心理咨询的共通因素与咨询师的人格条件

目前,我国尚无充足条件对心理咨询师进行某些流派的系统培训,所以认真研究咨询与治疗中起作用的共通因素尤为重要,这既可以促进咨询与治疗的实效,也为我国的心理咨询本土化做着宝贵积累.我国现阶段的心理咨询与治疗,应注重以下六点共通因素:咨询与治疗的关系、共情、解释、情绪的释放、提供新的生活态度和从事新的有效行为并得到强化.心理咨询师的人格和技术是其工作的两大支柱,如果一定要区分两者的重要程度,则人格高于或先于技术.咨询师的人格状态决定了其运用技术的心理能力,良好的咨询技术必须通过咨询师健全的人格发挥作用.有效用的心理咨询师应该认识到"病"与"非病"只是相对的概念,不能截然划分;他自身应该是一个好的容器;应该能掌握好运用技术的时机;应该能运用好反移情;应该起到榜样的作用.     

理想与现实之间——论法学流派与法治

:西方各主要法学流派对法治的看法各不相同。自然法学从必要性的角度论述法治 ,讲的多是法治的优点 ,属于对法治的建构性论述。分析实证主义法学较为注意法律的独立性、完善性、稳定性以及意义的固定性 ,主张从技术层面上支持法治。社会法学派既看到了法治的理想成分 ,也看到了法治在现实中的命运 ,对法治的研究属于解构性的。法律解释学具有很强的包容性 ,如果这一学科能吸收自然法学等流派的价值和原则 ,就能建立起理想与现实相统一的法治理论     

精神分析心理学反移情概念的发展及应用

反移情是精神分析心理学的重要概念,它的发展经历了一个曲折的过程。1910年弗洛伊德最早提出了这个概念,认为它是治疗师潜意识中的冲突和问题被激发出来,形成治疗师的盲点和局限,因而是治疗的阻力;1950年海曼提出相反的观点,认为反移情是治疗师观察和了解来访者潜意识情结的钥匙,是治疗的动力;之后经过多年的临床实践和理论探讨,现代精神分析整合了上述两种观点,认为反移情是治疗师对来访者的全部反应,它是一柄双刃剑,合理应用就是治疗的动力,否则就是治疗的阻力。反移情一般分为主观反移情和客观反移情。客观反移情又分为一致反移情和互补反移情。治疗师如果能够克服主观反移情,合理利用客观反移情,即在心理治疗中能够不诉诸行动,变互补反移情为一致反移情,适度表露反移情,就可以准确地感知来访者的移情,了解其人格和人际模式,提高治疗效果。     

现代美国“激进”史学论二十世纪美国内外政策

最近二十年来,在美国史学中形成了一个新的批判流派——“激进学派”。它产生于六十年代“新左派”运动的环境中。“激进”史学受现代资产阶级哲学和社会学各种批判流派(从存在主义和“法兰克福学派”到六十年代左倾激进的反文化派)的影响。某些激进史学家甚至自称是马克思主义者,理由是他们运用历史唯物主义的方法。但这是没有根据的,因为历史唯物主义的方法被激进史学家     

日本历史学方法论的研究概况

日本《史学杂志》1979年5月号发表题为《1978年的历史学界》一文,介绍日本史学界有关历史学方法论的研究情况.战后,日本史学界分为两大流派,即资产阶级学派和马克思主义学派.日本史学界受西方影响较深,特别是资产阶级学派受西方实证主义、分析伦理学的影响更为深刻.近年来,他们根据卢戈夫的"文化人类学"理论和法国"年鉴学派"的"深层(精神)历史学"理论,提出了新的历史学方法论.研究文化人类学的资产阶级学者山口昌     

西方福利理论流派

西方国家的福利理论在半个世纪的发展过程中,围绕国家在经济和社会事务中的责任和作用这一主题,形成了六大福利学派或流派,即:新右派、中间道路、民主社会主义、马克思主义、女权主义和绿色组织、介绍和评述这些流派,对我国的社会福利事业有一定的借鉴意义。     

西方当代传播学学术思想的回顾和展望(上)

本文从西方传播学学术思想的发展源流出发勾勒出传播学半个多世纪以来的理论发展脉络。控制论模式、经验－功能主义学派、结构主义和符号学方法论是三大基础流派，形成传播学学术自治的理论基础。７０年代以后的新学术思潮在学术方法上扩展和深化了传播的研究内涵和外延     

芬格莱特日常语言分析哲学立场中的孔子礼学研究

芬格莱特的<孔子:即凡而圣>一书是西方世界孔子研究的一部里程碑式的著作.芬格莱特运用日常语言分析学派的言语行为理论,深入分析了孔子的礼学思想,自此从前多被忽视的孔子礼学思想成为西方学者的一个重要研究领域.芬格莱特从日常生活与"礼"的关系、语言与"礼"的关系、道德与"礼"的关系三方面分析了孔子的礼学思想.纵观他的研究,芬格莱特似乎更强调"礼"之于人的行为方面的特性,而忽视了"礼"作为中国古代的一种抽象的秩序体系对人的心理和价值观念层面产生的影响.     

