Quality social work with children and families

The paper explores some of the current issues and dilemmas in providing services to children and families. Existing value bases are considered, as well as the effect of these on the type and quality of services received by children and families. The structures are also discussed and the relationship to services critically commented upon. The conclusion describes an alternative model that combines service structure with core skills.     

Children's Anger, Emotional Expressiveness, and Empathy: Relations with Parents' Empathy, Emotional Expressiveness, and Parenting Practices

In Roberts and Strayer (1996 ) we described how emotional factors were strongly related to children's empathy, which in turn strongly predicted prosocial behavior. This paper focuses on how these child emotional factors, assessed across methods and sources, related to parental factors (empathy, emotional expressiveness, encouragement of children's emotional expressiveness, warmth and control) for a subset of 50 two‐parent families from our earlier sample. Parents reported on their emotional characteristics and parenting; children (5 to 13 years old; 42% girls) also described parenting practices. Children's age and parenting factors accounted for an average of 32% of the variance in child emotional factors, which, with role‐taking, strongly predicted children's empathy. In contrast to earlier, less comprehensive studies, we found important paths between parents’ and children's empathy, mediated by children's anger. These countervailing pathways largely neutralized each other, resulting in the low correlations usually seen when parents’ and children's empathy are examined in isolation. Thus our findings are an important confirmation and extension of the theoretically expected link between parents’ and children's empathy.     

大学英语课堂教师情感渗透的作用

借助问卷调查 ,了解大学英语学习者对教师在英语课堂中情感投入的渴盼。笔者认为具有亲和力的教师能以其热情、真诚营造良好的英语学习环境和氛围 ,并帮助学习者克服心理障碍 ,带领学习者自觉融入课堂英语交际活动中 ,从而激发学习者的学习兴趣 ,使学习者乐学善思 ,提高语言交际能力。     

Development of Empathy in Girls During the Second Year of Life: Associations with Parenting, Attachment, and Temperament

The development, antecedents, and concomitants of empathic concern in the second year of life were examined. Associations with parental sensitivity, children's fearfulness and attachment security were investigated. At 16 and at 22 months, 125 firstborn girls from middle‐class families were observed in their homes and in the laboratory. Empathic concern was assessed from the girls’ responses to simulated distress in their mothers and in an unfamiliar person. Temperamental fearfulness was observed when they were confronted with potentially scary items. Attachment security was assessed with the Strange Situation procedure, and parental sensitivity was measured in problem‐solving situations both at home and in the lab. From 16 to 22 months, empathic concern for the mother's distress increased, whereas empathy for the stranger decreased. A more fearful temperament and less attachment security predicted less empathic concern for the stranger's distress. Antecedent and concurrent measures of parenting showed disappointingly weak associations with empathic concern. Empathy for strangers in distress requires the regulation of negative emotions for which fearful and insecurely attached girls seem to be less well equipped.     

闭合用户体验研究

用户体验已从最初局限于交互领域的专业研究扩展到整个商业过程中,用户体验的闭合性与开放性是不同商业层面的发展体现,企业和品牌应着力建立具有鲜明特征的产品生态系统,通过将设计感、故事感、交响能力、共情能力、娱乐感、探寻意义这六大要素在产品系统中的充分应用,创造独特的闭合用户体验,对产品开发、品牌建设、企业发展发挥重要作用。     

论李梦阳的诗歌创作论

李梦阳的诗歌创作理论是李梦阳文艺思想的重要组成部分。李梦阳的诗歌创作理论主要有四点：（1）重视＂情＂在诗歌创作中的主导作用;（2）认为生活实践是诗歌创作感情产生的前提;（3）主张诗歌是作者主观思想与客观世界相交往的产物;（4）重视中国传统诗歌比兴手法的运用。李梦阳既把情感与生活实践确定为诗歌创作的基础,也把它确定为诗歌创作的根本法则,而且由此建立了＂情会说＂之创作心理论。李梦阳不仅重视诗歌主题思想产生途径之生活实践,还重视传统的诗歌主题思想表现之比兴手法。李梦阳关于诗歌创作的理论,是具有科学性和创新意义的诗歌创作论,是值得我们今天借鉴的。     

Experiences of Caregivers in a Dementia Simulation Program

Abstract

Objectives: Simulation-based training has been used in health care to increase clinical knowledge and skills and understanding the experience of others. There is a lack of research in exploring experiences of caregivers of people with dementia in a dementia simulation program and its potential benefits on caregivers. The purpose of this qualitative study was to explore experiences of caregivers of people with dementia who participated in a dementia simulation program, called Dementia Live?.

