Sport,Girls, Trouble and Humour: Black and Indian Boys Negotiating Gender,Race and Class in a Formerly White Single Sex School in South Africa

This article reports on an interview study conducted by Deevia Bhana and Rob Pattman of Grade 11 (16–17 year old) boys attending different kinds of public schools in the Durban, South Africa. It investigated their accounts personal lives and identities as young men and women in and outside their schools. We conducted semi-structured interviews with the participants to determine how they experienced school and how they presented themselves in the interviews, their interests, aspirations, relations with other boys and girls in and out of school, and the kinds of identifications they made. The data for this are from two interviews conducted with black and Indian boys at Elmsdale, a formerly white boys' high school near Durban with an excellent academic and sporting reputation. We analyzed the data using narrative and discourse analysis. Concerns about being marginalised in school were expressed by both the black and the Indian boys. Issues of gender, race, class, sexuality and power were prominent in the interviews, notably when the boys were discussing sport, trouble, being funny and girls.     

A qualitative study of preadolescent boys’ and girls’ body image: Gendered ideals and sociocultural influences

This qualitative study examined preadolescent boys’ and girls’ body ideals, and peer and media factors that shape these ideals. Sixty-eight children aged 8–10 participated in semi-structured interviews: 19 boys and 17 girls in individual interviews and 16 boys and 16 girls in eight group interviews. Techniques from grounded theory were used to analyze the data. Findings demonstrated that fitness was an important element of boys’ and girls’ body ideals. For boys the emphasis was on sport, and this was promoted by their peer interactions and the sportsmen they admired. For girls the focus was on looking good, and this was reinforced by their peer conversations, and the actresses and singers they admired. Focus groups further highlighted how peers both reinforced media messages, yet also helped children critique media messages. Implications are discussed for prevention programs that need to be specifically tailored for boys and girls.     

Effects of an Extracurricular Science Intervention on Science Performance, Self-Worth, Social Skills, and Sexist Attitudes of Taiwanese Adolescents from Single-Parent Families

A one group pretest-posttest design was used to investigate effects of an extracurricular science intervention on female and male junior high school students’ science performance, self-worth, social skills, and sexist attitudes. Twenty-eight 8th grade Taiwanese students (16 boys, 12 girls) from single parent families participated in this study. Student responses to a questionnaire measuring their self-worth, social skills, and sexist attitudes, and interviews and classroom observations used for triangulation and consolidation of qualitative findings revealed that girls improved significantly on several indices of science performance, and that both boys and girls decreased their sexist attitudes. Girls had significantly less sexist attitudes than boys at both pretest and posttest. Implications for practice and research are provided.     

Early school leaving in the lower vocational track: triangulation of qualitative and quantitative data

This study assessed the reasons for very early school leaving of boys in the lower secondary vocational track. A unique combination of quantitative and qualitative data from different sources provided background data on these boys from a national cohort study on their elementary and high school periods. In-depth interviews in which the boys reflect on their early school leaving were conducted. Four case studies are presented in which the boys' own reflections are interpreted in light of the cohort data. It was found that several factors contribute simultaneously to early school leaving; however, the emphasis lies with learning problems, lack of motivation, and problems arising from choosing the wrong vocational track. Specific personal problems also negatively affect the school career. While the boys do not feel alienated from school, they do not enjoy studying and would rather start work. This approach of combining data appears to be worth reproducing.     

Le modèle diathèse–stress de la dépression appliqué à une population d’adolescents

This study evaluates the applicability of the depression diathesis-stress theoretical model to an adolescent group. The mediatory and moderating functions of two types of cognitions, (dysfunctional attitudes and automatic negative thoughts) on the relationship between stressful negative life events and depressive symptoms was studied. Research hypotheses made it possible to verify if an individual that shows cognitive vulnerability towards a stressful negative event also shows more risks at developing depressive symptoms. The study was conducted on a sample of 752 participants from 4th, 3rd and 2nd grade, 55% of which were girls and 45% were boys. The study was carried out for 12 months in four Quebec high schools in Canada. The results showed that automatic negative thoughts are partly mediatory in the relationship between stress and depressive symptoms, among girls as well as boys. As for dysfunctional attitudes, the interaction effect between the autonomy schema and performance stress, as well as the interaction effect between the sociotropy schema and relational stress, predicted depressive symptoms only among boys.     

Les représentations de l’entretien structuré chez les recruteurs

We studied recruiters’ representations of the structured interview. In Study 1, 90 recruiters were interviewed. They define “structure” mainly as a schema or list of questions. The terms “structured” and “unstructured” also have different connotations. This can create a social desirability bias in surveys on selection practices, causing an overestimation of the real prevalence of structured interviewing. In Study 2, 59 recruiters responded to a questionnaire. Attitudes towards structured interviews are positive, but representations diverge from scientific definitions, especially regarding unstructured interviews. Recruiters’ representations allow flexibility in practice while maintaining a positive self-image.     

