性别的社会性约束与可持续发展

临床医学生人文教育不能模糊医学人文知识和医学人文精神两个不同的概念,需要科学精神和人文精神的辩证统一。临床医学人文教育理论与实践的分离,临床医学人文教学与临床医学专业教学的分离,临床医学人文教育目标、实现途径和评价体系的不确定性,使临床医学生难敌市场经济功利性的负面导引,医学模式的转换在教育层面受阻。     

A survey of Rorschach teaching in APA-approved clinical graduate programs.

A questionnaire on teaching of the Rorschach technique was sent to all APA-approved graduate clinical psychology programs in the United States and Canada. The questionnaire asked for the degree of emphasis placed on the Rorschach in the primary assessment course, the Rorschach teaching experience of the respondent and the respondent's evaluation of the technique as a clinical tool, a teaching aid and a research instrument. The respondent in each case was the faculty member teaching the major diagnostic assessment course. There was a 100% return of the questionnaires. The major results show that (1) 81% of the programs place major emphasis on the Rorschach Technique in the assessment course; (2) only 24% of the programs offer the course for a full year; (3) respondents with more than 10 years teaching experience rated the Rorschach higher than respondents with less experience, and (4) respondents as a group rated the Rorschach highly as a clinical tool and teaching aid, but gave it generally low ratings as a research instrument.     

模糊道德事件中权威对儿童道德推理影响的研究

研究使用模糊道德事件来研究儿童权威概念对其道德判断的影响,并初步探讨了权威的个人特征对儿童的道德判断的影响.结果表明,使用模糊道德事件的研究材料能诱发儿童根据故事情境中的权威观点来进行判断;模糊道德事件判断结果表明儿童的独立道德判断立场会因为较高级别权威(校长和教师)的相反观点而改变,但很少会因为低权威或无权威者(班长与普通同学)的相反观点而改变.     

Source consistency, distinctiveness, and consensus: the three dimensions of the Kelley ANOVA model in persuasion

Based on a conceptual analysis and existing research, the authors propose that the three source dimensions specified in the ANOVA model play similar roles in persuasion as other source characteristics (e.g., expertise). Two studies test assumptions derived from this approach regarding the effects of different combinations of consistency and consensus (Study 1) and distinctiveness and consensus (Study 2). Combinations resulting in contradictory (vs. similar) inferences regarding message validity should affect judgmental confidence and, consequently, affect message scrutiny. Study 1 shows that, as predicted, high consistency/low consensus and low consistency/high consensus (incongruent combinations) lead to higher desired confidence and more extensive message elaboration than high consistency/high consensus and low consistency/low consensus (congruent combinations). Similarly, Study 2 reveals heightened message scrutiny given incongruent (vs. congruent) combinations of distinctiveness and consensus. Results are discussed with respect to majority/minority influence processes and multiple source characteristics.     

Towards consensus in conceptualizing and operationalizing physical activity maintenance

Recognized challenges in promoting long-term physical activity maintenance may be due to inconsistencies in the conceptualization and operationalization of behavior maintenance terminology in physical activity research. The overall goal of this paper is to propose a framework and agenda for the development of a common set of terms, definitions, and measures for physical activity maintenance concepts that can be widely tested and evaluated. To initiate this effort, this paper (1) provides an overview of conceptual and operational definitions of physical activity maintenance used in the empirical literature, (2) evaluates whether behavior maintenance terms used in addiction science can be translated to physical activity, (3) recommends research directions for developing consensus definitions of physical activity maintenance, and (4) proposes a conceptual model of physical activity maintenance with inflection points that require operational definitions to be decided upon through consensus efforts in the field. Consensus over the conceptualization and operationalization of physical activity maintenance is needed to draw conclusions regarding which policies and programs are best able to promote long-term behavior change.     

Methods for analyzing psychotherapy outcomes: a review of clinical significance, reliable change, and recommendations for future directions

The purpose of this article is to provide a brief review of the history, development, and current status of the concepts of clinical significance (CS) and the reliable change index (RCI). I address issues regarding the development, criticisms, and applications of CS and RCI. I review the use of normative data, cutoff points, formula adjustments, and the comparative validity of various RCI methods. An examination of the convergence of multiple domains and multiple measures demonstrates ways to further develop the concepts of reliable change and CS. Finally, I make some recommendations and implications for future research and the development of assessment tools.     

