144 research outputs found
sj-docx-1-jvi-10.1177_02646196221139779 – Supplemental material for A mixed-methods study into the effect of a psycho-educational programme for children with cerebral visual impairment (CVI)
No full textSupplemental material, sj-docx-1-jvi-10.1177_02646196221139779 for A mixed-methods study into the effect of a psycho-educational programme for children with cerebral visual impairment (CVI) by Mathilde M Overbeek, Mariska Stokla-Wulfse, Pieternel Lievense, Yvonne Kruithof, Florine Pilon and Sabina Kef in The British Journal of Visual Impairment</p
Reading Mathilde de La Mole in the Age of Protest Feminism
No full textPublishedArticleThis article analyses the critical reception, over time, of Stendhal’s unconventional heroines, attempting to identify and challenge some of the assumptions and prejudices that have been active in the extensive secondary literature devoted to the author. It focuses on critical responses to Mathilde de La Mole, with a view to showing how the attitudes of readers of Le Rouge et le Noir have changed over time, and in order to make a case for their further alteration. Stendhal’s early critics judged her character as lacking in verisimilitude; some celebrated the implausible aspects of her character, while others saw them as literary shortcomings. While such criticisms certainly conveyed an implicit moral judgement, later critics focused far more explicitly on what they perceived as Mathilde’s moral deficiencies, more specifically her failings as a woman and a person; there is also a small but growing number of readers and critics who have read her moral character in a highly favourable light. It will be argued in this essay that different evaluations of Mathilde’s character are authorized by the plural perspectives offered by the text
Quality of mother-child dialogue about emotional events, coping and posttraumatic stress symptoms among children exposed to interpersonal trauma
No full textChildren exposed to traumatic events are at increased risk for developing symptoms of a Post-Traumatic Stress Disorder. Children often discuss emotional, and therefore also traumatic, events in their lives with their parents, and the quality of these discussions can facilitate coping and further development. The study aim was 1) to explore whether the association between the quality of dialogue between mothers and children about emotional events and children’s posttraumatic stress symptoms (PTSS) might be indirectly linked through children’s adaptive coping skills, and 2) whether this association differed when discussing different negative emotions. 169 mother–child dyads with interpersonal trauma-exposure (86% domestic violence, 14% mother and/or child sexually abused) participated in the Autobiographical Emotional Events Dialogue (AEED). Quality of mother–child emotion dialogue, captured in maternal sensitive guidance and child cooperation, and approach-oriented coping were coded from transcripts. PTSS was measured with the Child Behavior Checklist. Lower quality of mother–child emotion dialogue was associated with less approach-oriented coping and more symptoms of posttraumatic stress. There was an indirect effect of approach-oriented coping with angry feelings linking quality of mother–child emotion dialogue and child PTSS. Children’s symptoms of posttraumatic stress were reflected in the quality of mother–child dialogues about traumatic and other emotional events. Findings support that dialogues about emotional events may be a promising target for intervention with children exposed to trauma
Editorial
No full textAs with our number 41 tenth anniversary issue, we publish here a full list of tables of contents, an author index and an article-title index covering the past ten years of the BMS. We analyze the contents of the articles using two different methods. This material constitutes the first "Ongoing Research" report, "Correspondence & Co-Word Analysis of Ten Years of BMS Articles (1993-2003)", by Karl M. van Meter, Philippe Cibois and Mathilde de Saint Léger. This issue also includes two research a..
