
A meta‐analysis of the differential relations of traditional and cyber‐victimization with internalizing problems
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82.
83.
Özge Metin Aslan 《The Journal of genetic psychology》2018,179(4):198-206
The author examined the relationship among peer rejection, peer victimization, and internalizing behaviors. The author hypothesized that physical and relational victimization would have a different indirect effect on the relationship between peer rejection and internalizing behaviors. Participants were 94 preschool children (37 girls; average age 49.97 months) from two university preschools located in the northern part of the United States. The results indicated that internalizing behaviors predicted the mediating variables only regarding relational victimization. Relational victimization indirectly affected the association between peer rejection and internalizing behaviors. The study provides evidence of the mediating effect of victimization behaviors on the relationship among peer rejection, victimization, and internalizing behaviors. 相似文献
84.
Tucker L. Jones Taylor W. Wadian Mark A. Barnett Mary K. Hellmer Lauren N. Pino 《The Journal of genetic psychology》2018,179(1):1-8
The present study was designed to (a) examine 5- to 8-year-old children's ability to discriminate between antisocial and prosocial teases and (b) determine whether their age and experiences within the home are associated with their ability to recognize these two types of teases. Results revealed that the 5- to 8-year-old children were able to discriminate between antisocial and prosocial teases. Although the children's parents or legal guardians indicated that the children had more frequent experience with prosocial than antisocial teases in the home, (a) the children were better able to correctly identify the intent of antisocial teasers than prosocial teasers and (b) the parents or legal guardians (correctly) indicated that their child would be better able to recognize an antisocial tease than a prosocial tease. Despite the finding that the children's comprehension of antisocial teasing tended to exceed their comprehension of prosocial teasing, the findings indicate that being relatively young (i.e., 5–6 years old vs. 7–8 years old) and having relatively frequent experience with antisocial teasing in the home may be associated with some children's difficulty in recognizing the intent behind antisocial teases. 相似文献
85.
Edward B. Rogers 《Mental health, religion & culture》2015,18(6):470-481
Religion and spirituality (R/S) can be powerful supports and provide important coping resources for individuals in recovery. Faith communities seem to offer many advantages for recovery-oriented support, but have rarely been the setting for empirically examined psychosocial rehabilitation efforts. This study describes the outcomes for individuals in Living Grace Groups (LGGs), a peer-led group intervention for mental illness that is based in churches and integrates R/S. Persons at all active LGGs were surveyed before and after participation using well-validated scales for recovery, psychiatric symptoms, and spirituality. LGGs attracted individuals with a broad range of persistent psychiatric difficulties, who described religion as important to them and rated the groups as very helpful. Participants reported improvements in recovery and spirituality as well as reductions in psychiatric symptoms. R/S-integrated support groups may improve care by increasing cultural match, as well as providing more access to recovery-oriented care by tapping the resources of faith communities. 相似文献
86.
Sandra Leanne Bosacki 《Infant and child development》2015,24(2):175-188
This longitudinal study explored Theory of Mind (ToM), self‐perceptions, and teacher ratings of peer relations of 91 children (52 females, ages 6–8 years) drawn from two schools situated in a mainly Euro‐Canadian, middle socioeconomic status, semi‐rural central Canadian context. ToM, self‐perceptions, and teacher ratings of peer relations were assessed at Time 1 (T1, M = 6 y 2 m) and 2 years later at Time 2 (T2, M = 8 y 5 m). Findings showed that ToM scores and perceptions of global self‐worth and physical appearance significantly increased with time across both genders. Positive longitudinal associations were found between teacher ratings of sociable peer relations at T1 and children's T2 moral self‐perceptions. A positive longitudinal correlation was found between T1 ToM and T2 teacher ratings of anxious/fearful peer relations. Individual variation in ToM at age 6 predicted teacher ratings of anxious and fearful behaviours in 8 year olds. In contrast, teacher ratings at age 6 did not predict ToM ability in 8 year olds. Educational implications for social and emotional competencies are discussed. Copyright © 2014 John Wiley & Sons, Ltd. 相似文献
87.