Popular induction: When is consensus information informative?1

An experiment was conducted in which information regarding a target persons evaluation of a target object was presented either in written form or via video tape, and information regarding the evaluations of four other people was also presented either in written form or via video tape. The results indicated that the effect of consensus on both person and object attribution was significantly weaker when the target-person information was video taped (concrete) and the other-people information was written (abstract) than in the other three conditions created by the combination of the two informational variables. It is argued that, in contrast to earlier speculation in the literature, type of consensus and its mode of presentation represent conceptually orthogonal dimensions. Further research is urged to map out the boundary conditions of consensus information; it is demonstrated that current work has largely concentrated upon only a portion of this attributional domain due to the prevalent confounding of these two independent dimensions.     

Consensus change, conflict, and relationship satisfaction in romantic relationships

In this cross-sectional study of 92 romantic relationships, both the S. S. Hendrick (1988) Relationship Assessment Scale and a 16-item negative conflict scale were independently associated with the consensus items of the Short Marital Adjustment Test (H. J. Locke & K. M. Wallace, 1959), but not with change from initial to present consensus. However, consensus change was significantly correlated with relationship satisfaction and negative conflict in those reporting decreased consensus or no change but not increased consensus. Furthermore, relationship satisfaction was accounted for solely by negative conflict in the increased consensus group and by present consensus in the decreased consensus group. These results suggest that the association of relationship satisfaction with consensus and negative conflict may differ according to perceived consensus change.     

Program evaluation and system change: Some issues and considerations

This paper explores some of the issues concerning the acceptance or rejection of positive program evaluation data by the system in which the program is embedded. System acceptance and diffusion rates are considered as functions of first- or second-order change factors. Several approaches to enhancing the probability of second-order change are presented and discussed.     

Rorschach teaching in APA-approved clinical graduate programs: ten years later

A questionnaire on teaching of the Rorschach technique was sent to all APA-approved graduate clinical psychology programs in the United States and Canada. The survey represents a 10-year update of a study conducted in 1974 and reported in 1976. The questionnaire asked for the degree of emphasis placed on the Rorschach in the curriculum; the Rorschach teaching experience of the Rorschach instructor; the instructor's evaluation of the technique as a clinical tool, a teaching aid, and a research instrument, and a list of the instructional material used to teach the Rorschach. Based on a 93% return of questionnaires, the major results show that 88% of the programs place major emphasis on the Rorschach in at least one assessment course (compared to 86% in 1974); in contrast to the results of the 1974 survey, there were no differences between the ratings of highly experienced and moderately experienced instructors; as in 1974, instructors as a group highly rated the Rorschach as a clinical tool and teaching aid, but gave it generally low ratings as a research instrument; and the results clearly indicate that the Exner Comprehensive System is widely used as an instructional method.     

Changing teachers' beliefs regarding autonomy support and structure: The role of experienced psychological need satisfaction in teacher training

ObjectivesGrounded in Self-Determination Theory, this study examined whether physical education (PE) teachers' psychological need satisfaction experienced during continuous professional development (CPD) on need-supportive teaching predicted changes in their effectiveness and feasibility beliefs regarding the proposed teaching approach, as well as their intentions to apply this approach and subsequent changes in their self-reported in-class behaviors.MethodsPrior to the training, a sample of 80 PE teachers (57.5% men, Mage = 42.70 ± 10.15 years) reported on their effectiveness and feasibility beliefs regarding autonomy-supportive and structuring teaching strategies and their in-class application of these strategies. Immediately following the training, these beliefs were assessed again and participants reported on their psychological need satisfaction experienced during the training and their intentions to apply the proposed strategies. Finally, two weeks after the training, participants' self-reported in-class application of the teaching strategies was measured for the second time.ResultsPsychological need satisfaction experienced during the training related to a change in effectiveness and feasibility beliefs regarding autonomy support and structure, and to teachers' intentions to apply the proposed strategies as reported immediately after receiving the training. In addition, teachers' intentions related to a change in their self-reported in-class application of structuring, but not autonomy-supportive, teaching strategies.ConclusionsExperiences of psychological need satisfaction during CPD can help to increase the likelihood that teachers become more convinced about the effectiveness and feasibility of the proposed change and can produce greater intentions toward change, which may relate to actual (albeit) self-reported behavior change.     

The importance of similarity in the marital relationship.

