中学生青春期性知识与性心理现状的调查及对策

青春期是个体发展过程中变化最大、最急剧的时期.随着身体的生长发育,性器官逐渐发育并趋于成熟,第二性征出现,这些变化,都对青少年心理产生极大的影响.特别是近20年来,随着我国开放改革,人民生活水平大幅度提高,营养的改善,以及外来社会文化的影响和冲击,导致青少年青春期发育出现提前的趋势.     

从安全性行为到"性纯洁"——论美国性教育策略的变革

本文从美国性教育的缘起、内容、意义入手,论述了发生于美国的“性革命”在抛弃了传统道德对性的约束后所引发的雪崩般的卫生和社会问题以及面对这一危机美国性教育策略的变革过程,即由以避孕措施为基点的安全性行为教育转向以人格为基点的“性纯洁”。     

The Relationship between Children's Emotional and Behavioral Problems and the Social Responses of Elementary School Teachers

This study examined the relationship between children's emotional and behavioral problems and teachers' social responding. Elementary school students completed the Children's Depression Inventory and a parent completed the Child Behavior Checklist. Teachers rated children on measures of interpersonal attractiveness and personal rejection. Teachers' ratings of student interpersonal attractiveness were significantly correlated with the level of student depression, internalizing problems, externalizing problems, and overall psychopathology. However, teachers' ratings of personal rejection toward students only correlated with externalizing behavior problems. Family income was also related to child adjustment and teacher ratings. Externalizing behavior problems best predicted both lower interpersonal attractiveness and increased personal rejection, even after controlling for family income. Copyright 1999 Academic Press.     

Down Syndrome Temperament: The Stereotype at Middle Childhood and Adolescence

MOTHERS AND TEACHERS of 94 children (53 boys) with Down syndrome, between 8 and 14 years of age, rated the children on a temperament scale and provided an overall impression as to whether the child was difficult in comparison with other children. Maternal ratings on the Middle Childhood Questionnaire showed significant differences from standardization scores. Children with Down syndrome were given ratings as less active, more predictable, of more positive mood, less persistent, and more distractible. Some of these dimensions favour the amiable personality stereotype for the syndrome but low persistence was associated with maternal impressions of difficulty. There was little agreement between mothers and teachers regarding the individual children who were rated as being significantly easier or more difficult than other children. Results with a subgroup (n = 32) showed that externalizing behaviours were significantly related to both mother and teacher impressions of difficulty and that mothers also found intense, active, distractible behaviour difficult.     

Relations of Emotional Competence and Effortful Control to Child Disruptive Behavior Problems

Research in child development suggests that emotional competence and effortful control are important for the prevention of conduct disorder, although studies regarding their effects in relation to each other are limited. This investigation examined the additive contribution of specific components of emotional competence and effortful control to child disruptive behaviors, after controlling for IQ and symptoms of inattention/hyperactivity. The sample consisted of 357 Australian five- to nine-year-old children who were identified through a school-wide screening procedure as at risk for developing conduct disorder. Five independent variables were evaluated including emotion identification, emotion understanding, emotion regulation, inhibitory control, and cognitive flexibility. Outcome variables measured child disruptive behavior problems and were based on parent and teacher assessment. Results indicated that deficits in emotion regulation and cognitive flexibility are significantly related to risk for disruptive behavior problems, according to parent but not teacher report. These deficits outweighed inhibitory control, emotion identification, and emotion understanding in their association with problem behavior. Findings may enhance the content and delivery of preventative programs.     

Free-Time Activities in Middle Childhood: Links with Adjustment in Early Adolescence

This study assessed links between free-time activities in middle childhood (hobbies, sports, toys and games, outdoor play, reading, television viewing, and hanging out) and school grades, conduct, and depression symptoms both concurrently and 2 years later, in early adolescence. It also explored two mechanisms that might underlie activity-adjustment links: whether the social contexts of children's activities mediate these links, child effects explain these connections, or both. Participants were 198 children (M = 10.9 years, SD = .54 years) in Year 1, and their parents. In home interviews in Years 1 and 3 of the study, mothers rated children's conduct problems, children reported on their depression symptoms, and information was collected on school grades from report cards. In seven evening phone interviews, children reported on the time they spent in free-time activities during the day of the call and their companions in each activity. Links were found between the nature of children's free-time activities and their adjustment. The social contexts of free-time activities explained activity-adjustment links to a limited degree; with respect to child effects, evidence also suggested that better adjusted children became more involved in adaptive activities over time.     

Social Dominance in Adolescence: The Moderating Role of the Classroom Context and Behavioral Heterogeneity

This study investigates socially dominant adolescents: students who are actively involved in establishing peer norms, influence their classmates' opinions, and are often the center of attention. Data from 5,468 seventh graders ( M age = 13.3; 53% girls) in 266 classrooms were used to examine how social dominance relates to achievement, peer acceptance and rejection, self-perception, and deviance and to investigate contextual moderators of these associations. Multilevel analyses confirmed social dominance to be associated with both positive and negative adjustment. Moreover, the associations with achievement and disruptive behavior were moderated by the normativeness of these behaviors within the classroom. Finally, latent profile analyses revealed 4 distinct types of highly dominant students, 2 well adjusted and 2 poorly adjusted.     

