Predicting Suicide Risks Among Outpatient Adolescents Using the Family Environment Scale: Implications for Practice and Research

This study was designed to identify characteristics of family functioning that relate to suicide potential in an outpatient adolescent population. Participants included 51 adolescents between the ages of 14 and 18 who were involved in outpatient counselling. The Family Environment Scale and the Suicide Probability Scale were used to assess adolescents’ perception of family social climate and degree of suicide risk respectively. Results revealed significant correlations between suicide risk and family systems characterized by heightened conflict and lower levels of cohesion, independence, and organization. A stepwise multiple regression analysis suggested that organization (related to clarity and structure in family activities and responsibilities) was the strongest predictor of suicide risk. Implications for research and practice are considered.     

元情绪对高一学生学习适应性及成绩的影响

采用特质性元情绪问卷（TMMS）和学习适应性测验（AAT）对328名高一学生进行元情绪与学习适应性调查。结果表明：高一学生元情绪总分及情绪注意、辨别与恢复三维度得分居于中等以上水平,且均无性别差异和生源地差异。高一学生元情绪与学习适应性及学业成绩呈正相关,其中,情绪恢复维度与学习适应性及学业成绩的相关较大,情绪辨别维度次之,情绪注意维度仅与学业适应性相关且相关较小,学习适应是元情绪与学习成绩的中介变量。建议在学业辅导与心理教育中加强对元情绪的发展。     

对情绪智力促进青少年健康成长的思考

青少年阶段是人生中智力和情感发展最关键的时期,积极情感的培养关系到青少年思维的发展、人格的形成与国家未来和谐社会的建设。目前青少年的心理健康问题已经受到教育界和社会的共同关注。针对青少年心理发展的特点,探索情绪智力理论在青少年的积极情感形成中的作用,指导青少年表达、管理和调节情感,以期对青少年的情感素质培养和健康成长提供有意义的借鉴。     

Child and adolescent abuse and subsequent victimization: a prospective study

OBJECTIVE: We investigated the possible reciprocal relationship between victimization experiences and psychological functioning by assessing abuse experiences in childhood, adolescence, and during a 2-month follow-up period. METHOD: At the beginning of the study (Time 1), abuse histories, trauma and depressive symptoms, and interpersonal functioning were assessed in 551 college women. Subsequent victimization experiences and psychological outcomes were assessed at the follow-up (Time 2). RESULTS: Path analyses indicated that verbal abuse by the mother and father were predictive of various psychological outcomes as measured at Time 1 and emerged as the only significant predictors of adolescent dating violence. Adolescent dating violence subsequently predicted the experience of dating violence during the 2-month follow-up period. Paternal physical abuse predicted adolescent sexual victimization which subsequently predicted all symptom measures at Time 1. Conversely, the experience of adolescent physical dating violence was not predictive of any of the symptom measures at Time 1. For those women who experienced dating violence during the follow-up, however, the severity of their abusive experiences was related to both depression and interpersonal problems assessed at Time 2. In comparison, for those women who experienced sexual victimization during the follow-up period, the severity of their abusive experiences was related to trauma symptoms. Interpersonal problems emerged as both an aftereffect of adolescent sexual victimization experience and a predictor of a subsequent sexual victimization experience during the follow-up. CONCLUSIONS: Given that emotional abuse emerged as a predictor of adolescent dating violence and psychological outcomes, researchers and clinicians need to continue to explore this problem. Further, it is important to assess how interpersonal problems contribute to the risk of subsequent sexual victimization and to try to break the cycle between adolescent abuse experiences and subsequent physical and sexual assaults.     

