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11.
This paper compares three groups of individuals in their beliefs about charitable giving. Focusing upon their preferences for different kinds of needy recipients, the paper compares the views of 49 people from (a) business, (b) professional and (c) ‘manual’ backgrounds. Their justifications of need provided the basis for comparisons on the basic themes of emotional response to requests for funds, to local versus overseas aid and to the relative roles of charity and state provision. It is argued that distinctions between the groups show the need to examine specific beliefs as well as generally held ideologies about charity. In addition, a further comparison of the groups is used to argue that they exemplify differences in the actual form of the gift relationship. These differences in form show the importance of examining charitable giving within specific social contexts, as well as with reference to the various ways of raising funds. 相似文献
12.
K. Alison Clarke-Stewart 《Infant and child development》1992,1(1):5-14
Twenty years ago, William Kessen, Greta Fein and I developed and tested a model of parent education, a model which involved variation in curricular content, didactic approaches, and child outcomes–experimentally contrasted. Our experience yielded some valuable lessons about the extent to which researchers can influence parents' behaviour, and parents their children's development. In the present article I suggest that these lessons might be useful for researchers now as they were for us then. I present some observations about the research that developmental psychologists have done in the intervening two decades and suggest that we could learn much by using such a model of parent education to answer questions about the effets of parents' behaviour on children's development. Carefully done, parent education studies can yield valuable information about many of the questions raised in recent correlational research. Parent training research can suggest hypotheses that can be tested with data collected non-interventively and analysed in causal model analyses–and vice versa. What is more, because one reason for studying parent effects is so that we can offer guidance to parents about rearing their children, this design has a particular advantage; it is both the medium and the message. 相似文献
13.
Montrose M. Wolf Curtis J. Braukmann Kathryn A. Ramp 《Journal of applied behavior analysis》1987,20(4):347-359
The past 20 years have been productive ones for the field of applied behavior analysis. A brief review of our own efforts during this period reveals that we have accomplished several but not all of our goals for the Teaching-Family approach. In this context, we note that the setting of realistic and appropriate goals is important for the field and for society. Moreover, we suggest that the realistic goal for some persons with serious delinquent behavior may be extended supportive and socializing treatment rather than permanent cure from conventional short-term treatment programs. We base this suggestion on the accumulating evidence that serious delinquent behavior may often be part of a significantly disabling and durable condition that consists of multiple antisocial and dysfunctional behaviors, often runs in families, and robustly eludes effective short-term treatment. Like other significant disabilities such as retardation, autism, and blindness, the effects of this condition may be a function of an interaction of environmental and constitutional variables. We argue that our field has the wherewithal to construct effective and humane long-term supportive environments for seriously delinquent youths. In this regard, we explore the dimensions, rationales, logistics, and beginnings of a new treatment direction that involves long-term supportive family treatment. We contend that such supportive families may be able to provide long, perhaps even lifetime, socializing influences through models, values, and contingencies that seem essential for developing and maintaining prosocial behavior in these high-risk youths. 相似文献
14.
Karen M. Sowers-Hoag Bruce A. Thyer Jon S. Bailey 《Journal of applied behavior analysis》1987,20(2):133-138
A program using behavioral practice, assertiveness training, and social and contrived reinforcers was developed to establish and maintain automobile safety belt use by young children. Sixteen children (ages 4.8 to 7 years) who never used their safety belts during a 5-day preexperimental observation period were randomly assigned to two groups of eight each. A multiple baseline design across groups was used to evaluate the effectiveness of the training program. During the 8-day baseline period for Group 1, no children used their safety belts when unobtrusively observed while being driven from school. During the 26-day intervention period, the children were buckled up on 96% of the observations. Follow-up probes conducted 2–3 months after program discontinuance found safety belt use to range from 86% to 100%. For Group 2, the 14-day baseline safety belt use averaged 6% and increased to a mean of 81% during the 20-day training and maintenance program. Follow-up probes 2–3 months later found safety belt use to occur during 75% to 96% of the observations. Parent questionnaires indicated the generalizability and social validity of the program. 相似文献
15.
