The present study was designed to investigate the relations among attachment, social support satisfaction, and well-being in a cross-sectional sample of emerging adults (N = 213) experiencing one or more normative life transitions. The sample represented a range of educational and vocational backgrounds. The primary hypotheses were that social support satisfaction would mediate the associations between each attachment dimension and well-being. A corresponding theoretical model was tested using structural equation modeling. The model provided an excellent fit to the sample data. Social support satisfaction mediated the association between attachment anxiety and well-being, but not the association between attachment avoidance and well-being. That is, attachment anxiety was indirectly associated with well-being through social support satisfaction, whereas attachment avoidance was directly associated with well-being. Alternative model testing provided mixed support for the variable ordering in the theoretical model. Implications are provided for future research and for counseling emerging adult clients experiencing transition.
This article argues that mental health clients are typically processed through a fairly standardized, complex professional system which, in its pursuit of salutary "helping" goals may also be occasioning serious, negative second-order effects for its clients. Clinicians have paid little attention to this possibility, and negative second-order effects are thus not typically monitored in therapy or studied in research. The intent of the present article is to direct the professionals' attention to the reasonable assumption that such effects may occur, and, if so, may have important professional implications.In earlier articles (Graziano, 1969(Graziano, , 1972 it was suggested that the mental health profession is a highly complex system with considerable social power; that its consequences go beyond the simple, first-order effects of "helping," . . . that there may also be unrecognized second-order effects, including . . . the continued support of dehumanizing institutions and procedures [Graziano, 1969, p. 18].
The role of imaginative play in the attainment of conservation and perspectivism was examined with a training study paradigm. 36 non-conserving kindergarten children were assigned to 1 of 3 conditions: (a) structured group training in imaginative play processes, (b) extra free-play activity in the nondirective presence of the experimenter, and (c) a control group. The first two conditions met for eight 25-min. sessions. On pre-post measures the training group showed significant increases in social-role conservation, the understanding of kinship relations and level of free-play imaginativeness, though no significant differences were found for the conservation of number and continuous quantity, or left-right judgments. The results indicate that imaginative play can be generative of new cognitive structures, under certain conditions, by the enhancement and accommodative use of psychological processes such as reflection, role integration, language, role conflict, and representational activity. A modification of Piaget's play theory was outlined. The relationship between specific kinds of play experiences and the construction of particular physical or social concepts was discussed, as well as various educational implications.
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