Theory of mind at home: linking authoritative and authoritarian parenting styles to children's social understanding

Building on Vinden's pioneering research [(2001 Vinden, P. G. (2001). Parenting attitudes and children's understanding of mind: A comparison of Korean American and Anglo-American families. Cognitive Development, 16, 793–809.[Crossref], [Web of Science ®] , [Google Scholar]). Parenting attitudes and children's understanding of mind: A comparison of Korean American and Anglo-American families. Cognitive Development, 16, 793–809], we examined how parents’ use of authoritative versus authoritarian styles of discipline related to their children's development of theory of mind (ToM). ToM was assessed using standard false belief tests and a developmental ToM Scale [Wellman, H. M., &; Liu, D. (2004 Wellman, H. M., &; Liu, D. (2004). Scaling of theory-of-mind tasks. Child Development, 75(2), 523–541.[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]). Scaling of theory-of-mind tasks. Child Development, 75(2), 523–541] comprising five reliably sequential steps of ToM understanding from awareness of others’ desires through false belief to the recognition of hidden emotion that even 8-year-olds often have difficulty with. In contrast to previous largely null results, our results from a sample of 30 Anglo-Australian children aged 5–12 years and their 30 parents showed, for the first time, that there are significant negative links of child ToM with parental authoritarianism and significant positive links, independent of child age and language skill, between ToM understanding and authoritative parenting. These results contribute to a growing body of research on how family processes interconnect with children's social understanding and social adjustment.     

吉林市单亲家庭青少年性教育现状的研究

目的 了解吉林市单亲家庭青少年性教育现状,为制定青春期健康教案提供依据。方法 在吉林市6所中学随机抽取单亲及双亲家庭青少年各300人作为研究对象,进行问卷调查。结果 被调查者己具备一定的青春期性知识,但相当部分学生对人体的生理知识尚不清楚,尤其是单亲家庭的青少年表现更为薄弱。单亲家庭青少年从父母那里获得较少的性知识,与双亲家庭青少年比较,差异有统计学意义(P<0.01)。对中学生恋爱、性教育及婚前性行为的看法,单亲学生均比双亲学生表现得开放。单亲中有过性行为者与双亲学生比较差异有统计学意义(P<0.01)。结论 充分了解青少年的性知识、性态度和性行为对制定良好的干预措施提供帮助。青春期性教育是全社会均应关注的焦点,尤其要重点关注单亲家庭青少年。     

哈尔滨市初中生家庭性健康教育现况调查

【目的】了解哈尔滨市初中生家庭性健康教育现状,为满足家长和学生对现代性健康知识技能的需求、实施有效的干预提供科学依据。【方法】采用分层抽样的方法,对哈尔滨市及周围3个城镇的464名家人进行了初中生特有的性教育内容调查。【结果】80.9%家人认真观察儿童身体发育和变化,男生家人在青春期前讲过有关遗精问题仅为29.9%,远远低于女生月经问题(65.9%);36.3%女生家人能与儿童就性问题顺利沟通,高于男生的25.2%;哈市90.0%家人对女生“讲过月经是女性成熟的标志”,城镇只有65.8%;中等文化程度的父母对子女生理卫生知识指导最高、初中以下文化对异性交往态度最宽容;哈市肯定回答率高于城镇。【结论】急需加强城镇、男生家庭的现代性健康教育指导力度,促进初中生身心健康发展。     

家庭氛围与父母受教育程度对青少年抑郁影响

目的探讨父母受教育程度对中小学生抑郁水平的影响。方法于2011年4—7月采用分层随机抽样法,在北京、上海、浙江等10个省、自治区、直辖市的85个区县抽取年龄在10~17岁的中小学生70 628人,采用流调中心用抑郁量表(CES-D)和自编问卷(教育部基础教育一司"中小学生积极心理品质调查研究"学生问卷)进行调查。结果有效调查47 863人,中小学生抑郁症状得分为(14.64±10.08)分;男生抑郁总得分高于女生(P<0.001),小学生抑郁总得分最低(P<0.001);中小学生总抑郁检出率为11.64%(5 570/47 863),小学生、初中生、高中生抑郁检出率分别为9.24%、13.52%和13.26%,男生和女生抑郁检出率分别为12.42%和10.96%;家庭氛围在父、母受教育程度与中小学生抑郁水平的关系中起着部分中介作用(t父=–11.984 2,t母=–11.126 9,均P<0.001)。结论父母受教育程度不仅直接影响中小学生抑郁水平,还通过家庭氛围间接影响中小学生抑郁水平,良好的家庭氛围有助于减少青少年抑郁的发生。     

我国公共卫生教育教学方法改革浅析

[目的]探讨目前我国公共卫生教育中教学方法的现状及弊端，归纳和分析我国公共卫生教学方法改革的趋势，为提出我国公共卫生教学方法改革基本思路奠定基础。[方法]采用查阅文献和资料、网上查询等方式对目前我公共卫生教育所采用的教学方式及改革趋势进行调查、整理与归纳。[结果]我国目前公共卫生教育大多采用传统教学方式，改革面临困境和问题，部分院校进行了初步的改革尝试。[结论]我国公共卫生教育的教学方法落后于现代公共卫生教育的需要，成为阻碍制约教学改革的瓶颈，部分院校所引进的国外公共卫生教育的教学方法与改革值得学习与借鉴。     

