Use of Videotaped Initial Family Interviews in Training Beginning Family Therapists

The author describes how student-conducted and videotaped initial family interviews can provide a common frame of reference for learning family systems theories.     

Three Supervision Modalities for Training Marital and Family Counselors

Three supervision modalities (live, delayed review, and verbal reports) in training marital and family counselors are discussed with attention given to goals, supervisory considerations, advantages, and disadvantages of each modality.     

中国与越南婚姻家庭制度比较研究

中国与越南自重新建国后即开始了本国婚姻家庭领域的立法工作.进入21世纪,又开始了婚姻家庭立法的修订工作.两国婚姻家庭法律制度在立法背景、立法体例、立法理念及具体制度等方面既有许多相似之处,又有不同之处.探讨两国婚姻家庭制度的异同,借鉴其成功的立法经验,对完善我国的婚姻家庭立法具有重要的启迪意义.     

家训与我国古代家庭教育

家训是指我国古代家庭内部长辈对晚辈的垂诫和训示,是古代家庭教育的重要组成部分。从先秦时期开始,在士大夫阶层逐渐形成家训传统,之后不断发展,出现了大量家训著作。我国古代家训重视品德培养和人伦道德教育,通过规范子弟的日常行为,加强责任意识。家训在我国古代家庭教育中发挥了重要作用。     

农民工婚姻与家庭状况的调查与思考

农民工是社会城市化建设中不可缺少的重要力量,农民工婚姻与家庭的稳定对和谐社会的构建与发展具有非常特殊的意义,但由于制度的缺位及城市化进程的加快,农民工群体婚姻、家庭、生育、子女教育方面表现出与传统婚姻的不同,对这一群体的婚姻、家庭状况进行调查与研究以期为婚姻家庭立法及相关改革提供依据。     

Family Sculpting in the Training of Marriage and Family Counselors

This article describes how family sculpting, grounded in Experiential Family Counseling, can be used as a training technique in marriage and family counselor training programs.     

妇女婚姻家庭地位的综合评价法研究

根据对妇女婚姻家庭地位的界定 ,从定量的角度采用综合评价的方法 ,构建由妇女法律地位、妇女自主地位、妇女管理地位、妇女决策地位和妇女时间利用地位五个部分组成的综合评价体系。该评价体系具有全面、系统 ;适合用于不同层次、对象的分析评价 ;实用性和可行性强等特点     

Training and Motivating the New Labor Force: The Impact of Ethnicity

The old American concept of “melting pot” may no longer be the correct conceptual framework to use when dealing with the influx of new immigrants into the work force. It may be best neither to treat nor to expect everyone to be the same but rather to consider and to accommodate ethnic diversity. Harmonization may provide more effective management than homogenization. Problems can arise when words, examples, and relationships between trainers, trainees, and managers are contrary to the cultural norms and expectations of the employees. Managers and trainers can improve human performance by changing their standard operating procedures to include an understanding of the implication of ethnicity in the training environment. Although there is little research on the new labor force and few tested strategies, some earlier work addressed the preparation of employees of multinational corporations for work abroad. This paper explores ethnic differences and potential problems resulting from a new labor force and discusses some potential approaches to interethnic training based on investigations in sociological and communications research.     

浅谈学前儿童家庭教育中良好家风的培养

当前国家和社会的高速发展,家庭规模、结构、类型特征呈现出多样性和复杂性,家庭形态和家庭关系也发生了变化。但家庭教育并没有因之而弱化,反之在进一步加强。家风作为家教的前提条件,同样举足轻重。学前儿童家庭教育中则更是如此,良好家风的形成和传承离不开学前儿童家庭教育。     

Ethnicity and Community Context as Moderators of the Relations between Family Decision Making and Adolescent Adjustment

This study investigated whether the impact of 3 types of family decision making on the adjustment of 14–16-year-old youth was moderated by ethnicity, community context, or both. For joint and unilateral youth decision making, community context interacted with ethnicity in 3 patterns of influence: for Hispanic-American youth, variations in decision making had a stronger impact in ethnically mixed than in predominantly white communities; for African-American youth, the negative impact of unilateral youth decision making was stronger in predominantly white communities; and for Asian- and European-American youth, community context did not make a difference. For unilateral parental decision making, the popular hypothesis that apparent ethnic differences in the influence of parental strictness on adolescent adjustment are primarily due to differences in community context was not supported. Rather, the positive impact of unilateral parental decision making was similar among African-American youth living in predominantly white, and more affluent, communities or in more disadvantaged, ethnically mixed neighborhoods. The negative impact of authoritarian parenting was similar among European-American youth living in less advantaged communities as well as more affluent ones. There was no relation between unilateral parental control and adolescent adjustment of Asian- or Hispanic-American youth in either type of community.     

浅谈学前儿童家庭教育中良好家风的培养

当前国家和社会的高速发展,家庭规模、结构、类型特征呈现出多样性和复杂性,家庭形态和家庭关系也发生了变化。但家庭教育并没有因之而弱化,反之在进一步加强。家风作为家教的前提条件,同样举足轻重。学前儿童家庭教育中则更是如此,良好家风的形成和传承离不开学前儿童家庭教育。     

Training Marriage and Family Counselors: A Family-of-Origin Approach

The authors describe a model in which family-of-origin work is used for personal growth training of marriage and family counselors.     