商丘市初中教师工作倦怠状况及其社会支持的关系研究

This study surveyed the current situation of teacher burnout in a sample of 400 teachers from urban junior high school in Shangqiu of Henan Province with scales, and examined the relationship between dimensions of teacher burnout and sources and types of social support they received. The results show that Shangqiu urban junior high school teachers’ emotional exhaustion is serious; gender does not affect the score of burnout significantly; teachers with 1 year job experience recorded significantly lower scores of burnout than others, and teachers who have worked for 6–10 years is second; urban junior high school level affects the score of emotional exhaustion and depersonalization significantly, but does not affect reduced personal accomplishment; social support is most important to enhance feelings of the teacher’s personal accomplishment; among all the sources, supervisor and principal support is the most significant predictor of teacher burnout; emotional support is more significant predictor of teacher burnout than practical support; peer support increases the teacher’s emotional exhaustion. __________ Translated from Jiaoshi Jiaoyu Yanjiu 教师教育研究(Teacher Education Research), 2007, 19(3): 65–71     

Continuity,stability, and change in daily emotional experience across adolescence

This longitudinal study examined change in adolescents' daily range of emotional states between early and late adolescence. A sample of 220 youth provided reports on their daily emotions at random times during two 1-week periods. At Time 1 they were in the fifth through eighth grades; 4 years later, at Time 2, they were in the ninth through twelfth grades. Results showed that average emotional states became less positive across early adolescence, but that this downward change in average emotions ceased in grade 10. The results also showed greatest relative instability between youth in the early adolescent years--correlations over time were lower--with stability increasing in late adolescence. Lastly, the study found that adolescents' average emotions had relatively stable relations to life stress and psychological adjustment between early and late adolescence. As a whole, the findings suggest that late adolescence is associated with a slowing of the emotional changes of early adolescence.     

教师心理健康不容忽视

心理健康是指一种高效而满意的、持续的心理状态,也就是指人的基本心理活动的过程内容要完整且协调一致,即认识、情感、意志、行为、人格完整和协调,能够很好的适应社会,并与社会保持同步。在当今实施素质教育提倡减轻学生过重的学业负担和心理负担,而作为教师,心理是否健康在很大程度上影响着学生的健康发展。教师的情感不在是一种单一的私人感受,而是成为一种重要的教育手段。因此,对教师情绪体验和情感表达的要求就要稍高一些。教师是学校教育的主体,教师的心理健康直接影响着学生的行为及身心健康成长,最终影响到教育的成败。因此,教师心理是否健康应引起重视,它是全面实施素质教育的基础和保证。     

Assessing the Emotional Intelligence of Gifted and Talented Adolescent Students in the Kingdom of Bahrain

This study assessed the differences in the emotional intelligence of gifted adolescent students and talented adolescent students in Bahrain. The sample consisted of 80 gifted adolescent students and 80 talented adolescent students in Grades 9 through 12. A multivariate analysis of variance (MANOVA) indicates that there were significant differences in emotional intelligence levels, as measured by the Bar-On Emotional Quotient Inventory, between gifted students and talented students in Bahrain in the direction of gifted students. There were differences between the gifted and the talented students in intrapersonal, adaptability, general mood subtest, and total emotional intelligence scores. Finally, gifted males had higher total emotional intelligence scores than gifted females; talented females had higher interpersonal scores than talented males.     

Are Greek school students flourishing?

ABSTRACT

Schools have a key role in promoting student social and emotional development and are encouraged to serve as a primary source of support, especially for those learners in need of special attention for addressing their needs. Young people’s subjective emotional-social well-being is a general indicator of their mental health status. In this article, we present an assessment of the emotional, psychological and social well-being of Greek adolescent students, determine whether they are flourishing or languishing and investigate whether well-being varies by gender, age and year level. Analysis of data from over 500 Greek adolescent students (year levels 6–10) who completed the Mental Health Continuum (MHC) scale indicated that over half of the participants were flourishing, while only a small proportion were languishing and the remainder had moderate mental health. Gender differences were identified with female students reporting more challenges to their well-being than their male peers. Additionally, younger students were more likely to be flourishing than older students.     

