Inference-based Teacher Professionalism: How Professional Practitioners in Religious Education Reflect in Action

A theory of professional action is developed based on the 3 modes of inference: abduction, induction, and deduction. The theory explains how professionals reflect in action by combining a single case to their professional repertoire. With teachers in religious education (RE), the problem is focused on how they link students' new and individual religious semantics to traditional Christianity to make religious communication possible. Therefore, the professional teacher action in religious education starts with the religious change in a plural society. Next professionals react to this change by means of the modes of inference. As part of this idea, a theory of inference-based professionalism is created, which relates Schön's theory of reflection-in-action to the modes of inference. The theory is grounded or based on qualitative empirical research. Third, research design and its results are presented and, finally, an outlook on transformative professionalism concerning planning, carrying out, and evaluating religious education-lessons is discussed.     

Comparing Education,Employment, Social Support and Well-being among Youth with Disabilities and Their Peers in South Africa

Youth with disabilities face many challenges in life which are thought to have a negative impact on their well-being. Evidence, however, suggests that individuals differ in their resilience to deal with adverse life-events and protect their well-being. These differences may be explained by an individual’s resources such as education, employment, and social support. Studies on how youth with disabilities perceive their well-being and resources important to their well-being are, however, lacking. In this study we therefore compared education, employment, social support, and well-being between youth with disabilities (n?=?120) and their peers (n?=?117) in South Africa. In addition, we investigated the relationship between background characteristics, having a disability, access to resources, and well-being. The unemployment rate among youth with disabilities is higher, they are less educated, receive less social support and report poorer states of well-being. Our study showed that having a disability, social support, and employment were associated with the well-being of youth in South Africa. While having a disability predicted well-being in youth, the effect was mediated by employment and social support, indicating that those two resources influence wellbeing through both a direct and buffer effect. Therefore, employment and social support may mitigate the negative consequences of a disability and have a substantial role in improving or maintaining well-being.     

Psychologists in Academic Health Centers: Traditions and Innovations in Education,Science, and Practice

Psychologists, interns, and postdoctoral fellows convened in Minneapolis May 3–5, 2007 for the 3rd National Conference of the Association of Psychologists in Academic Health Centers (APAHC): “Psychologists in Academic Health Centers: Traditions and Innovations in Education, Science, and Practice.” This paper reviews the development and organization of the conference, which built upon the two previous conferences of the Association of Medical School Psychologists. The articles in this special issue are based on a selected number of the 32 conference presentations, covering a range of timely topics that reflect the conference theme. Participants’ positive perceptions and satisfaction with the conference reveal the value of such conferences focused on the activities, interests, opportunities, and challenges of psychologists who work in academic health centers (AHCs) and teaching hospitals. Moreover, the content and success of the conference underscores the importance of APAHC as an organization serving the needs and promoting the interests of psychologists affiliated with AHCs.

Social Skills,Social Support,and Psychological Distress: A Test of the Social Skills Deficit Vulnerability Model

The social skills deficit vulnerability model predicts that poor social skills minimize opportunities to acquire social support, in turn, leading to the proliferation of psychological distress. This prediction was tested in a 2‐wave longitudinal study that assessed 211 emerging adults at Time 1 (T1), with a 70% response rate 1 year later at Time 2 (T2). The results indicated that, after controlling for psychological distress at T1, social skills at T1 had an indirect effect on lower psychological distress at T2, through higher social support. Thus, people with poor social skills may be vulnerable to the development of psychological distress because they have less access the protective effects of social support.     

老年人社会支持、孤独感与主观幸福感的关系

选取天津市379名老年人,采用"纽芬兰纪念大学幸福感量表"、"社会支持最表"和"情绪一社会孤独问卷"进行调查,以探讨老年人社会支持、孤独感与主观幸福感的关系.结果表明,不同工作状况的老年人在社会支持、孤独感及主观幸福感上均呈显著差异;不同社会支持水平老年人的孤独感、主观幸福感具有显著差异;老年人社会支持,孤独感与主观幸福感各维度间相关显著.     

Psychologists in Academic Health Centers: Reflections on Traditions and Innovations in Education,Science, and Practice

In 2007, the Association of Psychologists in Academic Health Centers (APAHC), formerly known as Association of Medical School Psychologists (AMSP), held its first national conference since 1997. At the latter conference, the author of this article [Sheridan (1999) Journal of Clinical Psychology in Medical Settings, 6, 211–218] was asked to present some of the issues that would be important to health care psychologists in the next decade. These issues included the role of psychology in academic health centers, interventions psychologists offer, reimbursements for such treatments, education and training models, and research. This article examines those observations, offers new data, and explores the current challenges and opportunities for psychologists in academic health centers. The presentation also addresses aspirations of psychologists as well as resistances within the profession. Parts of this paper were delivered at the 3rd Conference of the Association of Academic Health Center Psychologists in Minneapolis, Minnesota in 2007.     

