The Effects of Positive Peer Reporting as a Class-Wide Positive Behavior Support

School-wide, selective, and individual positive behavioral supports are critical elements of a comprehensive, tiered model of service delivery. Positive peer reporting (PPR) involves brief, highly structured sessions during which peers are provided the opportunity to praise the behavior of target students. PPR procedures were modified in this study to provide all children in a classroom the opportunity to provide or receive peer praise. The effects of class-wide PPR on teacher-recorded critical events were evaluated using a multiple baseline design across two classrooms. Results indicated marginal improvement across the two settings, as well as supplemental measures of behavior outside of the classroom and class-wide sociometric nominations. Implications for future research and emerging models of school-wide PBS are discussed.     

Both group peer counselling and individual counselling reduce anxiety and depression,and increase self-esteem and overall life satisfaction in palliative cancer care

This study compared group peer counselling and individual counselling in relation to quality of life, well-being and perceived control in individuals receiving palliative cancer care. The study utilized a quasi-experimental pretest-posttest design to assess the effectiveness of counselling type, in a sample of individuals diagnosed with breast, bowel or lung cancer. Nine females underwent group peer counselling and nine underwent individual counselling. Individuals were administered self-report questionnaires which included standardized subscales that measure quality of life in terms of psychological well-being and perceived locus of control before and after counselling. Both group peer counselling and individual counselling significantly increased self-esteem, self-reported levels of overall life satisfaction, and reduced anxiety and depression. Self-esteem, overall life satisfaction, and anxiety and depression were comparable in the two counselling types, both at outset and after counselling, however, individuals with internal locii of control scored higher for self-esteem on post-test, and lower for depression and anxiety, irrespective of type of counselling.     

童年中期对抗行为的发展及其与同伴拒绝、同伴接纳的关系

采用教师报告法对1254名城市儿童的对抗行为发展进行追踪研究,并采用交叉滞后设计探讨了对抗行为与同伴拒绝/接纳间的关系.结果发现:(1)童年中期,对抗行为呈中等程度稳定性,并表现出随年龄下降的趋势;(2)男生的对抗行为水平显著高于女生;(3)交叉滞后分析发现,早期的同伴拒绝能显著正向预测后期的对抗行为,但早期同伴接纳不能预测后期的对抗行为;早期的对抗行为均能够显著预测后期的同伴拒绝以及同伴接纳.     

Reactivity to Exclusion Prospectively Predicts Social Anxiety Symptoms in Young Adults

Peer victimization leads to negative outcomes such as increased anxiety and depression. The prospective relationship between peer victimization and social anxiety in children and adolescents is well established, and adults with social anxiety disorder (SAD) are more likely than individuals with other anxiety disorders to report a history of teasing. However, a crucial bridge between these findings (peer victimization in young adults) is missing. We manipulated perceptions of peer exclusion in a young adult sample (N = 108) using the Cyberball Ostracism Task. Reactivity to exclusion prospectively predicted social anxiety symptoms at a 2-month follow-up, whereas self-reported teasing during high school and current relational victimization did not. This research suggests that reactions to peer victimization may be a worthwhile target for clinical interventions in young adults. Targeting how young adults react to stressful social interactions such as exclusion may help prevent the development of SAD. Future research should test if reactivity to exclusion plays a role in the relationship between other disorders (e.g., depression) and peer victimization.     

Sex differences in children's discrepant perceptions of peer acceptance

Sex differences in children's play patterns during middle childhood are thought to promote greater awareness of social acceptance among girls compared with boys. The present study posited that girls are more discerning of peer acceptance than are boys; however, these sex differences were predicted to vary depending on how discrepant perceptions were assessed (i.e., inaccuracy versus bias). Additional differences were expected if children perceived acceptance by same- versus opposite-sex peers. Participants were 912 third through fifth graders (420 girls and 492 boys). Consistent with predictions, boys were more inaccurate than girls, but only for perceived acceptance by same-sex peers. As expected, girls were more negatively biased than boys, but only for perceived acceptance by opposite-sex peers. Results did not support the hypothesis that boys have more positively biased perceptions of peer acceptance than girls. Overall, these findings raise important issues regarding the evaluation of children's discrepant self-perceptions of peer acceptance.     

心理虐待与儿童快感缺失的关系：认知重评的中介作用

本研究选取949名8～12岁儿童进行自我报告测验,并从中选取83名被试完成行为实验。研究考察了认知重评策略以及增强正性情绪的重评使用效果在心理虐待与儿童快感缺失间的中介作用。结果发现：（1）心理虐待与儿童快感缺失呈正相关,认知重评策略、增强调节认知重评效果与快感缺失均呈负相关;（2）认知重评策略在心理虐待与快感缺失间起中介作用;（3）增强调节认知重评效果在心理虐待与快感缺失间起中介作用。上述结果表明,心理虐待可通过认知重评来间接影响儿童快感缺失。     

积极社会心态：正念培育的目标、机制与途径

正念培育积极社会心态,指运用正念的理论、方法与技术促进积极社会心态的培养、教育和引导,并将消极社会心态转化为积极社会心态的过程。其可能的机制为：通过正念养育、正念教育、正念社区与正念生产提高个体与情境正念,在复杂系统中经过循环反应、内隐互动和价值累加来培育和转化社会心态。未来应建构正念公共心理服务体系;区分世俗化与宗教化的正念;研究内隐正念和积极社会心态的关系;从东方传统文化中汲取营养。     

积极领导的消极效应：研究主题、分析视角和理论机制

在领导力研究领域, 积极领导力通常被视为提升组织、团队和下属产出的关键因素之一。近年来, 上述观点却不断受到质疑。在此背景下, 积极领导力潜在的消极效应日益引起关注, 并逐渐演变成为一个前沿课题。从现有的41项实证研究来看：(1)在研究主题上, 现有研究主要考察了变革、授权、道德、包容和仁慈等行为导向和领导-下属交换等关系导向领导风格的消极效应, 涉及对下属、团队和领导自身三类主体的消极作用; (2)在分析视角上, 主要包括两大类——构建兼具“积极效应”和“消极效应”的模型和单纯只考虑某一领导风格潜在的“消极效应”, 前者可以细分为三类双刃剑效应和两类非线性效应; (3)在理论机制上, 积极领导风格的消极效应可以用社会认定、社会交换、精神分析、认知加工和资源相关理论进行解释。未来研究可着重: (1)形成一个系统解释积极领导消极效应的整合性理论、框架或模型; (2)从领导类型、消极效应表现和作用机制方面进一步进行实证探讨; (3)挖掘积极领导消极效应的边界条件和破解因素, 为实践应用提供启示; (4)开展跨群体和针对特定群体的探讨。     

亲子和同伴依恋对初中生心理素质发展的影响:个人中心分析视角

本研究旨在考察初中生心理素质的发展轨迹以及亲子和同伴依恋对其的影响。三所中学的442名初一学生和501名初二学生参加了三轮追踪调查,初测平均年龄M =12.83,SD =0.74。结果发现,初一学生,心理素质发展轨迹可分为中-降组（79%）和高-升组（21%）两个亚群组;且初一上父子依恋或母子依恋水平越高,心理素质发展轨迹为高-升组的概率大于中-降组。初二学生,心理素质发展轨迹可分为低-稳组（84%）和高-升组（16%）两个亚群组;且初二上父子依恋水平越高,心理素质发展轨迹为高-升组的概率大于低-稳组。结果表明初中生心理素质发展轨迹可以分为不同的亚群组类型,父子依恋和母子依恋对初中生心理素质发展有积极作用,这些发现对于初中生心理素质的培养具有一定的指导意义。