青少年犯罪与家庭心理治疗

家庭是影响青少年不良个性形成的关键因素。影响青少年形成不良个性的家庭模式有 :父母认知水平较低型、父母粗暴争吵型、感情失衡型、单亲家庭型、其他亲属代养型。这些家庭模式易形成溺爱、保护过度、要求过严、放任不管等教养方式 ,从而导致青少年形成不良个性 ,甚至走上违法犯罪道路。要预防和矫治青少年犯罪 ,必须从“家庭”这一源头着手。家庭心理治疗是预防、矫治青少年犯罪的一种有效方法。     

要求与回应：父母教养方式如何影响青少年互联网依赖?

基于支柱理论和自我决定理论，采用2020年中国家庭追踪调查数据(CFPS),通过结构方程模型实证检验父母教养方式对青少年互联网依赖的影响以及负向情绪的中介作用发现，第一，要求型教养方式与回应型教养方式均能避免青少年过度依赖互联网；第二，与要求型教养方式相比，回应型教养方式对青少年互联网依赖程度的缓解作用更为突出；第三，负向情绪在回应型教养方式对青少年互联网依赖的影响过程中起部分中介作用。因此，重视良好家庭氛围的创设、注重子女的自主性发展、关注子女的情绪调节有利于引导青少年适度使用互联网。     

未成年犯罪人社会问题解决取向及相关因素研究

以190名未成年犯罪人为研究对象,运用社会问题解决取向量表、家庭教养方式问卷、人格障碍倾向问卷作为工具,考察未成年犯罪者社会问题解决取向的状况及父母教养方式、人格障碍倾向对社会问题解决取向的影响。统计分析表明,在社会问题解决的五个维度上,未成年犯罪人得分与普通青少年群体的分数有显著差异,在建设性问题解决方面,未成年犯的分数显著低于普通少年,而在功能不良问题解决上,未成年犯的分数显著高于普通少年;父母教养方式对社会问题解决取向的预测作用显著,人格障碍倾向与功能不良的社会问题解决取向有密切关系。     

家庭对青少年犯罪的影响及其预防

本文提出研究家庭对青少年犯罪影响的原因和目的。具体分析了家庭及其变化对青少年犯罪的影响，提出家庭功能的缺陷和家庭教育的缺失会成为促进和诱发青少年犯罪的重要客观因素，最后指出加强家庭教育是预防青少年犯罪的主要措施。     

当代中国家庭教养实践的类型化探索——基于质性资料的分析

立足于当前变迁的社会文化脉络,本文主张返回具体实践去理解中国现代家庭教养实践的内容与含义。本文利用30个家庭的质性访谈资料,归纳了当代中国家庭的教养实践模式,分别为恩威并施型、谨慎规划型、丛林法则型与束手无策型。不同类型的家庭教养实践在结构限制中呈现出不同的情感投入、价值判断与行动逻辑。而这些差异在以往的二元框架中往往被消解了。     

家庭教育的力量：父母教养方式如何影响校园欺凌

校园欺凌是影响青少年发展的重大社会问题。本文考察了家庭教养方式对青少年校园欺凌（实施欺凌和遭受欺凌）的影响及作用机制。研究发现，家庭教养方式对青少年的校园欺凌经历有显著影响。权威型教养能有效降低青少年实施欺凌及遭受欺凌的风险；专制型教养则会提升实施欺凌及遭受欺凌的风险；放任型教养仅会增加实施欺凌的风险。中介效应分析表明，权威型教养通过社会情绪能力和同伴交往间接作用于校园欺凌，具体而言，权威型教养对实施欺凌的影响通过社会情绪能力这一单独中介实现；其对遭受欺凌的影响通过社会情绪能力和同伴交往的共同中介作用得以实现。而这两个变量并不是专制型和放任型教养方式影响欺凌的中介机制。上述发现为有效防治校园欺凌的干预研究及政策制定提供可靠的着力点。     

论家庭核心化对青少年犯罪的影响与社会化功能补位

当前对青少年犯罪问题家庭因素的研究多以家庭缺陷等直接原因为主题,忽视了家庭核心化趋势所带来的家庭结构功能变迁对青少年犯罪的影响。以家庭核心化对青少年犯罪的影响为切入点,深入探讨了社会经济结构转型中家庭对青少年社会化功能的削弱,提出通过已有社会资源和通过资源再造等方式对核心家庭的社会化功能进行补位。     

