Maternal Separation Anxiety: Its Developmental Course and Relation to Maternal Mental Health

Maternal separation anxiety is a construct that describes a mother's experience of worry, sadness, or guilt during short-term separations from her child. This investigation examined potential differences in psychological correlates between mothers with high and low levels of anxiety when their children were 8 months, 3 1/2 years, and 6 years of age. High levels of maternal separation anxiety had different psychological correlates contingent upon the age of the child. Depressive symptomatology and separation anxiety were unrelated at times 1 and 2, but when the children were 6 years old, mothers who had the highest levels of anxiety tended to have more depressive symptomatology, fewer coping skills, a more negative representation of self, and embraced more traditional sex-role values. Study findings are discussed with respect to their relevance to the mother's role as developmental partner to the child and linked to major theoretical perspectives that address the mother-child relationship.     

Association of Gestational Diabetes Mellitus and Perinatal Maternal Depression with Early Childhood Behavioral Problems: An Environmental Influences on Child Health Outcomes (ECHO) Study

This study examined the association of gestational diabetes mellitus (GDM), prenatal, and postnatal maternal depressive symptoms with externalizing, internalizing, and autism spectrum problems on the Preschool Child Behavior Checklist in 2379 children aged 4.12 ± 0.60 (48% female; 47% White, 32% Black, 15% Mixed Race, 4% Asian, <2% American Indian/Alaskan Native, <2% Native Hawaiian; 23% Hispanic). Data were collected from the NIH Environmental influences on Child Health Outcomes (ECHO) Program from 2009-2021. GDM, prenatal, and postnatal maternal depressive symptoms were each associated with increased child externalizing and internalizing problems. GDM was associated with increased autism behaviors only among children exposed to perinatal maternal depressive symptoms above the median level. Stratified analyses revealed a relation between GDM and child outcomes in males only.     

焦虑抑郁因素对高校教职工健康状态的影响研究以深圳职业技术学院教职工心理健康状态调查为例

本研究的主要目的是为了探讨高校教职工健康状况与心理因素之间的关系,为高校教师心理健康问题的防治提供实证分析依据．研究采用立意抽样的方式进行,实际获得有效样本例数676例．结果显示教职员工中有焦虑、抑郁心理状态的占41．3％;焦虑尤以年龄在35—45岁、离婚、再婚、初婚、孩子上小学的教职工表现明显;抑郁尤以硕士以下文化程度、行政管理岗、一般行政岗、2年以下或10年以上工作年限的员工表现明显．结论显示,高校教职工心理焦虑、抑郁状态比例高,在心理健康维护中应重点分析教职工心理焦虑、抑郁状态的成因,从而有针对性地帮助教职工解决生活工作中遇到的心理问题．     

The Evidence Base for Mental Health Consultation in Early Childhood Settings: A Research Synthesis Addressing Children's Behavioral Outcomes

Research Findings: Early childhood mental health consultation aims to reduce problem behaviors and improve social skills in young children primarily through changes in the classroom environment and teacher practices. We conducted a systematic review of the literature and identified 14 rigorous studies that reported on child-level outcomes. These studies had at least one of the following characteristics: publication in a peer-reviewed journal, use of a randomized control trial design, or inclusion of a comparison group. Across these studies, there was variation in the approaches to consultation, qualifications of the consultants, and intensity of the services provided. Overall, early childhood mental health consultation services were consistently associated with reductions in teacher-reported externalizing behaviors. Findings related to reductions in internalizing behaviors were mixed. Teacher ratings of prosocial behaviors were improved in the majority of the studies that reported on this domain. Practice or Policy: This research synthesis underscores the importance of documenting the specific approaches to early childhood mental health consultation that are being implemented to allow for replication of effective models. Areas for future research improvement include increasing rigor through studies that contain independent assessments of children's behaviors, isolating key components of effective consultation, and identifying consultant qualifications and characteristics that lead to child behavior changes.     

Systematic Review of Early Childhood Mental Health Consultation: Implications for Improving Preschool Discipline Disproportionality

ABSTRACT

Early childhood mental health consultation (ECMHC) is a framework that continues to expand as students’ social-emotional needs emerge at younger ages. The present systematic review examines the extant literature surrounding the use of ECMHC and behavioral consultation in addressing mental health concerns and challenging behaviors in preschool students. Findings associated with this systematic review suggest that ECMHC could be a promising practice for targeting internalizing and externalizing behavioral concerns in prekindergarten students across a variety of settings. However, more research is needed in the areas of mental health/behavioral consultation and disciplinary disproportionality, as well as on the impact of such practices on preschool children of color. Implications for school psychologists are discussed, as are disciplinary practices when providing ECMHC and behavioral consultation services with students of diverse racial, ethnic, and cultural backgrounds.     