Concepts such as "agreement," "consensus," "understanding," and "shared meaning" are very familiar to clinicians. It is argued in this article that similarity in perceptions between spouses is a crucial dimension of the family system underlying these concepts. Findings are presented that support the idea that families vary along a dimension of similarity of perceptions, with more functional families characterized by high similarity between spouses' perceptions of their marriage and their family. In addition, the structure of this similarity was stable over 2 years and little change occurred in the mean level of similarity. Of three sets of predictor variables--psychological stress, marital cohesion, and structural variables--marital cohesion was the most powerful predictor of marital similarity. The importance of similarity of perceptions between family members in clinical work is discussed.     

Locus of causality and the use of information in the development of causal attributions1

Two studies were conducted to examine whether attributions made about events may be influenced by individual assumptions regarding causation that are age related. In Study 1, 96 subjects at three age levels (four and five years, eight and nine years, and college students) observed a target actor on videotape select an item from an unseen array, and four other actors either agree (high consensus) or disagree (low consensus) with the choice. Subjects were asked to decide why the actor liked the chosen object best—because of something about the actor (person attribution) or because of something about the item (entity attribution). The results showed that perceived locus of causality shifted from entity to person attributions with age. In addition, subjects at all ages were able to utilize the consensus information when they had no opportunity to form their own impressions about the items in the array. In Study 2, 126 subjects at four age levels (five and six years, seven and eight years, nine and ten years, and high school students) chose an item from among an array for themselves and responded to a person (self)/entity attribution question regarding the locus of their own choice. The entity to person shift with age was again found and was supported by additional measures. The results are discussed in terms of children's causal reasoning capacities and social environmental factors affecting developmental change in social judgments.     

Group affective learning in training for psychotherapy and psychoanalysis

This paper describes The Group Affective Model, a method for teaching psychoanalytic concepts and their clinical application, using multi‐channel teaching, process and review in group settings, and learning from experience in an open systems learning community for psychoanalysts and psychotherapists. This innovation arose in response to criticism of existing methods in psychoanalytic education that have subordinated the primary educational task to that of the training analysis. Noticing this split between education and training analysis, between cognition and affect, and between concepts of individual and group unconscious processes, we developed the Group Affective Model for teaching and learning psychoanalysis and psychotherapy in an open psychological space in which students and faculty experience individual and group processes of digestion, assimilation, and review, which demonstrate the concepts in action and make them available for internalization selectively. We discuss our philosophy and our educational stance. We describe our institution and our participants. We give examples of teaching situations that we have studied to provide some insight about assimilation and internalization of the concepts and clinical approaches being taught. We discuss the transferability of the Group Affective Model to other teaching settings and psychoanalytic training institutions and propose it as the fourth pillar of psychoanalytic training, next to analytic treatment, clinical supervision, and didactic seminars.     

Bootstrapping Processes in the Development of Students' Commonsense Matter Theories: Using Analogical Mappings,Thought Experiments,and Learning to Measure to Promote Conceptual Restructuring

This study explores whether the development of students' understanding of matter as something that occupies space and has weight involves conceptual change and restructuring rather than only simple belief revision. Based on an analysis of how the concepts in students' initial matter theory (henceforth MT1) may differ from the concepts in the matter theory that is a target of middle school instruction (MT2), I propose ways that concepts in a given theory cohere with each other and identify the sources of the new ideas in MT2 and the learning processes by which those new ideas can be acquired. I test implications of these analyses by designing a curriculum unit that exploits these learning mechanisms, by using the curriculum with 4 classes of eighth-grade Earth Science students, and by assessing 42 students' thinking about matter, object size, and weight (via individual interviews and written tests) before and after the teaching unit. Consistent with the hypothesis of conceptual restructuring, the data not only show coherencies in students' thinking about matter, size, and weight before and after teaching, but also coordinated patterns of change. The implications for the design of science instruction are discussed.     

