高压氧医学与康复医学的协同发展

随着医学理论与实践的不断创新和发展,中国也正在努力寻求一种具有中国特色的现代医学发展模式.高压氧医学与康复医学都是新兴的边缘交叉性学科,具有广阔的发展潜能和空间;然而,两者在快速发展的同时也突显了一些问题,如：后续动力不足、发展方向不明确等.本文从哲学中联系与发展的角度出发,通过机制探讨及发展趋势的分析,试图寻找两者共同发展的结合点,为推动康复医学与高压氧医学在临床工作中的继续向前发展提供一种借鉴与参考.     

心理学与经济、科学技术发展的关系

该文通过对我国２９个省、市、自治区及４５个国家和地区情况统计材料的分析研究,探讨了心理学与经济、科学技术发展的关系。结果表明,经济和科学技术发展水平较高的国家和地区,其心理学发展水平也相对较高;心理学家数目的增长依赖于经济和社会需求;心理学发展晚于经济发展并服从于Ｓ形模型;对于经济实力尚不够强大的国家,提供更多的机会培训心理学家是十分重要的;应重视和加速我国心理学的发展,以适应经济发展的需要。     

A model of involvement in work-related learning and development activity: the effects of individual,situational, motivational,and age variables

Eight hundred employees from across the U.S. work force participated in a detailed 13-month longitudinal study of involvement in learning and development activities. A new model was posited and tested in which the hypothesized sequence was as follows: worker age --> individual and situational antecedents --> perceived benefits of participation and self-efficacy for development --> attitudes toward development --> intentions to participate --> participation. The results depict a person who is oriented toward employee development as having participated in development activities before, perceiving themselves as possessing qualities needed for learning, having social support for development at work and outside of work, being job involved, having insight into his or her career, and believing in the need for development, in his or her ability to develop skills and to receive intrinsic benefits from participating. Given the aging work force, a detailed treatment of age differences in development is presented. Implications for new ideas in practice and future research are discussed.     

Type development in childhood and beyond

This article defines and explains type development across the lifespan and summarizes what other researchers have presented as a reference. A timeline for development is identified, and ways to differentiate development of a function from the development of other personality characteristics are described. Type development is about the dispersion of energy from an unconscious level to a managed conscious level. This development occurs in a spiral pattern, so development of each function occurs repeatedly but at higher levels of use and understanding each time. Although the dominant function develops most because of its innate drive to be the lead, each function can develop throughout the lifespan. The relative energy associated with each function always exists. When the energy is in the unconscious, it drives behavioural responses, but these are not within the individual’s control. The ideal is to develop the conscious awareness of each of the functions so each can be consciously used as needed to match a situation. Because development of the functions is essential, this article examines potential interferences with development and then offers some suggestions for ways to promote developmental opportunities.     

心理学的繁荣与国家政策的影响

国家政策是国家在一定历史时期根据社会发展所做出的一系列的方针政策,它可以反映一个国家的意识形态,同时也影响着这一时期学术思想的倾向。通过考察心理学在美国临床心理学、社区心理学、教育心理学和经济心理学领域的形成和发展,探讨了国家政策对心理学发展的深远影响。当前的社会发展对心理学的需求越来越高,这对心理学的发展是一个很好的机遇,国家政策的支持将促进心理学的飞跃和发展。     

Brain plasticity,learning, and developmental disabilities

This is a time of significant gains in methodological development for examining the developing human brain. New efforts are underway to unify the understanding of the development of brain anatomy with physiological, cellular and molecular processes that influence behavioral development. This special issue provides animal models of behavior and brain development, applications of noninvasive imaging and genetic methods to human brain development and behavior, and select reviews of how these models and methods have been applied to the examination of developmental disabilities. This issue reflects a sampling of current approaches to the study of brain plasticity, development and learning in typically and atypically developing humans and animals.     

Career development in industry: The diary of an experiment

A career development programme was introduced in the research and development centre of a large industrial company. It had three main features: access to an external counsellor, development of an internal counsel-ling resource pool, and institution of career planning workshops. The development of the programme is described, and a blueprint is outlined for a career development scheme which other companies could adopt.     