How schemas affect eyewitness memory over repeated retrieval attempts

After observing a crime eyewitnesses are typically interviewed many times over an extended period of time. We examined how schema for a crime influenced the types of information eyewitnesses remembered and forgot across multiple interviews. People's schema for a bank robbery were identified, and recall of schema‐consistent, schema‐inconsistent and schema‐irrelevant information was extracted from eyewitness interviews conducted in two experiments which manipulated retention interval (3 days–12 weeks) and number of interviews (2–4). Consistent with fuzzy‐trace and associative network theories, schemas preserved accuracy for information central to the crime (schema‐consistent and inconsistent) at the expense of schema‐irrelevant information. Schema‐consistent intrusions did not increase across interviews. Copyright © 2003 John Wiley & Sons, Ltd.     

The relationship of gender and achievement to future outlook among African American adolescents

This study examined the connection between future outlook and school achievement among low-income, urban African American adolescents. Eight males and eight females, ranging in age from 14 to 16 years, completed a pen- and-paper questionnaire and two semi-structured interviews assessing the anticipation and expected timing of major life events. Findings suggested gender and achievement differences in adolescents' goals and expectations. Higher achieving girls expressed more future goals and expectations and considered more long-term goals than higher achieving boys and lower achieving girls and boys. Goals and expectations were shaped by family and significant others, who served as models for what to expect in the future. The study highlights the importance of understanding the historical and cultural contexts that may shape adolescents' perceptions of the future.     

The Effectiveness of Schema Therapy Integrated with Rehabilitation on Cognitive Emotion Regulation and Existential Anxiety in Patients with Congestive Heart Failure

Patients with congestive heart failure (CHF) are faced with various physical and psychological stressful factors, which ?leads to decreased quality of life. Considering the relationship between cognitive emotion regulation (CER) and existential anxiety with early maladaptive schemas, one of the methods capable of assisting the rehabilitation of the patients with CHF is the schema therapy. The current study aimed at determining the effectiveness of schema therapy integrated with rehabilitation on CER and existential anxiety in patients with CHF. The study was a true experimental with pretest/posttest design and a control group. The study sample was consisted of 25 patients with CHF in Guilan Province, Iran, 2017, selected by the convenience sampling method and assigned into two groups (one experimental and one control). To collect the data, cognitive emotion regulation questionnaire (CERQ) and existential anxiety inventory (EAI) were used before and after the intervention. A ten-session young schema therapy was implemented for the experimental group. Two-way ANOVA was used for data analysis and Cohen’s d test measured effect extent. The results of analysis showed that the group schema therapy integrated with rehabilitation improved CER and existential anxiety in patients with CHF (p?<?0.001). According to the findings of the research, schema therapy can improve the cognitive and emotional symptoms in patients with CHF.     

组织变革背景下团队主动性的结构与测量

旨在探索组织变革背景下团队主动性行为的结构,并开发出相应的测量工具。首先对20家企业的27位高管进行了深度访谈,然后按照扎根理论思路对获取资料进行细致分析,探索团队主动性的结构,再按照严格的心理测量学程序开发团队主动性的测量问卷,并以来自60家企业的70个团队（共292位成员）为对象进行了测验。研究发现：团队主动性的主要维度包括群策、协作和适应。经过探索性因素分析和验证性因素分析,结果表明测量工具有着良好的信度和构思效度。     

Psychological support for junior high school students: sibling order and sex

This study is a re-analysis of published data on psychological support for 609 junior high school students (317 boys, 292 girls, mean age = 14.1, SD = 0.8) based on the self-report, Psychological Support Scale, to evaluate sibling order as eldest or youngest and sex. In an earlier study, the questionnaire had been modified to be applicable to junior high school students. The study re-examined the data by extracting samples for categories of eldest and youngest siblings, for re-analysis of self-reported psychological support by sibling order and sex. Eldest children reported receiving more psychological support from both mother and father than youngest. Also, eldest boys received significantly greater psychological support from both the parents than the youngest boys or girls.     

Investigation of the effect of group counselling based on schema therapy on academic expectation stress in high school students

This research is a preliminary evaluation study to determine whether group counselling based on schema therapy has an effect on academic expectation stress in high school students. In this study, a 2 × 3 split-plot design was used. The Academic Expectation Stress Inventory was applied for data collection purposes. The effect of group counselling based on schema therapy on academic expectation stress was tested using a two-factor ANOVA for mixed measurements. As a result of the analysis, the intervention*time effect was found to be significant with regard to academic expectation stress. The findings obtained in the study reveal that group counselling based on schema therapy creates a significant decrease in adolescents' academic expectation stress level, and this decline continues, as shown in the follow-up test. As a result, it can be said that the group counselling programme based on schema therapy, which was developed as a preliminary evaluation study, has the potential to reduce the academic expectation stress level of high school students.     

The influence of schemas,stimulus ambiguity,and interview schedule on eyewitness memory over time

The authors examined how a crime schema influenced the types of details witnesses recalled over multiple interviews that varied in delay before the initial interview and between subsequent interviews. Accuracy data showed that, in general, schema-irrelevant traces experienced greater decay than schema-consistent and schema-inconsistent traces after the initial interview and that delaying the initial interview negatively affected recall at the initial interview but led to less decay over subsequent interviews. Ambiguity of the crime stimulus was also manipulated. Witnesses used their schema to interpret ambiguous information and, as a result, made more schema-consistent intrusions and less correct responses and were more likely to report false memories that involved conscious recollection (using the remember-know paradigm).     

