网络受欺负对非自杀性自伤的影响:社会排斥和负性情绪的链式中介作用

本研究在一般压力理论视角下,探讨大学生网络受欺负与非自杀性自伤的关系,以及社会排斥和负性情绪在其中的作用机制。采用网络受欺负问卷、自伤行为问卷、社会排斥问卷和负性情绪量表对大学生进行测查。结果发现,网络受欺负、社会排斥、负性情绪和自伤行为两两之间呈显著正相关。网络受欺负通过三条路径影响大学生的自伤行为。首先,网络受欺负直接预测大学生的自伤行为;其次,网络受欺负通过负性情绪的中介作用间接对自伤行为产生影响;再次,网络受欺负通过社会排斥和负性情绪的链式中介作用间接影响自伤行为。本研究结果揭示了网络受欺负对大学生自伤行为的影响及其作用机制,为预防和干预自伤行为提供了依据。     

Nonsuicidal Self-Injury in College Populations: Mental Health Provider Assessment of Prevalence and Need

Concern about the prevalence of nonsuicidal self-injury is widespread. Members of an electronic listserv for college counseling center directors nationwide were invited to participate in a Web survey to investigate provider experience with nonsuicidal self-injury; 290 surveys were analyzed. Most respondents perceived recent increases in nonsuicidal self-injury and lack of effective treatment knowledge. Most favored dialectical behavior therapy or cognitive behavior therapy for treatment, but few found treatment effective. Implications for treatment and prevention in college settings are discussed.     

歧视知觉对留守青少年自伤的影响:愤怒的中介作用及性别差异

为了考察愤怒在歧视知觉与留守青少年自伤之间的中介作用及其性别差异,以体验回避模型和性别角色理论为基础,采用歧视知觉量表、愤怒分量表、青少年自我伤害量表对662名留守中学生进行调查。结果表明:(1)歧视知觉、愤怒、自伤间两两显著正相关;(2)歧视知觉不仅直接影响留守青少年自伤,还通过愤怒的中介作用间接影响留守青少年自伤,且该中介作用的后半路径受到性别的调节,愤怒对女生自伤行为的作用比对男生的更强。研究认为愤怒和性别在歧视知觉与留守青少年自伤之间起有调节的中介作用。     

The role of adverse childhood experiences as determinants of non-suicidal self-injury among children and adolescents referred to community and inpatient mental health settings

The objectives of this study were to examine the prevalence of, and determine the effect of adverse childhood experiences on non-suicidal self-injury among children and adolescents referred to community and inpatient mental health settings. Data for this study were obtained from the interRAI Child and Youth Mental Health dataset. A total of 2038 children and adolescents aged 8–18 years (M = 12.49; SD = 2.88, 61.1% males) were analyzed. Binary logistic regression was fitted to identify predictors of non-suicidal self-injury as a function of adverse childhood experiences, depression, and social support while simultaneously controlling for age, gender, type of patient, legal guardianship, marital status of parents/caregivers, history of foster family placement, and mental health diagnoses. Of the 2038 children and adolescents examined, 592 (29%) of this clinical sample engaged in non-suicidal self-injury. In the multivariate logistic regression model, children and adolescents who were physically abused had 49% higher odds of engaging in non-suicidal self-injury and children and adolescents who were sexually abused had 60% higher odds of engaging in non-suicidal self-injury, when compared to their non-abused counterparts. Other predictors of non-suicidal self-injury include: older age, female gender, inpatient status, depression, attention deficit-hyperactivity disorder, disruptive behavior disorder, and mood disorders. Children and adolescents who had some form of social support had a 26% decrease in the odds of engaging in non-suicidal self-injury. Assessment procedures for indicators of mental health, particularly among children and adolescents with a history of adverse childhood experiences, should also take into account non-suicidal self-injury. In addition to bolstering social support networks, addressing depression and related emotion regulation skills in childhood may help prevent future non-suicidal self-injury behaviors.     

