0-3岁婴幼儿安全感缺失的后果及其对策研究

安全感是婴幼儿期重要的发展课题,是整个儿童期心理健康发展的重要基础。界定婴幼儿的安全感,探析安全感缺乏对婴幼儿认知能力、情绪控制能力、人格以及同伴关系的消极影响,在此基础上,从父母家庭生活环境方面提出相应的培养策略,以期引起人们重视婴幼儿安全感的培养,促进其心理健康发展。     

The Danish Bereavement Response in 2015—Historic Development and Evaluation of Success

In the 1980s, Norwegian researchers pioneered efforts towards developing school support for bereaved children. Eighteen years later, a Danish approach was created based on these foundations. This article explores the Danish school bereavement response plans (b-plans) and investigates their ability to support both teachers and bereaved children. Today, the system has one of the highest implementation rates in the world and the majority of teachers feel equipped to deal with bereavement in school. Nevertheless, adopting a standardised approach potentially leads to the neglect of individual needs. Moreover, concerns exist over whether existing b-plans are current. This article concludes that b-plans have succeeded in becoming the primary tool used by teachers, a feat that systems in other countries often fail to achieve. However, the system seldom includes the perspectives of the students it was designed to help. This is the challenge that the next generation of b-plans must remedy.     

Challenging discourses of aspiration: The role of expectations and attainment in access to higher education

Raising the proportion of young people from disadvantaged backgrounds progressing to higher education has been a key policy objective for successive governments in the UK since the late 1990s. Often this has been conceptualised as a problem with their ‘aspirations’, with the solution being seen as the provision of ‘aspiration‐raising’ activities to promote higher education to those thought to have the potential to progress. Recent large‐scale studies cast strong doubt on this hypothesis by demonstrating that aspirations are not generally low, that different social groups have similar levels of aspiration and that school attainment accounts for nearly all the differences in participation rates between social groups. This article draws on data from a national project exploring efforts to widen participation across two generations of practitioner‐managers in England, focusing on their conceptualisations of the field and their constructions of ‘successful’ activities. It uses the lens of ‘possible selves’ (Markus & Nurius, 1986 ) to argue that too much policy emphasis has been placed on the aspirations of young people, rather than either their academic attainment or their expectations, which are shaped by the normative expectations of the adults surrounding them. In addition, the more expansive concepts of widening participation that were present a decade ago have become less common, with a shift towards activities with a clear role in institutional recruitment rather than social transformation. The article concludes with alternative suggestions for policy and practice.     

Barriers preventing parental involvement in mainstream education of children with specific learning disabilities: parent perspectives

This study aims to investigate the barriers to parental involvement in Jordanian mainstream schools from the parents’ perspective. A 36-item questionnaire that addressed five domains was designed specifically for this study and distributed to 206 parents of children with specific learning disabilities. The results reveal that the main barrier to parental involvement relates to parents’ beliefs, followed by barriers related to mainstream schools’ teachers and team work, while ‘available facilities’ was viewed as the least significant barrier. The results indicate that there were statistically significant differences regarding parental income level for each of the five domains and the overall scale, but there were no differences attributable to parents’ educational levels and gender. Based on these findings, a number of suggestions and recommendations are made.     

The indifference of distinction. Art schools and the noblesse oblige of privileged students

ABSTRACT

A consolidated sociological line of the research allows us to understand the educational advantages of middle-class pupils in terms of the dynamics of reproduction [Bourdieu, P., and J. C. Passeron. 1970. The Inheritors: French Students and Their Relations to Culture, translated and edited by Richard Nice. Chicago: University of Chicago Press; Power, S., T. Edwards, G. Whitty, and V. Wigfall. 2003. Education and the Middle Class. Buckingham: Open University Press]. However, some scholars have pointed out how this process cannot be taken for granted, highlighting the difficulties experienced by youths in reaching academic success [Reay, D., and H. Lucey. 2002. “Carrying the Beacon of Excellence: Social Class Differentiation and Anxiety at a Time of Transition.” Journal of Education Policy 17 (3): 321–336. Doi:10.1080/02680930210127586]. Based on Bourdieu’s perspective, this article will explore the links between low educational attainment, artistic passion, and high aspirations in privileged students. The research is based on in-depth interviews and focus groups with middle-class pupils in two secondary art schools in Milan. It is argued the artistic disposition acts within dynamics of negotiation among different and contrasting expectations. Creativity emerges as a source to perform gendered privileged learner identities. This study on artistic educational pathways can contribute to understanding the process-making of inequalities in creative fields.     

