Coalitions as a Model for Intersectionality: From Practice to Theory

This conceptual paper uses the concept of coalition to theorize an alternative to categorical approaches to intersectionality based on review of an archive of oral history interviews with feminist activists who engage in coalitional work. Two complementary themes were identified: the challenge of defining similarity in order to draw members of diverse groups together, and the need to address power differentials in order to maintain a working alliance. Activists’ narratives suggest intersectionality is not only a tool for understanding difference, but also a way to illuminate less obvious similarities. This shift requires that we think about social categories in terms of stratification brought about through practices of individuals, institutions and cultures rather than only as characteristics of individuals. Implications of these themes for research practices are discussed.     

From Theory to Intervention: Mapping Theoretically Derived Behavioural Determinants to Behaviour Change Techniques

Theory provides a helpful basis for designing interventions to change behaviour but offers little guidance on how to do this. This paper aims to illustrate methods for developing an extensive list of behaviour change techniques (with definitions) and for linking techniques to theoretical constructs. A list of techniques and definitions was generated from techniques published in two systematic reviews, supplemented by "brainstorming" and a systematic search of nine textbooks used in training applied psychologists. Inter-rater reliability of extracting the techniques and definitions from the textbooks was assessed. Four experts judged which techniques would be effective in changing 11 theoretical constructs associated with behaviour change. Thirty-five techniques identified in the reviews were extended to 53 by brainstorming and to 137 by consulting textbooks. Agreement for the 53 definitions was 74.7 per cent (15.4% cells completed and 59.3% cells empty for both raters). Agreement about the link between the 35 techniques and theoretical constructs was 71.7 per cent of 385 judgments (12.2% agreement that effective and 59.5% agreement that not effective). This preliminary work demonstrates the possibility of developing a comprehensive, reliable taxonomy of techniques linked to theory. Further refinement is needed to eliminate redundancies, resolve uncertainties, and complete technique definitions.     

From Theory to Practice: Facing Ethical Challenges as a Clinical Intern

Although formal ethics classes provide a basic foundation in managing ethical dilemmas, professionals often point to their experiences on internship as an important training ground for consolidation of their ethical development. Clinical interns face many personal and professional transitions that can lead to a number of ethical dilemmas. Effective collaboration between administrative staff, supervisors, and interns can create a pragmatic model for negotiating these dilemmas. In this paper, issues related to balancing intern competency with training and patient/client needs, managing dual relationships with supervisory staff, and dealing with differences in orientation are addressed from the perspective of both the site and the intern. We also discuss ways in which problems can arise and how both sides can work together systematically to negotiate those problems. To illustrate this process, we discuss cases involving effective collaboration between interns and sites. Finally, the authors assert the need for formal, empirically supported training in classic ethical issues, but also in contemporary ethical issues arising from the ever-evolving field of mental health service delivery and unique challenges accompanying these advances.     

The Ehrenfest Fleas: From Model to Theory

A generalization of Ehrenfest's urn model is suggested. This will allow usto treat a wide class of stochastic processes describing the changes ofmicroscopic objects. These processes are homogeneous Markov chains. Thegeneralization proposed is presented as an abstract conditional (relative)probability theory. The probability axioms of such a theory and some simpleadditional conditions, yield both transition probabilities and equilibriumdistributions. The resulting theory interpreted in terms of particles andsingle-particle states, leads to the usual formulae of quantum and classicalstatistical mechanics; in terms of chromosomes and allelic types, it allowsthe deduction of many genetical models including the Ewens sampling formula;in terms of agents' strategies, it gives a justification of the ``herdbehaviour' typical of a population of heterogeneous economic agents.     

From Theory of Rhetoric to the Practice of Language Use: The Case of Appeals to Ethos Elements

In their book Commitment in Dialogue, Walton and Krabbe claim that formal dialogue systems for conversational argumentation are “not very realistic and not easy to apply”. This difficulty may make argumentation theory less well adapted to be employed to describe or analyse actual argumentation practice. On the other hand, the empirical study of real-life arguments may miss or ignore insights of more than the two millennia of the development of philosophy of language, rhetoric, and argumentation theory. In this paper, we propose a novel methodology for adapting such theories to serve as applicable tools in the study of argumentation phenomena. Our approach is both theoretically-informed and empirically-grounded in large-scale corpus analysis. The area of interest are appeals to ethos, the character of the speaker, building upon Aristotle’s rhetoric. Ethotic techniques are used to influence the hearers through the communication, where speakers might establish, but also emphasise, weaken or undermine their own or others’ credibility and trustworthiness. Specifically, we apply our method to Aristotelian theory of ethos elements which identifies practical wisdom, moral virtue and goodwill as components of speakers’ character, which can be supported or attacked. The challenges we identified in this case and the solutions we proposed allow us to formulate general guidelines of how to exploit rich theoretical frameworks to the analysis of the practice of language use.

