Attachment, Problem Solving, and Their Role in Relationship Conflicts for Female Perpetrators

2021 ◽  
Author(s):  
Patrick Bennett
1970 ◽  
Vol 51 (2) ◽  
pp. 67-75
Author(s):  
David Hallowitz

Helping a family deal successfully with reality problems has direct and indirect therapeutic effects on deeper relationship conflicts and pathological force


2019 ◽  
Vol 69 (8-9) ◽  
pp. 604-609
Author(s):  
N Payne ◽  
G Kinman

Abstract Background There is evidence that firefighters are at risk of work-related stress and mental health problems, but little is known about the organizational hazards they experience. Insight is needed into the work-related factors that are most likely to threaten or protect their work-related well-being. Aims To identify levels of job demands and resources (including demands relating to workload, work patterns and the working environment, relationship conflicts, control, support, role clarity and change management) among firefighters, and to use a job demands–resources framework to examine their impacts on work-related well-being. The role played by recovery strategies in predicting work-related well-being was also considered. Methods Job demands and resources were assessed by the Health & Safety Executive (HSE) Management Standards Indicator Tool. Validated scales measured recovery strategies (detachment, affective rumination and problem-solving pondering) and work-related well-being (anxiety–contentment and depression–enthusiasm). The impact of job demands, resources and recovery strategies was tested by multiple linear regression. Results The sample comprised 909 firefighters across seven Fire and Rescue Services in the UK (85% male). Levels of job demands and resources did not meet HSE benchmarks. The main risk factors for poor work-related well-being were relationship conflicts and affective rumination, but resources such as role clarity and job control and the use of problem-solving pondering and detachment were beneficial. Conclusions Interventions that aim to reduce relationship conflicts at work and promote problem-solving rather than affective rumination, and detachment from work when off-duty, are likely to improve work-related well-being. Attention to enhancing job resources may also be beneficial.


1991 ◽  
Vol 55 (5) ◽  
pp. 327-331 ◽  
Author(s):  
GT Chiodo ◽  
WW Bullock ◽  
HR Creamer ◽  
DI Rosenstein
Keyword(s):  

1982 ◽  
Vol 13 (2) ◽  
pp. 129-133
Author(s):  
A. D. Pellegrini

The paper explores the processes by which children use private speech to regulate their behaviors. The first part of the paper explores the ontological development of self-regulating private speech. The theories of Vygotsky and Luria are used to explain this development. The second part of the paper applies these theories to pedagogical settings. The process by which children are exposed to dialogue strategies that help them solve problems is outlined. The strategy has children posing and answering four questions: What is the problem? How will I solve it? Am I using the plan? How did it work? It is argued that this model helps children systematically mediate their problem solving processes.


1989 ◽  
Vol 20 (3) ◽  
pp. 320-332 ◽  
Author(s):  
David A. Shapiro ◽  
Nelson Moses

This article presents a practical and collegial model of problem solving that is based upon the literature in supervision and cognitive learning theory. The model and the procedures it generates are applied directly to supervisory interactions in the public school environment. Specific principles of supervision and related recommendations for collaborative problem solving are discussed. Implications for public school supervision are addressed in terms of continued professional growth of both supervisees and supervisors, interdisciplinary team functioning, and renewal and retention of public school personnel.


1987 ◽  
Vol 18 (3) ◽  
pp. 194-205 ◽  
Author(s):  
Phil J. Connell

The teaching procedures that are commonly used with language-disordered children do not entirely match the goals that they are intended to achieve. By using a problem-solving approach to teaching language rules, the procedures and goals of language teaching become more harmonious. Such procedures allow a child to create a rule to solve a simple language problem created for the child by a clinician who understands the conditions that control the operation of a rule.


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