Child,Parenting, and Situational Characteristics Associated with Toddlers' Prosocial Behaviour
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The infant and toddler years are crucial for the development of prosocial behaviour, such as helping, sharing, comforting and cooperation. Recent evidence suggests that the correlates of different types of prosocial behaviour may differ. The current study investigated whether child, maternal parenting and situational characteristics were differentially associated with toddlers' cooperation and concern with a peer. The sample, drawn from the National Institute of Child Health and Human Development Study of Early Child Care, included the 612 children who participated in the 36‐month dyadic play session and their mothers. The results indicated that girls were more cooperative and expressed more concern than boys. Greater sustained attention to toys was associated with lower cooperation. Children were more cooperative with peers who engaged in more positive social interaction, and expressed more concern with peers that they had a close relationship with. Maternal sensitivity at 24 months was associated with greater cooperation when the peer engaged in more positive social behaviour. Finally, both maternal sensitivity and cognitive stimulation at 15 months indirectly influenced toddlers' cooperation through maternal sensitivity at 24 months, underscoring the predictive power of early parenting when children are rapidly developing the capacity to engage in prosocial behaviour. Overall, the results highlight some differences in the correlates of toddlers' cooperation and concern. Copyright © 2015 John Wiley & Sons, Ltd. 相似文献
88.
89.
Fleischmann ST 《Science and engineering ethics》2006,12(2):381-389
An honor code is certainly a good place to start teaching engineering students about ethics, but teaching students to live
honorably requires far more effort than memorizing a code of ethics statement or applying it just to academic performance.
In the School of Engineering at Grand Valley State University, we have followed the model provided by the United States Military
Academy at West Point. For our students this involves an introduction to the Honor Code as part of a larger Honor Concept
at the very beginning of their studies and then making it an integral part of their preparation as engineers. The challenge
is significant because the culture at large does not support living with an Honor Concept. This paper will begin with a discussion
of the cultural context in which we must teach, because that context has changed significantly in the years since many faculty
members were students themselves. The rest of the paper will detail the approach that we have taken to teach ethics as an
engineer’s way of life.
“The shortest and surest way to live with honor in the world is to be in reality what we would appear to be. All human virtues
increase and strengthen themselves by the practice and experience of them.”
Plato
An earlier version of this paper was presented at the 2005 conference, Ethics and Social Responsibility in Engineering and Technology, Linking Workplace Ethics and Education, co-hosted by Gonzaga University and Loyola Marymount University, Los Angeles, CA, USA, 9–10 June 2005. 相似文献
90.
Engineering ethics, individuals, and organizations 总被引:1,自引:0,他引:1
Davis M 《Science and engineering ethics》2006,12(2):223-231
This article evaluates a family of criticism of how engineering ethics is now generally taught. The short version of the criticism
might be put this way: Teachers of engineering ethics devote too much time to individual decisions and not enough time to social context. There are at least six version of this criticism, each corresponding to a specific subject omitted. Teachers of engineering
ethics do not (it is said) teach enough about: 1) the culture of organizations; 2) the organization of organizations; 3) the
legal environment of organizations; 4) the role of professions in organizations; 5) the role of organizations in professions;
or 6) the political environment of organizations. My conclusion is that, while all six are worthy subjects, there is neither
much reason to believe that any of them are now absent from courses in engineering ethics nor an obvious way to decide whether
they (individually or in combination) are (or are not) now being given their due. What we have here is a dispute about how
much is enough. Such disputes are not to be settled without agreement concerning how we are to tell we have enough of this
or that. Right now we seem to lack that agreement—and not to have much reason to expect it any time soon.
An earlier version of this paper was presented at the 2005 conference, Ethics and Social Responsibility in Engineering and Technology, Linking Workplace Ethics and Education, co-hosted by Gonzaga University and Loyola Marymount University, Los Angeles, CA, USA, 9–10 June 2005. 相似文献