‘Absent fathers’, and children’s social and emotional learning: an exploration of the perceptions of ‘positive male role models’ in the primary school sector

This paper focuses on the testimonies of three male primary school staff members who utilised social and emotional learning (SEL) in their everyday practice within their respective schools. The data, collected through individual interviews, illustrate how these three men interpreted SEL, and their role in the development of children’s social, emotional and behavioural (SEB) skills, in response to their perceptions of pupils’ home-life. In particular, the sample identified the children’s fathers’ perceived ability/inability as a main cause of pupils’ SEB deficiencies. Consequently, the three male staff members maintained that in order to advocate and encourage alternative, appropriate behaviours, they should act as ‘replacement fathers’ and become ‘role models’. The findings contribute to existing debates relating to the notion of ‘positive male role models’ in primary schools and the propensity for staff to engage in parental blame. The implications of these findings are discussed, and suggestions that call for a more democratic and cooperative exchange of knowledge between parents and teachers are made.     

传统人伦文化中的父子关系之现代扬弃

父子关系是我国人伦关系的一个主要部分,中国学者对人伦文化的关注与研究可谓源远流长。但是随着时代的变迁与社会的进步,传统父子关系早已不是古代家长制时期的状态,无论从形式还是内容上都发生了翻天覆地的变化,有必要在阐释这一变化的前提下使现代父子关系和谐发展,进而促进家庭的和谐发展。     

What Early Childhood Educators Need to Know About Divorced Fathers

Early childhood professionals can play an important role in helping divorced fathers to be more involved in the lives of their children. They can include involving fathers in all school and classroom activities from parent conferences to class celebrations. Educators can also serve as child care consultants to help fathers become better caretakers. By taking these measures, teachers will not only improve the emotional health of children and their fathers, but will also improve the educational experiences of children     

A Model for Involvement of Fathers in Literacy Development with Young At-Risk and Exceptional Children

Early involvement in literacy activities can provide many benefits for at-risk and exceptional children and their fathers. These benefits include development of children's reading and writing skills, increased bonding, and positive self-esteem of fathers. Early childhood professionals can foster male involvement by describing benefits, suggesting appropriate activities, materials and expectations, and by providing ongoing feedback. A model for getting fathers involved in literacy activities with their young at risk and exceptional children is described. The four major approaches in this model are early social interaction, reading books, incidental preliteracy activities, and school involvement.     

论中国早期知识分子选择优先 接受唯物史观的期待视野——基于接受史的考察

接受史注重对接受者“主体性”的研究。从接受史的角度来看,唯物史观满足了中国早期知识分子这一接受主体所面对的“中国向何处去”的方法论期待,契合了当时以中国传统哲学为认知基础的社会心理,具有在近代中国得以被选择优先接受的历史必然性。此外,进化论思想也为中国早期知识分子更好地理解与接受唯物史观搭建了桥梁。这些因素共同构成了唯物史观在中国得以优先被中国早期知识分子选择与接受的期待视野。     

Prenatal parental education from the perspective of fathers with experience as primary caregiver immediately following birth: a phenomenographic study

The aim of this phenomenographic study was to capture fathers' conceptions of parental education topics, illuminated by their experiences as primary caregiver of their child immediately following birth. Fifteen fathers were interviewed between 8 days and 6 weeks after the birth of their child. Three categories, five subcategories, and 12 qualitatively different conceptions emerged from the study's findings. The first category showed that parental education emphasizes the importance of normal birth. The second category illustrated that parental education defuses the issue of complicated births. The third category demonstrated that parental education preserves traditional gender roles. The study's results may facilitate efforts to integrate fathers into parental education toward the aim of achieving parity between mother and father in their role as parents.     

A mindfulness parent well-being course: evaluation of outcomes for parents of children with autism and related disabilities recruited through special schools

Parents of children with intellectual disabilities and/or autism have been shown to experience higher levels of distress than other parents. Despite such data having been available for several decades, the evidence base for psychological interventions to support parental well-being is small. Recent data suggest that both mindfulness and acceptance processes are associated with decreased psychological distress for parents of children with intellectual disability and/or autism. In addition, some controlled evaluations of mindfulness-based interventions for these parents have resulted in positive outcomes for mothers in particular. In the present study 18 mothers and 3 fathers were recruited via special schools who then attended a Mindfulness Based Well-Being for Parents (MBW-P) group over eight weeks. Parents completed questionnaire measures before and at the end of the course. Statistical analysis showed significant reported increases in mindfulness and self-compassion, and reduced general stress. Parents also reported reductions in anxiety and depression, although these changes were not statistically significant. No significant reductions in their child’s behaviour problems or increases in the child’s prosocial behaviour were found. Parents also reported high levels of satisfaction with the course. These preliminary data suggest that further research studies testing the effectiveness of the MBW-P course are warranted.     

读者意识与张恨水的通俗小说创作

张恨水是中国现代著名的通俗小说作家,他的作品流传持续时间长、覆盖地域广,读者数以亿计,文化跨度大。这与他创作时有自觉的读者意识密切相关。他的作品从内容、形式到写作技巧三个方面都体现出对读者接受因素的重视。