论大学生成才教育与自我管理

大学生必须适应时代要求设计自己的成才道路.从成长设计到取得成效是一个自我管理过程.自我管理主要是抓好分析自身优势、设计发展方向、确定实施方式、实行"镜像检验",规定最后期限等环节.     

Association between psychosocial stressors with emotional and behavioral problems among children of low-income addicted families living in Brazil

BackgroundChildren exposed to substance use in their families are vulnerable to multiple risk factors in their development and at increased risk for emotional and behavioral problems. The aims of the study were as follows 1) estimate the prevalence of emotional and behavioral problems among children aged 6–11 years old, living with addicted family members in a low-income urban community of São Paulo, Southeastern Brazil; 2) evaluate the children’s exposure to family psychosocial stressors and substance use; and 3) investigate the factors related to the increased risk of emotional and behavioral problems and substance use.MethodsA cross-sectional study was conducted among 101 children aged 6–11 years old (M = 9.16 years, SD = 1.61). The instruments used were a sociodemographic questionnaire, the Child Behavior Checklist (CBCL) and the Psychosocial Stress Factors (PSF).ResultsHigh prevalence of problems was found for this sample: the CBCL showed 26.7% of clinical scores for Internalizing Problems, 40.6% for Externalizing Problems, and 40.6% for Total Problems. Exposure to family psychosocial stressors was also high, including severe disease (33%), physical aggression (28.9%), death (27.8%), psychiatric hospitalization (16.7%), suicide attempts (15.5%), and suicide (9.3%). Exposure to these family stressors was associated with an increase of two to four times in the prevalence of internalizing and externalizing problems.ConclusionsChildren exposed to substance abusers have more mental health problems than general population, even when compared to peers living in similar low-income areas. This is a group that should be target of a selective preventive intervention.     

Is everyone in class in agreement and why (not)? Using student and teacher reports to predict within-class consensus on goal structures

Students in the same class can differ considerably in their perceptions of teaching quality, but little is known about the drivers of this lack of agreement. In this study, we relied on within-class consensus as a measure of agreement in students' perceptions and explored both student-reported predictors (Sample 1) and teacher-reported predictors (Sample 2) of consensus in students’ ratings of six goal structures dimensions (task, autonomy, recognition, grouping, evaluation, time). Classroom-level results from multi-level models indicated that student-perceived differential teacher treatment negatively predicted consensus regarding evaluation, as well as achievement heterogeneity, whereas instructional clarity positively predicted consensus for recognition, grouping, and evaluation, as well as class-average achievement (Sample 1). Mediating effects of achievement heterogeneity and achievement were not statistically significant. In Sample 2, negative effects of teacher-reported emotional exhaustion and teaching-related anxiety on consensus were observed for several dimensions. Teaching-related enjoyment had no effect.     

Adverse and adaptive childhood experiences are associated with parental reflective functioning in mothers with substance use disorder

Mothers with a substance use disorder (SUD) are at risk for maladaptive parenting practices, and have heightened likelihood of having experienced childhood adversity themselves. In addition, parental reflective functioning (PRF), a capacity underlying sensitive caregiving, is often low in mothers with SUD. This study examines the relationship between PRF and aversive (emotional, physical, sexual abuse and neglect) and adaptive (safety and competence) experiences, in different developmental phases (early childhood, latency, and adolescence) in mothers with a SUD. A sample of 43 mothers with small children were interviewed with the Parental Developmental Interview to assess PRF, and they completed the Traumatic Antecedents Questionnaire regarding aversive and adaptive experiences. In addition, we used the Hopkins Symptoms Checklist-10 to control for mental health status and a battery of neuropsychological tests to control for executive functions. Results indicated that adaptive experiences in early childhood were positively related to PRF, and that experience of emotional abuse was negatively related to PRF. When separating the group of mothers in two sub-groups based on PRF level, results showed that mothers with negative to low PRF had significantly more experiences of adversities in early childhood and latency, and significantly less adaptive experiences in early childhood, latency and adolescence, compared to mothers with moderate to high PRF. In addition, mothers with adequate to high PRF reported experiencing significantly more types of adaptive experiences, and significantly less adversities compared to mothers with negative to low PRF. Results are discussed in relation to developmental trauma, resilience, epistemic trust and mistrust.     

Verbal and Emotional Responses Among Children of Lesbian and Gay Parents’ Coming Out

One aspect of lesbian/gay-parented families that merits attention is the coming out of the parents to their children. In the present study, we extended the current literature by exploring both the emotional and verbal responses of children who find out their parents are lesbian/gay. Findings showed that, while participants experienced a combination of negative, neutral, and positive reactions to learning about their parents’ sexual orientation, verbal reactions were limited to supportive messages and information seeking. Practical implications for lesbian/gay parented families and practitioners are included.     

情感管理与创新活力

论文提出图书馆管理是“人”的管理,应遵循“以人为本”的理念和准则,同时也是理性、人性和情感的统一。     

班级管理中的学生自我管理

在班主任有效地进行班级管理的过程中,不能仅靠一个或几个教师严格管理,关键是要教育和指导学生学会自我管理,使每个学生做到既是管理的对象,又是管理的主体,达到"管是为了不管"的目的.因此,就学生自我管理的意义及培养途径展开讨论.     

依托班级公约促进幼儿规则意识养成的实践研究

将班级公约引入幼儿教育中,能增强幼儿的独立意识,提升幼儿的自主管理能力。文章分析依托班级公约培养幼儿规则意识的意义,指出教师要在游戏活动中培养幼儿的规则意识,在角色扮演活动中激发幼儿的模仿心理,在情境教育中鼓励幼儿自主制定规则,重视巩固强化幼儿的规则意识。     

体验式学习中的情感参与:SVVR支持写作学习的实证研究

写作学习中普遍存在学生因缺少对真实情境的体验而难以唤起写作兴趣的问题,如何改善学生的情境体验和情感参与成为改善写作学习效果的关键。在基于球面视频虚拟现实(SVVR)技术构建的体验式写作学习环境中,通过融入体验式学习理念与引导策略,设计了包含具体化经验、反思性观察、抽象化概念、评价与修正四阶段的写作学习活动,并将其运用于教学实践。实证分析结果表明:除思维创新性外,基于SVVR的体验式写作学习环境对学生写作的主题契合性、结构完整性和语言表达具有促进作用,并能够提升学生的情感参与水平;在SVVR的支持下,高情感参与水平的学生有更佳的写作表现,特别是在作品的结构完整性、语言表达与思维创新性上;相较于传统写作学习环境,在基于SVVR的体验式写作学习环境中,学生的阅读习惯与写作成绩间呈现出更强的相关性。可见,SVVR支持下的体验式学习有助于促进学生的情感参与和阅读积累向写作能力的迁移,实现对写作学习效果的提升。同时,有必要强化基于SVVR的智能交互和多感官体验,并将其与教学过程有机整合。     

论中国古典诗歌创作中回忆的激发问题

回忆的激发问题是文艺心理学中的重要课题,它关系到文学创作中过去世界的艺术再现和艺术再造。联系中国古典诗歌,作家创作的关键在于寻找到一个激发记忆苏醒的触点,而且这个触点必须具有足够的情感强度。