Methods: Fourteen caregivers were interviewed after participation in DL, and thematic analysis using NVivo 11 software was used.

Results: Three themes emerged, including: (i) the Dementia Live? as an eye-opening experience; (ii) the perceived benefits of the Dementia Live? on themselves; and (iii) recommendation of the Dementia Live? to other caregivers.

Conclusions: Dementia simulation programs such as the Dementia Live? may help caregivers to have more empathy, understand better about the behaviors and feelings of people with dementia, and to use strategies that can help when working with people with dementia. Further experimental research is needed to examine effectiveness of the dementia simulation program on caregivers and people with dementia.     

Exploring the Relationship of personality characteristics and spirituality to empathy: Does spirituality add to our understanding?

Although research generally supports a relationship between certain personality dimensions and empathy, there is relatively little empirical information directly examining the relationship between spirituality and empathy. This study sought to explore the relationship of spirituality to empathy, while including relevant personality dimensions. Multidimensional measures of spirituality (Spiritual Involvement and Beliefs Scale) and personality (Big Five Inventory) were used with a sample of both students and practitioners. Students included both undergraduate and graduate social work students from four universities. Practitioners included both social workers and nurses from a local hospital. Results demonstrated that only one spirituality dimension (Spiritual Perspective) was correlated with empathy. While this Spiritual Perspective dimension was not a significant predictor in a regression model, the interaction term of Spiritual Perspective and Agreeableness (personality) was significant in predicting empathy.     

The quality of mother‐adolescent disclosure: Links with predictors and adolescents’ sociomoral outcomes

Previous work on adolescents’ disclosure has focused on the frequency of disclosure to parents, but not the quality of that disclosure. Therefore, there is a need to examine factors that predict the quality of adolescents’ disclosure, as well as the consequences of the quality for adolescents’ outcomes. In this study, 100 adolescents (M age = 14.27 years; 57 girls; 70.7% White, European American) disclosed to mothers a recent past event in which they felt excluded; the videotaped and transcribed conversations were rated for indices of the quality of disclosure (i.e., the quality of elaboration and emotion discussed). Adolescents completed measures of sociomoral behavior and parental warmth and mothers completed measures of their moral identity, circle of moral regard, and moral socialization. The quality of adolescents’ disclosure was related to adolescents’ sociomoral outcomes (including prosocial behaviors, empathy, and sociability). Adolescents’ disclosure quality was predicted by gender and by aspects of mothers’ moral sophistication. Findings highlight the importance of high‐quality self‐disclosure by adolescents for promoting adolescents’ moral development, potentially because such disclosure gives parents the opportunity to help adolescents cope with challenging peer experiences potentially through emotion coaching and problem‐solving. Moreover, the findings are novel because they highlight how maternal moral processes might promote adolescents’ disclosure.     

The development of interindividual differences in sympathy: The role of child personality and adults’ responsiveness to distress

In a three‐wave longitudinal study of 85 children (43 girls) at 5, 6, and 7 years of age, the role played by child personality (inhibition, aggressiveness) and adults’ responsiveness to distress in children's sympathy was examined. At all three times, sympathy was measured via standardized observations as well as children's self‐reports. Child inhibition and aggressiveness were assessed with reports by teachers at T1 and T2. Parents’ and teachers’ responsiveness to distress were inferred from interviews with the children at T1 and T2. Longitudinal analyses via latent regression using structural equation models showed that earlier sympathy explained most of the variance in later sympathy. Additionally, higher inhibition at T1 predicted less sympathy at T2. Higher sympathy at T1 predicted more adult responsiveness at T2. Higher aggressiveness at T2 predicted less sympathy at T3. Within time, at T1, sympathy was positively related to adults’ responsiveness. At T2, inhibition and sympathy were negatively related. The discussion focuses on the question of how child personality as well as parental and non‐parental socialization experiences work in concert to explain interindividual differences in sympathy.