TITLE THEORIES PARAPHRASED PROBLEM

Peleg-Popko, O. (2002). Bowen

The relation of theory: A study of differentiation
This study is supported How the
of self, social anxiety, and by the Bowen theory by
the different physiological
symptoms. Contemporary Family O Peleg-Popko where differences of
family Therapy, 24(2), 355-369.
-The study tested
using an Israeli sample the family
of university students,
backgrounds of several propositions
the study tested several
background
about an important
Banate National construct in Bowen's hypotheses regarding a affects the
theory of differentiation crucial concept in
High School’s of self, using an Israeli
learner’s social
Bowen's theory of
student’s social sample of university
differentiation of self skills.
students to examine
skills relationships between and looked at the
differentiation of self, connections between
social anxiety, and differentiation of self,
physiological symptoms. social anxiety, and
The main finding was physiological
that family
differentiation was symptoms. The main
negatively correlated finding was that social
with social anxiety anxiety, particularly the
(particularly fear of fear of receiving a bad
negative evaluation) and review, and physical
physiological symptoms.
Results suggest that symptoms were
differentiation is a negatively correlated
meaningful construct with family
for Israeli students, and differentiation.
that less differentiated According to the
students may be at risk
for high levels of social
findings, differentiation
anxiety and is an important concept
symptomatology. They for Israeli students, and
also suggest that pupils who are less
therapists should differentiated may be
consider various aspects
more susceptible to
of differentiation when
treating a client's social social anxiety
anxiety. symptoms and high
levels of social anxiety.
They also recommend
that when treating
social anxiety in a
client, therapists should
take into account a
variety of
differentiating factors.

The concept of "parent as

teacher" was revised (with
Maccoby, E. E. (1994). The role strong influence from
of parents in the socialization of
Vygotskian thinking). The
children: An historical overview.
importance of emotions and
-The role of" parent as shared cognitions in
teacher" was determining the meaning of
reconceptualized (with parent-child interactions has
strong influence from become more and more
Vygotskian thinking). apparent. The parent-child bond
must play a special role in
There has been children's socialization given
increasing emphasis on the vast power and competency
the role of emotions and gaps between adults and
mutual cognitions in youngsters.
establishing the
meaning of parent-child
exchanges. The
enormous asymmetry in
power and competence
between adults and
children implies that the
parent-child
relationship must have a
unique role in childhood
socialization.