Pre-service and in-service teachers’ knowledge,attitudes and confidence towards self-injury among pupils

Teachers are ideally placed to identify and refer pupils who self-injure, but are often unaware when pupils self-injure or unsure how to respond. The aims of this study were to explore and compare pre-service and in-service teachers’ knowledge and attitudes towards self-injury, and their confidence responding to pupils who self-injure. Pre-service teachers (n = 267) and in-service teachers (n = 261) completed self-report questionnaires. Prior education regarding self-injury was positively related to knowledge and confidence, while pre-service teachers were more confident than in-service teachers in their ability to cope with legal and school regulations. Thematic analysis of open-ended questions indicated that although pre- and in-service teachers are concerned about pupils who self-injure and are willing to help these students, they feel ill-informed about self-injury and requested school policies and additional education regarding the behaviour. Results have implications for educational programmes that prepare pre- and in-service teachers to identify and respond to pupils who self-injure.     

高功能自闭症儿童注意力训练的个案研究

研究采用感觉统合训练、游戏、生活训练、视觉追踪等方法对一例高功能自闭症儿童进行注意力训练。经过近四个月的训练,个案的共同注意能力,注意的广度、稳定性、分配及转移能力取得较大进步,且个案自伤行为消失,刻板语言减少,语言和社会交往能力得到提高。     

论不作为犯罪中的被害人行为

存在被害人自我侵害的情形时,为了解决保证人不履行作为义务的刑事责任问题,需要区分二者在这个过程中所起的作用大小。通过共犯从属性的媒介,被害人基于自我决定权的行为阻却了保证人不履行作为义务的违法性,使得不作为犯罪不能成立。     

Nonsuicidal Self-Injury: Characteristics,Functions, and Strategies

Nonsuicidal self-injury (NSSI) is a significant issue among college students but few resources are available to college mental health professionals. This article consolidates extant knowledge on NSSI from the empirical and clinical literature, including common NSSI characteristics (rates, methods, demographics, and concomitants), intrapersonal and social functions, and NSSI's relation to suicide. Practical strategies for assessing NSSI among students are presented, as are empirically informed treatments. With this knowledge, college mental health professionals will have a theoretical and practical understanding of NSSI and will be better equipped to work with students who self-injure.     

Adolescents’ motives for selling sex in a welfare state – A Swedish national study

In addition to money or other compensation, other motives for selling sex may be important in a welfare country such as Sweden. The aim of this study was to carry out an exploratory investigation of adolescents’ motives for selling sex in a population-based survey in Sweden. A total of 5839 adolescents from the third year of Swedish high school, mean age 18.0 years, participated in the study. The response rate was 59.7% and 51 students (0.9%) reported having sold sex. Exploratory factor analysis and hierarchical cluster analysis were used to identify groups of adolescents according to underlying motives for selling sex. Further analyses were carried out for characteristics of selling sex and risk factors. Three groups of adolescents were categorized according to their motives for selling sex: Adolescents reporting; 1) Emotional reasons, being at a greater risk of sexual abuse, using sex as a means of self-injury and having a non-heterosexual orientation. 2) Material but no Emotional reasons, who more often receive money as compensation and selling sex to a person over 25 years of age, and 3) Pleasure or no underlying motive for selling sex reported, who were mostly heterosexual males selling sex to a person under 25 years of age, the buyer was not known from the Internet, the reward was seldom money and this group was less exposed to penetrative sexual abuse or using sex as a means of self-injury. In conclusion, adolescents selling sex are a heterogeneous group in regard to underlying motives.     

An Intake Template for Transgender,Transsexual, Genderqueer,Gender Nonconforming,and Gender Variant College Students Seeking Mental Health Services

As more students identify as transgender and genderqueer, it is essential that staff at college counseling centers are knowledgeable about gender diversity. This article provides a template for intake and initial assessment with transgender, transsexual, genderqueer, and gender nonconforming students. It familiarizes clinicians with gender-affirming language and offers a list of questions to ask. Topics covered include: gender history, coming out, self-injury, suicide, sexual orientation, binding, transition trajectories, options for gender expression, issues with diagnosis and recordkeeping, and interdisciplinary approaches to treatment. The intake is an opportunity to provide comfort and support for students of all genders.     

Does shame influence nonsuicidal self-injury among college students? An investigation into the role of shame,negative urgency,and brooding

College students experience high levels of life stress that put them at increased risk for nonsuicidal self-injury (NSSI). It is important to understand which vulnerabilities put students most at risk, in order to inform treatment in college counseling centers. This study investigated the joint contributions of specific vulnerabilities to lifetime history and frequency of NSSI among a sample of undergraduates (50% reported a history of NSSI). Results showed shame-proneness was uniquely associated with NSSI frequency beyond other negative emotions. Negative urgency and brooding exacerbated this effect. This study provides insights into the contributions of specific vulnerabilities to NSSI and implications for practice.     

