比较教育中的依附理论研究

文章介绍了依附理论在拉丁美洲的产生、发展,依附理论的分类及其各自强调的重点。关于该理论在比较教育中的运用,主要介绍了比较教育中依附理论的关键性概念如"中心"与"边缘"、"不平等"的世界教育和新殖民主义等。依附理论虽然也存在自身不足,但无论运用其分析世界或国内的高等教育、知识的生产和传播方面都会给我们以启示。     

Identifying obstacles and opportunities for inclusion in the school curriculum for children adopted from overseas: developmental and social constructionist perspectives

In Australia, teachers are expected to teach a diverse range of students, including children adopted from overseas who have experienced attachment disruption and complex trauma early in life. International research identifies the potential vulnerability of this minority group at school. However, teachers’ backgrounds, knowledge and experience, as well as curriculum policies and school practices, may influence how teachers respond to the diverse needs of these children. Drawing on examples from a qualitative study which used focus group interviews and a multi-case study of 10 adoptive families, this article applies developmental and social constructionist perspectives to analyse the potential impact some common curriculum units may have on these children’s experiences of school. This paper reports on the way in which various units in the Australian Curriculum may provide obstacles and opportunities for inclusion, with particular examples provided from the English and History Curriculum. Findings show there is a need for greater awareness, understanding and sensitivity in teaching approach, as well as flexibility in teachers’ professional agency and discretion in the selection of resources when responding to the educational needs of intercountry adoptees.     

Attachment security and the school experience for emotionally disturbed adolescents in special education

Adolescents with disabilities are at increased risk for school failure, and those in special education as the result of emotional disturbances consistently have the highest dropout rate of any disability. This paper discusses the importance of feelings of security in relationships for these adolescents and the results of a study designed to determine the effects of these feelings on their educational experience. The impact of several relationships in the home and school life on the school experience of the emotionally disturbed adolescent is explored. These relationships include those with mother, father, teachers, social workers/therapists and peers. All of these figures are potentially ‘secure bases’ for adolescents, providing the experience of emotional safety necessary to engage in the challenges of the academic environment. The resources need to be provided to enhance feelings of emotional safety in the school setting, including the services of social workers and other mental health professionals.     

Affiliative and Aggressive Humor,Attachment Dimensions,and Interaction Goals

This study examined humor production in relation to attachment dimensions and interaction goals. Participants (N = 172) completed measures of attachment dimensions (anxiety, avoidance), humor production (affiliative humor, aggressive humor), and primary and secondary goals. Anxiety was negatively related to affiliative humor, whereas avoidance was positively related to aggressive humor. Affiliative humor was related to effectiveness and being playful in the interaction, as well as the secondary goals of arousal management and clarity. Aggressive humor was not related to any of the goals.     

Conflict frequency within mother-child dyads across contexts: Links with attachment security and gender

The current study examined context, attachment, temperament, and gender as predictors of conflict frequency between mothers and their young children. Conflict between 40 mothers and their 36-month-old children was observed during multiple laboratory tasks with varying levels of structure, and the number of dyadic conflict episodes was totaled for each context. Mothers also completed measures of attachment and temperament. Results indicated that relative to free play and clean-up contexts, dyads displayed the highest amounts of conflict during the teaching context, which was driven by mother-initiated conflict. Attachment, but not temperament, was predictive of dyadic conflict frequency and child-initiated conflicts for mother-daughter dyads, but not for mother-son dyads, during the teaching context. Specifically, as attachment security increased, conflict decreased between mothers and their daughters. The findings of the study emphasize the importance of examining the context and child's gender in accordance with attachment in order to fully understand the relationship between attachment and conflict frequency.     

Preschool teacher attachment,school readiness and risk of learning difficulties

Attachment is the emotional bond between children and their caregivers (parents or otherwise). Infants and young children usually have more than one selective attachment, and all of these attachment relationships, including those between children and teachers, have important effects on cognitive and social development. Secure attachment to a preschool teacher may help children to improve their preschool experience. Recent studies suggest that the adverse effect of inadequate preschool experiences can lead to skill deficiencies that mimic the effects of basic cognitive deficits. This study evaluates the relationships among attachment to preschool teachers, school readiness, and the risk for developing learning difficulties in preschoolers using three measures: the School Readiness 4-5 battery, the Precocious Identification of Learning Difficulties, and the Attachment Q Set. This study examined 152 preschoolers. The results showed that attachment to preschool teachers is related to linguistic development level, the psychomotor skills involved in school readiness, and learning difficulty risk.     

从“以史附经”到史部确立

受汉代宗经尊儒思想的深刻影响,班固<汉书·艺文志>直承刘歆<七略>的分类方法."以<史记>附<春秋>";<隋书·经籍志>借鉴了班固的分类方法,参照魏晋以来各家书目的分类情况,结合魏晋至隋代史学发展的实际,将史类书籍独立列部并设十三小类,明确了"史部"概念.确立了史部在我国传统目录学上的地位.     

Pilot study of a program delivered within the regular service system in Germany: Effect of a short-term attachment-based intervention on maternal sensitivity in mothers at risk for child abuse and neglect

This pilot study examined the effectiveness of a short-term attachment-based intervention, the Ulm Model, in a German population at risk for child abuse and neglect. The intervention used home visits and video feedback to promote maternal sensitivity, and was implemented by trained staff within the health care and youth welfare systems. Mothers in the control group (n = 33) received standard services only, while those in the intervention group (n = 63) additionally the Ulm Model intervention. The outcomes measured were maternal sensitivity, as assessed by the CARE-Index at pre-intervention, after the last session, and at about 6 and 12 months of age; and infant socio-emotional development, as assessed by the ET6-6 development test at about 6 and 12 months of age. The moderating effects on treatment outcomes of two variables were examined: risk for child abuse (moderate vs. high) and type of maternal attachment representation (secure vs. insecure). Among participants at moderate risk for child abuse, no differences were found between the intervention group and control group in either maternal sensitivity or infant development. Among those considered high risk, mothers in the intervention group showed a significant increase in maternal sensitivity from pre- to post-intervention; however, no group differences were seen at follow-up. There were some indications that infants of mothers in the intervention group showed better emotional development. The variable of maternal attachment representation was not a significant moderator for the intervention effect, but post hoc analysis indicated that the mean sensitivity of secure mothers was significant higher at the 6-month follow-up.     

成人依恋研究述评

依恋形成于婴幼儿时期,持续人的整个一生,是人类长期生物进化的结果。早期的依恋形式会通过内部工作模型影响到成年后的依恋模式,影响亲密关系的形成,人际社会功能的表达及人格功能。成人依恋已逐步成为一个跨越心理学各领域的热门研究课题。