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971.
Literature review reveals that domestic violence occurs in same-sex relationships at approximately the same rate as it does in heterosexual relationships. There are a number of dimensions common to same-sex and heterosexual battering as well as significant differences. The differential impact of sexual identity development on same-sex violence has not been addressed in the literature. Unlike the situation with heterosexual couples, there is little in the literature addressing treatment guidelines for work with same-sex couples. This article highlights some of the differences between same-sex battering and heterosexual battering and suggests the need for additional research on the interaction between sexual identity development stages of same-sex partners and domestic violence. 相似文献
972.
973.
本研究采用问卷法,对南充市3所普通中学的500名初中生进行了调查,考察其抑郁、焦虑的结构和发展特点。研究发现:(1)初中生的抑郁、焦虑都具有一定的内在结构,抑郁包括无助与孤独感、绝望与无价值感、能力减退感、不良心境和生理症状五个维度,焦虑则包括担忧与过敏倾向、对人不安、恐惧倾向、生理症状四个因素;(2)初中生的抑郁与焦虑的总体水平表现出明显的年龄特征,即随年龄的增长,其抑郁与焦虑的水平不断提高,初中二年级是重要的转折期。(3)初中生的抑郁和焦虑情绪有显著的性别差异。 相似文献
974.
本研究采用情境故事判断、社会关系网络问卷和访谈法对495名中学生进行了问卷调查,对32名中学生进行了群体访谈,结果表明:1.在“告发同伴错误行为”、同伴中流行的“暗语”、穿同伴中流行服装和听同伴中流行的音乐四个情境中,从初一到高二的青少年学生存在着从接受父母影响向接受同伴群体影响的转变趋势.各情境中,从初二到高一年级是从接受父母影响向接受同伴影响的一个敏感的转变时期.2.随着年龄增长,青少年学生对如何处理社会关系的判断表现出一种水平的演进,起先是在服从权威的水平上,然后逐渐向回避不良后果水平转变,第三种水平表现为工具性地处理社会关系,最后达到协调社会关系的水平.3.同伴交往较多的青少年,大多表现出外倾、人缘好、心地善良、乐于助人等积极的个性特征,表明同伴交往与青少年学生的个性发展有重要的相互影响作用. 相似文献
975.
976.
Joyce Nyhof-Young 《Zygon》2000,35(2):441-452
Feminist educators and theorists are stretching the boundaries of what it means to do religion and science. They are also expanding the theoretical and practical frameworks through which we might present curricula in thosefields. In this paper, I reflect on the implications of feminist pedagogies for the interdisciplinary field of religion and science. I begin with a brief discussion of feminist approaches to education and the nature of the feminist classroom as a setting for action. Next, I present some theoretical and practical issues to consider when developing a feminist praxis and an antisexist curriculum. This leads into a discussion of the role of language and critical reflection in the religion and science classroom, the risks associated with reflective discourse, and considerations in the use of 'feminist' teaching tools such as small group work, journals, and portfolio assessment. Iconclude with a reflection on how feminist pedagogy promotes an epistemology that speaks to the hearts and minds of participants in the dialogue of religion and science. 相似文献
977.
Nuria Carriedo Antonio Corral Pedro R. Montoro Laura Herrero 《British journal of psychology (London, England : 1953)》2020,111(2):335-356
In two experiments, we explored the nature of the bias observed in the bat/ball problem of the cognitive reflection test (Frederick, 2005, J. Econ. Perspect., 19, 25), how to override it, and its relation to executive functioning. Based on the original bat/ball problem, we designed two additional isomorphic items. In Experiment 1, for four age groups, including 7-, 11-, and 15-year-olds and adults, we determined that the bias is related to the System 1 intervention; the performance in this item was not a matter of mathematical ability and it could be facilitated by changing the order in which the problems were presented. In Experiment 2, we determined that for 15-year-olds, good and bad performances in the item were related to executive functioning, particularly response-distractor inhibition, updating information in working memory, and the regulation of attention; however, subtle differences were identified when the problem was performed in a facilitative context compared with a non-facilitative context. The results indicated that cognitive abilities are a necessary but non-sufficient condition to resolve the problem. 相似文献
978.