危机与转机:童年期虐待对青少年心理健康的影响及应对策略

童年期虐待是指对儿童具有抚养、监管和操纵权的人,对儿童做出的足以对其健康、生存、发展及尊严造成实际或潜在伤害的一系列行为。由于其发生率高,负面影响严重且持久,现已成为一个世界性的公共卫生问题。童年期虐待的发生受到儿童自身因素、父母和家庭因素以及社会文化因素的共同影响。作为一种极端负性的早期人际经历,童年期虐待是青少年内化(如焦虑/抑郁、退缩和躯体主诉)和外化(如攻击行为和违纪行为)心理健康问题最有力的预测因素之一。遭受虐待后个体通常会产生有关自我和他人的非适应性认知,Young的图式理论和相关研究揭示了非适应性认知在童年期虐待与青少年内外化心理健康问题之间所发挥的中介机制。有鉴于此,在应对青少年内外化心理健康问题时,亟需加强对童年期虐待问题的关注,具体可采取以下教育干预策略:一是防微杜渐,建立良好的亲子关系,减少童年期虐待的发生;二是亡羊补牢,深入挖掘保护性因素,提高青少年的心理韧性,构建积极的同伴关系;三是顶层设计,充分发挥文化软实力的作用,加强正确的社会舆论引导。     

Parental Age and Offspring Childhood Mental Health: A Multi-Cohort,Population-Based Investigation

To examine the contributions of maternal and paternal age on offspring externalizing and internalizing problems, this study analyzed problem behaviors at age 10–12 years from four Dutch population-based cohorts (N = 32,892) by a multiple informant design. Bayesian evidence synthesis was used to combine results across cohorts with 50% of the data analyzed for discovery and 50% for confirmation. There was evidence of a robust negative linear relation between parental age and externalizing problems as reported by parents. In teacher-reports, this relation was largely explained by parental socio-economic status. Parental age had limited to no association with internalizing problems. Thus, in this large population-based study, either a beneficial or no effect of advanced parenthood on child problem behavior was observed.     

Maternal Support for Play and Language across Early Childhood

Patterns of development in language and play for full term and preterm children from 6 to 54 months and the effects of maternal parenting strategies (i.e., maintaining attentional focus, use of directiveness) were examined. Significant risk differences in the growth of both language and play were found. The high risk children were more likely to show delays in both these skills. Maintaining had a positive influence on children's skills, while directiveness had a largely negative influence, especially at older ages. The relation between growth in play and language was stronger for the high risk, preterm, when compared to the low risk and full term, children, but only during the infancy and toddler period. Given that play and language development is more likely to be delayed for preterm, high-risk children and the relation between the development of these skills is stronger for high risk preterm children, particularly early, it would be important to provide the parents and educators with information about play and language development. For example, communicating the need to be consistent in using some interactive behaviors (e.g., maintaining) as children develop while modifying other behaviors (e.g., directiveness) would be essential.     

甘肃省少数民族研究生心理健康问题研究

本文对甘肃少数民族研究生的心理健康现状、获取心理健康知识的途径、对心理健康服务的需求三个主题进行了问卷调查和统计检测分析.通过研究发现:影响甘肃少数民族研究生心理健康的因素主要有学业、导师、经济能力和环境等.妨碍他们解决心理健康问题的两个原因是:心态、交流和沟通.少数民族研究生要克服自尊过度、心理封闭、情感内倾的心态,注意保持与外界的交流和沟通,才能创造出有利于自己成长的良好心理和学术环境,从根本上解决自身的心理健康问题.     

农村幼儿教育发展问题与对策研究——以贵州安顺市为例

发展幼儿教育对于促进儿童的身心健康发展、普及义务教育、提高国民整体素质、实现全面建设小康社会的目标都具有十分重要的意义。随着教育改革的不断深入,发展中的农村幼儿教育,存在着诸多前进中的困难和问题。通过调研及资料收集,客观分析了影响和制约我市幼儿教育事业发展的困难和问题,并对幼儿教育特别是农村幼儿教育事业发展提出了一些意见和建议。     

Childhood Maltreatment and School Problems: A Danish National Study

The association between child maltreatment (CM) and educational outcomes have been well documented. However, there is a paucity of research that explores the association between different types of maltreatment and other school problems that may affect the educational outcomes of maltreated children. This study examined the association between different types of CM and school changes, concentration problems, and special educational needs. Gender differences were also examined. Structured interviews were conducted with 2,980 participants. Significant associations emerged between CM, in particular, multiple maltreatment experiences and school problems. Males had higher concentration difficulties and special educational needs. More research attention is needed into optimal learning environments and interventions that support maltreated children more effectively.     