幼儿教师政府支持、组织支持和胜任力对职业幸福感的影响：职业认同的中介作用

为探索幼儿教师政府支持、组织支持、胜任力和职业认同对职业幸福感的影响,选取四川、重庆、西藏、贵州、江西、湖北和北京七地幼儿教师462名,用幼儿教师职业幸福感量表、幼儿教师胜任力问卷、幼儿教师职业认同问卷、政府支持问卷和组织支持感问卷进行调查。结果表明：（1）幼儿教师政府支持、组织支持和胜任力均是保护性因素,提升其职业幸福感。其中,组织支持影响最大。（2）幼儿教师职业认同在政府支持、组织支持和胜任力对职业幸福感的影响中起中介作用。上述研究结果发展了职业幸福感的JD-R模型,并对提升幼儿教师职业幸福感具有一定价值。     

Mental Health Values of Psychotherapists: How Psychologists,Psychiatrists, Psychoanalysts,and Social Workers Conceptualize Good Mental Health

Previous research suggests that laypersons differ as a function of gender and ethnicity in their views about the meaning of “mental health.” The current study examined agreement among psychotherapists about the nature of healthy psychological functioning. National samples of psychologists, psychiatrists, social workers, and psychoanalysts completed the Mental Health Values Questionnaire, a measure of value dimensions used in appraising emotional adjustment. Results indicated a relatively high degree of consensus among the four professional disciplines surveyed. Individual differences were associated with gender and with the geographic area in which the therapist was raised.     

Social Support,Coping Strategies and Psychological Well-being among Young People Awaiting Employment

Abstract

It is usually thought that unemployed people who experience high levels of social support show greater psychological well-being than those who experience less social support. This relationship is moderated by factors like the coping strategies used to face the disturbance. This article describes a study carried out on a population of young French people awaiting employment following a training course. The results show that the effects of social support on psychological well-being are modulated by the way individuals manage the relationships between the different domains of their life (family, professional, personal, and social).     

How Resources (or Lack Thereof) Influence Advice Seeking on Psychological Well-being and Marital Risk: Testing Pathways of the Lack of Financial Stability,Support, and Strain

Using the model of conservation of resources (Hobfoll in The ecology of stress. Hempshire, New York, 1988; Hobfoll in Am Psychol 44:513–524, 1989; Hobfoll in Stress, culture, and community: the psychology and philosophy of stress. Plenum, New York, 1998; Hobfoll in Appl Psychol Int Rev 50:337–421, 2001), we explore how advice seeking, as influenced by lack of financial stability and support and strain from others (i.e., spouse, friends, and family) predicts psychological well-being and marital risk. Married and committed individuals (n = 1,798) were drawn from a nationally representative sample, the MIDUS. We found that advice seeking predicted psychological well-being and marital risk, but that the relationships depended on the availability of resources (i.e., financial stability, support, strain) and from whom support or strain was received. For example, for individuals lacking financial stability, marital risk decreased with advice seeking for those reporting high support from friends, whereas for individuals with financial stability, marital risk increased with advice seeking for those reporting high support from friends. We explain how understanding advice seeking and its outcomes must be considered within the context of available resources (or lack thereof).     

Listening and Communication Skills Training: Implications for Counselor Accountability

This article describes the development and implementation of a training procedure in listening and communication skills for employment service counselors. Implications are drawn from the listening and communication skills training and other human relations training approaches for counselor staff development and counselor accountability.     

大学生的社会支持、孤独及自尊对主观幸福感的作用机制研究

对389名大学生施测社会支持量表、自尊量表、社会与感情孤独量表及主观幸福感量表,以探讨孤独和自尊在社会支持与主观幸福感的关系中的作用。结果表明：（1）主观幸福感与社会支持、自尊、孤独呈显著相关。（2）路径分析表明,自尊、孤独分别在社会支持与主观幸福感之间起显著的中介作用。社会支持→自尊→孤独→主观幸福感的显著路径表明,这些变量间存在更为复杂的关系。这些结果对于大学生心理健康教育具有重要的意义。     

Prophetic Words for Psychologists: Particularity,Ethics and Peace

This essay seeks to consider the implications of the prophetic voice of Abraham Joshua Heschel. We argue that Heschel’s work offers important correctives to some of modern psychologies’ universalizing and reductive assumptions and activities. Specifically, we show that Heschel argues for an anthropology characterized by particularity, with a unique emphasis on the person’s standing in relation to God. Relatedly, we show how Heschel’s understanding challenges us to recognize that ethics is to precede ontology. Lastly, this primacy of ethics leads to a prophetic challenge toward becoming people of peace, systemically as well as individually. We conclude by applying Heschel’s admonishment to recent, specific activities of injustice and violence within the field of psychology. Heschel’s arguments are reviewed in a spirit of ecumenism, to pursue the ends of peace as a profession and as a society.

开放教育学生金钱态度与主观幸福感的关系:社会支持的中介作用

开放教育是高等教育的重要组成部分,加强开放教育学生学习的同时,提升其幸福指数,注重心理健康发展是开放教育的重要内容。文章采用《金钱态度量表》、《主观幸福感量表》、《社会支持量表》对开放大学系统 345名在校生进了调查并采用中介效应分析。结果表明,(1)社会支持、金钱态度和主观幸福感相关显著;(2)金钱态度因子金钱行为倾向对社会支持、总体幸福感及其因子回归效应显著; 社会支持在金钱行为倾向的基础上,对主观幸福感及其因子精力、对生活的满足和兴趣、对情感和行为的控制回归明显,同时在两者之间起了中介作用。说明金钱态度因子金钱行为倾向直接影响开放教育学生主观幸福感,另一方面通过社会支持影响开放远程教育学生主观幸福感。因此,建议开放教育从建立社会支持系统、师资队伍建设、心理健康教育、金钱观培养四方面着手,提升开放教育学生的幸福指数,促进其全面发展。