城市化进程中的家庭与青少年犯罪

现代社会城市化引发家庭问题的特征越来越明显。处于城市化进程中的家庭在许多方面正发生着深刻变化，其中的消极因素对预防青少年犯罪极为不利。家庭结构的变化和家庭人口流动加剧在一定程度上削弱了家庭对未成年人正常的教育功能，而城市化进程中家庭教育的失误与家庭文化冲突则是引发青少年犯罪的深层次原因。不能忽视现代社会中传播媒介对青少年犯罪的诱导作用。     

收入不平等与家庭教养方式选择:事实与机制

家庭教养方式是影响子女人力资本积累的重要因素。本文利用中国家庭追踪调查(CFPS)2010—2016年四期调查数据分析了收入不平等对家庭教养方式的影响。研究发现,收入不平等显著提高了家庭教养方式的密集度。异质性分析发现,收入不平等对子女是男孩、母亲受教育程度高中以下、低收入及农村家庭的教养方式影响明显。机制分析表明,收入不平等的扩大通过提高家庭的教育期望来影响教养方式的密集度。另外,在控制代答人特征、更换教养方式指标及使用双向固定效应模型的情况下,结果依旧稳健。研究结论表明,收入不平等增加了家庭对子女未来经济状况的担忧,提高了教养方式的密集度;对该群体教养方式提供指导和帮助可在一定程度上缓解因家庭教育投入差异引致的教育不平等扩大。     

家庭因素与青少年犯罪探析

当今世界，青少年犯罪已成为继环境污染、毒品传播之后的“第三大公害”，已经成为困扰社会治安的一个突出问题。究其原因，关键在家庭，家庭是青少年成长的“第一课堂”。文章从家庭结构、家庭教育方式、家庭环境等因素入手，分析了青少年犯罪的诸多家庭因素。与此同时，从宏观和微观两方面提出了一些预防青少年犯罪的有效途径。     

Integration of the Family Therapy Specialist into Public School Pupil Personnel Services

SUMMARY

The integration of a full-time family counseling specialist into the Pupil Personnel Service (PPS) Team of the modern public school is described. The roles of the present specialists are delineated as well as the problems inherent within the present Pupil Personnel Services Team. Inclusion of a family counseling specialist on the PPS Team would help schools avoid the antagonist position they find themselves in when a family opposes their suggestions and interventions. In such cases, the PPS Team attempts to wrest control of the case from the parents which subjugates the family, limiting the family's inherent resilience and strength. The family comes to resent the PPS Team, seeing them as blameful and controlling. Conversely, the PPS Team comes to resent the family, claiming it is “dysfunctional” in some way and using diagnostic labels to satisfy themselves that their “expert” actions are justified. This antagonist position in the schools arises more out of fear of litigation than good case management. We propose a new integration of family system and school system. Creation of a family counseling specialist who is highly trained in systems, narrative and structural/strategic family therapy could ameliorate this antagonist problem. Numerous functions for such a new specialty are listed as well as suggestions for including this member into PPS Team work.     

Reconstructing the “Monsters” and the “Failures”

SUMMARY

“Monsters” and “Failures” are becoming the words of choice by many teachers, parents, administrators, and other adults when describing children and their behaviors. Ascribing the label can be constricting to the child and does very little to promote solutions to situations. Adults working with children can develop ways to look past the behavior and see the child and the child's needs, and acquire expectations of children that are in line with their development. This article explores the notion that family therapists, specializing in systems theory and parent education, are professionals, who are suited to help parents and school personnel interact with children in constructive and meaningful ways that promote development and minimize negative labeling. Family therapists can help the parent/teacher/administrator view the interactions among the components of the child's support system as dynamically interacting with one another and the child, and thus, strengthen the school-parent-community triad. Therapists, working col-laboratively with early childhood developmental education professionals, can assist adults in aligning their assessment and expectations of children with developmental understandings, thereby modifying the behaviors on the part of the adults, and ultimately eliciting more appropriate responses on the part of the children. A family systems approach to the rearing and teaching of children allows adults to reinforce the constructive behaviors of the child in a supportive and positive manner, leading to the social and cognitive growth of the child. The case material offered in this article presents ways in which family therapists can collaborate with education professionals and families in fostering the strength of the family-school-community relationship, and ensuring situations that are more child-friendly and developmentally appropriate.     

Issues Surrounding Post-Adoption Contact in Foster Adoption: The Perspective of Foster-to-Adopt Families and Child Welfare Workers

Current research on open adoption gives less consideration to issues surrounding post-adoption contact with birth parents for children adopted from care. Yet, it is widely recognized that the profile of the children and their birth parents, as well as the quality of post-adoption contacts, vary considerably depending on the context in which the adoption takes place. This article is based on interviews with 32 child welfare workers and 16 foster-to-adopt families. It focuses specifically on aspects and conditions that should be taken into consideration when determining whether or how contact between the adopted child and the birth family should be maintained. Our results show that there are distinctive challenges and dilemmas for open adoption in situations where the adopted child comes from a maltreating family, under the responsibility of child welfare services.     

