碰撞与交融:关汉卿杂剧的家庭伦理问题

关汉卿现存杂剧内容丰富，有相当数量的作品直接或间接涉及了家庭关系及伦理道德，反映了家庭伦理与亲情、法律两方面的关系。家庭伦理是古代社会伦理道德的重要组成部分，凝聚着浓厚的文化底蕴，既出于人的自然感情，也出于社会对人的道德约束。在这种传统文化的影响下，关剧中家庭伦理和亲情、法律产生了碰撞和交融，理性的超越和感性的升华在矛盾中达到了和谐。此现象的出现有着深广的文化内涵，是中国伦理文化的一种表现。     

Supervising the Teacher Education Practicum: A Self-Study with a Critical Friend

ABSTRACT

If the practicum is the most valued element of a teacher education program, how good is each teacher candidate’s learning and how well is it supported by the university supervisor? While most self-studies of teacher education practices focus on practices in the university classroom, this article reports an analysis of a supervisor’s practices, with special attention to underlying assumptions of the supervisor. Data permitted identification of patterns in the supervisor’s pedagogy and in teacher candidates’ responses to that pedagogy. The supervisor’s underlying assumptions and the contribution of conversations with a critical friend were identified. A table was constructed to contrast the assumptions in two stances toward supervision, one characterized as transmission and the other as interpretation. Conclusions emphasize the importance of listening to each candidate’s voice and including a metacognitive element in a supervisory conversation after a lesson observation.     

Attachment and the child in school. Part I

Abstract

Using the framework of Attachment Theory and related research and the research and experience of the author, a particular pattern of behaviour is described which can be identified in the classroom. This pattern, known as the Anxious Resistant/Ambivalent Attachment Pattern, is described from a teaching and learning perspective and is illustrated with examples from educational practice. Possible opportunities for intervention are discussed aimed at facilitating change in the pupil and enhancing emotional well being and educational opportunity. This article will be followed by another (Part II) describing other patterns of attachment which have been identified, with the aim of extending the teacher's understanding of the meaning of pupil behaviour and increasing the resilience potential in the learning situation.     

儿童依恋质量影响因素及安全型依恋培养

依恋是儿童内在的心理安全需求,安全型依恋的形成有助于其发展。父母抚养质量、儿童自身特点和家庭与社会环境均对依恋风格的形成具有重要影响,为提高依恋质量,构建良好的依恋关系,父母应保证抚养质量,创造与孩子共处的机会,顺应儿童自身特点因势利导教育,家园合作共同完成儿童由亲子依恋向师幼依恋的过渡。     

团体依恋在大学生孤独感干预中的应用

团体依恋是指个体对某一对象以及该对象所属的团体和团体成员,在情感上产生的一种相互影响和相互依赖的心理状态。大学生孤独感问题已经成为影响其心理健康水平的一个不可忽视的因素,将团体依恋应用于大学生孤独感问题的干预中有其可能性和必要性。团体依恋在大学生孤独感问题干预中的应用有四个步骤,即确定具体目标,形成团体依恋小组,运用一定的团体辅导技术进行实施,评估与终结。     

团体依恋在大学班级管理中的应用

团体依恋是团体成员之间在情感上存在的一种相互影响和相互依赖的心理状态。团体依恋对大学生班级管理具有促进作用。团体依恋在大学班级管理中的应用主要从以下几个方面入手:增强班级凝聚力;改善班级内同学关系和宿舍内同学关系;推行制度化建设,创造和谐民主的班级氛围;重视班主任的作用。     

Themes of Conflict Theory

ABSTRACT

Social workers regularly encounter clients involved in conflictual situations, yet little has been written to facilitate understanding and integration of conflict theory themes with practice. Ten themes and theorists of conflict are introduced in this model alongwith lists of triggers, contexts and case examples. The conflict pro-cess, fromwithdrawal of legitimacy and trust throughdecisions and choices toconsequences (outcomes) of conflict, is presented. The model is explained with a “highway” metaphor and provides applications of micro and macro practice for the classroom, staff development and continuing education efforts.     

Work–family relations among mothers of children with learning disorders

The study examined conflict and facilitation in work–family relations among working mothers of children with learning disorders (LD) or with typical development. The study also focused on three maternal personal resources (maternal anxious/avoidant attachment security, affect and sense of coherence) as antecedents of these work–family relations, and examined outcomes of such conflict and facilitation between the two life domains, as they affected patterns of close relationships within the family (child attachment and family cohesion). The sample included 96 mother–child dyads: 48 mothers and their children with LD; and 48 mothers and their typically developing children. Children’s ages were 8–12 years. All attended public elementary schools in urban areas of central Israel. Significant group differences emerged on mothers’ family to work conflict and on mothers’ work to family facilitation. Findings indicated that several maternal personal resources were antecedents of these relations and also contributed to differences in mother–child attachment relationships and family cohesion. Discussion focused on understanding work–family relations among these mothers of children with LD, as well as the influence of maternal personal resources on patterns of close relationships (i.e., child attachment, family cohesion).     

Look out! ‘Looked after’! Look here! Supporting ‘looked after’ and adopted children in the primary classroom

The focus of this article is on children who are ‘looked after’ or adopted. Specifically it explores some of the possible effects of early life traumas and insecure attachments on brain development and subsequent learning in primary school. The article draws on a range of research which helps to outline possible difficulties which these children may encounter, and behaviours which they may display. The article is not intended in any way to label these children within a deficit model, but to help those involved in their education to gain greater insight into the possible causes of their differences. The article examines how brain development may be influenced by early life trauma, how children who have been ‘looked after’ or adopted often have difficulties with forming and sustaining relationships with peers and adults and how issues related to self-esteem and learning behaviours and skills can be supported in the classroom. Furthermore, it identifies the importance of considering the special needs’ framework for these children and how a range of multi-professional support may be essential.