IntroductionAlthough there are several studies on maternal sensitivity of preterm-born children conducted in Western countries, the factors affecting the sensitivity of mothers of preterm infants have not been investigated outside the Western context.ObjectivesThis study aimed to compare maternal sensitivity of preterm children at 18 months of corrected age with their healthy term-born peers and explore the factors associated with maternal sensitivity in a middle-income non-Western country. Moreover, the associations of maternal sensitivity with socio-demographic factors, maternal depression, and social-emotional competency and behavior problems of infants were investigated.MethodsIn total, 70 (40 preterm-born and 30 term-born) mother-child dyads participated in this study. An observation-based measurement tool, Maternal Sensitivity Scale, was used to assess maternal sensitivity. Social-emotional competency and behavior problems of infants were evaluated via The Turkish version of the Brief Infant-Toddler Social Emotional Assessment. Maternal depressive symptoms were assessed via the Beck Depression Inventory. In addition, a demographic information form was filled out by the mothers.ResultsMaternal sensitivity scores of preterm infants were significantly lower compared to term infants. Depressive symptoms scores and employment status of mothers, socio-economic status (SES), gestational age, breastfeeding duration, and behavior problems of children were the factors related to maternal sensitivity scores. In hierarchical regression analysis, SES and gestational age were the strongest predictors of maternal sensitivity. After controlling SES and gestational age, maternal depressive symptoms scores negatively predicted maternal sensitivity scores.ConclusionThis study pointed out the factors associated with the maternal sensitivity of preterm infants outside the Western context. Interventions to improve sensitive parenting behaviors of preterm infants are needed, especially in socio-economically disadvantaged groups. 相似文献
979.
BackgroundThe current study aims to evaluate the association between preterm birth and the quality of mother-child interaction of very preterm-, moderate preterm-, and full-term-born children at 18 and 36 months and to determine whether developmental and behavioral characteristics mediate the association between preterm birth and the quality of mother-child interaction.MethodParticipants included 110 preterm-born children and 39 full-term-born children assessed at ages 18 and 36 months. Mother-child free play interactions, the Mullen Scales of Early Learning, the Infant Behavior Questionnaire, and the Early Childhood Behavior Questionnaire were administered.ResultsSignificant associations between preterm birth and the quality of mother-child interaction were found at 18 and 36 months. The mother-child interaction quality was less optimal for the preterm-born children compared with the full-term-born children, mainly so for the very preterm-born children. Unlike behavioral characteristics, cognitive development was found to mediate the association between the gestational age-based group and the quality of mother-child interaction.ConclusionsIntervention programs for preterm-born children and their families, should consider maternal and children’s behaviors during mother-child interactions, in addition to cognitive, language, motor and emotional regulation abilities, and particularly so with very preterm-born children, who exhibit slower cognitive development. 相似文献
980.
Deniz Arguz Cildir Aylin Ozbek Ahmet Topuzoglu Esmahan Orcin Ceren Evcen Janbakhishov 《Infant mental health journal》2020,41(4):517-529
This study examines the associations between prenatal attachment and child development, socioemotional behavioral problems, and competence at early childhood. It also inquires whether maternal depression and anxiety at the prenatal period and at early childhood are associated with child outcomes. The study consisted of 83 mothers and their children. Data regarding the prenatal attachment, depression, and anxiety were collected during Weeks 28 to 40 of gestation. When the children were 21 to 31 months old, the Brief Infant and Toddler Social Emotional Assessment (BITSEA) and the Ankara Developmental Screening Inventory (ADSI) were applied to children along with Beck Depression Inventory (BDI) and the Beck Anxiety Inventory (BAI) administered to mothers. Results showed that prenatal attachment scores significantly correlated with BITSEA-Competency subscale scores and ADSI total scores at early childhood, r(83) = 0.246, P = .025, and r(82) = 0.316, P = .004, respectively. Prenatal attachment levels were found to be the predictors of both behavioral and emotional competence and development at early childhood, b = 0.081, t(83) = 2.273, P = .014, and b = 0.281, t(83) = 3.225, P = .002, respectively. In addition, prenatal attachment was shown to be even a stronger predictor of development than was worsening maternal depression at early childhood, b = −0.319, t(83) = 2.140, P = .035. Our results indicate that fostering prenatal attachment may be beneficial for better infant outcomes at early childhood. 相似文献