The Therapist’s Needs: Beyond Mutual Recognition

Abstract

As early as 1965, Harold Searles argued that therapists’ needs for healing and growth are part and parcel of their work with patients. Since then, the relational movement has corroborated this idea by articulating the healing function of treatment for both patient and clinician. In this article, the authors examine therapists’ needs that have been overlooked or those that have not been considered fully in the literature. Using various ideas related to the concept of what the authors call therapeutic freedom, this article argues that clinicians must strive to adopt a therapeutic vision that aims to loosen their own ties to safe, familiar modes of engaging with patients, particularly in moments of enactment or impasse. The authors elucidate these ideas with case material from their clinical work and show how embracing various forms of therapeutic freedom results in a type of mutual surrender on the part of both patient and therapist, creating opportunistic conditions that generate therapeutic action and new possibilities for the dyad.     

成人心理理论的研究回顾与展望

成人心理理论领域的研究自20世纪90年代受到关注。成人心理理论在发展模式和水平上与儿童存在差异,高级的心理理论任务被广泛使用,但各种研究范式的有效性受到质疑。正常成人心理理论能力伴随个体老化而下降的趋势已得到多数研究证实,而更多的研究者关注特殊成人的心理理论发展。成人的心理理论亦与执行功能、语言、社会能力等因素密切相关。未来研究应注意在提高成人心理理论任务效度的基础上,拓展研究的年龄范围,重视特殊成人心理理论研究的应用价值,从干预和治疗角度出发,拓宽研究领域。     

小学儿童数学焦虑的潜在类别转变及其父母教育卷入效应：3年纵向考察

研究采用潜在转变分析考察小学儿童数学焦虑的类别转变以及父母教育卷入在小学儿童数学焦虑类别转变中的作用。以1720名三、四年级儿童为被试, 对其数学焦虑和感知到的父母教育卷入进行3次追踪, 每次间隔1年。结果表明：(1)小学儿童数学焦虑存在低数学焦虑组、高数学评估焦虑组和高数学获得焦虑组3种不同类别; (2)随时间的推移, 高数学评估焦虑组倾向于向低数学焦虑组转变, 高数学获得焦虑组倾向于向高数学评估焦虑组转变, 而低数学焦虑组稳定性较强; (3)父亲/母亲教育卷入对儿童数学焦虑类别转变的预测作用, 因不同的数学焦虑类别而异。上述发现为深入理解数学焦虑的形成机制以及干预措施的制定提供了重要参考。     

特定句法提示对3－4岁儿童错误信念理解的影响

通过在错误信念任务中,为儿童提供关于错误信念表征的特定句法,考察这种句法理解对儿童的错误信念理解成绩是否有促进作用。124名3-4岁幼儿参加实验,每个年龄组幼儿随机分配到零级提示,一级提示和二级提示等三个句法提示条件组,并完成4个错误信念任务。结果发现,一级提示条件和二级提示条件下的错误信念理解成绩显著高于零级提示条件下的错误信念理解成绩,而一级和二级两种提示条件之间没有显著差异。句法提示对不同的错误信念任务的影响是相同的,对错误信念的预测问题和解释问题的影响模式是一致的。表明对错误信念表征的特定句法提示,有效促进了儿童的错误信念成绩,提示这种句法结构可能有助于儿童的错误信念理解     

Reconsidering resource rights: the case for a basic right to the benefits of life-sustaining ecosystem services

In the presence of anthropogenic climate change, gross environmental degradation, and mass abject poverty, many political theorists currently debate issues such as people's right to water, the right to food, and the distribution of rights to natural resources more generally. However, thus far many theorists either focus (somewhat arbitrarily) only on one particular resource (e.g. water) or they treat all natural resources alike, meaning that many relevant distinctions within the group of natural resources are overlooked. Hence, the paper will start with an analysis of the various forms which natural resources can take and how this might influence one's conception of resource rights. In so doing, the paper argues that we have to carefully distinguish between the actual physical resources people might control and how we distribute these, and the life-sustaining benefits each and every person draws from sustainable and functioning ecosystems. Based on this distinction, the paper will argue for a right to the benefits of life-sustaining ecosystem services as a universal basic right every person has. Further distributive claims with respect to particular physical resources would thus be limited by the requirements of such a basic right.     

Focusing on Educational Outcomes

National education goals, content standards, and national tests are the hot topics of the day in educational reform. Special services personnel eventually will be faced with these issues, and can either be part of the discussion from the beginning, or wait and have to deal with someone else's decisions. In this article, we highlight some recent national and state educational reform activities and their probable implications for students with disabilities. We explain in brief the impetus behind the thrust toward an outcomesbased approach to education, and summarize the response of the National Center on Educational Outcomes for Students with Disabilities to this push. Possible ways in which special service providers can act to influence the focus on outcomes are described.     

Educational Psychology Theory and the Promotion of Dental Care for Children Aged Five to Six

The aim of this article is to illustrate the value of educational psychology theory in developing an age-appropriate programme to prevent tooth decay. A theory-based approach was adopted for the programme development, and a questionnaire was used to ascertain the knowledge gaps in 52 children aged five to six years in two preschools in an urban town. The results showed that most of the children had no awareness and only a moderate knowledge of proper dental care. Piaget's cognitive development theory was applied in the planning and implementation of the activities in the programme. The developed programme was presented to educational psychologists and dentists, and their feedback was used to refine the programme. The importance of educational psychology theory was illustrated in the development of an age-appropriate preventative programme as well as in using an accessible pedagogical approach. The value of multidisciplinary colloboration was also illustrated.