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.     

Retrospective analysis of previous relationship disengagement and current and current attachment style

This study examined attachment styles and disengagement strategies used to end romantic relationships for 213 college students. The research predicted differences between attributions about the cause of the breakup and who initiated the breakup. The study also predicted differences in reports about the use of disengagement strategies, depending upon a person's attachment style and whom they attributed as the initiator of the breakup. People more frequently attributed the cause of breakups to situational factors than to the other person; and least frequently, to self. Persons who perceived they caused the breakup more frequently perceived they also initiated the breakup. Some of the hypothesized differences in reports about the use of disengagement strategies for persons with different attachment styles and different attributions of who initiated the breakup were observed for positive‐tone, behavioral de‐escalation, and negative identity management strategies. Leniency in self‐attributions was detected in higher reports of self‐use of justification strategies and lower reports of self‐use of behavioral de‐escalation.     

三种羞耻感发展理论述评

羞耻感是一种重要的社会情感和道德情感,在激发和调节人们的思维、情感、行为和社会适应等方面起着重要的作用.有关羞耻感的发展有三种主要理论:客体关系/依恋理论、机能主义理论和认知归因理论.这三种理论分别解释了羞耻感是怎样发生、发展的,但不免在论述过程中有一些偏颇,还存在一些有待进一步解决的问题.未来研究应注重研究儿童羞耻感的发生、发展以及羞耻感的引发条件等方面的问题.     

基于无标度网络的产学研合作网络功能及培育机制研究

产学研合作网络具有无标度网络增长性与择优连接性这两个基本特征.从无标度网络的这两个特征出发,结合产学研合作网络的演化规律,从增长性、节点的异质性、网络的稳健性和脆弱性以及自组织性四个角度分析了产学研合作无标皮网络的功能,并在此基础上提出了产学研合作无标度网络的培育机制.     

Ultramarathon runners’ perception of place: a photo-based analysis

ABSTRACT

Sport events that depend upon natural landscapes tend to draw athletes from urban centres to peripheral areas. In doing so these events function as tourist attractions but little is known about the way participating athletes understand these places. This study explores the ways that one type of sport traveller (i.e. ultramarathon runners) understands the host destination (Grande Cache, Canada) as a place of training and competition. A volunteer employed photography data collection method was used along with an inductive thematic analysis. Four themes emerged including place as: (a) landscape, (b) sport competition, (c) community, and (d) an introspective self-portrait. First, under the landscape theme runners saw place as sublime nature during the training camp (TC) and a terrain to be conquered during the race. Second, the sport competition theme reflected place as the event with the competition being the filter through which all other aspects of the setting were understood. Third, the setting was characterized as a place of community that fostered social connection and celebration. Finally, the introspective self-portrait theme focused on the runners themselves as they centred their identity within the setting. While landscape was a dominant theme during the TC visit, the sport competition and community themes became more salient during the competition weekend. The introspective self-portrait theme was strong during both visits. Study findings suggest that runners were attached to the setting through ‘place identity’ in addition to their dependence on it to facilitate the ultramarathon event.     

从《知音》篇看刘勰的文学作品审美结构

从审美学的角度切入《文心雕龙·知音》,通过对知音式鉴赏过程的考察发现刘勰在文中提出了“玩绎”美学观,并由此得出刘勰的文学作品审美结构。其审美结构表现为逐层推进式,分别为语言层、情感层和意蕴层。     

民族大学生依恋类型和孤独感的相关研究

采用问卷调查法,以兰州某大学的300名学生为被试,研究了汉族、维吾尔族大学生依恋类型和孤独感的关系.研究结果显示:(1)在依恋方面,维吾尔族大学生比汉族大学生表现出更强的依恋;现在正在恋爱的大学生比没有恋爱的大学生更倾向于安全型依恋;(2)在孤独感得分方面,人口学变量上并没有表现出明显的差异;(3)相关分析表明,大学生依恋类型和孤独感之间存在着极为显著的相关.     

悲剧寄托于寓言的意蕴

作为长篇寓言，《怀念狼》图画了一部现代悲剧，即人的悲剧，人与自然的悲剧，寄寓了作家独有的社会现实、宇宙人生的深邃思索。     

In My Mind I Was Alone: Suicidal Adolescents' Perceptions of Attachment Relationships

While interpersonal relationships have been identified as playing a key role in the development of suicidal ideation and behavior, limited research has examined adolescent suicidality within the context of attachment relationships. The intent of the present study was to increase understanding of the role of attachment relationships in adolescents’ experiences of becoming suicidal through an examination of the perceptions of those who have experienced the suicidal state. Fifty Canadian adolescents and young adults who were previously suicidal between the ages of 13 and 19 were interviewed, and a qualitative research design used for analysis. Three core categories were identified: parental insecurity, peer insecurity, and perceptions of self. Results are discussed within the context of attachment theory, providing a framework for therapeutic intervention strategies with suicidal adolescents.