合作游戏训练对学前儿童合作行为的影响

选取两所幼儿园大、中、小班共155儿童为被试,采取实验班和控制班前后测的设计,对实验班儿童进行为期四周的合作游戏训练,探讨合作游戏训练对学前儿童合作行为的影响。结果表明：游戏形式的合作行为训练显著地提高了学前儿童的合作行为水平;不同年龄班、不同性别学前儿童合作行为训练差异不显著。     

God at Play: Seeing God Through the Lens of the Young Krishna

Abstract : This article begins with the absence of biblical stories about Jesus' youth. This lack means that typical boyhood characteristics, such as playfulness, are absent from a traditional Christian picture of the divine. Using the lens of stories told about Krishna's youth in the Bhagavata Purana, I suggest that Christians could learn from the Hindu idea of a “god at play,” as such a concept enhances a Christian understanding of who God has revealed Godself to be, and how Christians are called to be in relationship to God.     

Vicissitudes in adult life resulting from traumatic experiences in adolescence1

The author deals with the diffi culties in combining the concepts of trauma and phantasy. He evaluates Freudian observations relating to chance and trauma. He considers traumatic effects of chance in relation to the rupture of a narcissistic phantasy of invulnerability. The narrating of traumatic events may awaken in the analyst tendencies to repeat the aggression of these traumatic events towards the subject. The accusatory interpretation can be one of the means by which this repetition is established. The author explores a type of trauma which is essentially related to the disturbance of the structure which contains the ideals of the subject. This disturbance is a consequence of disillusionment resulting from the loss of an object who was the depository of these ideals. Trauma generates a state of mourning for lost ideals. The author describes traumatic events which occurred in a patient's life at puberty; paradoxical behaviours in the patient's parents caused the patient to have new traumas. The reluctance to explore the derivatives of the unconscious, and to investigate possible meaning in symbols, was a central problem in this patient's analysis. The author discusses disturbances in symbolization, and he examines the subject of projective identifi cations that were received by patients from their primary objects.     

ANIMALS AS KIN: THE RELIGIOUS SIGNIFICANCE OF MARC BEKOFF'S WORK

Abstract. Although the disciplines of religion and science often may seem to be at cross purposes with each other, some individuals are attempting to bridge the gap, particularly with regard to animals. Cognitive ethologist Marc Bekoff, who studies animals in their natural habitat, has addressed in his work the implications of the findings of animal study for religion and ethics. I provide here an overview of some of his most important ideas for the study of religion and animals. Bekoff argues that the differences between humans and animals are primarily ones of degree rather than kind and that our similarities are greater than our differences‐and that this reality should influence our actions. I explore three issues in particular. First, Bekoff's work, with his view of evolution, challenges the traditional Christian hierarchy of beings. Second, this evolutionary connection needs to move us in the direction of modifying our treatment of animals to make it more ethical. Third, our understanding of and relationship with animals can deepen our own spirituality. Applying some of Bekoff's findings to our religious and ethical understandings of and treatment of animals can move us closer to the peaceable kingdom toward which we all strive.     

Towards emotional containment for staff and patients: developing a Work Discussion group for play specialists in a paediatric ward

This paper describes the evolution of a staff Work Discussion group run by a child psychotherapist in a teaching hospital for more than 15 years. It offers insight into the emotional experience of both NHS staff and patients as seen through the lens of the discussion of the staff’s work. The author identifies three main stages in the evolution of this group, as trust and the feeling of a safe space gradually developed. The first stage was identifying and understanding the emotional experience of patients, through the use of observational skills and psychoanalytic concepts; the second emerged as staff began to include their own emotional experience in the narrative; the last stage saw a qualitative shift in the staff’s capacity to share the pain generated by the work, knowing about it through holding it in the group’s mind and being able to reflect on it, allowing them to process experience in a way that made the work more bearable – akin to Bion’s concept of ‘containment’. This evolution is illustrated with relevant vignettes in the light of some theoretical and historical considerations. The paper demonstrates the value of Work Discussion groups in terms of indirectly supporting hospitalised patients, as well as promoting staff’s resilience and professional capacities in difficult contexts.     

Let’s Play: Using Systemic and Experiential Techniques in the Play Therapy Instruction of MFT Masters’ Students

Marriage and family therapists are uniquely poised to work with entire families, including children. It is surprising then, that so few MFTs affiliate with play therapy. Many COAMFTE accredited masters’ programs offer some form of play therapy training, but therapists often report feeling uncomfortable with play therapy (Gil, 2015). In this paper, we offer a condensed refresher course on play therapy for MFTs, including suggested readings, materials, and instructions to expand training from a 2-day seminar to a 14-week course. We discuss the strengths and weaknesses of offering play therapy instruction as a semester long required course for masters’ students.     

Individual and Group Child‐Centered Play Therapy: Impact on Social‐Emotional Competencies

The authors conducted a randomized controlled trial study with 56 elementary school children to test the effectiveness of 16 sessions of individual and group child‐centered play therapy (CCPT) in improving social‐emotional assets, including self‐regulation/responsibility, social competence, and empathy. Parent reports indicated that treatment in both CCPT conditions was correlated with substantial gains in overall social‐emotional assets and in the constructs of self‐regulation/responsibility and social competence.     

Prevalence of imaginary companions in Japanese children

Having an imaginary companion (IC) is an example of children's pretend play. However, most research regarding children's ICs is from Western cultures. In this study, the prevalence of ICs was assessed among Japanese children (2‐ to 9‐year‐old children, N = 800). The developmental (age), biological (sex), and environmental (birth order) effects on Japanese children's ICs were also assessed. Moreover, whether IC status can be an indicator of fantasy orientation in Japanese children was examined. The results revealed that the prevalence of the invisible friend was relatively rare, but the personified object was prevalent in Japanese children. Age and sex, but not birth order, significantly affected the prevalence of ICs in Japan. Moreover, IC status significantly indicated children's fantasy orientation. The results suggest that the characteristics of Japanese children's ICs are partly different from those in Western children. Social‐cultural contexts can affect this difference.     

儿童2-4岁的行为抑制性对其陌生同伴交往的预测

该研究用纵向追踪的实验室观察研究了儿童2岁、4岁时的行为抑制性,及其4岁时与陌生同伴交往特征的关系。结果发现：儿童2岁时的抑制性能预测其在4岁时的社交发起行为缺乏,但不能预测各种游戏活动类型。儿童4岁时的行为抑制性与其单独一被动活动、平行活动及社会互动活动呈显著负相关;与交往中的抑制行为呈显著正相关;儿童4岁时的抑制性分数能预测儿童交往的主动性的缺乏。稳定极端抑制儿童和稳定极端非抑制儿童在抑制行为、平行游戏、社会互动游戏、社交发起和玩新奇玩具方面存在显著差异。