Confronting Anxiety in Couple and Family Therapy Supervision: A Developmental Supervisory Model Based on Attachment Theory

Referencing relevant supervisory literature and attachment theory, this article presents a developmental couple and family therapy supervisory model that emphasises the efficacy of the supervisory relationship. Issues concerning anxiety, cognition and learning theory are addressed and phases in the supervisory process are identified and described. Cognitive, emotional and social development are linked to attachment theory and discussed in the supervisory context.     

现代主义的焦虑

黑格尔之后的现代主义艺术与传统、社会和自身的规范处于激进的对抗和分裂之中。焦虑是现代主义的核心特征。现代主义的焦虑主要表现在三个方面：艺术界的去魅与神性的迷失；关的失落与艺术形式的非人化；艺术的自律与自律体制的合法化危机。     

大一新生内外倾向性和英语学习焦虑现状的调查与分析——以百色学院为例

文章通过抽样调查发现，大一新生内向性格特征显著，英语学习焦虑总体水平不高，而非英语专业新生较英语专业新生学习焦虑水平要高得多，焦虑表现形式也较丰富。本研究分析了大一新生英语学习焦虑诱因，对英语教师在实施教学中如何减轻新生英语学习焦虑情绪进行了一些探索与思考。     

论心理生理学在体育运动中的运用

随着竞技运动的日益复杂,运动水平的不断提高,心理生理学在体育运动中的作用日趋重要.本文通过对心理生理学在体育运动中的运用的阐述,说明了心理生理学在体育运动中运用的广泛性与重要性,同时为心理生理学这门新兴的边缘学科添一块砖.     

The concurrent and longitudinal impact of sleep on mind wandering in early adolescents

Mind wandering refers to task-unrelated thoughts that can interfere with ongoing tasks and could be sleep-driven across childhood. The present study investigated the mechanisms of the association between early adolescents' sleep and mind wandering with emotional symptoms and executive function as potential mediators. A total of 257 early adolescents (baseline aged 9–13 years old; 131 boys) completed the questionnaires consisting of the Pittsburgh Sleep Quality Index, mind wandering, depression and anxiety symptoms, and executive function. Cross-sectional and longitudinal data revealed a sequential mediation pathway of emotional symptoms and executive function in the association between sleep and mind wandering. The mediating effect of emotional symptoms in the link between sleep quality and mind wandering was significant among boys but not girls.     

Socially Anxious Children at Risk for Victimization: The Role of Personality

This study examines whether Big Five personality traits affect the extent to which a socially anxious child will be victimized. A total of 1814 children participated in the study (mean age = 11.99 years). Children completed self‐reports and peer reports of victimization, which were aggregated, and self‐reports of social anxiety and Big Five personality traits. A regression analysis was performed to study the moderating effect of personality traits on the relation between social anxiety and victimization. Socially anxious children scoring high on extraversion are less at risk for victimization than socially anxious children scoring low on extraversion. In addition, socially anxious boys scoring high on agreeableness were less at risk for victimization than socially anxious boys scoring low on agreeableness. Conscientiousness, neuroticism, and openness to experience did not moderate the relation between social anxiety and victimization.     

Women's experiences of interventions for fear of childbirth in the perinatal period: A meta-synthesis of qualitative research evidence

IssueFear of childbirth (FOC) can be debilitating, impacting women's lives in pregnancy, the puerperium and beyond. Research investigated various interventions for FOC in the perinatal period, but there been no synthesis of the experiences of women who engaged with these interventions, which would inform clinical practice guidance and the development of future interventions.AimTo conduct a review and synthesis of qualitative studies of interventions for fear of childbirth in the perinatal period and women's experiences of them.MethodsA meta-synthesis was performed to examine all relevant qualitative studies describing women's experiences of interventions for FOC, in all languages. A comprehensive search of relevant databases from 1978 to 2019 was conducted. In total, following appraisal, seven qualitative studies were eligible for inclusion. The findings were integrated using thematic synthesis for the final stages in the thematic analysis.FindingsOne overarching theme “Ownership of Childbirth” and three analytical themes “Facing the fear”, “Feeling empowered”, “Managing the fear with a sense of security” were generated through the synthesis. There were no studies outside of Scandinavia located.DiscussionThis meta-synthesis provides a new way to describe the process of moving from fear to “Ownership of childbirth”. The first step in the process appears to be acknowledging and identifying the individual's fears. Women can be empowered to self-manage FOC but may be influenced by external factors such as the support of partners and staff.ConclusionThese findings provide evidence to inform the development of future interventions for FOC and highlight the need for further qualitative research globally.     

Conceptualizing anxiety among social work students: implications for social work education

Student anxiety is frequently discussed within social work education. Due to its potentially devastating impacts, social work educators need to have a full understanding of anxiety in this context, in order to determine the best way to support students. Research on student anxiety from a broad body of literature provides implications for social work classrooms and field education. Key underlying concepts from previous social work and related research on student anxiety inform a conceptual model to help educators develop a more complex understanding of student anxiety. Implications for further research and important next steps in the development of support strategies for social work students are identified.     

The duty to care and the need to split

This paper arises out of psychoanalytically oriented consultancy to teams of staff in the helping professions where there is a statutory 'duty to care'. It takes as its premise the seemingly paradoxical hypothesis that workers may need to split off part of their emotional experience in order to preserve their own mental health and provide reliable services to their clients. I argue that while a professional 'duty to care' requires us to be emotionally 'in touch', the demands of our clients together with the demands of the institutional response to the 'duty to care' cause us to split off parts of our awareness. I also argue that provided the splitting does not become extreme we are doing no more or less than the rest of society. In other words, there is a degree of 'normal splitting' which numbs our awareness of danger and destructiveness and seeks to protect us from too much anxiety and pain. Yet if professional workers are charged with the responsibility of assessing risk and acting accordingly for the protection of all concerned they need ways of being 'in touch' (re-integrating the splits) for some or enough of the time. Finally, I will describe ways of being 'in touch', illustrating the difficulty and the pain of re-integrating the splits and some of the insights that can arise out of this work with examples from my consultancy work.     

TOO CLOSE IN OR TOO FAR OUT — LEARNING TO HOLD THE ROLE OF OBSERVER: TUTORS' INTRODUCTION TO A SOCIAL WORK STUDENT'S REFLECTIONS ON HER EXPERIENCE OF LEARNING THROUGH CHILD OBSERVATION

In this and a second linked paper (Natasha Quitak ‘Difficulties in Holding the Role of the Observer’), social work tutors and a former student examine the learning which can come from the experience of infant and child observation in social work qualifying training. The ability to hold the role of observer is an essential skill for social work which can to a large extent be learned. It involves finding a distance close enough to experience the feelings involved in the child's relationships but far enough out to be able to think about them. Difficulties in managing the anxieties involved in the task may be linked to students' own familial and cultural patterns of relating. Attachment theory and psychodynamic thinking provide the theoretical underpinning for learning.

This first paper is written from the perspective of the social work tutor.