A Transconceptual Model of Empowerment and Resilience: Divergence, Convergence and Interactions in Kindred Community Concepts

Resilience and empowerment are widely employed concepts in community psychology and other social sciences. Although empowerment is more closely associated with community psychology, both concepts hone to community psychology’s strengths-based values, recognizing, respecting, and promoting local capacity and positive outcomes. Both concepts also have been critiqued for lacking clear consensus regarding definition, operationalization, and measurement (Cattaneo and Chapman in Am Psychol 65(7):646–659, 2010; Luthar et al. in Child Dev 71(3):543–562, 2000). This deficiency is reflected in the wide ranging applications of each term independently, and is particularly concerning when the terms are used together or interchangeably. Theoretical work on these concepts’ boundaries and interaction is lacking. This paper builds on the authors’ prior work operationalizing the processes and outcomes of each concept (Brodsky et al. in Am J Community Psychol 47(3–4):217–235, 2011; Cattaneo and Chapman in Am Psychol 65(7):646–659, 2010; Cattaneo and Goodman in Psychol Violence, in press) to present a combined transconceptual model illuminating the divergence, convergence, and interactions between the two. Both resilience and empowerment are fueled by unsatisfying states, but are differentiated by, among other things, internally (resilience) versus externally (empowerment) focused change goals. Goal determinants include context, power differentials, and other risks and resources. These concepts have the potential to facilitate each other, and understanding their interaction can better inform community psychologists’ work with marginalized populations.     

Probing Theories of Individual Well-being: A Comparison of Quality-of-life Models Assessing Neighborhood Satisfaction

The extensively documented approach to quality of life proposed by Campbell, Converse, and Rodgers (1976) is translated into a testable theoretical model. Herein labeled the "first-order structural model," this approach springs from a popular interpretation of Lewinian concepts. Critical examination of this interpretation leads to several modifications of the measurement and causal structures hypothesized by Campbell et al., each of which is submitted to test. Likewise, an alternative theoretical approach based on a second, less well known interpretation of the same Lewinian concepts, herein labeled the "second-order structural model," is tested. These models are evaluated by structural equation techniques on a sample of 419 respondents dealing with neighborhood satisfaction. Analyses indicate that both the first-order and second-order structural models yield statistically acceptable accounts of neighborhood satisfaction, but that the second-order model performs better on several modeling criteria. The implications for using structural equation techniques to evaluate competing theory-motivated models are discussed.     

Assessing Stability and Change in a Second-Order Confirmatory Factor Model of Meaning in Life

Research indicates that meaning in life is an important correlate of health and well-being. However, relatively little is known about the way a sense of meaning may change over time. The purpose of this study is to explore two ways of assessing change in meaning within a second-order confirmatory factor analysis framework. First, tests are conducted to see if the first and second-order factor loadings and measurement error terms are invariant over time. Second, a largely overlooked technique is used to assess change and stability in meaning at the second-order level. Findings from a nationwide survey reveal that the first and second-order factor loadings are invariant of time. Moreover, the second-order measurement error terms, but not the first-order measurement error terms, are invariant, as well. The results further reveal that standard ways of assessing stability mask significant change in meaning that is due largely to regression to the mean.     

Second-Order Science and Policy

In March 2016, an interdisciplinary group met for two days and two evenings to explore the implications for policy making of second-order science. The event was sponsored by SITRA, the Finnish Parliament's Innovation Fund. Their interest arose from their concern that the well-established ways, including evidence-based approaches, of policy and decision making used in government were increasingly falling short of the complexity, uncertainty, and urgency of needed decision making. There was no assumption that second-order science or second-order cybernetics would reveal any practical possibilities at this early stage of enquiry. On the other hand, some members of the group are practioners in both policy and in facilitating change in sectors of society. Thus, the intellectual concepts were strongly grounded in experience. This is an account of the deliberations of that group and some reflections on what came out of the various shared contributions and ensuing dialogues. The overall conclusion of the event is that there definitely are possibilities that are worthy of further research and exploration.     

Discrepancy between Learning and Practicing Digital Citizenship

The importance of digital citizenship has been well recognized and integrated in standardized school curriculum. However, there are very few empirical studies that report on the success of these new initiatives. Our teaching experience suggest that students are able to perform well on exams that assess proper online conduct, but they still fail to follow digital citizenship guidelines in practice. In this paper, we present a study to investigate students’ attitudes and opinions on various digital citizenship concepts via a self-reported questionnaire that is designed to gain insights on what the students would actually do in real life. Our results show that among the nine digital citizenship elements, students have the most appreciation for access, communication, literacy, and security. On the other hand, elements such as digital etiquette and health and wellness were trivialized and undervalued. Furthermore, we found some students were unable to come to a consensus on what is right and wrong in certain scenarios pertaining to digital law. As the Internet continues to gain prominence in our daily lives, these findings lead to important questions of how learning modules and how the overall education system need to change so to ensure the growth of good digital citizens in the future generation.