晏殊词的抒情视阈及审美意趣

晏殊是一位融丰富情感于冷静理智的词人,他的词对时光流逝的敏锐感悟与精细描述,表现了乐极生悲的人生哲学;宣泄情感乐而不淫、哀而不伤,体现了儒家学说的中和之美;写男女艳情、离愁别绪,思深而不滞,意高而不俗,达到了情中有思、物中有我的境界;写饮宴祝颂,能透过富贵安逸的生活表象揭示深藏于内心的隐秘和苦痛.词风清新闲雅,意境澄明圆静,在宋初词苑具有不可忽视的文学价值.     

Major Differences: Variations in Undergraduate and Graduate Student Mental Health and Treatment Utilization Across Academic Disciplines

This article explores variations in mental health and service utilization across academic disciplines using a random sample of undergraduate and graduate students (N = 64,519) at 81 colleges and universities. We report prevalence of depression, anxiety, suicidality, and self-injury, and rates of help-seeking across disciplines, including results from multivariate logistic regressions. We find significant variations: Students in humanities and art and design are significantly more likely to have mental health problems; and for students with apparent mental health problems, treatment rates are lowest among those in business and engineering. Noting these variations could enhance efforts to promote student mental health, particularly within academic departments.     

Analysis of behavioural responding across multiple instructional conditions for a child with childhood disintegrative disorder

The effects of multiple instructional conditions on self-injury/aggression and on-task behaviours were assessed with a 9-year-old boy diagnosed with childhood disintegrative disorder. Behavioural responses were assessed as part of an educational evaluation to determine the occurrence of target behaviours in relation to varying degrees of educational support. Self-injury/aggression and task engagement were assessed across baseline conditions and instructional conditions involving pre-session access to preferred items, followed by systematic presentation of work tasks with contingent reinforcement and auditory cueing. Results indicated an increase in task engagement and a decrease in the target behaviours from baseline across subsequent conditions. This study lends support for directly assessing the efficacy of specific potential instructional support as a means of developing individualised treatment packages for learners with childhood disintegrative disorder.     

Distress Tolerance Skills for College Students: A Pilot Investigation of a Brief DBT Group Skills Training Program

This report outlines the evaluation of a brief dialectical behavior therapy (DBT) group skills training program for students presenting with serious psychological concerns (referral reasons included suicidality, self-injury, and substance use). Students were enrolled in distress tolerance groups ranging from 7–10 weeks. The majority of the students in the sample were receiving psychiatric medication, individual therapy, or both. All students (N = 22) demonstrated significantly improved scores on measures of emotion regulation and functional and dysfunctional coping. These results are the first to show that targeted skills training with DBT mindfulness and distress tolerance skills can produce beneficial outcomes in college students in the context of a short-term intervention.     

Depressive symptoms and self-harm among youngsters referred to child welfare: The role of trust in caregiver support and communication

Depressive symptoms and self-harm, i.e. non-suicidal self-injury and suicidal behaviors, are highly prevalent in youngsters involved in Child Welfare System (CWS) services. Little research investigates, however, why these CWS youngsters are at risk. We explored whether trust in caregiver support and communication about experiences with primary caregivers, are associated with CWS youngsters’ depressive symptoms and/or self-harm. An anonymous online survey of 271 CWS youngsters (10–21 years of age, 57.2% female) was used to assess trust and communication, and depressive symptoms/self-harm. Results showed significant negative associations between self-reported trust in maternal and paternal support, and depressive symptoms/self-harm. Communication about experiences with one’s biological mother mediated the relationship between trust in maternal support and depressive symptoms/self-harm. Furthermore, the presence of an additional trustworthy caregiver buffered the impact of low trust in maternal or paternal support on depressive symptoms/self-harm. Implications for interventions targeting CWS youngsters’ depressive symptoms and self-harm are discussed.     

