浪漫关系中的关系攻击

浪漫关系中的关系攻击指通过操纵或损害关系以达到伤害浪漫关系伴侣的行为, 可以分为直接攻击和间接攻击,主动性攻击和反应性攻击等类型.浪漫关系中的关系攻击以浪漫关系为攻击目标, 具有冲突解决策略的性质, 在浪漫关系中往往具有相互性.研究者通常使用问卷法对浪漫关系中的关系攻击进行测量.浪漫关系中的关系攻击能够导致较低的关系质量和心理健康水平, 并会引发身体攻击和亲密伴侣暴力.性别,依恋,浪漫关系中的权力和同伴关系中的关系攻击能够对浪漫关系中的关系攻击产生影响.在未来研究中, 应关注浪漫关系中关系攻击的动机, 澄清关系攻击发起与受害之间的关系, 并加强理论建构与干预研究.     

Promoting socioemotional competence in primary school classrooms: Intervention effects of the EMOscope

The aim of the study was to determine the effectiveness of a brief, teacher-led intervention (EMOscope) developed to promote children’s socioemotional competence. Our sample consisted of 339 Polish pupils and their 16 teachers from 16 third grade classrooms. Teachers in the experimental condition (8 teachers) were trained to deliver the EMOscope intervention. Data were collected at pre-test and post-test. Performance tests were administered to measure children’s social understanding and emotional awareness. Furthermore, peer ratings were used to measure children’s cooperative behaviour and teachers’ reported on children’s prosocial behaviour, hyperactivity, emotional problems, conduct problems, and peer problems. Multilevel regression analysis revealed that children in the experimental condition improved significantly on emotional self- and other-awareness and on social understanding. Moreover, they decreased in teacher-rated hyperactivity, conduct problems, and total difficulties. No effects were found, however, on teacher-rated prosocial behaviour, emotional problems, peer problems, and peer-rated cooperative behaviour.     

The analyst and analysand as citizens in the world

Beginning with Jung's reflections on individuation as a starting point, this article examines the analytic relationship in the context of our current reality. The latter exerts pressures of all sorts that do not favour individuation. Indeed, geopolitical commentators see present‐day society as marked globally by excessive self‐love that seeks to dominate, at the expense of the other. Given that such forms of dominance are now also very prevalent in the workplace, this article examines how to help the increasing number of individuals with highly successful professional careers who suffer from this pressure and who then seek analysis. ‘Progressive movement’, an indicator of and incentive to change, is examined by studying the narrative processes emerging from dream activity ‐ including dreaming with the hands in the sand tray ‐ in the co‐transference. The article highlights how ‘progressive movement’, founded on narrative Competence and on the reflective function, may generate experiences of ‘realistic hope’. The latter signals the start of an individuation process in the analytic couple and, simultaneously, the transformation of both the analyst and the analysand into good enough ‘citizens in the world’.     

The impact of children’s lexical and morphosyntactic knowledge on narrative competence development: A prospective cohort study

The authors investigate the contribution of children's early comprehension of relational terms and morphosyntactic knowledge to the development of narrative competence in kindergarten and Grade 1. Narrative competence was assessed through the cohesion, coherence, and structure of children’s productions. The participants in this study were 714 Italian children. The authors measured their oral narrative competence through a storytelling task at the beginning and end of the kindergarten year. A total of 115 children were randomly selected and followed through Grade 1, and their narrative competence was measured again. According to the path analysis model, early morphosyntactic knowledge contributes to explain narrative competence in Grade 1. Early comprehension of relational terms contributes to narrative competence at the end of the school year. These findings confirm the importance of exploring the influence of early language skills on narrative competence development and suggests early intervention at the level of language antecedents of narrative competence.     