Children’s career development: A research review from a learning perspective

Recent advances in career theory have resulted in widespread acceptance of the lifespan perspective on development. However, a review of research and practice conducted during 2001 revealed that little attention has been paid to the career development of children (Whiston & Brecheisen, 2002). In response to calls for a greater concentration on this important stage in the lifespan, the present article uses learning as a unifying theme to structure a research review of career development in children. This theme highlights the need to understand more holistically the influences on and the process of career development learning in children. The learning framework accommodates the dynamic and interactional nature of career development and suggests the need for dual focus research that examines the what and the how of children’s career development learning.     

The interplay between early social interaction,language and executive function development in deaf and hearing infants

In this article, we review the influence of early social interaction on the development of executive function and language in infants. We first define social interaction, executive function and language and show how they are related in infant development. Studies of children born deaf are used to illustrate this connection because they represent cases where there has been a disruption to early social interaction and the development of intersubjectivity. Unlike other groups, the disturbance to development is known to be largely environmental rather than neuro-biological. This enables us to more accurately tease apart those impacts on EF that are associated with social interaction and language, since the potential confounds of disordered cognitive development are largely controlled for. The review offers a unifying model for how social, cognitive and linguistic development work together in early human development.     

Making a Case for the Common Good in a Global Economy: The United Nations Human Development Reports[1990–2001]

Whereas the chief development question of the past has been “how much is a nation producing?” the human development perspective that characterizes the United Nations Human Development Reports shifts the question to “how are its people faring?” This shift reflects the fundamental moral orientation of the human development perspective which makes a case for the common good in a global economy. Relating the themes and claims of the human development reports to Brian Stiltner’s recent study on religion and the common good, the author shows a variety of ways in which the common good as a moral norm is embedded in the human development perspective, without the context of religion. She explicates the presence and utility of this norm in these United Nations reports written by economists, development specialists, and policy advisors who seek to present and assess the humanizing and dehumanizing features of globalization.     

Is youth spiritual development a universal developmental process? An international exploration

This article describes a new conceptual approach to youth spiritual development, positing it as a universal aspect of positive youth development, and presents initial empirical evidence for the cross-cultural validity of this theory. Based on an international survey with 6725 youth in eight countries, it provides a global portrait of the spiritual lives of 12–25 year olds. The development and psychometric properties of core spiritual development and religious/spiritual engagement across nations and religious traditions are described. Finally, a person-centered analytic technique is used to explore profiles of the unique ways spiritual development manifests itself in the lives of young people. Results suggest that spiritual development is an active process among the majority of youth across diverse religious and cultural backgrounds, with most having spiritual development unfold without particularly strong engagement in explicitly religious or spiritual practices.     

Positive youth development as a guiding framework in sport research: Is it time to plan for a transition?

Positive youth development is a popular guiding framework for studying the psychosocial development of youth. In sport research, for more than two decades, this framework has enhanced our understanding of the mechanisms involved in successful shifts from youth to adulthood. Nonetheless, scholars have recently taken a more critical stance on the positive youth development framework by elucidating some of its shortcomings. To help determine whether it may be warranted to plan for a transition from the positive youth development framework in sport research, a critical commentary is offered. The purpose of this commentary lies in situating three ontologically distinct arguments that depict the shortcomings of the positive youth development framework, namely the operationalization argument, the social justice argument, and the posthumanist argument. This paper is offered as an open invitation to instigate dialogue on what may come next for youth development in sport research and whether planning for a transition is warranted.     

威廉·斯特恩的儿童人格发展观及其历史效应

威廉·斯特恩是被历史遮蔽的现代儿童发展心理学的重要创建者,对儿童人格发展理论作出了原创性卓越贡献。他以批判人格主义为哲学基础提出了人文科学取向的儿童人格发展观,主要表现在整体论、过程论和情境论三个维面。他认为儿童人格发展是多元统一的整合性发展,是主动、动力、辩证、独特和开放的过程性发展,是内在于生活世界的情境性发展。他的观点为奥尔波特和勒温、维果茨基、皮亚杰、彪勒及里格尔等人的儿童发展理论提供了直接或间接思想来源。     

