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The proposition that sexual problems can emerge as a response to structural inequalities of power is explored by reference to a case which forms part of our current clinical work and research in this area. It is suggested that inequalities of power between heterosexual partners and societal 'discourses' which support the use of sexuality, predominantly by women, as an influence strategy, can serve to promote the development and maintenance of sexual symptoms as forms of covert power struggles. An integration is attempted of systemic and feminist theories with some practical suggestions for therapists working with couples with sexual problems.  相似文献   
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Digressions in argumentative discussion are a kind of failure of relevance. Examination of what actual cases look like reveals several properties of argumentative relevance: (1) The informational relevance of propositions to the truth value of a conclusion should be distinguished from the pragmatic relevance of argumentative acts to the task of resolving a disagreement. (2) Pragmatic irrelevance is a collaborative phenomenon. It does not just short-circuit reasoning; it encourages a failure to take up the demands of an argumentative task. (3) Pragmatic irrelevance can occur not simply by the absence of a connection between what is said and some standpoint in dispute, but also by the presence of a connection between what is said and a competing use of the information. (4) Pragmatic relevance must be accomplished through communicative action.  相似文献   
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This study examined the impact of nonsexist curricula and teacher's sex on children's sex role learning. Thirty-two boys and 32 girls, aged three to five, were equally divided among four programs: nonsexist curriculum, female director; nonsexist curriculum, male director; control curriculum, female director; and control curriculum, male director. Sex role discrimination and preference were measured at the beginning and end of a six-month period. Exposure to the nonsexist curriculum produced significantly greater reductions in sex stereotyping on all measures than exposure to the control curriculum. Moreover, children in the male-directed nonsexist program displayed greater decreases in stereotypic knowledge and preference for sex-typed children's activities than those in the female-directed nonsexist program, while children in the male-directed control program showed more stereotypic increases on these measures than their counterparts in the female-directed control program. Finally, children under the direction of an opposite-sex teacher exhibited less stereotypic changes in preference for adult activities than children under the direction of a same-sex teacher. Implications for early childhood programs are discussed.This research was partially supported by an Oregon State University Foundation grant from the Shell Foundation and a grant from the Milne Computer Center.  相似文献   
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In order to test the adequacy of Holland's theory of vocational choice with reference to a broad segment of entering college students, a sample of the freshman class entering the Pennsylvania State University evaluated themselves in terms of the six personality styles of Holland's theory. Relationships between the personality styles and vocational choices were studied for groups of Decided, Tentative, and Undecided students. While several inversions in the data are evident, the data possess sufficient consistency to indicate that the personality identifications these students made in Holland's frame of reference were related to their initial vocational choices.  相似文献   
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