Teste projetivo sonoro
No full textPartindo da influência que a música tem sobre as emoções humanas, o autor idealizou uma nova maneira de avaliação psicológica das pessoas cegas, utilizando como estímulo, três melodias inéditas. Para testar esta hipótese, submeteu um grupo de adolescentes sem problemas visuais ao Teste Projetivo Sonoro. Este teste consiste em solicitar dos sujeitos que elaborem três estórias, cada uma delas relacionada com uma das músicas do teste. A avaliação psicológica resulta da interpretação das estórias elaboradas, como se fossem sonhos. Para esta interpretação, o autor propõe uma série de perguntas que tem como objetivo facilitar a associação da estória elaborada com a vida do sujeito. Esta primeira aplicação do Teste Projetivo Sonoro permitiu verificar que as estórias elaboradas tem mais relação com a vida da pessoa do que com a música utilizada como estímulo. Assim sendo, a música aparece como estímulo desencadeante de um processo de projeção que funcionou a contento na aplicação em pessoas com visão normal. Para verificar se o Teste Projetivo Sonoro desencadearia os mesmos processos de projeção, o autor aplicou em três cegos congênitos e em três cegos adquiridos, com resultados igualmente satisfatórios, ou seja, as estórias elaboradas pelas pessoas cegas mostraram muito mais relação com a vida delas do que com as músicas. Portanto o autor afirma que o Teste Projetivo Sonoro se configura como um promissor instrumento clínico na avaliação psicológica, tanto de pessoas cegas como de pessoas com visão normalFrom the of point of view of the influence music has on human emotions, the author idealized a new way of psychological evaluation of blind people using three unknown melodies as stimulus. In order to test this hypothesis, he submitted a group of adolescents with no visual problems to the Projective Sound Test. This test consists of asking the subjects to elaborate three stories, each one in accordance to the musics in the test. The psychological evaluation results from the interpretation of the stories elaborated as if they were dreams. ln order to interpret these stories, the author proposes a series of questions to facilitate the association of the application of the Projective Sound Test allowed the verification that the elaborated stories are more m agreement to the life of the person than to the music utilized as stimulus. Thus, the music is presented as stimulus which starts a process of projection which has worked satisfactorily with normal sighted people. In order to verify if the Projective Sound Test would start the same projective processes, the author applied it to three born blind people and to three acquired blind, coming to equally satisfactory results, that is, the stories elaborated by the blind people showed much more relation to their lives than to the musics. Considering this result, the author affirms that the Projective Sound Test configurates a promissing clinical instrument in the psychological evaluation not only of normal sighted people but also of the blin
The effectiveness of a trauma-focused psycho-educational secondary prevention program for children exposed to interparental violence: study protocol for a randomized controlled trial
No full textBackground: Children who witness interparental violence are at a heightened risk for developing psychosocial, behavioral and cognitive problems, as well as posttraumatic stress symptoms. For these children the psycho-educational secondary prevention program 'En nu ik...!' ('It's my turn now!') has been developed. This program includes specific therapeutic factors focused on emotion awareness and expression, increasing feelings of emotional security, teaching specific coping strategies, developing a trauma narrative, improving parent-child interaction and psycho-education. The main study aim is to evaluate the effectiveness of the specific therapeutic factors in the program. A secondary objective is to study mediating and moderating factors. Methods/design: This study is a prospective multicenter randomized controlled trial across cities in the Netherlands. Participants (N = 140) are referred to the secondary preventive intervention program by police, social work, women shelters and youth (mental health) care. Children, aged 6-12 years, and their parents, who experienced interparental violence are randomly assigned to either the intervention program or the control program. The control program is comparable on nonspecific factors by offering positive attention, positive expectations, recreation, distraction, warmth and empathy of the therapist, and social support among group participants, in ways that are similar to the intervention program. Primary outcome measures are posttraumatic stress symptoms and emotional and behavioral problems of the child. Mediators tested are the ability to differentiate and express emotions, emotional security, coping strategies, feelings of guilt and parent-child interaction. Mental health of the parent, parenting stress, disturbances in parent-child attachment, duration and severity of the domestic violence and demographics are examined for their moderating effect. Data are collected one week before the program starts (T1), and one week (T2) and six months (T3) after finishing the program. Both intention-to-treat and completer analyses will be done. Discussion: Adverse outcomes after witnessing interparental violence are highly diverse and may be explained by multiple risk factors. An important question for prevention programs is therefore to what extent a specific focus on potential psychotrauma is useful. This trial may point to several directions for optimizing public health response to children's exposure to interparental violence