Can We Identify with a Nation Low in Morality? The Heavy Weight of (Im)Morality in International Comparison

Research has shown that the perceived morality of the ingroup is a primary source of group pride and ingroup identification. The present research examined whether this is true even when a group has a poor reputation for morality in terms of dishonesty and corruption, such as in the case of Italians. To address this issue, two studies analyzed the role of the three fundamental dimensions of social judgment—morality, competence, and sociability—in predicting Italians’ identification with their nation when the salience of social comparison and the status of the comparison outgroup were varied. Findings showed that perceived morality predicted ingroup identification when participants did not engage in social comparison. Under salient social comparison, individuals based group identification on other dimensions: Perceived sociability was the main predictor of identification when respondents compared with a higher status outgroup (Germans; Study 1; N = 109), whereas perceived competence was the main predictor of identification when participants compared with a lower status outgroup (Romanians; Study 2; N = 121). Overall, findings showed compensation processes in social identification: When social comparison is salient, members of a low morality group base identification on the dimension which allows positive differentiation from the outgroup.     

Relationships Between Treatment Attitudes,Psychological Symptoms,Emotional Competence,and Help‐Seeking Intentions

The authors examined whether emotional competence (i.e., awareness, coping strategies) predicted help‐seeking intentions above and beyond previously identified factors (i.e., attitudes and perceived stigma toward professional help, psychological symptom severity) in an undergraduate sample (N = 531). Emotional awareness predicted help‐seeking intentions for personal/emotional problems and suicidal thoughts. Emotional coping strategies predicted help‐seeking intentions for suicidal thoughts and moderated the relationship between symptom severity and help‐seeking intentions for suicidal thoughts. Efforts to increase help‐seeking should address students' emotional competence.     

An Initial Investigation of Individual Instructors’ Self‐Perceived Competence and Incorporation of Disability Content Into CACREP‐Accredited Programs: Rethinking Training in Counselor Education

Given the prevalence of children and families who experience disabilities, this study examined how 141 instructors from programs accredited by the Council for Accreditation of Counseling and Related Educational Programs cover disability‐related content in their curriculum. The study also examined the influence self‐perceived disability‐related competencies have on whether and how instructors infuse disability‐related content into counselor pedagogy. Limitations and implications for counselor educators are presented. Dada la prevalencia de niños y familias que experimentan discapacidades, este estudio examinó cómo 141 docentes de programas acreditados por el Consejo de Acreditación en Consejería y Programas Educativos Relacionados (CACREP, por sus siglas en inglés) presentan los contenidos relacionados con la discapacidad en sus currículums. El estudio también examinó la influencia que tienen las competencias autopercibidas relacionadas con la discapacidad sobre si los docentes incluyen contenidos relacionados con la discapacidad en la pedagogía de consejeros y de qué forma lo hacen. Se presentan las limitaciones e implicaciones para educadores de consejeros.     

Trainee social justice advocacy: investigating the roles of training factors and multicultural competence

Theoretical research asserts that social justice advocacy (SJA) represents an extension of multicultural competence (MC). However, limited empirical literature examines if and how SJA manifests and is developed as an aspect of trainee MC. The current study used path modeling to examine direct and indirect links between aspects of training environment and trainee MC and SJA for a sample of 197 trainees embedded in counseling-oriented training programs. MC demonstrated the strongest positive association with SJA. In addition, multicultural training environment, but not social justice training environment, influenced SJA indirectly through MC. Results are encouraging of a differentiation between multicultural and social justice training emphases, with practical implications for training programs seeking to enhance and foster both MC and SJA among their trainees.     

Understanding the social emotional practices of therapists

Emotions are central to the therapy process and skilful use by therapists of client emotion is an essential catalyst to client change. However, the contribution of emotion to the therapy process and how therapists’ social emotional skills are incorporated into psychological practice is still unclear. Using a statistical method for mapping psychological constructs, therapists’ social emotional skills were transformed into a “map” with three spatial dimensions, which was supported by comparative reliability checks. The nature of social emotional skills was further investigated by administering a Q-Sort of emotional practice items to 47 therapists. Ten highly applicable clusters of social emotional skills across seven style patterns with therapists were identified. Tentative links were drawn between demographic data and both clusters and therapist styles. These findings suggest therapists’ social emotional skills can be organised into meaningful clusters and that therapists can be styled according to their responses across these clusters. Furthermore, gaps identified in the model suggest possible “blind spots” in the literature. The implications of these findings are significant for training and practice.