测验理论的新发展:多维项目反应理论

多维项目反应理论是基于因子分析和单维项目反应理论两大背景下发展起来的一种新型测验理论。根据被试在完成一项任务时多种能力之间是如何相互作用的,多维项目反应模型可以分为补偿性模型和非补偿性模型两类。本文在系统介绍了当前普遍使用的补偿性模型的基础上,指出后续研究者应关注多维项目反应理论中多级评分和高维空间的多维模型、补偿性和非补偿性模型的融合、参数估计程序的开发和多维测验等值四个方面的研究。     

Grounded Theory in Genetic Counseling Research

The practice of genetic counseling is in need of evidence-based theoretical frameworks. Although strategies used in genetic counseling are increasingly evidence-based, the field of genetic counseling does not have a generally accepted theoretical basis for development of therapeutic interventions. We know very little about (1) what actually happens in genetic counseling and (2) the impact it has on clients and their families. A number of researchers have used a variety of approaches in an attempt to introduce some theoretical basis for genetic counseling research and practice. Other workers have used experience in their clinical practice to write theoretically about the kinds of processes that might be going on in and around genetic counseling. However, there are few studies to date, which have attempted to build theory modeling the psychosocial processes that take place in and around the genetic counseling clinic using empirical data. This paper describes a methodology (grounded theory) that is designed specifically to build theory about psychosocial processes from a strong evidence base, and explains how it can contribute to the development of practice in genetic counseling.     

Navigating Critical Theory and Postmodernism: Social Justice and Therapist Power in Family Therapy

The family therapy field encourages commitment to diversity and social justice, but offers varying ideas about how to attentively consider these issues. Critical informed models advocate activism, whereas postmodern informed models encourage multiple perspectives. It is often not clear how activism and an emphasis on multiple perspectives connect, engendering the sense that critical and postmodern practices may be disparate. To understand how therapists negotiate these perspectives in practice, this qualitative grounded theory analysis drew on interviews with 11 therapists, each known for their work from both critical and postmodern perspectives. We found that these therapists generally engage in a set of shared constructionist practices while also demonstrating two distinct forms of activism: activism through countering and activism through collaborating. Ultimately, decisions made about how to navigate critical and postmodern influences were connected to how therapists viewed ethics and the ways they were comfortable using their therapeutic power. The findings illustrate practice strategies through which therapists apply each approach.     

From the Couch to the Chair: Applying Psychoanalytic Theory and Practice in Counseling

In this article, the authors offer a contemporary perspective on psychoanalytic theory. The authors present a clinical vignette that illustrates how one analyst applied the principles of transference, countertransference, and resistance in a modern clinical setting. The authors describe how analysis is similar to and different from humanistic counseling and conclude by describing how analytic insights might be applied in the clinical practice of counselors.     

Reversal Theory, Learning and Psychotherapy

The theory of psychological reversals, as developed by Apter and Smith, may give us clues as to how some important processes of learning operate, particularly the dynamics of self-actualisation tendencies. Implications are discussed for the approach to neurotic phenomena, for therapeutic practice in general and for crisis counselling in particular.     

Three Dimensional Field Theory: Dramatization and Improvisation in a Psychoanalytic Theory of Change

This paper explores the three-dimensional (3D) field of psychoanalytic practice in four parts. It first begins with the radical shift in epistemology from Freud’s energy theory–based metapsychology to one based in information theory. This shift altered the classical theory of change—based on “cause and effect” of energic forces—to a contemporary one based on patterning of information in the field. This latter view posits that change in living systems is constant, though it operates in two distinct manners: (a) change that keeps living systems the same, that is, “1st Order Change,” in relationship to (b) novel change referred to as “2nd Order Change.” The information-based epistemological view argues that all of the information necessary for determining change in any psychotherapy exists in every session of the 3D field of every treatment. This raises the question in the second part of how this information is accessed in the field, the answer of which explores the functions of the right and left hemispheres of the brain along with their asymmetrical interdependence. While understanding their asymmetrical operation is necessary, it is not sufficient for discerning what truly matters to the analytic participants. This leads to the third part regarding how the experience of what “rings” true is dependent upon the six axes of truth in every 3D field. The fourth part delves into how dramatization and improvisation provide aesthetically charged ways of considering change in psychoanalytic treatment. Dramatic repetition reflects the constancy of change which keeps the system the same (1st Order), whereas improvisation takes up how the analyst and patient learn how to play with possibility amidst the stasis of their emerging repetitions, therefore capturing 2nd Order Change.     