Follow-Up Section: Early Childhood Emotional Competence: Young Children's Emotionally-Charged Moral Narratives: Relations with Attachment and Behavior Problems

Participants were 45 mostly African-American or Latino young children (25 boys, 20 girls, mean age = 56.4 months), with about half recruited from a mental health facility and half from preschool settings. Children were administered two separate interviews examining their affectively-charged moral narratives regarding acts of victimization (Moral MSSB) and their attachment-related narratives (SAT). In addition, children's teachers or therapists completed assessments of the attachment-like aspects of their relationships with children (STRS), and a measure of children's behavior problems and competencies (C-TRF). Overall, after controlling for child age, gender, SES, and expressive language ability, children with more externalizing problems were more likely to describe aggressive themes, and less likely to mention adult aid or taking responsibility for transgressions in their moral narratives. In addition, more positive attachments (both the SAT and STRS) were associated with fewer externalizing problems. More than half of the total variance in children's externalizing scores could be predicted from a combination of the attachment and Moral MSSB variables. These findings have implications for understanding the affective origins of young children's externalizing behavior problems involving both peers and adults.     

A Contextual-Moderator Analysis of Emotional Autonomy and Adjustment in Adolescence

This study investigated the relation between emotional autonomy, as measured by Steinberg and Silverberg's Emotional Autonomy Scale (EA), and adolescent adjustment as moderated by several individual, familial, and cultural contexts. Subjects were 96 adolescents (10–18 years old) and their mothers and teachers. Results indicate that when the affective nature of the parent-adolescent relationship is positive (e.g., maternal warmth is high or intensity of parent-adolescent conflict is low), positive adolescent adjustment is more likely when adolescents report less emotional autonomy. On the other hand, when the family environment is more stressful, emotional autonomy is positively associated with adolescent adjustment. Findings suggest that higher scores on the EA scale index emotional detachment from parents and that such detachment is detrimental in supportive familial environments but adaptive in less supportive familial environments. That emotional detachment from parents appears to serve a protective function in certain stressful situations is viewed as analogous to the adoption of an avoidant attachment strategy during infancy.     

Vocabulary Development and Trajectories of Behavioral and Emotional Difficulties Via Academic Ability and Peer Problems

This study investigates associations between trajectories of children's vocabulary development and subsequent behavioral and emotional difficulties via two potential mediating mechanisms; literacy and peer problems. Nationally representative data from 4,983 Australian children were used to examine trajectories of receptive vocabulary (4–5, 6–7, and 8–9 years) and hyperactivity-inattention, conduct problems and emotional symptoms (8–9, 10–11, 12–13, 14–15 years), and literacy and peer problems (8–9 years). Lower growth in vocabulary was related to trajectories of hyperactivity-inattention, conduct problems, and emotional symptoms. Literacy was a key mediator explaining these associations. Results were consistent for children below the 50th percentile for vocabulary at 4–5 years compared to the full sample. These findings suggest that early literacy-based interventions may alleviate declining academic, emotional and behavioral functioning in adolescence.     

Prosocial Behavior and Caring in Adolescence: Relations to Self-Understanding and Social Judgment

The relation of self-understanding and moral judgment to dedicated prosocial behavior is investigated. Participants were African-American and Latin-American adolescents who had been nominated by community leaders for having demonstrated unusual commitments to care for others or the community ( care exemplars ). The care exemplars, and matched comparison adolescents, were extensively interviewed over the course of 4–6 sessions in order to elicit self-understanding, moral judgment, and implicit personality theories. The care exemplars were more likely than the comparison adolescents to: (1) describe themselves in terms of moral personality traits and goals, (2) view themselves as having closer continuity to their pasts and futures, (3) think of themselves as incorporating their ideals and parental images, and (4) articulate theories of self in which personal beliefs and philosophies are important. There were no differences between the care exemplars and the comparison adolescents in developmental stages of moral judgment nor in the abstractness of their implicit personality theories.     

我国星级酒店情感服务存在的问题与对策

我国星级酒店情感服务存在认识不足和针对性缺失等问题,因此,应充分重视情感因素,实施情感定位;注重情感因素应用,开展品牌营销;实施精准化服务,提升品牌建设效果。     

Parent Reports of Behavioral and Emotional Problems among Children in Kenya, Thailand, and the United States

The behavioral and emotional problems children develop may differ from one cultural context to another. We explored this possibility, comparing 11–15-year-old Embu children in Kenya, Thai children, African-American children, and Caucasian-American children. Standardized parent reports on 118 problems revealed 62 significant ( p < .01) culture effects. Caucasian-Americans were rated particularly high on undercontrolled problems (e.g., arguing, disobedient at home, cruel to others). Embu children were rated particularly high on overcontrolled problems (e.g., fears, feels guilty, somatic concerns), largely because of the numerous somatic problems reported. The findings may relate to the strict emphasis on compliance and obedience among the Embu, as opposed to the greater independence permitted in the United States. But alternative interpretations are discussed as well, including the effects of parent sensitivities and Third World living conditions.     

