The present research examines the relationship between the infrahumanization approach and the two-dimensional model of humanness: an issue that has received very little empirical attention. In Study 1, we created three unknown groups (Humanized, Animalized, and Mechanized) granting/denying them Human Nature (HN) and Human Uniqueness (HU) traits. The attribution of primary/secondary emotions was measured. As expected, participants attributed more secondary emotions to the humanized compared to dehumanized groups. Importantly, both animalized and mechanized groups were attributed similar amounts of secondary emotions. In Study 2, the groups were described in terms of their capacity to express secondary emotions. We measured the attribution of HN/HU traits. Results showed that the infrahumanized group was denied both HU/HN traits. The results highlight the importance of considering the common aspects of both approaches in understanding processes of dehumanization. 相似文献
This article presents an example of how psychoanalytic theory can be implemented in practice. The aim is to introduce and discuss the semi-projective material ‘Play Room’ which was originally developed to support prevention of sexual abuse among vulnerable children in Denmark. However, a recent study has shown that, when measured with a scale called Ability to Answer, children exposed to sexual abuse talked about the illustrations in Play Room in a significantly different way than did a clinical sample and a normal control group. The finding indicates the potential for expanding the scope of Play Room from prevention into clinical assessment, in cases of alleged child sexual abuse. Taking its starting point in the theory of Jean Laplanche, this article will discuss how psychoanalytic concepts such as seduction, translation, asymmetry, absence, and listening to listening can be used to describe the practice around Play Room. It is argued that, through the use of Play Room, the psychologist can encircle the lack of symbolization and inhibited creation of psychic representations that children exposed to sexual abuse typically convey. The discussion of Play Room’s assessment potential will be further fed by data from interviews with clinical child psychologists. 相似文献
This quasi‐experimental study investigated differences between 104 school personnel who received a standardized suicide awareness and prevention training (i.e., Applied Suicide Intervention Skills Training) and 45 control group participants. Pre‐ and posttraining data included experimental and control group participants' (a) suicide intervention skills; (b) attitudes toward suicide; (c) knowledge of suicide; and (d) comfort, competence, and confidence in responding to individuals at risk of suicide. Results indicated a significant positive effect for training on all measures. Implications for training of school personnel and future research are discussed. 相似文献
Objective: This study tests the effectiveness of narrative versus informational smoking education on smoking beliefs, attitudes and intentions of low-educated adolescents.
Design: A field experiment with three waves of data collection was conducted. Participants (N = 256) were students who attend lower secondary education. At the first and third waves, they completed a questionnaire. At the second wave, 50.8% of the participants read a smoking education booklet in narrative form and 49.2% read a booklet in informational form. After reading, all participants also completed a questionnaire at wave 2.
Main outcome measures: Beliefs about negative consequences of smoking, attitudes towards smoking and intentions to smoke were measured.
Results: Repeated measures analyses with time as a within-subjects factor and condition as a between-subjects factor showed that beliefs about smoking were more negative at Wave 2 compared to Wave 1, irrespective of condition. However, attitudes towards smoking were more positive at Wave 3 compared to Wave 1 when participants had read the narrative version.
Conclusion: These results show that narrative smoking education is not more effective than informational smoking education for low-educated adolescents and can even have an unintended effect for this target group by making attitudes towards smoking more positive. 相似文献
We evaluated the effectiveness of group safety training and in situ feedback and response interruption to teach preschool children to avoid consuming potentially hazardous substances. Three children ingested ambiguous substances during a baited baseline assessment condition and continued to ingest these substances following group safety training. In situ feedback and response interruption resulted in a decrease in opening ambiguous containers; this decrease was maintained when ambiguous novel containers were presented and when assessments occurred in a novel setting and with a novel experimenter. For 2 children, these gains were also maintained during a brief follow-up period. Twelve children did not ingest ambiguous substances prior to training, and group safety training did not evoke inappropriate ingestion. 相似文献
A central question in adolescent reproductive health circles is how to effectively disseminate research to practitioners in
a way that supports them in using the most scientifically sound and effective programming. In 2002, the Division of Reproductive
Health at the Centers for Disease Control and Prevention (CDC) tackled this question by funding three national-level and five
state-level organizations focused on adolescent pregnancy prevention to promote the use of science-based programs and approaches.
Healthy Teen Network (HTN) and Education, Training and Research Associates (ETR), two national organizations, have partnered
under this CDC funding to implement an effective model for capacity building. This paper provides an overview of the approaches
used by HTN and ETR in capacity building using a seven-step process. We describe how we modified the Interactive Systems Framework
for Dissemination and Implementation (ISF) for science-based innovations to apply to capacity-building for adolescent reproductive
health (ARH) programs, and how we developed relevant, sustainable training and technical support. We conclude by reviewing
some of the results of this training, and discuss the future work that will likely continue to advance the science behind
effective dissemination of ARH research to practice. 相似文献