Modeling Prosocial Behavior Increases Helping in 16-Month-Olds

In two experiments, the imitation of helping behavior in 16-month-olds was investigated. In Study 1 (N = 31), infants either observed an adult model helping or not helping another individual before they had the opportunity to assist an unfamiliar experimenter. In one of two tasks, more children helped in the prosocial model condition than in the no model control condition. In Study 2 (N = 60), a second control condition was included to test whether infants imitated the prosocial intention (no neediness control). Children in the prosocial model condition helped more readily than children in the no model condition, with the second control condition falling in between. These findings propose that modeling provides a critical learning mechanism in early prosocial development.     

社会失范与越轨行为

我国在从传统型社会向现代型社会转型的过程中,旧的规范对人们社会行为的指导作用和制约作用减弱,而新的规范沿不具备制约行为的能力,产生了所谓“规范真空”状态。在社会失范状态下,各种旧的规范、新的规范以及在社会实际生活中人们自创的规范杂然关存,越轨行为受到社会规范制裁的力度和几率都大大下降,导致越轨行为的成本大大降低,引发越轨行为大量产生。     

Classifying Data Displays with an Assessment of Displays Found in Popular Software

This article provides a scheme for classifying data tables and graphs and then uses this scheme to organize and assess the tables and graphs found in three commonly used software packages: Microsoft Excel, Minitab and SPSS. The classification and assessment is of one–, two– and three–dimensional displays.     

如何帮助儿童习得适宜的社会行为

儿童需要在教师的帮助下习得能为社会所接纳的适宜行为.用管制和惩罚的方式来制止儿童的不适宜行为.会给儿童带来消极的自我认识和内心感受,不利于其获得自我管理能力.积极的做法应该是满足儿童的需要,增强儿童的能力,发展儿童的自信和自尊,给予儿童自由选择和自主决定的权利和机会.具体策略包括:创设合理的活动室环境;保持每天稳定有序的日程安排:让等待时间最小化,时间利用最大化;让儿童参与规则的制定;引导儿童用语言表达消极的内心感受;通过转移注意力的方式帮助儿童释放消极情绪;采用"冲突谈话"的方式干预儿童的人际冲突;用积极的方式强化儿童适宜的行为;树立良好的榜样.     

论道德行为的社会支持

过去，我们对个人的道德行为表现往往过多地强调其主体的自律性，事实上人们的道德行为表现始终都是在个体与社会的互动关系中实现的。道德行为的特殊属性决定了个体道德行为必须要得到社会的反馈，必须要得到社会的支持和保护，这是道德行为主体能否将自身的道德行为恒常持久地坚持下去，并产生积极的社会影响的关键性因素。对道德行为的社会支持的研究对加强社会主义道德建设具有重要意义。     

儿童社会退缩的概念、分型及干预研究述评

社会退缩是在社会情境下儿童独自游戏或独处的行为。国外有关研究表明社会退缩至少有三种亚型．其文化差异和性别差异还有待进一步研究。对社会退缩的干预需要实现预防和干预的统一，在培养儿童社交技能的基础上．重视相应生态社会环境的建设。     

Social Competence and Behavior Problems in Chinese Preschoolers

The factor structure and scale characteristics of the shortened version of Social Competence and Behavior Evaluation (SCBE) are presented for a Chinese sample of 370 preschool children. Age and gender differences in the prevalence of emotional and behavioral problems and social competence throughout the preschool years were documented. Principal Components analyses identified three factors: social competence (SC), anger-aggression (AA) and anxiety-withdrawal (AW). There are four types of children with different developmental levels on behavior problems: AW and AA. Similar to Western samples, a step-wise progression in SC with increasing age was apparent, but there were no age trends in AA and AW, which were relatively infrequent at all ages. Boys were rated by their teachers as higher on AA and AW and lower on SC than girls.     

Human Behavior and the Social Environment

This article views assessment as generic to all professional social work practice and suggests that locating the teaching of the theoretical basis of assessment in the Human Behavior and Social Environment (HBSE) sequence helps to assure the consistency of a common knowledge base for all students. The multiplicity of ideas necessary to teach the understanding of human functioning in a complex environment presents a challenge to the educator to develop a method of ordering and selecting theories which can more effectively inform professional practice and preserve professional values. The construct of the Developmental Wheel (see Figure 1 which encourages the use of a broad range of data) is presented as one method of organizing the curriculum of the HBSE sequence. It allows for more dynamic integration of social psychological phenomena and helps to ground discrete methods of intervention in a common theoretical framework.     