Consequence Choice and Students with Emotional and Behavioral Disabilities: Effects on Academic Engagement

The difficulties students identified with emotional and behavior disabilities present sometimes strain inclusive educators. General education teachers often find themselves ill equipped to provide effective support for both students with and without disabilities. An effective intervention that may hold promise for included students with academic and behavior problems involves the use of choice; more specifically, consequence choice, which provides students with the ability to select their own reinforcement. The current study examined the effects of choice of reinforcement via a single-subject multielement design with baseline for four students with emotional disturbance or behavior disabilities educated in an inclusion setting. With an increase in task difficulty, the behavior of two students indicated a functional relation between engagement and choice and two additional students demonstrated a functional relation between the presence and absence of reinforcement. Students did not distinguish academic behavior across the course of the study. The difficulty level of the instructional material, as well as the perceived preference of the reinforcers may play a role in study outcomes. Future directions follow study limitations and implications for inclusion practitioners.     

中国青少年社会与情感能力测评之技术报告

本技术报告基于中国苏州的测评数据,对OECD社会与情感能力测评工具在中国文化下的心理测量学特征进行分析。具体计算Alpha系数和Omega系数来检验这些量表的信度;进行了一系列验证性因子分析来检验这些量表的结构效度;开展多组验证性因子分析来评估不同组(年龄组和性别组)的测量等值性,以及使用项目反应理论广义分步计分模型来衡量项目并为所有参与测评的学生生成社会与情感能力值。     

Using Social Stories with Students with Social,Emotional, And Behavioral Disabilities: The Promise and the Perils

Social skills are necessary for success in school as they facilitate peer acceptance and student-teacher relationships and promote academic achievement. One social skills intervention that has received significant attention from researchers and has been endorsed by special education teachers is Social Stories. However, the extant research on this intervention has methodological flaws that limit the conclusions about its effectiveness. Although several literature reviews and meta-analyses of the Social Stories literature have been conducted, the findings have been inconsistent and sometimes contradictory, and the bodies of literature reviewed have been varied. Therefore, the purpose of this study was to (a) review the existing Social Stories literature reviews and meta-analyses, and all of the studies they represent, (b) summarize the existing knowledge on the use of Social Stories for students with disabilities, and (c) propose guidelines for practitioners and for empirical research. Results from 16 literature reviews and meta-analyses representing 55 studies do not support the use of Social Stories to improve students’ social skills and behavior. Future directions are discussed.     

青少年行为自主研究的现状与展望

行为自主指个体在生活中可以不依赖他人,独立作出各种决策并加以执行的能力,是个人自主的重要体现。青少年行为自主的研究源于精神分析理论,当代学者沿袭对青少年自主内涵的界定,并结合社会认知理论发展出基于家庭决策方式的测评工具。行为自主的发展轨迹、影响因素以及与心理社会功能的关系是目前研究的三个焦点。具体而言,青少年行为自主水平随年龄增长呈上升趋势但各领域并不完全同步;性别、家庭社会经济地位、出生顺序、文化背景是相关的影响因素;行为自主与心理社会功能的具体关系尚不明晰,可能受自主获得时间、决策方式的动机类型、事务领域、文化环境的调节。未来应开发更有效的行为自主测量方法,揭示其发展机制,拓展考察其他相关因素,并深入反思行为自主与心理社会功能的复杂关系。     

Social Skills Training for Youth With Emotional and Behavioral Disorders and Learning Disabilities: Problems,Conclusions, and Suggestions

Teaching social skills to students with emotional and behavioral disorders and learning disabilities has become an accepted practice. Social skills training (SST), however, has often resulted in only modest and sometimes no changes in students' social competence. One of the main reasons is that acknowledged problems have been largely ignored. The purpose of this article is to examine those problems both conceptually and critically and to suggest that research begin to focus on replacement behavior training as a possible way to increase the effectiveness of SST.     

Conservatism and the Underidentification of Students with Emotional and Behavioral Disorders in Special Education

Underidentification of students with emotional and behavioral disorders (EBD; emotional disturbance or ED in federal language) is a critical issue, perhaps explainable in part by causal attributions of problem behavior associated with conservatism. Conservatism in 58 counties in the state of California was measured by finding the percentage of voters in the county voting in favor or Proposition 8, a state constitutional amendment banning gay marriage, under the assumption that opposition to gay marriage is an indicator of conservatism. We conducted a series of hierarchical regression analyses in which conservatism, ethnicity, free/reduced lunch, and suspension/expulsion were used to explain county rates of ED, intellectual disability, and learning disability identification. The model for county identification of ED accounted for 45% of the variance from county to county, with conservatism being the strongest predictor (β = ?0.78, p < 0.001). More conservative counties had lower rates of ED identification. Other variables may contribute to under-identification, but causal attributions associated with conservatism may play a significant role.