四川地震灾后中小学教师心理创伤评估报告

课题研究组对四川地震灾后重灾区和极重灾区的631名中小学教师创伤后应激障碍（PTSD）进行了调查,调查后对统计结果分析表明：（1）有PTSD重度症状表现的教师为18.7%;（2）极重灾区教师创伤显著高于重灾区教师;（3）青年教师的创伤要高于年长教师;（4）地震后部分教师感到内疚,无助,压抑,无信心,生命无意义,他们成为PTSD症状的易感人群     

Positive Psychotherapy’s Theory of the <Emphasis Type="Italic">Capacity to Know</Emphasis> as Explication of Unconscious Contents

Positive Psychotherapy (PPT), founded by Dr. Nossrat Peseschkian, a Persian Bahá’í who has lived in Europe for many years, assumes the functional capacities of the unconscious to be ‘basic capacities.’ PPT makes a distinction between actual capacities and basic capacities. The basic capacities are the capacity to love and the capacity to know. These basic capacities are comprehensive categories underpinning primary and secondary capacities. Based upon Bahá’í teachings, this therapy accepts belief as an implicit aspect of healthy psychological functioning. Moreover, contents of the unconscious in PPT are the conflicts between capacities, and undifferentiated and undeveloped actual capacities.

普高生与中职生的个人未来目标和担忧

以1995名普高生和中职生为被试,采用未来取向问卷(中文版),考察了普高生和中职生的个人未来目标和担忧的内容与时间广度。研究发现:普高生与中职生较多地关注未来教育、职业、婚姻/家庭、家庭安康和自我,预期重要生活事件发生在二三十岁左右。普高生更多地提及教育目标和担忧以及与家庭安康有关的担忧,而中职生更多地提及职业目标和担忧,并预期职业目标和担忧发生的年龄较早;农村学生更多地提及与未来教育和家庭安康有关的目标,而相对较少提及职业目标,并预期教育和职业目标以及职业担忧发生的年龄早于城市学生;男生更多地提及职业和婚姻/家庭目标以及与自我有关的担忧,而女生更多地提及与家庭安康有关的目标和教育担忧,并预期教育和职业目标发生的年龄较早。     

情绪社会分享的研究现状与发展趋势

情绪事件发生后,人们倾向自愿与他人分享自己的情绪体验,这种现象表现出普遍性、时间性、传播性和限制性等特征。事件的情绪强度、道德属性、情绪分享对象的反应等影响情绪社会分享。情绪社会分享有助于人们调节情绪,检验情绪体验的社会一致性,建构情绪意义,促进人际关系的建立、维持和协调,以及社会秩序的构建等。最后,文章从情绪社会分享的主动调控、情绪社会比较以及情绪社会分享发生的人际网络环境展望了该研究领域     

学校心理健康教育教师胜任力培养初探

学校中小学心理健康教育的效果与其教师的胜任力有关。心理健康教育教师胜任力特征可以概括为：职业理念与专业意识、职业人格特质、专业知识与技能等。要提高中小学校心理健康教育教师胜任力,应从胜任力特征分析角度出发,设计相关课程与活动传授心理健康知识与技能,并将内隐心理健康教育理念及其人格特质融合于其中。     

注意负荷对内隐序列学习的影响研究

运用次级任务研究范式,采用符号计数的次级任务和歧义序列中的次级条件序列,将内隐序列学习分为单任务组和双任务组,统一在单任务条件下测试。结果发现:(1)两组被试内隐学习成绩差异不显著;(2)双任务组被试在学习组块和测试组块的内隐学习差异也不显著。结果进一步支持了在次级任务占用注意资源的条件下内隐学习仍然可以正常地获得、内隐序列学习不受注意负荷影响的观点。     

对中学教学中教师运用情感因素的现状调查

针对中学教师在教学中运用情感因素现状的大规模问卷调查,结果表明,重知轻情现象在当前的中学教学中十分普遍,并主要表现在虽有一定认识却鲜于教学实践的状况上,其原因主要是缺乏情感教学方面的理论和方法上的指导,也为一些误解所致,而市区和郊区中学、重点和非重点中学在这方面存在的问题基本一致,不存在明显差异。     

Teaching children with autism spectrum disorder to tact olfactory stimuli

Research on tact acquisition by children with autism spectrum disorder (ASD) has often focused on teaching participants to tact visual stimuli. It is important to evaluate procedures for teaching tacts of nonvisual stimuli (e.g., olfactory, tactile). The purpose of the current study was to extend the literature on secondary target instruction and tact training by evaluating the effects of a discrete‐trial instruction procedure involving (a) echoic prompts, a constant prompt delay, and error correction for primary targets; (b) inclusion of secondary target stimuli in the consequent portion of learning trials; and (c) multiple exemplar training on the acquisition of item tacts of olfactory stimuli, emergence of category tacts of olfactory stimuli, generalization of category tacts, and emergence of category matching, with three children diagnosed with ASD. Results showed that all participants learned the item and category tacts following teaching, participants demonstrated generalization across category tacts, and category matching emerged for all participants.     

Adult Bullying and Primary and Secondary Psychopathic Traits: Insights from a Community Sample

This study aimed to: (a) comprehend the relationship between primary and secondary psychopathy variants and bullying behaviors in adults; (b) to test for mediation effects of the experiences of victimization in strengthening the bonds between bullying and psychopathy; and (c) to explore how far gender and psychopathic variants predict bullying. Results showed that psychopathy (both primary and secondary) and gender (male) significantly predicted bullying perpetrator behaviors. These same predictors were also significant in explaining total involvement with bullying; primary psychopathy displayed, however, better explanatory power. Being a victim of bullying also mediated the relationship between psychopathic variants and bullying perpetrating. The magnitude of the correlations between bullying and both psychopathic variants detected in this study were bigger than the average reported in studies with children and adolescents, which could inform about greater severity of these behaviors in adult life. Specifically, findings from regression analyses suggest that components of cold-blooded psychopathy could be driving the engagement of this sample with aggressive behaviors. Implications of these findings, along with limitations and directions for further research are discussed.     

Effects of primary task predictability and secondary task modality on lane maintenance

The objective of this work was to investigate the effects of auditory and visuo-spatial secondary tasks on variability in lane position in predictable and unpredictable driving conditions. Sixty-six participants drove a simulated vehicle. Predictability was manipulated by adding wind gusts, and the secondary task load by either an auditory task (Experiment 1) or a visuo-spatial task (Experiment 2). Results demonstrated that in the predictable driving condition, lane position variability decreased when auditory secondary task load was given, but it was not affected by visuo-spatial secondary task load. In the unpredictable driving condition; however, while the auditory secondary task load did not affect lane position variability, visuo-spatial secondary task load increased it. The data suggests that the effects of cognitive load on lane maintenance may depend on the type of the secondary task beside predictability of primary task.