Individuation and attachment in personality development: Extending Erikson's theory

The question of whether Erikson's theory of psychosocial development is a complete and coherent view of development in males and females is considered After a thorough review of Erikson's views on the role of sex in psychosocial development, the authors suggest that an important element is neglected in Erikson's account of personality development in both sexes That is, due to his focus on issues of identity, Erikson does not account fully for the development of intimacy or other expressions of interpersonal attachment The authors conclude that the major shortcoming of Erikson's theory is not, as some feminists have argued, that it is a male theory but that it fails to account adequately for the processes of interpersonal attachment that are essential to the development of both males and females Preliminary elements of a two-path model of development are proposed     

The concept of development in contextualism

Contextualism, a world view or paradigm which suggests the role of social, cultural, and historical change in individual development, became the focus of increasing interest throughout the 1970s. Nevertheless, despite the suggestion that contextualism offered a new philosophical position from which to derive concepts and theories of development, criticism occurred because it was believed that the dispersive nature of contextualism obviated the formulation of a useful definition of development. We review the characteristics of the contextual paradigm and argue for a principled integration (as opposed to an eclectic one) between selected features of contextualism and of organicism. The former approach offers a dispersive view of the nature of variables involved in development and the latter provides an integrative one. We attempt to forge a probabilistic epigenetic, or developmental-contextual, paradigm for the study of human development, one which relies on the concept of integrative levels and which conceives of the causal variables of development as interacting in a temporally probabilistic manner.     

SECOND-ORDER DEVELOPMENT IN INTERPERSONAL COMMUNICATION

Developmental studies in interpersonal communication have focused on first-order development—relational development within a given matrix of rules. Neglected has been the interpersonal communication that results in second-order development—the creation of a new interpersonal system. A rationale, a model, and procedures for the study of second-order development are presented. A case is analyzed, and several conclusions are proposed. Second-order development (1) follows a predictable pattern, (2) it is marked by personal struggle, (3) its outcomes are oblique to its happening, and (4) it involves risk. Future research is directed toward the effects on second-order development of certain kinds of episodes and their sequential order and toward the use of the procedures demonstrated in analyzing the development of long-standing relationships.     

The need for an effective development ethics

Development is entrenched within a Western, hegemonic framework. This can lead one to wonder if development ethics is, in fact, possible. Too many decisions are made and too many policies dominate an international development agenda that are guided by economic forces and national self-interests. Although development ethics has attempted to break through this situation, it has not had the impact that is needed. The current practice of ethics in development is too weak to have the impact needed to generate truly desirable change. In this paper, I offer some reflections and argue for a strong ethical approach in development.     

Neuroconstructivism

Neuroconstructivism is a theoretical framework focusing on the construction of representations in the developing brain. Cognitive development is explained as emerging from the experience-dependent development of neural structures supporting mental representations. Neural development occurs in the context of multiple interacting constraints acting on different levels, from the individual cell to the external environment of the developing child. Cognitive development can thus be understood as a trajectory originating from the constraints on the underlying neural structures. This perspective offers an integrated view of normal and abnormal development as well as of development and adult processing, and it stands apart from traditional cognitive approaches in taking seriously the constraints on cognition inherent to the substrate that delivers it.     

Intervention development and cultural adaptation research with diverse families

This article provides an introduction to the special issue on intervention development and cultural adaptation research with diverse families. The need for research on intervention development and on cultural adaptation of interventions is presented, followed by a discussion of frameworks on treatment development. Seven articles included in this special issue serve as examples of the stages of treatment and intervention development, and of the procedures employed in the cultural adaptation with diverse families. An overview of the seven articles is provided to illustrate the treatment development process and the use of pluralistic research methods. We conclude with a call to the field for creative and innovative intervention development research with diverse families to contribute to the body of evidence-based practice with these populations.     

A model for career development through curriculum

This article describes a practical model for a systematic, sequential approach to career development in the K-12 curriculum. The model builds on career development principles and vocational development tasks; it is self-concept oriented and uses a variety of methods and media in its implementation. Several strategies for facilitating career development are suggested for each level.