高校辅导员情绪智力与心理健康的关系

有关情绪智力的研究越来越受到国内外学者的关注。情绪智力中的认知成分对情绪情感的调节和构建具有重要作用,它是一种促进心理健康的能力。辅导员的工作性质和多重角色定位让其陷入严重的情绪性问题困扰之中。学习和掌握情绪智力的理论知识对于提高辅导员自身心理健康和工作效率有重要意义。     

An exploratory study on the relationship between parents�� career interests and the career interests of young adults

In this study, we attempt to investigate the potential effects of parents’ career interests on young adults’ career interests. Using a sample of 113 freshmen in Hong Kong, results indicated that after controlling for personality, gender, general mental abilities and emotional intelligence, some of the parents’ career interests were still related to the young adults’ respective career interests. For some types of interests, the extent of influences is found to be contingent on the gender of the respondents. Implications are discussed.     

A new chemotherapeutic investigation: Piracetam effects on dyslexia

Piracetam, a new drug which is thought to enhance learning and memory consolidation, was given in a 3300 mg daily dose to half of a group of fifty-five (55) dyslexic boys aged eight to thirteen years in a twelve week, double-blind, placebo controlled study. All subjects met stringent criteria, including: normal intelligence, normal educational opportunities, no severe emotional problems, no neurological handicaps, good physical health, not taking other psychotropic medication, and scoring at least 1 1/2 years below their mental age equivalent on the Gilmore Oral Reading Test. The children’s perceptual, language, and memory skills were examined and their reading, spelling, and writing abilities were measured using standardized instruments. Compared to the placebo control group, individuals treated with Piracetam showed statistically significant improvements above their baseline scores on measures of effective reading accuracy and comprehension, reading speed, and writing accuracy. The medication was extremely well tolerated, and all medical examinations showed no untoward effects. These results encourage further study of Piracetam’s potential as an adjunct for the clinical remediation of dyslexia.     

The Spanish Version of the Empathy Questionnaire (EmQue): Evidence for Longitudinal Measurement Invariance and Relationship With Emotional Regulation

Research Findings: Empathy, or the ability to understand what others are thinking or feeling, can be observed in early developmental stages. The purpose of this study was to validate the Spanish version of the Empathy Questionnaire (EmQue) and examine its longitudinal measurement invariance (LMI) at 2 time points. Parents of 103 children completed the EmQue when their children were 3 (M = 41.76) and 4 (M = 51.65) years old. Confirmatory factor analyses revealed that Grazzani, Ornaghi, Pepe, Brazzelli and Rieffe’s (2016) 3-factor model of emotional contagion (EC), attention to others’ feelings, and prosocial actions (PA) presented the best fit indices at both time points (Time 1: CFI = .931, TLI = .914, and RMSEA = .070; Time 2: CFI = .941, TLI = .935, and RMSEA = .064). Moreover, preliminary evidence was obtained for the LMI of this model. PA scores increased over time. Score reliability ranged from .60 (EC) to .83 (PA). Positive correlations were found between PA and emotional regulation at each time point and across time.Practice or Policy: The great relevance of empathy and prosocial behavior in academic achievement and psychological adjustment justifies the development of reliable instruments to evaluate these constructs from early ages.     

论情感智力与心理健康教育

近几年来，随着人对事业成功的探索、渴望与追求，国内的心理学界和社会各界逐步开始关注和重视情感智力与情商的有关问题。笔者在此对情感智力及其情商方面进行探讨，分析情感智力的理论结构，并在此基础上阐述情感智力与人的心理健康之间的关系。     

大学生情绪智力与抑郁、主观幸福感的关系

采用问卷对552名大学生进行调查,考察情绪智力四个成分与抑郁和主观幸福感的关系,同时探讨理想的情绪智力模式。结果表明,高自我情绪觉知对个体的心理适应不利,高自我情绪处理对心理适应起积极作用,高人际情绪觉知可预测个体较低的抑郁感、生活满意度和正性情感。理想的情绪智力结构应具有中等的自我情绪觉知能力和高的人际情绪觉知能力、自我情绪处理能力、人际情绪处理能力。当个体自我情绪处理能力不高时,高情绪觉知对其心理适应则可能有害。     

