移情类移就修辞格的标记性特征及其修辞特色

英语的hypallage与汉语的移就是完全相同的修辞手段,其共同特点是把原属于甲印象的性状移属于乙印象进行修饰。移情是把人的知觉和情感投入到物件和抽象事物中去。移情性移就的标记性特征是其突出的陌生化效应和简洁效应。     

情感因素与外语教学

影响外语学习的因素很多,其中情感因素对外语学习成功与否起着非常重要的作用,在外语教学中也受到了很大的关注和重视.探讨了几个主要的情感因素对外语学习的影响及作用,提出了在外语教学中利用情感因素的一些想法.     

Prosocial Tendencies among Chinese American Children in Immigrant Families: Links to Cultural and Socio‐demographic Factors and Psychological Adjustment

The present study examined relations between prosocial tendencies (dispositional sympathy and prosocial behavior) and psychological adjustment using a multi‐method and multi‐informant approach in a socioeconomically diverse sample of first‐ and second‐generation Chinese American children from immigrant families (N = 238, M age = 9.2 years). We tested the concurrent associations between: (a) children's dispositional sympathy (rated by parents, teachers, and children, and observed prosocial behavior), (b) psychological adjustment (parent‐ and teacher‐reported externalizing problems and social competence); and (c) cultural and socio‐demographic factors (children's Chinese and American orientations, family Socioeconomic Status (SES), only child status, and children's age, sex, and social desirability). Results from correlations and structural equation modeling suggested that different measures of prosocial tendencies related differently to children's psychological adjustment. Parent‐ and teacher‐rated sympathy were associated with higher child social competence and lower externalizing problems within, but not across, reporter. By contrast, child‐rated sympathy was associated with higher teacher‐rated social competence, and observed prize donation was associated with lower teacher‐rated externalizing problems. Different measures of prosocial tendencies also showed different relations to cultural and socio‐demographic factors. These findings suggest that prosocial tendencies are not a unitary construct in Chinese American immigrant children: the manifestations of prosocial tendencies and their adjustment implications might depend on the context and/or targets of these tendencies.     

Cross-Cultural Empathy and Training the Contemporary Psychotherapist

The diversity of today's client population has required that psychotherapy training confront the importance of cultural competence in graduates. Approaches in this area of education create dynamic tensions between stressing therapist openness to diversity and therapist knowledge of clients' cultures. This paper proposes that this attitude-knowledge dilemma in psychotherapy education can be reconciled by helping trainees develop an empathic response capable of transcending cultural differences. Cross-cultural empathy helps provide the therapist with a coherent and familiar means of maintaining affective receptivity in the therapeutic encounter with clients while making use of a repository of information about clients' cultures. Such empathy can also be a base for building the skills needed to develop collaborative relationships with clients who are often disempowered and distrustful. The paper examines approaches and resources for training psychotherapists in cross-cultural empathy.     

Unconditional respect for persons: A social psychological analysis

It has been suggested that unconditional respect for persons, i.e. respect that is due to everyone simply as a function of their being persons, is the most fundamental kind of respect. Showing unconditional respect towards someone involves recognizing their integrity as a person and their status as an autonomous rational actor. This idea is a cornerstone of much moral, social and political theory. While the idea implicitly underlies some contemporary psychological work on respect, for the most part this fundamental moral orientation has been neglected in psychology. The concept needs clear explication and measurement if its explanatory and predictive value is to be fully realised. This paper will explore the concept of unconditional respect, describe a scale for measuring individual differences in this attitude, and then go on to position unconditional respect, both conceptually and empirically, amongst other relevant social psychological constructs such as Social Dominance Orientation, Right-Wing Authoritarianism, Empathy and Perspective-taking. We then provide some evidence on, as well as speculation about, the role of unconditional respect in interpersonal and intergroup relations. Dr. Tania Tam is a social statistician at the Legal Services Research Centre, London. She has degrees in German and in Psychology from the University of California at Berkeley and a doctorate from the University of Oxford. Her research interests have focussed on intergroup conflict, including issues of respect, forgiveness and trust; and on the effects of communication between grandparents and grandchildren on ageism.     