正向行为支持法干预孤独症儿童问题行为的个案研究

研究应用正向行为支持法,对一名孤独症儿童表现出的两种带有刻板和自伤性质的问题行为进行了干预,旨在验证该方法对干预孤独症儿童问题行为的有效性,并对干预的过程进行实践探讨。治疗小组基于前期行为分析的结果,制定针对性的干预计划,运用了前提控制、消退、区分强化等行为矫正策略,进行为期约三个月的干预。总的研究过程包括行为功能分析和干预实施等五个阶段,每个阶段都通过问卷和观察等形式收集数据,最终通过数据对比得出结论,认为:对孤独症儿童的行为问题,应注重外部因素也就是从环境因素中寻找其原因;采用正向行为支持法的策略来分析和处理孤独症儿童行为问题是有效的;在孤独症儿童干预中应关注其身心特征,采取有针对性的教学训练策略。     

Alexithymia as a mediator between childhood trauma and self-injurious behaviors

OBJECTIVE: The aim of this study was to test whether alexithymia mediates the relationship between childhood maltreatment and self-injurious behaviors (SIB) in college women. METHOD: The sample was comprised of 100 female undergraduate students. Measures were the Childhood Trauma Questionnaire [D. Bernstein, L. Fink, Manual for the Childhood Trauma Questionnaire, The Psychological Corporation, New York, 1998], the Toronto Alexithymia Scale-20 [Journal of Psychosomatic Research 38 (1994) 23; Journal of Psychosomatic Research 38 (1994) 33], and the Self-Injurious Behaviors Questionnaire which assessed the lifetime frequency of six methods of superficial self-injury (hair pulling, head banging, punching, scratching, cutting, and burning). Regression analyses were used to test the proposed mediational model. RESULTS: Forty-one percent of respondents reported having engaged in SIB; most engaged in multiple methods, and self-cutting was the most frequently endorsed method. Results of regression analyses supported the proposed mediational model for all types of maltreatment except sexual abuse. Sexual abuse, considered alone, was not significantly associated with alexithymia which precluded testing for mediational effects. CONCLUSIONS: Results support a link between a history of childhood maltreatment and SIB among college women and the hypothesis that alexithymia mediates this relationship.     

Challenging behaviour: the perceptions of teachers of children and young people with severe learning disabilities

This paper reports the findings of a study which aimed to elicit teachers' perceptions of pupils' challenging behaviour. Teachers were asked to indicate: which aspects of challenging behaviour concerned them; their responses to it; which strategies they found effective; what they believed to be the causes of it; how stressed they felt; and how effective they felt when dealing with it. They were also asked to identify sources of information, advice and help and to rate different types of challenging behaviour in terms of severity of challenge. Results indicate that teachers are concerned about challenging behaviour and find it stressful. Whilst considering themselves to be effective in dealing with it, a proportion report feeling frustrated by it, angry, upset and/or at a loss. The most frequently cited challenging behaviour was aggression, although self-injury was found to be the most challenging. Whilst recognising the communicative basis of many forms of challenging behaviour teachers nevertheless tended to select strategies which were concerned with diffusion rather than prevention. The most likely source of information, advice and help was other teachers. Some differences in responses were noted according to experience and whether or not additional qualifications were held.     

Sexual abuse and suicidality: gender differences in a large community sample of adolescents

OBJECTIVE: A cross-sectional study of gender specific relationships between self-reported child sexual abuse and suicidality in a community sample of adolescents. METHOD: Students aged 14 years on average (N = 2,485) from 27 schools in South Australia completed a questionnaire including items on sexual abuse and suicidality, and measures of depression (Centre for Epidemiological Studies Depression Scale), hopelessness (Beck Hopelessness Scale), and family functioning (McMaster Family Assessment Device General Functioning Subscale). Data analysis included logistic regression. RESULTS: In boys, self-report sexual abuse is strongly and independently associated with suicidal thoughts, plans, threats, deliberate self-injury, and suicide attempts, after controlling for current levels of depression, hopelessness, and family dysfunction. In girls, the relationship between sexual abuse and suicidality is mediated fully by depression, hopelessness, and family dysfunction. Girls who report current high distress about sexual abuse, however, have a threefold increased risk of suicidal thoughts and plans, compared to non-abused girls. Boys who report current high distress about sexual abuse have 10-fold increased risk for suicidal plans and threats, and 15-fold increased risk for suicide attempts, compared to non-abused boys. Fifty-five percent (n = 15) of sexually abused boys attempted suicide versus 29% (n = 17) girls. CONCLUSIONS: A history of sexual abuse should alert clinicians, professionals and carers in contact with adolescents, to greatly increased risks of suicidal behavior and attempts in boys, even in the absence of depression and hopelessness. Distress following sexual abuse, along with depression and hopelessness indicate increased risk of suicidal behavior in girls, as well as boys.