Findings on Disruptive Behavior Disorders from the First Decade of the Developmental Trends Study

The paper summarizes the first decade of the Developmental Trends Study, a prospective longitudinal study of 177 boys. Initially, they were referred to mental health clinics in Pennsylvania (Pittsburgh), and Georgia (Athens and Atlanta). Since 1987, the boys, their parents, and their teachers have been followed up almost annually. The study is unique because the cooperation rate of participants has remained very high over the years, psychiatric diagnoses were derived from structured interviews (especially disruptive behavior disorders), and many risk factors were measured over the years. The present paper summarizes key findings on the development of disruptive behavior, especially Oppositional Defiant Disorder, Conduct Disorder, and Attention Deficit-Hyperactivity Disorder. The paper also highlights results on risk factors and comorbid conditions of disruptive behaviors.     

大学生自尊与社会适应的关系:积极核心图式与同伴依恋的链式中介效应分析

采用自尊量表、简明核心图式量表、同伴依恋量表和中国大学生适应量表调查华中三省5所大学大一至大三年级共459名大学生,运用偏差校正的百分位Bootstrap方法探索大学生积极核心图式和同伴依恋在自尊和社会适应之间的链式中介作用。结果发现：（1）大学生自尊、积极核心图式、同伴依恋与社会适应两两之间均呈显著正相关;（2）大学生自尊对社会适应的直接效应和间接效应均显著。间接效应包括了三条路径：通过积极核心图式的中介作用、通过同伴依恋的中介作用以及通过积极核心图式-同伴依恋的链式中介作用。这一结论有助于理解自尊对社会适应的作用机制,为未来大学生社会适应能力的提升提供建议。     

大学生自尊与社会适应的关系:积极核心图式与同伴依恋的链式中介效应分析

采用自尊量表、简明核心图式量表、同伴依恋量表和中国大学生适应量表调查华中三省5所大学大一至大三年级共459名大学生,运用偏差校正的百分位Bootstrap方法探索大学生积极核心图式和同伴依恋在自尊和社会适应之间的链式中介作用。结果发现：（1）大学生自尊、积极核心图式、同伴依恋与社会适应两两之间均呈显著正相关;（2）大学生自尊对社会适应的直接效应和间接效应均显著。间接效应包括了三条路径：通过积极核心图式的中介作用、通过同伴依恋的中介作用以及通过积极核心图式-同伴依恋的链式中介作用。这一结论有助于理解自尊对社会适应的作用机制,为未来大学生社会适应能力的提升提供建议。     

Case History, Case Story: An Enquiry Into the Hermeneutics of C. G. Jung

The case histories written by C. G. Jung, from his 1902 Doctoral Dissertation to his 1950 case of Miss X, are evaluated as pieces of evidence in support of his theories. Evidence is shown to rely for its validity on an 'evidential context' which has altered over time. Jung's case histories change over the course of his writings and become more like stories. The reason for this difference is his move from an interpretative schema based on the natural sciences when a psychiatrist, through that of psychoanalysis, to one based on the human sciences, and in particular to one based on hermeneutics - the study of interpretation and meaning - when he developed his theory of analytical psychology. Jung moves from a form of hermeneutics based on what constitutes a 'valid' interpretation to one that concentrates on meaning and understanding. In writing his later case histories like stories, Jung is using them as merely part of the wider cultural context of evidence required by analytical psychology rather than as privileged pieces of evidence in themselves.     

心理健康素质测评系统·中国成年人情绪性量表的编制

探讨情绪性在人格特质层面的内涵及结构,并编制适合中国成年人使用的情绪性量表。采用开放性问卷调查,专家讨论及参考国内外同类量表的方式形成条目池,分别选取203名和522名大学生对量表进行预试和正式施测,检验量表的心理测量学指标。研究发现（1）情绪性量表由3个维度组成,分别是愉悦性、镇定性和表达性,量表具有较好的结构效度和信度;（2）验证性因素分析结果表明模型拟合较好,量表结构合理;（3）情绪性量表与抑郁自评量表、状态-特质焦虑问卷以及情绪表达量表有较好的同时效度。情绪性量表的信度和效度均令人满意,可以用来评     

Dimensions of Peer Sexual Harassment in Swedish High Schools: What Factor Structures Show the Best Fit to Girls' and Boys' Self-Reports?

Dimensions of peer sexual harassment in schools were analyzed with confirmatory factor analyses of data from a questionnaire study of 980 Swedish high-school students. The factorial structures suggested in the literature on sexual harassment in the workplace showed a bad fit to the student data, especially for boys. A nested structure, with one general factor and two specific factors (closest to the hostile environment and sexual attention categories), appeared to offer the best fit-to-data for female students. For male students, however, the structure was less clear, and the fit worse, but the presence of a general sexual harassment factor was supported also there. No acceptable model common to boys and girls could be identified.