儿童社会行为与其学校适应的关系

通过对北京市 4 6 9名中小学生的两年跟踪调查测试发现 ,儿童社会性 -合作性行为不仅与良好的学校适应有关而且对后来的学校适应也有很好的预测作用 ;攻击性 -破坏性行为更多与不良学校适应相联系 ;而害羞 -敏感性行为并不必然与不良的学校适应相关 ,研究也发现它有时与朋友提名有正相关。研究的结论与西方学者研究结论不尽相同     

如何帮助儿童习得适宜的社会行为

儿童需要在教师的帮助下习得能为社会所接纳的适宜行为。用管制和惩罚的方式来制止儿童的不适宜行为,会给儿童带来消极的自我认识和内心感受,不利于其获得自我管理能力。积极的做法应该是满足儿童的需要,增强儿童的能力,发展儿童的自信和自尊,给予儿童自由选择和自主决定的权利和机会。具体策略包括:创设合理的活动室环境;保持每天稳定有序的日程安排;让等待时间最小化,时间利用最大化;让儿童参与规则的制定;引导儿童用语言表达消极的内心感受;通过转移注意力的方式帮助儿童释放消极情绪;采用冲突谈话的方式干预儿童的人际冲突;用积极的方式强化儿童适宜的行为;树立良好的榜样。     

青少年网络行为的社会控制

网络社会的内在结构性风险,导致已有的借助技术、法律、道德以及日常控制等实现的社会控制方式,在应用于青少年网络行为控制时,面临一种悖论或失效的处境。消除网络对青少年的负面影响,应通过制度建设、风险管理、共同治理、网络素养教育、需要满足场域转移等措施和方法,构建网络行为的社会时空边界,将网络行为风险控制在安全的时空边界以内。     

Inclusion of Biological Foundations of Human Behavior in Counselor Education

Biological factors, including those that are genetically based, often affect human behavior profoundly. A lack of knowledge and awareness of these factors by counselors may result in failure to provide or ensure adequate help for their clients. Despite recommendations that information on biological foundations be included in counselor education programs, current textbooks and counseling approaches studied by prospective counselors largely omit this area. Through case study examples, the significance of biological factors is explored. The author recommends that counselor educators understand the biological foundations of behavior and begin to incorporate such information into their instruction.     

Infant Crying Levels Elicit Divergent Testosterone Response in Men

SYNOPSIS

Objective. Lower baseline testosterone (T) among men is generally associated with more sympathetic and nurturant responses to infant stimuli. The effect of exposure to infant crying on men’s levels of T, however, is not well understood. The present study aimed to measure men’s T responses to high and low levels of infant crying. Design. Changes in fathers’ (n = 18) and non-fathers’ (n = 28) salivary T levels from baseline were measured in response to caring for an infant simulator programmed to cry often (high-demand condition) or infrequently (low-demand condition) during a 20-min caregiving simulation. Results. Men exposed to low-demand conditions exhibited significant T reductions from baseline, whereas men in high-demand conditions exhibited increases in T. Compared to men who displayed decreases in T following the caregiving simulation, men who displayed increases in T provided less sensitive care. Conclusions. Results suggest a potential role of high levels of crying in provoking physiological reactions among men that may set the stage for hostile or aggressive responses. More research is needed to illuminate contextual factors that contribute to men’s variable responses to infant crying.     

Assessing Social Competence and Behavior Problems in a Sample of Italian Preschoolers Using the Social Competence and Behavior Evaluation Scale

Research Findings: The main goals of this study were to examine the factor validity of the Social Competence and Behavior Evaluation (SCBE-30) scale using exploratory factor analysis and confirmatory factor analysis and to test factor invariance across gender in a sample of Italian preschool-age children (241 boys, 252 girls). The concurrent validity of the SCBE scale was examined with measures of children's popularity and rejection. Our findings replicated a 3-factor model of the SCBE scale found in other studies with 3 correlated factors of social competence, anger–aggression, and anxiety–withdrawal. Multigroup confirmatory factor analyses provided evidence of configural, metric, and partial scalar invariance of the scale across gender. Popularity was positively related to children's social competence and negatively related to anxiety–withdrawal. Rejection was positively related to children's anger–aggression and anxiety–withdrawal and negatively related to social competence. Practice or Policy: The use of the SCBE scale in the Italian educational setting may help teachers understand children's emotional and social competencies and thereby improve social adjustment in the classroom.     

文化承载的人类的生物性和社会性

文化是人类的创造物,但它绝不只承载着人类的社会性。人类对于其生物性,也会载录下来,传于后世,而后世基于其需要也必将代代相传,形成文化的另一种。但文化决非简单地承载着人类对其生物性和社会性的反映,它常常会是人类生物性和社会性的混合体。     

Emotion Displays in Two-Year-Olds during Mishaps

Although it has been shown that toddlers express distress when personal or physical events violate their expectations, there has been little detailed examination of their emotional reactions to such events. In this study, 45 2-year-olds were observed during 2 mishaps: a doll breaking and juice spilling. Their emotional reactions and their attempts to fix the mishap were coded. 2 components to their reactions to mishaps were found: one of tension and frustration, and another of concerned reparation. Mishaps elicited more negative emotions in toddlers than free play, and most toddlers attempted to correct the mishap. Children's styles of emotional response to mishaps may be related to maternal mental health. Symptoms of depression and anxiety in mothers were related to a suppression of tension and frustration in their offspring. Maternal acting out symptoms were not related to toddlers' reactions to mishaps. The findings are discussed in terms of the role of emotion in the formation of individual differences in sociomoral functioning and factors contributing to early differences.