Video-feedback intervention to promote positive parenting and sensitive discipline in early elementary education (VIPP-School): a randomized controlled trial
No full textThe VIPP-SD (Video-feedback Intervention to promote PositiveParenting and Sensitive Discipline) program has been shown topromote positive interactions between parents and children withbehavior problems. This study evaluated an adapted version forteachers (VIPP-School) through a parallel-group randomized con-trolled trial involving 58 teacher–child dyads from kindergarten tosecond grade. Teacher–child dyads were randomly assigned toVIPP-School (n = 28) or an active control group (n = 30). Intention-to-treat analyses showed improvements in teacher sensitivity (d =0.87) and supportive teacher classroom interactions (d = 0.53) inthe VIPP-School condition compared to the control condition. VIPP-School had no significant effect on teachers’ observed sensitivediscipline (although changes were in the expected direction), noron reported child externalizing behavior, overall relationship qual-ity, school happiness or teacher self-efficacy. These findings showthat the intervention, originally developed for families, could beeffectively applied to early elementary education. The limited num-ber of sessions increases the feasibility of VIPP-Schoolinfo:eu-repo/semantics/publishedVersio
VIPP-School: Video-feedback interventie om de leerkracht-leerling interactie te verbeteren
No full textJonge kinderen zijn de toekomstige generatie. Om hen tot volle ontwikkeling te komen hebben zij de steun van hun opvoeders nodig. Niet alleen ouders, maar ook leerkrachten spelen een belangrijke rol in deze ontwikkeling. Voor leerkrachten is het soms best lastig om goed om te gaan met alle kinderen in de klas, ook de kinderen met wat lastiger gedrag. Om leerkrachten te ondersteunen in het bieden van een ondersteunend klimaat aan álle kinderen is de interventie VIPP-School ontwikkeld. VIPP-School is een doorontwikkeling van een video-feedback interventie voor ouders (VIPP-SD), die eerder effectief is bevonden. Voortbouwend op deze kennis hebben we in een pilot, samen met leerkrachten, VIPP-SD aangepast voor gebruik in de onderbouw op scholen. Deze poster beschrijft het proces van aanpassing, waaronder de ervaringen van de deelnemende leerkrachten. Momenteel onderzoeken we in een gerandomiseerd onderzoek of VIPP-School leerkrachten (groep 1 t/m 4) kan ondersteunen in hun interactie met leerlingen met lastig gedrag door de sensitiviteit van leerkrachten te bevorderen
La migration des œuvres françaises en Asie
No full text© 2017, © The Author(s) 2017. Le présent article propose d’examiner la problématique de la migration des œuvres de la littérature française vers le continent d’Asie. Il tentera d’établir l’origine de cette migration, le parcours migratoire des œuvres ainsi que les conditions de leur accueil dans les pays asiatiques notamment en Chine et au Japon. Parmi les nombreux aspects reliés au transfert des œuvres vers leurs nouveaux lectorats, le rôle de vecteur que joue la traduction sera analysé. Sera aussi mis en relief le rôle de tremplin et d’intermédiaire du Japon dans l’accomplissement du transfert des œuvres françaises. Enfin Madame Chrysanthème tout comme La Dame aux camélias sera étudiée sous l’angle de leur rencontre avec la littérature locale
Correction to: Idelalisib treatment prior to allogeneic stem cell transplantation for patients with chronic lymphocytic leukemia: a report from the EBMT chronic malignancies working party (Bone Marrow Transplantation, (2021), 56, 3, (605-613), 10.1038/s41409-020-01069-w)
No full textThe Idelalisib treatment prior to allogeneic stem cell transplantation for patients with chronic lymphocytic leukemia: a report from the EBMT chronic malignancies working party, written by Johannes Schetelig, Patrice Chevallier, Michel van Gelder, Jennifer Hoek, Olivier Hermine, Ronjon Chakraverty, Paul Browne, Noel Milpied, Michele Malagola, Gerard Socié, Julio Delgado, Eric Deconinck, Ghandi Damaj, Sebastian Maury, Dietrich Beelen, Stéphanie Nguyen Quoc, Paneesha Shankara, Arne Brecht, Jiri Mayer, Mathilde Hunault-Berger, Jörg Bittenbring, Catherine Thieblemont, Stéphane Lepretre, Henning Baldauf, Liesbeth C. de Wreede, Olivier Tournilhac, Ibrahim Yakoub-Agha, Nicolaus Kröger, Peter Dreger was originally published Online First without Open Access. After publication in volume 56, issue 3, page 605–613 the author decided to opt for Open Choice and to make the article an Open Access publication. Therefore, the copyright of the article has been changed to © The Author(s) 2020 and the article is forthwith distributed under the terms of the Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/ licenses/by/4.0. Open access funding enabled and organized by Projekt DEAL
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