幼儿父母婚姻冲突与教养方式的关系:父母情绪调节策略的调节作用

以285名幼儿家长为被试,采用问卷法考察婚姻冲突对权威教养和专制教养的差别效应以及父母情绪调节策略在其中的调节作用。结果发现:(1)幼儿父母的婚姻冲突能显著负向预测其权威教养,显著正向预测其专制教养,婚姻冲突对两类教养的预测作用大小无显著差异;(2)父母情绪调节策略对婚姻冲突与权威教养关系的调节作用显著,且这种调节作用不存在家长性别的差异:较少使用认知重评或较多使用表达抑制的家长,其婚姻冲突能显著负向预测权威教养;经常使用认知重评或较少使用表达抑制的家长,其婚姻冲突对权威教养的影响不显著。父母情绪调节策略对婚姻冲突与专制教养关系的调节作用不显著。     

Parents Support Preschoolers' Use of a Novel Interactive Device

Past research has found that preschool children's ability to learn educational content from interactive media may be hindered by needing to learn how to use a new interactive device. However, little research has examined the instructional supports parents provide while their children use interactive media. Forty‐six preschool children and their parents participated in a 30‐min interaction with a novel interactive device. Children were assessed before and after the interaction on knowledge of letters and numbers and device skills. Children improved from pre‐ to posttest on device skills, but not content knowledge. In general, parents used a wide range of strategies during the interaction. Specific parental support for using the device did not result in increased device skills; however, parents who focused their support on content had children who performed better on content assessments. The findings are discussed in terms of the effectiveness of different parent support strategies for children's use of interactive devices and learning of educational content during the preschool years. Copyright © 2015 John Wiley & Sons, Ltd.     

混沌理论对优化临床管理模式的启示——以孕产妇管理为例

围绕混沌理论与妊娠及分娩之间的联系,结合实践,提出可行的优化孕产妇管理工作的建议。强调医务人员应应用线上及线下多种方式,于孕前、孕期、产时、产后各阶段,针对孕产妇身心各方面,对其实施系统化的管理;应重点把握与孕妇首次接触的时机,建立信任关系以保证其良好的遵医行为;管理过程中应尊重孕产妇的个体差异,为其提供个性化的指导,同时应重视其支持系统的建立,医疗机构、社区、家庭应为孕产妇提供切实的支持。旨在为孕产期保健工作提供新思路,从而更好地为广大孕产妇服务。     

抗战时期四川公共卫生事业发展的契机

四川地处中国西南,居祖国内陆,多山地丘陵,交通不便,较为闭塞。全面抗战初期,四川政治、经济、文化相对落后,卫生条件也较为简陋,在全国医疗卫生水平排名中处于较低地位。而在国民政府迁都重庆后,四川成为抗战领导组织的核心地区,占据重要的战略地位。战略地位的改变,带来了卫生资源的调整,医疗卫生需求的急剧增加和国内外卫生发展支持力量的帮助,给四川医疗卫生发展以难得的机遇。抗战时期四川公共卫生事业的发展对当时四川的社会稳定和抗战胜利提供了有力的保障,并奠定了战后四川医疗卫生事业大省的地位。     

An evaluation of computer-based programmed instruction for promoting teachers' greetings of parents by name

Although greeting parents by name facilitates subsequent parent-teacher communication, baseline measures revealed that 4 preschool teachers never or rarely greeted parents by name during morning check-in. To promote frequent and accurate use of parents' names by teachers, the effects of a fully automated computerized assessment and programmed instruction (CAPI) intervention were evaluated in a multiple baseline design. The CAPI intervention involved assessment and training of relations among parents' and children's pictures and names, and produced rapid learning of parent names. The CAPI intervention also resulted in substantial improvements in the classroom use of parents' names for 3 of the 4 teachers; however, a supervisor-mediated feedback package (consisting of instructions, differential reinforcement, and error correction) was necessary to maintain name use for 2 of those teachers. The practical strengths and limitations of computer-based teacher training are discussed.     

Children's Other-Oriented Behaviors in Distress Situations

Children’s other-oriented behaviors in distress situations, when observed, appear to be different depending on the kind of distress situations. The authors investigated developmental differences in children’s other-oriented behaviors by comparing two distress situations: participant-caused/other-victim and other-caused/participant-victim situations. The kinds of other-oriented behaviors younger and older children engaged in were observed under an experimental setting—two tasks that involved accidentally collapsing the object the other constructed. The results showed that other-oriented behaviors were observed irrespective of age and situations. However, the developmental changes of these behaviors were different between the two situations: Older children showed more kinds of other-oriented behaviors than younger children did in the participant-caused situation, whereas no differences between ages were observed in the participant-victim situation. Other-oriented behaviors toward the victim when the participants were at fault appeared to develop during the preschool years, whereas other-oriented behaviors toward those responsible for participants’ distress appeared to be difficult for preschoolers. The developmental origin of and changes in other-oriented behaviors in cases when children are victims should be further investigated, in additional age groups, as should the influence of cultural context.     

Post natal depression,the mother's conflict and parent – infant psychotherapy

This paper sets out to consider a psychodynamic approach to postnatal depression. In particular, it examines the advantages of psychodynamic parent?–?infant psychotherapy both as a treatment model, and also as a way of thinking that can help to formulate a theory of the postnatal period. An illustration is provided in the clinical account of the therapy of a couple and their nine-week-old infant. The author draws on this example, and on findings from psychoanalytic theory, infancy research, evolutionary biology and anthropology to suggest an integrated understanding of the postnatal state of mind and its challenges.