Enhancing Family Competence Through Literacy Activities

SUMMARY

The present paper describes the range of positive family outcomes found when the parents of low-income preschoolers engage in literacy activities with their children. One hundred parents attended a series of family literacy workshops designed to instruct parents on the use of effective book sharing techniques to use with their children. The goal of the program was to increase the children's school readiness and emergent literacy skills by training parents to be more effective and self-confident “first teachers” of the type of literacy skills necessary for early school success. Parents reported that both the amount of parent-child book sharing increased and the time spent reading was more interesting and enjoyable. Children's language skills as well as their interest in books and learning increased. Personal benefits to the parent included enhanced self-esteem and self confidence, increased knowledge of normative child development and sense of efficacy as a parent, heightened understanding of the importance of parental involvement, increased feeling of literacy competence and interest in improving their own education, and sense of increased social support. Other family members (spouses and siblings) also increased their literacy activities. Family relationships, communication, and feelings of togetherness were also enhanced. Implications for individual and family competency enhancing interventions are discussed.     

家庭暴力及其治理对策

家庭暴力案件具有发生范围的广泛性、施暴手段的多样性和残忍性、发生地点的隐蔽性、严重的社会危害性及违法性。男女的社会地位和家庭地位的不平等、受害者的忍让、情感因素、暴力的周期性循环、公力救济的软弱等是家庭暴力产生和存在的主要根源。遏制家庭暴力的主要途径是社会预防和依法治理。     

农村家庭结构变化对家庭成员心理的影响及其对策

改革开放以来，我国农村传统的家庭结构发生了巨大的变化，完整的家庭逐渐分化为由留守儿童、空巢老人组成的农村留守家庭和由青壮年农民工组成的城镇流动家庭两部分。由于家庭成员在当前经济转型时期仍属弱势群体，因而较易出现心理问题。心理科学应研究他们的心理健康状况，帮助他们树立科学的家庭理念，建立健康的心灵家园，使心理科学在社会主义新农村建设中发挥出支持作用。     

明清时期科举家族研究：现状与趋势

近10年来明清时期科举家族研究成果不断涌现,对其进行系统总结有利于深化该课题研究.通过对该时期发表的论文、著作进行系统搜集和分类归纳发现：该课题研究在专题研究、宏观研究和微观个案研究方面都取得一定成绩,但在研究中也存在诸如地域研究不平衡和重名门望族家族研究而轻视非名门望族研究家族、名门望族研究中重明星研究而轻视家族内部其他成员研究等不平衡性问题.在今后的研究中,需要拓宽研究广度,同时还需要向纵深方面挖掘,促进明清时期的科举家族研究繁荣发展.     

探索反腐倡廉教育面向全社会的有效途径

反腐倡廉教育面向全社会是反腐倡廉教育思路的重要创新,是反腐倡廉教育方法的重大改进。探索反腐倡廉教育面向全社会的有效途径具有重要的现实意义。文章分析了反腐倡廉教育面向全社会的重要意义,指出反腐倡廉教育面向全社会所要解决的问题,提出应沿用党内反腐倡廉教育的思路;采取灵活多样的教育风格;注重责任教育,培育廉洁品质;剖析不良的反腐心态,树立健康的社会心理等思路将反腐倡廉教育推向全社会。     

家庭与青少年犯罪

青少年违法犯罪,是当今各国面临的严重社会问题。这一问题产生的原因是多方面的,其中家庭的负面影响是导致青少年违法犯罪的直接和重要原因。影响青少年健康成长的家庭负面影响,主要包括不良的家庭环境和不当的家庭教育两大方面。要预防和减少青少年犯罪,必须首先从家庭做起。要强化家庭的教育职能,提高家长的素质,营造良好的家庭环境,更新教育观念,讲究教育方法,做到德智并举。     

公共事业管理的比较研究

管理是人类社会最基本的实践活动之一 ,随着人类社会实践活动的发展而分化。公共事业管理作为我国社会公共事务管理体制改革诞生的一个新生事物 ,它是社会公共组织为满足社会成员的共同需要和协调发展 ,依法对社会公共产品的生产、公共服务的提供和公共秩序的维护等所进行的规划决策、组织协调和控制监督过程。它在管理目的、管理职能、运作方式、管理的主客体、人员要求等方面与企业管理、行政管理、公共管理有着严格的区别。