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The paper describes and evaluates the GOFER course in decision making for high school students (Mann, Harmoni and Power, 1988). The course was based on principles from the conflict theory of decision making (Janis and Mann, 1977) and was designed to provide adolescents with an understanding of factors that produce good and poor decision making as well as knowledge and practice of sound decision skills. Two evaluation studies were conducted to examine effectiveness of the course. Study 1 was conducted with young adolescents (12 year olds). It found a significant difference between students trained in the course and a control group on measures of self-esteem as a decision maker, self reported decision habits and knowledge of decision strategy. Study 2 was conducted with mid-adolescents (15 year olds). It, too, found a significant difference between students who took the course and a control group on measures of self esteem as a decision maker and self-reported decision habits. It is concluded that while the evaluation study fell short of an ideal test, the GOFER course met the criteria of improving student knowledge, raising confidence in decision making and changing self reported decision habits. 相似文献
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This article presents the development of a 60-item self-report known as the Four Systems Anxiety Questionnaire (FSAQ). The FSAQ assesses anxiety on four components: somatic, cognitive, behavioral, and feeling. The FSAQ was given to 218 first-year university students, 54 anxiety patients attending clinical psychology departments, and 14 agoraphobic patients pre- and postpsychological treatment. Results reveal satisfactory reliability and validity levels. In addition, we proved that the FSAQ is sensitive to change following psychological treatment. 相似文献
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Power DG 《The Psychoanalytic quarterly》2000,69(3):493-526
This paper describes one of the ingredients of successful psychoanalytic change: the necessity for the analysand to actively attempt altered patterns of thinking, behaving, feeling, and relating outside of the analytic relationship. When successful, such self-initiated attempts at change are founded on insight and experience gained in the transference and constitute a crucial step in the consolidation and transfer of therapeutic gains. The analytic literature related to this aspect of therapeutic action is reviewed, including the work of Freud, Bader, Rangell, Renik, Valenstein, and Wheelis. Recent interest in the complex and complementary relationship between action and increased self-understanding as it unfolds in the analytic setting is extended beyond the consulting room to include the analysand's extra-analytic attempts to initiate change. Contemporary views of the relationship between praxis and self-knowledge are discussed and offered as theoretical support for broadening analytic technique to include greater attention to the analysand's efforts at implementing therapeutic gains. Case vignettes are presented. 相似文献
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J. A. Lambie and A. J. Marcel (2002) outlined a framework for understanding varieties of conscious emotion experience. In their analysis, the self plays an important role in conscious emotion experience. In this critique, however, the authors propose that Lambie and Marcel's presentation of the self needs further specification if it is to account for varieties of conflicted emotional experience, particularly those characteristic of dissociative states. The authors propose that a more elaborated self-construct is necessary to account for these phenomena involving either the "splitting off of significant self-related concerns or the existence of multiple self-constructs. These arguments are illustrated by clinical and subclinical case examples. 相似文献
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In this cross-sectional study, the authors examined the relationship between emotion and behavior regulation in 3- and 5-year olds. Eighty-seven children performed a compliance sorting task. The authors manipulated the demand for emotion regulation by presenting and then hiding toys (low) or making toys visible (high). Mothers and teachers rated children's coping responses. Five-year-olds sorted less in the high condition than in the low condition, and 3-year-olds spent equal time sorting in both conditions. Compliance was positively correlated with problem-focused coping and negatively correlated with emotion-focused coping. Correlations between emotion and behavior regulation were stronger for the 5-year-olds. Age groups were differently affected by the higher demands of emotion regulation, indicating that the child's resources for regulation interact with the task demands to determine behavioral outcome. 相似文献