年鉴学派总体历史理论的特点及其启示

年鉴学派是享誉当代西方乃至世界史学领域的重要史学流派,在其发展和完善的过程中,形成了自己独具特色的总体历史理论。这一理论具有自己鲜明的特征,从而成为年鉴学派史学理论的重要组成部分,对西方史学理论的发展影响巨大。     

论当代国际政治经济学流派

在人们应对全球化浪潮 ,透视这种全球的政治与经济相互渗透现象并力图揭示其本质的过程中 ,国际政治经济学逐步产生了 ,人们运用它对新的世界政治经济形势进行理论分析。本文重点对该理论的传统及三大新流派进行述评。     

Examining links between affective empathy,cognitive empathy,and peer relationships at the transition to school

The current study aimed to (i) examine associations across features of affective and cognitive empathy, and (ii) explore their independent role for children's peer relationships at the transition to school. Affective empathy was measured using both observations of children's facial affect during an empathy-eliciting event and dispositional affective empathy to peer distress via teacher report. Cognitive empathy was measured using an index of children's proclivity to engage in perspective taking when witnessing the distress of another. Children's theory of mind was also assessed given close links with cognitive empathy. Participants were 114 Australian children (M_age = 67 months, SD = 5 months) assessed across two sessions during their first year of formal schooling. Findings showed that features of children's affective and cognitive empathy were unrelated, but both showed independent associations with children's positive peer relationships (assessed via peer-reported social preference and teacher-rated peer social maturity). The current study provides support for the delineation between features of affective and cognitive empathy in early school-age children, and the importance of understanding both affective and cognitive empathy for children's peer relationships at the transition to school. These findings have implications how we understand both the nature of empathy in childhood and the role it plays in supporting children's positive peer relationships.     

Bad Days Don't End When the School Bell Rings: The Lingering Effects of Negative School Events on Children's Mood, Self-esteem, and Perceptions of Parent–Child Interaction

Each day for five days, 79 fifth‐grade children reported on events that occurred at school and they and their parents described their interactions with each other each evening. Consistent with previous research, it was found that on days when children reported more academic or peer problems during the day at school, they later described more aversive interactions with their parents. As hypothesized, increases in anxiety and drops in children's state self‐esteem partially mediated this link. However, parents did not report any differences in their interactions with the target child on days when the child experienced problems at school. This study suggests that negative events experienced by children while at school lead to short‐term changes in mood and self‐esteem, which influence their perceptions of subsequent interactions at home with parents.     

What does empathy sound like in social work communication? A mixed‐methods study of empathy in child protection social work practice

It is widely accepted that empathy is important for social work practice, yet there are multiple dimensions of empathy and comparatively few studies of empathy as a component of social work skill. To date, published studies have been quantitative, and as a result, we know little about how social workers demonstrate empathy in practice or what skilled empathic practice in child and family social work might sound like. This study contributes to the development of understanding of empathy as a social work skill through a mixed‐methods analysis of 110 audio recordings of meetings in a child protection service between workers and parents, applying a coding framework for analysis. Findings indicate that workers who demonstrate higher levels of empathy skill use more open questions and reflections in their communication with parents. Further, they demonstrate curiosity about and make efforts to understand parents' often difficult experiences, including a focus on emotions. That the majority of workers were found not to demonstrate a high level of empathy skill presents concerns to be considered by the social work profession. A deeper understanding of empathy presents an opportunity for an increased focus in organizations to enable workers to demonstrate empathy towards families they work with.     

Empathy and Observed Anger and Aggression in Five-Year-Olds

In Roberts and Strayer (1996 ), we reported that emotional expressiveness and anger were important predictors of empathy for school‐age children, and that empathy strongly predicted prosocial behaviors aggregated across methods and sources. In this paper, we report how empathy was associated with direct observations of anger and aggression in peer play groups. Twenty‐four initially unacquainted five‐year‐old children (50% girls) were randomly assigned to six same‐sex groups; each group met for three one‐hour play sessions. Physical and verbal aggression, object struggles and anger were coded from videotapes, as were prosocial and social behaviors. As expected, empathy (aggregated across methods and sources) was negatively associated with aggression and anger, and positively associated with prosocial behaviors. Although children who were more angry were also more aggressive, anger and aggression did not covary across play sessions as a simple causal model requires. These results suggest further directions for research in emotions and aggression.     