Understanding the Trusted Doctor and Constructing a Theory of Bioethics

This paper offers a constructivist account of bioethics as an alternative to previous discussions that explained the ethics of medicine by an extrapolation of principles or virtues from ordinary morality. Taking medicine as a higher and special calling, I argue that the practice of medicine would be impossible without the trust of patients. Because trust is a necessary condition for medical practice, the ethics of the profession must provide the principles for guiding physician behavior and the profession toward promoting trust and being trustworthy. In a phrase, that principle is “seek trust and deserve it.” I sketch out how the concept of trust provides a different justification for common sense principles of bioethics and explain how the concept of trust provides reasonable guidance for resolving moral conflicts within medicine. The trust-seeking approach provides a new and unexpected ordering of some traditional medical values, it reveals the weightiness of previously undervalued bioethical precepts, and illuminates the centrality of some largely ignored obligations of medicine. It also has the power to guide clinical practice and to inform the profession about standards for medical institutions. This revised version was published online in August 2006 with corrections to the Cover Date.     

New Methods for Streamlining Theory Building

The effort involved in the Evolution Project resembles design efforts in large, diverse organizations. In both cases, there are different languages, outlooks, vocabularies, expectations, objectives, and values. The Interactive Management (IM) methodology has been designed for just such situations. It has a tested record in management situations. We now have an opportunity to apply it to the Evolution Project. This article reports how IM was applied to proposed standards for the practice and ethics of design. It describes the IM methodology, and indicates how this methodology can be used in the Evolution Project. Finally, it briefly reports some results in an area that dovetails with the Evolution Project.     

Counseling Theory: The Problem of Definition

It is proposed that (a) research in counseling and counseling practice do not generally make explicit their roots in counseling theory, (b) this lack of connectedness to theory may represent a weakness in our theories for failing to be useful, (c) this fault may be a function of our current definitions of theory, and (d) we should focus upon philosophical premises at this time. The philosophical premise of syntony is used to illustrate how many of the commonly accepted assumptions which set our standards are not necessarily so, and how the broadening of such assumptions may encourage more activity in theory development. Counseling approaches which do not qualify as theory must at least qualify in the realm of rationale by making explicit their philosophical or value premises.     

Grounded Theory methods in child psychotherapy research

This article considers the place of qualitative research in psychoanalysis and child psychotherapy. It discusses why research methodology for many years occupied so small a place in these fields, and examines the cultural and social developments since the 1960s which have changed this situation, giving formal but also qualitative methods of research much greater significance. It reflects on the different pressures to develop explicit research methods which arise both from outside the psychoanalytic field, as a condition of its continued professional survival, and from within it, where its main aim is the development of fundamental psychoanalytic knowledge. It suggests that the conduct of mainly quantitative research into treatment outcomes is largely a response to these external pressures, whilst the main benefits to be gained from the development of qualitative research methods, such as Grounded Theory, are in facilitating the knowledge-generating capacities and achievements of child psychotherapists themselves. The paper describes Grounded Theory methods, and explains how they can be valuable in the recognition of hitherto unrecognised meanings and patterns as these are made visible in clinical practice. Finally, it briefly describes three examples of completed doctoral studies, all of which have added significantly to the knowledge-base of child psychotherapy, and which demonstrate how much can be accomplished using this method of research.     

Current issues and new directions in Psychology and Health : Theory,translation, and evidence-based practice

Health psychology has at least two masters; cognitive behavioral theory and clinical and public health practice. We are expected to contribute to theory by creating new models and adding to existent models of human behavior, and to contribute to improvements in health outcomes for the public. In this brief note, we propose that translating concepts from practice into theory to create interventions that meet the standards of evidence-based practice will satisfy both masters. However, the integration will require a re-examination of our current understanding of how to use theory, the process of translation, and the development of pragmatic evidence-based practice.     

How Theory Matters: Formative Assessment Theory and Practices and Their Different Relations to Education

The positioning of theory in relation to educational practice has provoked much recent debate, with some arguing that educational theory constrains thinking in education, while others dismiss ??theory?? out of hand as belonging to the world of the ??academic??, abstracted from the ??realities?? of the classroom. This paper views theory as necessarily implicated in all practices, but argues that depending on the theories embraced, and the understanding of theory itself, education can be understood in very different ways. Resisting the separation of theory from practice, the paper takes up the call to consider the entanglement of theory with practice, or how theory matters. It takes formative assessment as a particularly fertile case for this discussion. Formative assessment has been considerably developed in schooling across different national education systems. Its aspiration is for assessment to support learning, rather than only to credentialise learning. Having first emerged as a concept when behaviourism held sway, it has been considered through different theoretical lenses. Drawing upon empirical studies of classroom assessment practices, the paper draws out the different ??mattering?? implicated in the different languages of assessment used by practitioners, raising questions about the practices this produced. The paper concludes by asking if formative assessment could become ??educational?? in a more radical sense, if opportunities to focus on the contingencies and politics of our meaning-making were sometimes taken up more openly and dialogically with students, as opposed to formative assessment sitting in a instrumental relationship to a given curriculum.     