The Importance of Sex-of-Stimulus Object: Age Trends and Sex Differences in Empathic Responsiveness

The main goals of the study were to examine age trends and sex differences in empathic responsiveness, particularly empathic concern for others in distress. It was based on four cohorts of Norwegian students aged 13 to 16, comprising a total of 1193 boys and 1093 girls. The key measurement instrument was a partly new questionnaire on empathic responsiveness in which sets of items were differentiated according to sex-of-stimulus object. The empirical analyses showed convincingly that differentiation of the items with regard to sex-of-stimulus object was of critical importance for the discovery of the age trends that were present for boys and girls. Girls showed the most straightforward development, with an increase over age in empathic concern towards both girl and boy stimuli. The boys evinced a similar developmental pattern with regard to girls as stimuli but showed a clearly deviating, decreasing trend in emphatic concern for other boys in distress. Failure to consider sex-of-stimulus object is probably the main explanation for the inconsistent results previously reported for developmental trends in empathic responsiveness from age 11. In addition, and in agreement with previous research, we found very marked sex differences, with a strong predominance of low-empathic boys and a similarly marked predominance of high-empathic girls. Finally, the empirical analyses indicated the meaningfulness of partly separating out another facet of empathic responsiveness, i.e. empathic distress in which the emotional reaction is assumed to be more oriented toward the self than to the other, while the opposite is true of empathic concern. The results are discussed within an evolutionary perspective.     

Constructing Emotional and Relational Understanding: The Role of Mother–Child Reminiscing about Negatively Valenced Events

Although there is some evidence from cross‐sectional studies that reminiscing is an important context in which children construct socioemotional understanding, longitudinal evidence is lacking. The goal of this study was to examine longitudinally the links between the quality of reminiscing at 42 months and children's subsequent socioemotional development at 48 months. At 42 months, mothers and children reminisced about a past negatively‐valenced emotional event. These conversations were coded for maternal elaboration, the children's contribution and engagement, and the degree to which meaning was co‐constructed by the dyad. At 42 and 48 months, children took part in laboratory measures of socioemotional development. Whereas there were few links between concurrent reminiscing quality and sociomoral development, aspects of reminiscing quality at 42 months (including children's engagement and the dyad's co‐construction of meaning) were related to children's emotional understanding, empathy, representations of relationships, and moral‐self at 48 months. This study provides some of the first longitudinal evidence that reminiscing conversations are linked with children's subsequent sociomoral understanding.     

Enhancing Victim Empathy for Sex Offenders

SUMMARY

Victim empathy is a widely used component of sex offender treatment throughout North America and Great Britain. Yet, it has been controversial over the past few years. One of the complications involves giving empathy a solid definition. Empathy was defined as the capacity to express compassion for victims. A multi-level system was developed to help specify the definition. The second issue concerns which methods to use in enhancing victim empathy. A variety of techniques are provided as specific ways in which clinicians can help enhance an offender's empathy level.     

A Framework for Cultivating and Increasing Child Welfare Workers’ Empathy Toward Parents

ABSTRACT

Much emphasis has been placed on child welfare workers’ skills and attributes when working with parents involved in the child welfare system; however, few studies have examined the potential benefits of using an empathic approach to interacting with parents. Child welfare workers may have negative perceptions of parents involved in the child welfare system and might have a tendency to reflect these attitudes and value judgments in their practice. The lack of empathic understanding and communication between workers and parents impacts service implementation and the success of family interventions. Increasing the workers’ ability to empathize with parents can enhance their relationship while increasing parent participation in services and ultimately family reunification. This article will discuss specific ways to cultivate and increase child welfare workers’ empathy for parents by enhancing workers’ emotional response and self/other-awareness, ability to perspective take, emotion regulation, and their ability to make appropriate decisions. Implications for application to practice and training are discussed as is the need for future research to validate the proposed framework for increasing child welfare workers’ empathy toward parents.     

Review essay

This paper describes the use of a new teaching method that was developed to encourage students in their first years of study in social work at the Department of Social Work in Athens/Greece to improve their empathy and understanding toward vulnerable populations. The so called ‘diversity dolls’ method is a powerful as well as creative multiapproach that uses dolls (hand crafted dolls and/or readymade commercial dolls) as a basic means for helping students acquire knowledge about more complex or unfamiliar concepts like vulnerable populations and empathy. Dolls appear in all cultures and have a fascinating influence on people all around the world; they look like human beings and as such, can represent different characters. Thus, they are deemed suitable for teaching subjects like vulnerable populations. The ‘diversity dolls’ method proved to be a creative teaching approach for transferring and retaining valuable knowledge so that it can be used by students to achieve their learning goals. This paper looks into both the benefits and implications of using this creative teaching method in social work education.