Using a “child's‐eye view” of social success to understand the importance of school readiness at the transition to formal schooling

Recent research into school readiness has highlighted the importance of not only children's cognitive and socio‐emotional skills, but also the degree to which they have family support in the home. The current study examines the association between social success upon school entry and teacher‐ratings of school readiness as assessed by the Brief Early Skills and Support Index (BESSI), controlling for language ability. Importantly, social success was assessed using a “child's‐eye view” with peer‐reported assessments of both social preference and reciprocated friendships. A total of 244 children (131 boys, M_age = 61 months, SD = 4.78 months) in their first year of formal schooling participated. Child school readiness was found to be important for social preference, with the association being more marked for boys versus girls. Family support was the only independent predictor of children's reciprocated friendships. The use of the BESSI, with its broad scope compared to other measures of school readiness, highlights the importance of focusing both on a child's cognitive and socio‐emotional skills at school entry and their family support when exploring the association of school readiness to children's social success at the transition to formal schooling.     

A Short-term Longitudinal Study of Children's Playground Games in Primary School: Implications for Adjustment to School and Social Adjustment in the USA and the UK

In this study we described development of boys’ and girls’ games on the school playground at recess as they progressed across the first year of primary school in London (UK) and Minneapolis (USA) in order to document age‐related trends in games during this period and to examine the predictive role of games in children's adjustment to school and more general social adjustment. Consistent with expectations, games accounted for a significant portion of children’s, but especially boys’, behavior during recess. American children played games more frequently, especially simple games, relative to English children. Consistent with expectation, the complexity of games increased, especially for boys, across the school year for children in both countries. We also examined the extent to which facility with games forecasted adjustment to school and social adjustment. Games predicted both, but only in the USA sample. Results are discussed in terms of games being an important developmental task for children of this age. Implications for future research and educational policy are discussed.     

“撤点并校”、家庭背景与入学机会

本研究旨在探究在“撤点并校”的政策调整下，家庭背景是如何影响子女的教育获得机会的。本文利用“中国家庭追踪调查”（CFPS）2010年到2012年追踪个案的数据，通过对农村学生小学至初中毕业升学历程的回溯，建立基于Cox比例风险模型的“辍学模型”和基于Logistic模型和线性概率模型的“升学模型”，发现家庭背景始终是影响子女教育机会的重要因素。在“撤点并校”刚开始执行的年份，农村学生在义务教育阶段的辍学风险反而有所降低，家庭背景在“撤点并校”后对于子女的入学几率起到更为重要的作用。本文认为，这一政策使得农村家庭在教育上“主动投入”，而这种家庭层面对于政策的回应使政策的影响效果被削弱或者推迟，从宏观上观察到的家庭背景在教育层面上的再生产机制是每个家庭在制度驱动下做出选择的结果。     

家庭背景、班级情境与青少年的跨群体交往

通过分析“中国教育追踪调查”（CEPS）数据,本文考察了家庭背景和班级情境对流动儿童和本地儿童跨群体交往的影响。研究发现,家庭社会经济地位对流动儿童的跨群体交往具有积极作用,但本地儿童的家庭社会经济地位越高,跨群体朋友数量反而越少。总体而言,班级异质性与学生的跨群体朋友数量之间呈倒“U”型关系,但随着班级异质性的上升,流动儿童的跨群体朋友数量呈下降趋势,本地儿童则正好相反。所属群体跨群体社会交往越多,学生拥有的跨群体朋友数量越多,并且这种积极作用对本地儿童的影响更大。而外部群体的封闭性越强,学生跨群体朋友数量就越少,并且这种消极作用对流动儿童更强。最后还发现,上述班级情境影响效应的群体性差异主要存在于本地儿童数量占优势的班级。     

Resilience for dropout students with depression in secondary schools in Hong Kong: parental attachment,hope and community integration

ABSTRACT

The objective of this qualitative research is to better understand school dropout students with depression in Hong Kong and how they overcome their adversities. Three girls and five boys participated in the study. The results showed that the Hong Kong cultural context was affected by school competition and the effect of mental health labelling. Jaspers’ phenomenology was utilised to understand the phenomenon of school dropout and depression. The findings illustrated the importance of secure parental attachment, substitute secure attachment, hope, supportive environment and community integration in helping dropout students with depression to overcome adversities. A resilience model for school dropouts with depression is proposed for improving professional practice in Hong Kong.