Child‐Care Usage and Mother‐Infant “Quality Time”

Mothers' time‐use patterns were compared in families in which infants spent more than 30 hours per week in child care (In‐Care group; n= 143) versus 0 hours per week (At‐Home group; n= 183) from birth to 6 months of age. In‐Care group mothers spent about 12 fewer hours per week interacting with their infants, for about 32% less time; fathers of these infants were more involved in caregiving. The groups did not differ in the quality of mother‐infant interaction. In the In‐Care group, quantity of interaction was related to greater separation anxiety and concerns about effects of maternal employment. Time‐use data were not related to child outcomes at 15 months of age. Results suggest that the effect of extensive time spent apart on the quantity and quality of mother‐infant interaction may be smaller than anticipated.     

African American Children's Adjustment: The Roles of Maternal and Teacher Depressive Symptoms

This study examined the unique and interactive roles of mother and teacher depressive symptoms in child adjustment in 277 African American single mother‐headed families, as well as whether the associations differed depending on the age and gender of the child. Findings revealed a significant association between maternal depressive symptoms and child depressive symptoms in girls, but not boys. Moreover, the combination of higher levels of both mother and teacher depressive symptoms was associated with the highest level of child depressive symptoms and, for younger children, externalizing symptoms. The importance of considering the multiple social contexts in which children interact is discussed.     

The influence of risk and protective factors on burnout experienced by those who work with maltreated children

The aim of the study was to explore the degree (and type) of burnout and trauma symptoms, personal histories and coping strategies retrospectively reported by those who work with maltreated children and their families. A self‐selected sample of workers (N = 44) completed a self‐report questionnaire assessing childhood maltreatment, family background characteristics, current adjustment, coping strategies and burnout. Workers reported high levels of emotional exhaustion and depersonalization, and a low to moderate sense of personal accomplishment. Family background characteristics predicted the occurrence of maltreatment and current adjustment, and a personal history of maltreatment predicted current trauma symptoms, but not burnout. Workers most frequently used problem‐focused coping strategies and sought social support; however, coping strategies were not associated with the level of either trauma symptoms or burnout. Despite employing positive coping strategies, their efficacy may be affected by other interpersonal, intra‐individual and job resource issues. Copyright © 2002 John Wiley & Sons, Ltd.     

“He Survives Everything”: A Latency-Aged Child with Play Disruption in the Face of Trauma and Early Object Loss

It is hypothesized that trauma and early object loss result in the arrest of the normal and healthy progression of a child's development and also disrupts a child's capacity to engage in symbolic play. In therapy, over time, with a constant object, a latency-aged child was able to re-enact early trauma and loss, make substantial gains in development, and begin to play in a symbolic and expressive way.     

英语成绩与焦虑特性的相关性研究

文章以南华大学外国语学院英语专业二年级 4 4名本科生为对象 ,用SPSS统计软件包分析研究了学生英语成绩及若干专业技能与焦虑特性的相关性。研究结果表明 :( 1)学生英语成绩与焦虑特性呈中度负相关 ;( 2 )在听写、听力、阅读、写作这四项单项能力方面 ,听写和听力是与焦虑特性相关性最高的两个 ,而完形填空、词汇与结构与焦虑特性不相关。     

非英语专业学生在英语学习中情感障碍特征分析

外语教学和外语学习的成功取决于诸多因素 ,其中情感因素越来越受到研究者和外语教师们的重视。笔者以 2 88名非英语专业本科生为对象 ,通过问卷调查 ,从焦虑、自信和动机三个方面来分析非英语专业大学生在英语学习中情感障碍特征及其表现 ,以便为探索能降低学生情感障碍的教学方法提供依据     

Breaking the intergenerational transmission of child abuse: Beyond the mother-child relationship

Studies comparing abusive and non-abusive parents who were abused as children are reviewed to determine protective factors that may lead to a break in the transmission pattern. Non-abusers have several factors in common. For instance: they have extensive emotional and social support from significant others. they are aware of what happened to them as children and are openly angry about their abuse. and many of them received (psycho)therapy as adolescents or young adults. Discovering protective factors by which some parents overcome a family pattern of abuse is valuable in guiding both prevention and intervention efforts. A brief discussion of the influence of methodological variations of different studies on reported transmission rates precedes the review. Furthermore. attention is given to the underrepresentation of (abusive) fathers in theory as well as in research on child abuse. The effects of undervaluation of gender differences are discussed in terms of their importance in the occurrence and (breaks in the) transmission of child abuse.     

奇异的自尊心--对张爱玲《红玫瑰与白玫瑰》的症候式分析

《红玫瑰与白玫瑰》是张爱玲作品中的一个独特的文本。文本外的隐性内涵以及人物背后相对的精神观照是被以往评论者所忽视的。张爱玲不与人道的情感世界以及其独特的人格精神通过“移情”和“逃避焦虑”无意识地发泄于文本中 ,这一切都可以通过症候式分析获得     

重新评价马克·吐温的代表作——《汤姆·索耶历险记》和《哈克贝里·费恩历险记》(英文)

马克·吐温,这位在美国文学史上开一代创作先河的小说家,为后人留下了20多篇不朽佳作.其中,令人惊讶的是:在他全部作品中,两部描写少年历险故事的著作——《汤姆·索耶历险记》和《哈克贝里·费恩历险记》,始终处于最突出的位置,并一直被中外学者公推为其代表作.于是我们不得不深思这样一个问题,作为美国文坛杰出代表人物之一的马克·吐温为什么选择了儿童的角色,而又把他们塑造很空前成功?纵观文学界对马克·吐温作品及其人物形象的有关研究成果和论述,似乎都不能够圆满地答复这个问题.     

焦虑的诱发因素及调控方法--以体操教学为例的研究

国内外心理学对学生的焦虑与运动成绩的相关研究已成为一个专门的课题。针对焦虑对学生体操技术掌握的影响，运用运动心理学有关理论对大学生体操教学中的焦虑诱发因素进行问卷调查，归纳了体操教学中诱发学生焦虑过度的原因，并对其主要影响因素进行分析，提出了控制学生的适宜焦虑水平的方法。