Causes and consequences of harsh parental punishment: An empirical investigation in a representative sample of 570 German families

This article examines a multifactorial model of causes and consequences of harsh parental punishment. The social-psychological model as developed by Gelles was extended to also include the antecedent conditions leading to rigid assertion of parental power relating to the child. Furthermore, personality problems of the child observable as consequences of harsh parental punishment were included in our model. The conditions which predict harsh parental punishment are— in the rank order of their importance: a child perceived as difficult to handle, i.e., a “problem child”; parental angerproneness; the rigid assertion of parental power; and intra-familial problems and conflicts. As consequences of harsh parental punishment and rejection as perceived by the child, two types of personality problems were observed: a syndrome named “Conduct Disorder” and a syndrome including personality problems such as anxiety and helplessness.     

Do Parents Benefit? Perspectives of Low-Income Parents Who Received a Free Early Readiness Program for Their Child

The purpose of this study was to discover the interpretations and perspectives of 4 low-income parents who received a free early readiness program for their child. Two interviewees were parents who had a child enrolled the year data was collected, and the other two interviewees were parents whose children had participated previously in the early readiness program. The results of this study show that the early readiness program offered benefits to the parents as well as the child, regardless of enrollment year. The benefits include, but were not limited to, social support for parents, financial assistance, greater understanding of their children, and practical parenting ideas. The findings of this study supported the value of free early readiness programs for low-income parents. The discussion substantiates the findings of this study with previous research and concludes there were several identifiable benefits for the parents.     

Emotion regulation and academic perceptions in adolescence

Although studied extensively in the field of adolescent mental health, the role of emotion regulation (ER) in the academic functioning of adolescents is not well understood. This study examined the role of ER in adolescents’ perceptions of themselves and their learning environments. We compared adolescents with high and low levels of ER on perceptions of school achievement and attitudes towards school and their perception of their parents’ academic involvement. Students completed surveys about perceptions of their learning and parental involvement, as well as their ER abilities. Results indicated that students with higher emotion dysregulation endorsed more negative self-perceptions of their own academic abilities, had more negative attitudes towards school, and rated their mothers and fathers as more controlling in relation to their learning. These results demonstrate the importance of ER in the academic context, particularly in the home learning environment.     

Parents’ views of an optimal school life: using Social Role Valorization to explore differences in parental perspectives when children have intellectual disability

Children with disability continue to experience disadvantage in their school lives; thus, the question of what makes up an optimal school life, and whether this is different for children with disability, becomes critical. This paper reports on research into parental views about an optimal school life and the usefulness of Social Role Valorization theory as a framework for exploring this issue. Six focus group interviews were used to collect data from 30 parents. Children of a variety of ages, with and without disability, were represented. All groups were similar in the aspects they regarded as optimal in a child’s school life. These fell into five categories: being connected, growth, personhood, basic needs, and happiness. Despite this similarity across groups, there were some notable differences in the detail; for example, parents of children with disability had a stronger focus on children being wanted, high expectations, and being seen as an individual.     

Parental expectation of early childhood education: comparison between China, Japan, and Korea

This study investigates 727 parents from China, Japan, and Korea by a self-devised scale and compares the differences in their expectation of early childhood education in cross-cultural backgrounds. The result shows that parents from the three countries have a positive attitude toward their children's development. The main effect of nations on such factors as individual development, close attention to diet, willpower training, moral judgment, and emotional exchange with adults is significant, while the two-way interaction between nations and child gender, nations and child age, and the three-way interaction between nations, child gender, and child age are not significant. Translated from Xueqian Jiaoyu Yanjiu 学前教育研究 (Studies in Preschool Education), 2006, (4): 60–62