Evaluation of a family-oriented continuing medical education course for general practitioners

OBJECTIVE: To explore the long-term effects of a 2-year Family Systems Medicine course. Fifteen experienced GPs participated in the training programme. SETTING: Continuing Education Centre, University of Tampere, Department of Public Health Science and General Practice, University of Oulu, Finland. METHODS: The participants assessed the development of their professional skills on the Doherty-Baird scale and filled in 2 questionnaires. The material obtained from the application form and 2 questionnaires was analysed using the grounded theory method. RESULTS: The reasons for taking part in the course seemed to be the constant increase in the workload, problems caused by the demands for change and adaptation, stress and exhaustion. Furthermore, 10 health centres out of 15 had adopted the population-based practice, which requires different working methods compared to the old routines. Some trainees reported that their family-centred working methods improved during the course. A year after the end of the training, all of the GPs who had participated were using such methods in their daily practice. Half of the participants felt that they had also improved the functioning of their working group by making it more family-oriented. The significance of multi-professional collaboration was one of the most important insights during the course. CONCLUSION: The 2-year family-oriented training programme provided GPs with systemic thinking and with new skills, including the ability to work with families. The programme raised awareness of the need for multi-professional collaboration in the primary care settings.     

Paediatric training for family doctors: principals and practice

BACKGROUND: There is controversy as to how best to train general practitioners for the paediatric challenges they will meet in practice, in particular what should be included in training, what should be left out and how long should it last? SUBJECTS AND METHODS: All 615 general practice principals referring to 6 hospitals were surveyed (40% response rate). SETTING: West Midlands region of England. STUDY DESIGN: Postal questionnaire. STATISTICS: Quantitative and qualitative assessment of responses. Quantitative responses were analysed by hospital, decade of qualification, and duration of paediatric training. Qualitative responses were analysed using grounded theory. RESULTS: Satisfaction with training was directly related to its duration, with low levels of satisfaction for less than 6 months paediatrics, moderate levels for 6-11 months, and high levels with 12 months or more. The most important item of training was recognition of the sick child. Acute and chronic paediatrics was generally well covered. Psychosocial aspects, public health and immunisation were poorly addressed. Neonatal resuscitation and first day checks were seen as relevant, but neonatal intensive care was not. CONCLUSIONS: At least 6 months of paediatrics is necessary for GPs in training, but longer paediatric exposure further increases their satisfaction with training. GPs have a biopsychosocial rather than biomedical approach to their child patients, suggesting potential benefits from a greater emphasis on psychosocial and public health aspects at the expense of neonatal intensive care. Recognition of the sick child is essential, and acute and chronic organic illness should be covered in breadth. Possible future models for GP training in paediatrics are discussed.     

维护患者与家属的权利加强患者与家属的教育

结合JCI标准,将维护患者及家属权利的具体条款融入到现行的医院ISO9001质量管理体系之中,完善了有关程序。通过履行告知义务、做好患者的知情同意,加强对医务人员的教育,特别是重视对患者及家属的教育,努力实现患者及家属在医疗服务期间的权利。     

社区0～3岁儿童家庭教育现状研究

【目的】了解社区0-3岁儿童家庭教育现状,为婴幼儿早期教育提供指导。【方法】采用二阶段随机整群抽样方法,以宜昌市3个社区内0-3岁儿童的父母为对象,用自拟“0-3岁儿童家庭教育情况问卷”对其进行调查。【结果】452户被调查家庭中,70%以上的父母知道早期教育,约90%的父母在实际育儿过程中运用了早期教育方法;父母最关心子女的身体健康,其次是智力;70%以上的父母期望子女达到大学及以上学历;父亲较少对子女的进步给予表扬和鼓励,且更倾向于不理睬子女或对子女发泄不良情绪,30%以上的父母从未根据子女的发展水平提出要求;母亲更多使用溺爱的方式;父母提供子女与其他儿童交往的机会较少。【结论】多数父母已接受早期教育,但在育儿过程中仍存在多种问题。父母应充分认识到家庭教育环境对儿童健康发展的影响,为儿童的早期发展创造良好的家庭环境。     

Play and theory of mind in early childhood: a Hong Kong perspective

The study seeks to understand the relation between preschool children's mode of participation and negotiation strategies during play and their theory of mind (ToM) development in the Hong Kong context. Forty-two 5-year-old children were recruited. Their emotional and cognitive ToMs were assessed along with expressive language ability. Children's play was observed twice in naturalistic and laboratory settings. Parents completed a questionnaire on their child's emotional and cognitive ToM development, including demographic information and social economic status indexes. The results showed that 5-year-old Hong Kong children mostly engaged in associative and cooperative play and employed two-way, reciprocal strategies in their play. Parent report of emotional ToM predicted children's play strategy in both naturalistic and laboratory settings. Child measure of cognitive ToM predicted their play strategy in the laboratory setting. The study advocates more play time in kindergarten in order to foster an empathetic generation.