《特别响,非常近》的创伤解读

《特别响,非常近》在"9·11"事件背景下,讲述了九岁小男孩奥斯卡丧失父亲后疯狂寻锁的经历。拟在创伤理论的基础上,通过解读小说中不同时期各色人物的创伤体验以及创伤复原,呼吁更多人关注身边的创伤群体。     

《屈原贾生列传》嫉妒心理探析——《史记》人物嫉妒心理分析系列之一

屈原、贾谊因出众的才能遭遇嫉妒,两人的人生轨迹、遭嫉情节及嫉妒者的多重人格及心理感受的三个阶段．即由攀比到失望、由羞愧到屈辱、由不服不满到怨恨憎恨的过程很相似。屈原和贾谊借助文学创作疗伤,只能做暂时的心理宣泄和情感寄托物。对嫉妒者的心态、行为探讨的目的,是为了达到消除嫉妒心理的目的。     

‘He knows he is safe; you are the safety net’. Key adult intervention with children with attachment difficulties: the TAs perspective

Children and young adults who are ‘looked after’ can present teachers and teaching assistants with a variety of day-to-day classroom challenges and a range of complex behaviours due to adverse childhood environments. This group of vulnerable young people have very complex social and emotional behaviours that require a considered approach of support and interventions. The types of interventions deployed in schools, however, may depend on staff knowledge, staff self-confidence, and interpersonal skills to support the child's learning and complex behaviours. An example of an intervention is the key adult intervention programme, which is purported to develop staff knowledge and self-confidence when working with looked after children. training in key adult intervention occurred at a special school, which had a high percentage of looked after children, situated in an East Midlands town. The purpose of the study was firstly to support the children through in-depth knowledge development for supporting staff, and secondly to investigate staff confidence and understanding of the needs of looked after children. In addition, supporting factors of the key adult intervention and a discovery of any barriers to its implementation were sought. Using a mixed methods approach, data were collected from participating staff using questionnaires and focused conversations. Qualitative data were analysed using Cresswells six-step process. Findings suggest that the key adult intervention is an effective means to support staff confidence and understanding and offer support for looked after children. Recommendations for future practice include increased training and support for teaching assistants, teachers and the school community as a whole. In addition, targeted professional and emotional support for the teaching assistants deployed, and increased communication between senior leaders and teaching assistants is crucial. The current research, therefore, adds to existing literature by providing an evaluation of the key adult intervention within a special school setting with evidence gathered from teaching assistants.     

Belonging here, not there: The case of attaining European passports by grandchildren of Holocaust survivors

The paper presents findings obtained from interviews conducted with sixty Israeli grandchildren of Holocaust survivors, discussing their views regarding Israel and Europe as expressed by their intentions to live in Israel and acquire European citizenship. Analysis of the interviews revealed that the majority view Israel as the place in which they choose to live because of family and cultural bonds, as well as from the long-lasting impact of the Holocaust. Others felt less anchored and viewed the opportunity to immigrate to their forefathers’ European homelands more positively. Their reasons were based either on the unstable Israeli security situation, compounded by the anxieties elicited by the memory of the Holocaust, or as a result of perceiving Europe as a gateway to the globalized world and its financial gains.The emerging image of Europe for this third generation vacillates between two poles, each anchored in a different time and cultural frame. The first is the “Europe of the Holocaust”; image which emerged as a result of the events that took place on European soil during the period 1933-1945 together with current anti Semitism. The second is “Europe of the Globalized world”, that is, the Europe of the era beginning in the late 1980s, with its ever-expanding social, cultural and economic boundaries. Moreover, the willingness of the third generation to openly discuss the option of either staying or leaving Israel, represents a significant change in attitude from the first and second generation of Israeli Holocaust survivors. The change is seen, as part of a process of maturation of the Israeli identity which allows for multi voices to be heard on issues of belonging and citizenship.     

浅谈家庭暴力、创伤和社会学习理论

家庭暴力是一个历史性的社会问题,它在现代社会中仍然存在。文章阐述了儿童如何学习家庭暴力并且把这些行为继续教给他们自己的后代,并就当代家庭中存在的这个严重问题探讨了对付它的实用技术。     

大学生运动损伤患病率的调查研究

本文调查研究了在校期间的两届普通大学生运动损伤情况，并分别对两届大学生体育活动中的心理特点。运动损伤的时段、项目、身体部位、损伤产生的原因进行了分析，找出了运动损伤发生的一般规律和特点，提出了在体育教学和开展课外活动中预防和减少损伤的一些措施和建议。     

湖南省部分高校排球运动员运动损伤的调查与分析

调查研究了湖南省9所高校排球运动员的运动损伤情况,对排球运动员在体育训练与竞赛中运动损伤的类型、身体部位、损伤产生的原因进行了分析,找出了运动损伤发生的一般规律和特点,提出了在高校体育训练和竞赛中预防和减少运动损伤的一些措施和建议。     

对大学生运动损伤的分析与研究

文章通过问卷调查和病例收集等方法对苏州大学学生两年来在学校体育活动中所出现的运动损伤进行调查和分析。结果表明，大学生的运动损伤以轻伤、软组织损伤居多，多发生于三大球等对抗性活动中，且下肢是损伤的高发部位。而造成运动损伤的主要原因多表现为技术上的缺陷，准备活动不充分以及环境、身体条件和心理等方面。针对这些情况，笔者根据调查结果提出了相应的应时措施和建议，以供大家参考。     

浅析高校冰上课教学的运动损伤与防治

就大庆石油学院2001、2002级学生在冰上课发生运动损伤的情况调查发现:经常发生的运动损伤主要包括冻伤(头部、手部、脚部),以及其他运动外伤:挫伤、扭伤、擦伤等,就此分析造成这些运动损伤的原因并提出防治的具体建议。     

创伤、焦虑和原型——简·爱拒斥圣约翰之爱内在心理动机解析

在认知到精神强悍的圣约翰与心理创伤的制造者约翰.里德之间的相似性,体悟到嫁给圣约翰后可能遭受与父母相似命运所带来的死亡焦虑,以及对谭波儿小姐嫁与般配丈夫这一婚姻原型的心理认同下,简.爱最终实施了拒斥圣约翰求婚这一外在行为。