We examined the effects of a peer initiation intervention with high- and low-status nonhandicapped students on the behavior of untrained peers toward handicapped students. In the context of a counterbalanced withdrawal design, high- and low-status nonhandicapped students were taught to direct social initiations to eight severely handicapped students during recess activities. The interactions of the high-status students resulted in higher levels of initiations by untrained peers toward the handicapped students than did the interactions of the low-status students. Social response levels were also differentially affected by the status of the peer initiator. 相似文献
16.
Thomas G. Haring Blair Roger Mellanie Lee Catherine Breen Robert Gaylord-Ross 《Journal of applied behavior analysis》1986,19(2):159-171
Three students with moderate handicaps were taught to initiate and expand on conversational topics. The teaching procedure used stimuli generated from actual conversations with nonhandicapped peers. Generalization was assessed by audiotaping conversations between the handicapped students and their peers in natural school contexts without adult supervision. Results indicated that training generalized to natural contexts. These results were socially validated by undergraduate special education students, who rated tapes of two of the students' conversations during training phases as more socially competent than during baseline. Results are discussed in terms of the evaluation of complex social behavior as multioperant behaviors. 相似文献
17.
Diane M. Sainato Larry Maheady Gerald L. Shook 《Journal of applied behavior analysis》1986,19(2):187-195
We examined the effects of assigning a classroom manager's role on the frequency of social interactions and the sociometric standing of three withdrawn kindergarten students. Results showed that when the three socially withdrawn students were placed in the manager's role they substantially increased the frequency of their positive social initiations during free-play time, were the recipients of many more positive and significantly fewer negative social bids from their peers, were rated more favorably by their classmates on a sociometric rating scale, and were selected more frequently as best friends by their peers. In addition, follow-up data suggested partial maintenance of treatment effects when students no longer occupied manager positions. 相似文献
18.
Daniel N. Klein Richard A. Depue Steven P. Krauss 《Journal of psychopathology and behavioral assessment》1986,8(4):355-366
The social adjustment of the adolescent offspring of parents with bipolar affective disorder (n=41) was compared to that of the offspring of parents with nonaffective psychiatric disorders (n=22) and the offspring of normal controls (n=26). In addition, the relationship between social adjustment and cyclothymia in offspring was determined. Social adjustment was assessed using the Life Activities Inventory, a new measure developed to assess social functioning in adolescents and young adults. Cyclothymia was assessed with the General Behavior Inventory. As a group, the offspring of bipolar parents did not differ significantly from either control group on social adjustment. However, the cyclothymic offspring of bipolar parents exhibited significantly poorer social adjustment than the noncyclothymic offspring of bipolars and the offspring of psychiatric and normal controls. These findings suggest that poor social functioning in the adolescent offspring of parents with bipolar illness may be associated with the early manifestations of affective disorder. In addition, these data indicate that despite its subsyndromal intensity, cyclothymia can result in significant social impairment.This study was supported in part by National Institute of Mental Health (NIMH) Research Grant MH-39782 to Daniel N. Klein and NIMH Grants MH-33083 and MH-37195 to Richard A. Depue. 相似文献
19.
Vicky V. Wolfe John D. Cone David A. Wolfe 《Journal of psychopathology and behavioral assessment》1986,8(3):211-226
The need to train accurate, not necessarily agreeing, observers is discussed. Intraobserver consistency as an intermediate criterion in such training is proposed and contrasted with the more familiar criterion of interobserver agreement. Videotaped observations of social interactions between handicapped and nonhandicapped preschoolers provided the medium for examining the criterion agreement of four observers trained against each type of standard. Observers generally failed to show high levels of criterion agreement whether trained to a within- or to a between-observer agreement standard. The results varied somewhat with the frequency of behaviors, however. Correlations between interobserver agreement and intraobserver consistency were variable but somewhat higher when interobserver agreement was the training criterion than when intraobserver consistency was the criterion. Correlations between interobserver agreement and criterion agreement ranged from — .16 to .89 during interobserver agreement training. Correlations between intraobserver consistency and criterion agreement ranged from — .23 to .99 during intraobserver consistency training. 相似文献
20.