"儿女"非"青年男女"——艾荫范《读常见诗品常见词》连载之二

初唐诗人王勃那首<送杜少府之任蜀川>,早经选入中学教材,普及面之大可以想见.诗的尾联:"无为在歧路,儿女共沾巾","儿女"一语的解释,诸家很不一致,我见到至少有三种表述:     

They're Cool: Social Status and Peer Group Supports for Aggressive Boys and Girls

This study examined who among the 526 fourth to sixth graders are nominated as among the coolest kids in their class. There were two questions: (1) Are popular‐aggressive (tough) children nominated as cool by a broad spectrum of their peers, or only by a select few? (2) Does variability in children’s cool nominations more closely follow their individual characteristics or group affiliations? Three‐level hierarchical linear modeling (nominators in groups in classrooms) tested the study hypotheses. The main finding was that children in aggressive groups nominated tough peers as cool and children in nonaggressive groups nominated popular‐nonaggressive (model) peers, regardless of nominators’ individual characteristics or the prominence of their groups across diverse classroom contexts. Girls were proportionately more likely to nominate tough than model boys, but only a minority (less than 25 percent) of relatively aggressive girls nominated any boys as cool. Findings indicate that normative boy and girl peer cultures give broad reputational support to some aggressive children.     

Exploring the Academic Benefits of Friendship Ties for Latino Boys and Girls*

Objectives. We examine how the racial/ethnic and generational status composition of Latino students' friendship groups is related to their academic achievement and whether there are differential effects by gender. Methods. We use multivariate regression analyses to examine the effects of friends' characteristics on Latino students' end of high school grades, utilizing data from the Adolescent Health and Academic Achievement Study (AHAA), and its parent survey, the National Longitudinal Study of Adolescent Health (Add Health). Results. For Latina girls, there are positive effects of having more friendship ties to third‐plus‐generation Latino peers in contrast to dominant culture peers; yet Latino boys benefit academically from ties to all co‐ethnic peers. Having friends with higher parental education promotes achievement of both genders. Conclusion. Our results counter notions of a pervasive negative peer influence of minority youth and suggest that co‐ethnic ties are an important source of social capital for Latino students' achievement.     

The Relationship between Social Defiance,Vindictiveness, Anger,and Brain Morphology in Eight‐year‐old Boys and Girls

The goal of this study is twofold: (1) to assess brain anatomical differences between children meeting diagnostic criteria for oppositional defiant disorder (ODD) and healthy controls, and (2) to investigate whether morphological brain characteristics associated with ODD differ in boys and girls. Eight‐year‐old participants (N = 38) were scanned using magnetic resonance imaging. ODD symptoms were assessed using the Dominic‐R interactive. In ODD participants, we observed a significant reduction of gray matter density in the left orbitofrontal cortex—a prefrontal region that plays a pivotal role in emotional self‐regulation and impulse control—and, conversely, an increase in the left temporal area—an area that has been associated with aggressive, impulsive, and antisocial personality. Furthermore, ODD boys showed a reduction of both gray matter density in the left orbitofrontal cortex and of white matter density in the left superior frontal area. The structural abnormalities found in the present study, in particular, the correlation between ODD symptoms and reduction of gray matter density in the left orbitofrontal cortex, may present some evidence for the existence of neuropathology associated with ODD symptoms during childhood. Furthermore, our findings indicate morphometric differences between boys and girls with ODD, which may be associated with gender differences in social behavior in children showing ODD symptoms.     

The Prevention of Social Aggression Among Girls

This study represents the first systematic attempt to examine a theory‐based program designed to reduce girls' social aggression and increase positive leadership among peers. Fifth‐grade girls from six public schools were randomly assigned within classrooms to the social aggression prevention program (SAPP) and the comparison reading clubs. A school‐based small group program, the SAPP was demonstrated to have a positive impact for all students in the domain of social problem solving. For students with high baseline social problems, teachers reported positive changes in SAPP participants' prosocial behavior. In addition, the content of the program was critical: reading club participants improved their reading achievement at greater rates than SAPP participants. Targeting female students in a program focused on resolving social conflicts from multiple perspectives may be an important addition to broader, multilevel initiatives to prevent aggression and promote leadership in schools.     

Boys of Class, Boys of Color: Negotiating the Academic and Social Geography of an Elite Independent School

How do boys from diverse backgrounds manage in an elite boys' school? Interviewing a representative sample of 27 boys, blocked for race, class, and academic performance, we found that they navigated the school's academic geography by mastering "a drill" that included hard work, unwavering commitment, a will to win, a cool style, and self knowledge as learners. Some developed a transformative love of learning. But many marginalized boys struggled with the school's social geography. African American boys managed most effectively as they developed intra-group discourses of race and class enabling them to take up the school's offers of "hegemonic habitus" without "selling out." We discuss the liberating implications of helping students in both independent and public schools develop similar critiques .     

Custody and fostering teenagers

This paper offers a brief consideration of the internal and external factors impacting children and young people who have become in conflict with the law.     

Negotiating Alternatives to Custody: a Quantitative Study of an Experiment in Social Enquiry Practice

Summary Between january 1980 and December 1982, a team of probationofficers attempted a new approach to probation practice whichhas been described in an earlier article. The present articleoutlines the types of social enquiry reports which resultedfrom the experiment, and in a quqntitative analysis of the team'sreports, compares the relationship between recommendation andoutcome in the different types. Indications of the effect onsentincing of recommendations for a strict reporting style ofprobation order are examined.     

制度与社会发展

任何社会的存在和发展,都离不开制度。马克思恩格斯十分重视制度在社会发展中的重要作用。在现代社会,社会秩序成了“瓶颈需求”,因此,制度作为社会秩序的生产方式之一,对现代社会的发展来说尤其重要。制度对社会发展的重要作用,主要表现在:制度是社会结构存在和变迁的重要条件,技术和文化在社会结构存在和变迁中的作用,最终要借助于制度以及制度的变迁;制度是社会发展目标的实现机制,在社会发展中,任何重要的社会发展理想(目标)或理念,只有得到制度上的体现,才能转化为现实的发展路径;制度又是社会发展的整合机制,制度可以保障社会合力的形成以及社会合作的实现。     

社会管理创新与社会工作发展研究

我国社会管理创新给社会工作发展提供了新的机遇,创新后的社会管理体制,不仅需要制定相应的社会管理政策,更需要具有专业性质的服务理念、方式和领域,社会工作成为社会管理创新的一个关键变革力量。社会工作通过管理理念、过程、内容和评估机制介入社会管理创新,使社会管理更加符合经济社会发展需求,促进社会和谐稳定。     

社会管理创新与社会工作发展研究

我国社会管理创新给社会工作发展提供了新的机遇,创新后的社会管理体制,不仅需要制定相应的社会管理政策,更需要具有专业性质的服务理念、方式和领域,社会工作成为社会管理创新的一个关键变革力量。社会工作通过管理理念、过程、内容和评估机制介入社会管理创新,使社会管理更加符合经济社会发展需求,促进社会和谐稳定。     

Social Work Development in Japan

With the enactment of the Certified Social Workers and Care Workers Act in 1987, Japanese social work would seem at last to have achieved social recognition and a secure position in Japanese society. However, when one examines the roles, working conditions, education and training of social workers, there are significant differences to be observed from the norms of western social work. In this paper the author sets out the unique characteristics of social work in Japan and reviews the pattern of its development in historical, cultural and political terms.