Education and Ethnicity

This article examines the policy pursued by the Commissioners of National Education in Ireland regarding the Irish language following their establishment in 1831 until the achievement of Irish independence in 1922. In particular, it focuses on the implications of the policy of the exclusion of the Irish language from the primary schools for pupils whose home and only language was Irish. The curricular policy adopted by the Commissioners in the early decades was one which stressed the politieal acculturation and socialisation process of post‐Act of Union (1801) policy of the English administration in Ireland.

The article highlights efforts made to get the policy amended and the legitimation of the Irish language within the schools. However, the Commissioners were adamant that no change of policy would occur. With the rise of the cultural nationalist movement in the last quarter of the nineteenth century significant pressure was placed on the Commissioners to change their policy. They rejected the arguments made in favour of the language, but felt forced to make minor concessions in 1879 and in 1883. The establishment of the language revivalist Gaelic League in 1893 brought a more persistent criticism to bear on the Commissioners. However, even this had no influence on the new curriculum introduced for primary schools in 1900. Yet, continued pressure won the acceptance of a bilingual policy for schools in Irish‐speaking areas in 1904. This was a landmark development in the conflict. The paper notes that the sustained opposition of the Commissioners was one of the reasons why people considered that a changed political administration, inspired by a cultural nationalist ideology, would be able to achieve language revival through the schools following political independence in 1922.     

Family Selection of Child-Care Centers: The Influence of Household Support, Ethnicity, and Parental Practices

Accumulating evidence shows that young children benefit developmentally by participating in quality child-care centers and preschools. But we know little about which family characteristics and home practices influence parents' selection of a center-based program. This article reports on the influence of the family's social-structural attributes, ethnicity, and parental practices on the likelihood of selecting a center-based program, after taking into account economic characteristics. The odds that parents enroll their child in a center-based program are greatest when mothers are more highly educated, when the child is older, and when less plentiful (nonpaternal) social support is available to the mother, such as from a resident grandparent. Ethnic differences in the propensity to select centers were found, even after family-economic and structural variables were taken into account: African-American families were more likely than white or Latino families to use center-based care. Parental practices linked to the child's early literacy development and close supervision were related to the likelihood of center selection. Selection processes must be more carefully taken into account as researchers attempt to isolate the discrete effects of children's participation in centers and preschools.     

Before Head Start: Income and Ethnicity,Family Characteristics,Child Care Experiences,and Child Development

The present study describes the early life histories of a large sample of three-year-old children from different ethnic backgrounds living in three levels of family income—poverty, near-poverty, and above-poverty. The study examined the developmental characteristics of children in the three groups and related them to family characteristics and experiences in child care. To no one's surprise, significant differences associated with income were found for most of the family measures. Poverty and near-poverty families were more likely to have mothers with lower education, less sensitivity, more depression, and lower HOME scores. Correlatively, for the child development measures, there was an upward progression associated with income. Poverty children consistently showed the greatest deviation from established norms for cognitive and social behavior. A striking finding, however, was the considerable variability found on all the measures—a pattern not sufficiently stressed in related research. This finding has major implications for curriculum planning in Head Start programs. The analysis also showed that child care experience cannot be disregarded as a significant aspect of the history of a prospective enrollee in Head Start or other intervention programs geared to low-income children. Fewer of these children are likely to have a child care history, as families that used at least 10 hours of child care per week were less likely to be either poor or near-poor and thus eligible for enrollment. While this may reflect selection factors associated with child care usage, it also indicates that availability of child care is essential for borderline families that try to stay out of poverty. Number of hours of care per week and age of enrollment did not predict developmental level when the full income sample was considered. However, when only poor and near-poor children in care for at least 20 hours a week were used in the analysis, higher quality of care was associated with more favorable developmental outcomes in the children.     

Before Head Start: Income and Ethnicity, Family Characteristics, Child Care Experiences, and Child Development

The present study describes the early life histories of a large sample of three-year-old children from different ethnic backgrounds living in three levels of family income—poverty, near-poverty, and above-poverty. The study examined the developmental characteristics of children in the three groups and related them to family characteristics and experiences in child care. To no one's surprise, significant differences associated with income were found for most of the family measures. Poverty and near-poverty families were more likely to have mothers with lower education, less sensitivity, more depression, and lower HOME scores. Correlatively, for the child development measures, there was an upward progression associated with income. Poverty children consistently showed the greatest deviation from established norms for cognitive and social behavior. A striking finding, however, was the considerable variability found on all the measures—a pattern not sufficiently stressed in related research. This finding has major implications for curriculum planning in Head Start programs. The analysis also showed that child care experience cannot be disregarded as a significant aspect of the history of a prospective enrollee in Head Start or other intervention programs geared to low-income children. Fewer of these children are likely to have a child care history, as families that used at least 10 hours of child care per week were less likely to be either poor or near-poor and thus eligible for enrollment. While this may reflect selection factors associated with child care usage, it also indicates that availability of child care is essential for borderline families that try to stay out of poverty. Number of hours of care per week and age of enrollment did not predict developmental level when the full income sample was considered. However, when only poor and near-poor children in care for at least 20 hours a week were used in the analysis, higher quality of care was associated with more favorable developmental outcomes in the children.     

Comparing Family Functioning of Counselors in Training With the Family Functioning of Noncounselors

The authors compared level of family-of-origin dysfunction of counseling and non-counseling master's-degree students. Counseling students' families had significantly higher levels of dysfunction, but counselors did not score lower in level of graduate adjustment.