Cognitive-Behavioral Therapy With Chinese Americans: Research, Theory, and Clinical Practice

In this article, we discuss how to conduct cognitive-behavioral therapy with Chinese Americans. We present an integration of theory, research, and clinical practice to help mental health practitioners understand how Chinese culture may potentially influence the CBT treatment process for Chinese immigrants. Several recommendations are provided as to how to adapt and modify CBT to better meet the therapeutic needs of Chinese American clients. A case example demonstrates how cultural modifications of CBT can lead to effective psychotherapy outcomes for Chinese American clients.     

Theory and Practice of the Satir System

SUMMARY

A brief overview of Ihe theory and practice of the Satir System showing the major dynamics of past and present family systems; how the present is influenced by past learnings -conscious and unconscious; the many innovative ways creating the possibilities of new views of old matters; the concept of taking responsibility for behavior changes in meeting the realities of the present more productively.     

Educational Theory as Topological Rhetoric: The Concepts of Pedagogy of Johann Friedrich Herbart and Friedrich Schleiermacher

The debate concerning the relation of the theory of education and the practice of education is not new. In Germany, these discussions are an integral part of the development of educational science in the eighteenth century which is closely connected to Johann Friedrich Herbart and Friedrich Schleiermacher. Their concepts illustrate different answers upon the question of how to connect theory and practice in education. And although those answers are embedded in a very specific horizon of ethical and metaphysical ideas, the problems which are addressed in those discussions are still important in modern debates. The paper focuses upon the concepts of Herbart and Schleiermacher and presents those theories in the problematic context of the possibilities and limitations of educational theory and its importance for educational practice.     

Theory in practice

We are privileged to publish the last talk Fordham prepared before he died, which Fordham himself observed was ‘rather discursive’. As he comments, ‘theories are so ingrained in my work that I do not need to remember them’. ‘Theory in practice’ was part of a series of talks on theory by different speakers, given to the Society of Analytical Psychology monthly scientific meeting. It is not a polished nor a comprehensive essay, rather it is the musings of an 89-year-old analyst intended for a group who knew his work and achievements. He was too ill to deliver it himself.

In this informal communication the part theory plays in analytic practice is examined and examples of the different uses to which theory is put within analytic sessions are considered. The usefulness and value of theories are discussed with reference to Jung's theories and attitudes to them and to the theory of the primary self.     

Educational Theory as a Writerly Practice

Educational theory does not oppose educational practice, as manyseem to think; instead it is a form of practice and the action oftheory exists at two levels. At a cultural level theory ischaracterized by linguistic forms of action and at a social level it is characterized by the day to day practices thatorganize and reward the work of producing educational philosophy.While the social practices that govern the production ofphilosophy certainly beg for ethnographic attention,any consideration anthropologists or philosophers giveit will eventually find its way to the page and hence tothe cultural forms of linguistic action that are thesubject of this paper. Focusing on how educationalphilosophers see the things that they do, as opposedto what they see, I will suggest that the wayeducational philosophy is fashioned is an importantpart of what is fashioned. Ironically, as I will show,the ``way' of educational philosophy can flow with oragainst the ``what' of it – an author, that is, can saythat they are for or against this or that, but their stylized way of saying it can contradict the literalmeaning of their words.     

How My Theory and Practice of Psychotherapy Has Influenced and Changed Other Psychotherapies

In this article I address three main questions: (a) how psychotherapy has changed the modern world of psychology, (b) how it has changed the modern world in general, and (c) how my special form of psychotherapy, rational emotive behavior therapy, and its derivative, cognitive behavior therapy, have changed the recent theory and practice of psychotherapy.     

A Materialist Theory of Women's Status

Women's position in society is determined by three interrelated factors: production, reproduction, and psychodynamics. A change in one area without changes in the others will not necessarily benefit women. It is important to develop a theory of how women's inferior status is maintained, so that the desired result can be obtained from a program or action.
This paper is a contribution to such a theory. It offers a materialist explanation of women's status and explores the principles that should inform feminist theory and practice in relation to the restructuring of work. Due to the interrelated sources of women's status, feminist demands in relation to work must go beyond equal opportunity and equal pay for equal work. A utopian future in which feminist values are fully integrated into social relations and institutions will be projected. The analysis, while informed by ideal principles, has practical implications and political consequences.