大学生元情绪与自我同一性关系的探讨

本研究探讨了大学生元情绪能力与自我同一性状态的关系。采用问卷法对大一至大四623名学生进行调查。结果表明:单因素分析结果显示,元情绪能力中的情绪注意、情绪恢复和同一性早闭状态得分上存在显著的性别差异;同一性获得状态得分上存在显著的年级差异;结构方程模型分析显示,情绪注意可负向预测早闭状态,正向预测延缓状态;情绪辨别负向预测扩散状态、延缓状态,正向预测获得状态。大学生元情绪能力对自我同一性的发展有一定的影响。     

Emotional intelligence profiles and learning strategies in secondary school students

The aim of this study was to analyse the relationship among emotional intelligence (EI) and learning strategies, identifying different emotional intelligence profiles and determining possible statistically significant differences in learning strategies through the identified profiles. Thousand and seventy one Spaniards secondary school students aged 14–17 participated in the study, completing the Trait Meta-Mood Scale-24 (TMMS-24) and the Cuestionario de Estrategias de Aprendizaje [Learning Strategies Questionnaire] (LSQ). Cluster analysis identified four differentiated EI profiles: a group of adolescents with a low EI profile, a group with high scores in attention and low scores in repair, a high EI profile group, and a group of adolescents with predominance of low attention and high repair. The results also revealed statistically significant differences among the profiles in most of the learning strategies, in which students with high general EI and those with predominance of low attention and high repair use more learning strategies than the other groups, suggesting the importance of developing programmes of emotional skills to study in greater depth EI and its influence on students’ learning strategies.     

The Role of Intragroup Marginalization in Latino College Student Adjustment

The purpose of this article is to examine how intragroup marginalization has a potential impact on Latino college students’ psychological adjustment. The concept of intragroup marginalization in this context relates to the perceived rejection of students by persons of their heritage culture group in response to the students’ acculturation efforts in regard to the college culture. Counselors can facilitate college success of Latino students by addressing acculturative stressors. Intragroup marginalization and its relationship to Latino college student adjustment is illustrated and discussed through a vignette.     

Adjustment to College as Measured by the Student Adaptation to College Questionnaire: A Quantitative Review of its Structure and Relationships with Correlates and Consequences

This paper presents a meta-analytic review (k = 237, N = 44,668) of the adjustment to college literature. The review, based on studies using the Student Adaptation to College Questionnaire, is organized around three primary themes: (1) the structure of students’ adjustment to college, (2) the relationship of adjustment to college constructs with possible antecedents and correlates, and (3) the relationship of adjustment to college constructs with college grades and college retention. Meta-analytic results indicate that adjustment to college is multidimensional, predictive of college grades, and an unusually good predictor of college retention. Adjustment to college is also shown to be moderately related to individual traits, social support, and students’ relationships with their parents. Weaker relationships are evident with demographic variables, prior achievement, coping approaches, and variables that reflect students’ psychological independence from their parents. Theoretical and practical implications for the study of students’ adjustment to college, academic performance, and retention are discussed.     

Is My College Student Normal?

Considerable disagreement exists among mental health experts as to what constitutes normal adolescent behavior. Some clinicians believe that turmoil and crisis should be expected. Others who have studied young people in high schools and colleges have discovered that the vast majority pass through this period of life without notable psychic instability. The primary features of adolescent behavior most likely to reflect the quality of an individual's psychological adaptation are identified. A model of normalcy is presented. It is contrasted with three other psychological states-temporary adjustment reaction, neurotic symptoms, and severe maladjustment. Case examples illustrate each of these mental states.