幼儿教育义务化:问题与解决策略

人们提出幼儿教育义务化的初衷是希望借助义务化改造来解决幼儿教育领域的诸多问题.推进幼儿教育义务化,不仅需要澄清义务教育的本质特征、年限规定、延伸方向以及幼儿教育的功能定位等,而且会面临政府投入加大、学校制度有待创新、教师资源短缺、农村教育先天不足等现实阻碍.我国需要加大政府投入,创新学校教育制度,扩充幼教师资,分区域、分阶段稳步推进幼儿教育义务化.     

幼儿早期识字教育研究

对于是否应该对幼儿进行识字教育,从20世纪初开始就是教育界争论的热点话题,至今没有人能给出一个明确的定论。笔者认为,婴幼儿时期是识字的关键期,幼儿大脑皮层已经具有了分析、综合能力以及幼儿识字所需具备的认知结构基础,在幼儿期可以开展识字教育。早期识字是早期阅读的重要内容,而识字教育本身就是一项全面而优越的智力活动,早期识字教育的实施可以促进幼儿智力的发展和大脑发育,激发幼儿学习汉字的兴趣,为幼儿的全面发展甚至幼儿的一生奠定良好基础。在实施过程中,教育者应该以幼儿的识字特点与认知规律为基础,采用游戏法、情景法,并在主题活动和创意阅读中进行渗透,对幼儿进行识字教育,促进幼儿的发展与提高。     

Technology User Groups and Early Childhood Education: A Preliminary Study

This article presents a preliminary examination of the potential of Technology User Groups as a professional development venue for early childhood education professionals in developing operational and functional competence in using hardware and software components of a Technology toolkit. Technology user groups are composed of varying numbers of participants having an interest in technology, and are led by one or more skilled facilitators who meet with participants across time to help them acquire and demonstrate new technology skill sets. A series of these groups were conducted with seven early education professionals serving young preschool children who were at risk or who had disabilities. The impact of these technology user groups was examined using self-reports subsequent to individual participation. Specific data were collected regarding the types of technologies that had been used, and the types of classroom instructional products that had been created and implemented in classrooms using the technologies. A discussion of the value of technology user groups is presented.     

研究生心理健康问题探讨

通过调查分析了目前研究生心理健康问题的表现及影响研究生心理健康的种种因素。从培养单位、管理部门、指导教师和研究生本人等方面入手,提出了加强研究生心理健康教育的对策和措施。     

印度发展学前教育的措施、问题及其对我国的启示

印度政府为向3～6岁儿童提供必要的学前教育,采取了立法明确政府提供学前教育的责任、充分利用非政府组织和私立机构资源、优先保障弱势群体接受学前教育的权利、开展儿童预算评估等多项措施.虽然印度学前教育的发展取得了一定成效,但存在政府不重视学前教育、学前教育普及与资源投入不对称、政策和项目推行效率低等问题.在经济社会转型的重要时期,我国应吸取印度的教训,加大财政性学前教育投入,优先关注处境不利儿童的受教育权利,提高政策的执行力,多渠道筹集资金,稳步推进学前教育发展.     

Loneliness in Middle Childhood: Concurrent and Longitudinal Predictors

The role of behavioral, sociometric, and attributional indices of social functioning in the development of peer-related loneliness was investigated in a short-term longitudinal study. Data were collected across a 1-year time span on 3 occasions from 128 third- through sixth-graders. Results were consistent with an additive model of loneliness. Withdrawn social behavior, lower peer acceptance, few or no friendships, and an internal-stable attributional style predicted higher levels of concurrent and future loneliness. Children who declined in peer acceptance, lost friends, and gained in internal-stable attributions showed gains in loneliness. Subgroup analyses indicated that children with no friends reported more loneliness than children with 1 or more friends; low-status friendless children reported more loneliness than low-status children with one or more friends; and low-status friendless children reported more loneliness than average- and high-status friendless children. Taken together, the findings suggest that loneliness in middle childhood is a stable phenomenon located in a complex web of interrelated aspects of social functioning.     

浅析高校心理健康教育工作存在的问题及对策

根据高校心理健康教育的功能,指出目前高校心理健康教育工作存在认识不足、师资力量薄弱、心理测量工具的不规范、缺乏合理的管理制度等问题,提出应该建立正确的高校心理健康教育观、将心理健康教育课程纳入高校教学体系、加强师资队伍建设、丰富和完善心理健康教育的形式、加大心理健康教育知识的宣传力度、做好特殊群体学生工作等对策,以促进高校心理健康教育工作的进一步发展。