摘要:

AbstractSocial support following a loss was compared in two groups of 24 suicidal and nonsuicidal college students. Participants were selected randomly from a sample of 667 respondents in four Montreal junior colleges. The selection criteria for all respondents was the experience of the break‐up of a love relationship or the loss of an important friend during the previous 12 months. The students were interviewed with semistructured questions covering the extent of their core network, the number of conflicts, and the interactions with the network following the loss. The suicidal group named fewer important persons in the kinship network and had more conflicts with this network than did the nonsuicidal group. This difference was not found in the nonkinship network. The suicidal group was less ready to inform the network about the loss event than was the nonsuicidal group but the number of persons with whom the event was discussed was similar in both groups. Both groups were generally satisfied with the support receive

ISSN:0090-4392    

DOI:10.1002/1520-6629(199304)21:2<83::AID-JCOP2290210202>3.0.CO;2-V

出版商:John Wiley&Sons, Inc.    

年代:1993

数据来源: WILEY

摘要:

AbstractThe impact of a police crisis intervention program on problem‐ and emotion‐ focused coping with burglary victims was assessed. Major program components included: conducting a criminal investigation in the victim's home, providing oral and written crime prevention information, and performing a security check. All participating police officers were trained in utilizing interview techniques facilitating emotion‐ and problem‐focused coping with the event. Results suggested that the program actually facilitated coping with the event: Victims' perceived police protection against crime was enhanced; concern about crime was reduced; while preventive cognitions, prevention awareness and responsibility, and preventive intentions were strengthened and more extreme preventive options were generally rejected. Criminal investigations per se, however, may backfire and hamper coping processes. Several implications for future studies on victim intervention programs are di

ISSN:0090-4392    

DOI:10.1002/1520-6629(199304)21:2<97::AID-JCOP2290210203>3.0.CO;2-F

出版商:John Wiley&Sons, Inc.    

年代:1993

数据来源: WILEY

摘要:

AbstractThis research concerns an attempt to design and evaluate a 10‐week, lay‐ led, low‐cost stress‐management program for dissemination at the community level. It is based on community needs assessment, empowerment, community control and other community psychology principles, and is combined with a cognitive‐behavioral approach to stress management derived from health psychology. An evaluated trial reported here covers a 5‐year period involving 61 groups, 15 leaders, and 448 respondents in 14 different community locations. On all measures, significantly positive results were obtained, and these were maintained or increased over 12‐month follow‐up. These results, plus the low dropout rate (16%) and high participant satisfaction (90%), suggest that this is a successful program that owes much of its strength to a community psyc

ISSN:0090-4392    

DOI:10.1002/1520-6629(199304)21:2<113::AID-JCOP2290210204>3.0.CO;2-R

出版商:John Wiley&Sons, Inc.    

年代:1993

数据来源: WILEY

摘要:

AbstractThis article describes “schools for community activists” held in Israel since 1980 and briefly summarizes a study of 1,070 graduates of these courses. The aims, structure, content, and organization of the courses are described and placed within the context of the limited professional literature on the subj

ISSN:0090-4392    

DOI:10.1002/1520-6629(199304)21:2<124::AID-JCOP2290210205>3.0.CO;2-K

出版商:John Wiley&Sons, Inc.    

年代:1993

数据来源: WILEY

摘要:

AbstractConservation of resources (COR) theory (Hobfoll, 1988, 1989) was applied to social intervention and research. COR theory depicts resource loss as disproportionately weighted in comparison to resource gain. COR theory further posits that to prevent resource loss or establish resources, other resources must be invested. Resources contribute to further resource gain, whereas lack of resources contributes to ongoing resource loss. Consequently, people, groups, or organizations that are endowed with strong personal or social resource reserves should better resist the deleterious effects of stress and withstand everyday challenges. One of the basic principles of the theory—that loss is disproportionately weighted compared to gain—was tested in two samples and strongly supported. Implications of the model for intervention were discus

ISSN:0090-4392    

DOI:10.1002/1520-6629(199304)21:2<128::AID-JCOP2290210206>3.0.CO;2-5

出版商:John Wiley&Sons, Inc.    

年代:1993

数据来源: WILEY

摘要:

AbstractThis article proposes three components that are needed in order to develop communitywide change interventions that are culturally appropriate or group‐specific. The basis for the development of targeted group‐specific interventions is the quickly accumulating evidence that shows that ethnic and/or racial groups differ in terms of their cultural values, norms, expectancies, and attitudes. These differences predicate the notion that in order to be effective, community interventions need to take into consideration the specific characteristics of the group being targeted. Culturally appropriate community interventions are defined, therefore, as meeting each of the following characteristics: (a) The intervention is based on the cultural values of the group, (b) the strategies that make up the intervention reflect the subjective culture (attitudes, expectancies, norms) of the group, and (c) the components that make up the strategies reflect the behavioral preferences and expectations of the group's members. The implications of this definition for the development of a culturally appropriate intervention for Hispanics are also discus

ISSN:0090-4392    

DOI:10.1002/1520-6629(199304)21:2<149::AID-JCOP2290210207>3.0.CO;2-Y

出版商:John Wiley&Sons, Inc.    

年代:1993

数据来源: WILEY

摘要:

AbstractThe transition from elementary to middle school has been characterized as one of many “normative life crises” that involves both an increased opportunity for psychological growth and a heightened vulnerability to psychological disturbance. In the present study, students evincing a poor academic transition to middle school were placed into one of two 15‐week treatment conditions. The “full‐treatment” condition consisted of group support (including training in problem‐solving and social skills, goal‐setting, self‐monitoring, and incentives), parental support, and increased teacher support; the “partial‐treatment” condition consisted of heightened teacher support only. A contrast group of good academic transition students was included in the study for comparative purposes. Measures of depression, anxiety, stress, and self‐esteem were administered to students at pretreatment, posttreatment, and follow‐up, and behavior problem checklists were completed by teachers at the same points in time. At pretreatment, important differences were found between treatment and comparison students, most notably along behavioral and academic dimensions. Following treatment, the full‐treatment group showed a significant improvement in grade point average (GPA), depression, and teacher‐reported behavior problems (e.g., socialized aggression). The results of the present study are discussed relative to the findings of other prevention efforts, and directions for

ISSN:0090-4392    

DOI:10.1002/1520-6629(199304)21:2<162::AID-JCOP2290210208>3.0.CO;2-D

出版商:John Wiley&Sons, Inc.    

年代:1993

数据来源: WILEY

ISSN:0090-4392    

DOI:10.1002/1520-6629(199304)21:2<::AID-JCOP2290210201>3.0.CO;2-E

出版商:John Wiley&Sons, Inc.    

年代:1993

数据来源: WILEY