     

On Borrowing Guidance Theory and Practice: Some Observations of an American Participant in the British Guidance Movement

Possible factors contributing to the difficulties experienced by the British guidance movement are discussed. Special attention is given to the heavy reliance on American ideas concerning counseling theory and practice.     

Rethinking Care Theory: The Practice of Caring and the Obligation to Care

Care theorists have made significant gains over the past twenty‐five years in establishing caring as a viable moral and political concept. Nonetheless, the concept of caring remains underdeveloped as a basis for a moral and political philosophy, and there is no fully developed account of our moral obligation to care. This article advances thinking about caring by developing a definition of caring and a theory of obligation to care sufficient to ground a general moral and political philosophy.     

Language and Operations in Children's Class Inclusion Reasoning: The Operational Semantic Theory of Reasoning

In this article we critique two prominent theories of reasoning—mental logic and mental models—and argue that reasoning does not consist of either applying logical rules or constructing mental models. Instead, we propose anoperational semantictheory of reasoning, according to which reasoning is based on children's operational understanding of key terms in a given problem. We then go on to consider an important recent developmental theory of reasoning, fuzzy-trace theory. In order to illustrate the view of reasoning proposed here we report a study of class inclusion. Dramatic differences in class inclusion performance were found as the result of linguistic context; performance was significantly higher when an explicit request for a subclass comparison preceded the class inclusion question as compared to a standard condition when the class inclusion question alone was asked. This was the case, however, only when the prior subclass comparison question referred to the same dimensions as the class inclusion question and not when irrelevant subclasses were referred to. Children's performance was also better when they sorted the materials into the supraordinate class as compared to the subclasses, but not when the experimenter sorted them for the child. These effects due to the operational and linguistic manipulations are discussed in terms of a generaloperational semantictheory of reasoning.     

The Role of the Coach in Facilitating Positive Youth Development: Moving from Theory to Practice

Sport is suggested as a potentially important and sufficient path for positive youth development. However, how this responsibility is translated by coaching practitioners is not understood. This research investigated whether coaching practitioners desire outcomes for their adolescent athletes that reach beyond on-field success, and incorporate constructs that are associated with positive youth development. Twenty-two participation coaches for adolescent athletes participated in semi-structured interviews. Results suggest that coaches see themselves as responsible for facilitating eight interrelated and interdependent themes that are consistent with the positive youth development literature: competence, confidence, connection, character, life skills, climate, positive affect and, positive psychological capacities.     

从个体效能到集体效能--班杜拉自我效能理论的新发展

班杜拉于70年代后期提出了自我效能理论。但早期的研究主要集中在个体效能方面,强调个体行为的调控,却忽视了集体行为的研究。到了80年代中期,班杜拉又提出了集体效能的概念。经过十多年的研究积累。从90年代开始。班杜拉对集体效能概念进行了系统地理论整合和阐释。进一步扩展了其自我效能理论的内涵。因此,从个体效能概念发展到集体效能概念,代表着班杜拉自我效能理论的新进展。     

Using a Mindfulness-Based Procedure in the Community: Translating Research to Practice

Maladaptive behaviors, such as aggressive and disruptive behaviors, are a significant risk factor for maintaining community placement by individuals with intellectual disabilities. When experienced researchers provide training to individuals with intellectual disabilities on a mindfulness-based strategy, Meditation on the Soles of the Feet, the individuals are able to effectively self-manage their maladaptive behaviors. We investigated whether similar effectiveness would be found if community-based therapists provided the training to similar individuals living in the community. Three adults with mild intellectual disabilities and mental illness living in the community were taught by a community-based therapist to use this strategy to control maladaptive behaviors that included verbal aggression, disruptive behavior and physical aggression. They were taught to shift the focus of their attention from the negative emotions that triggered their maladaptive behavior to a neutral stimulus, the soles of their feet. All three individuals were able to reduce their maladaptive behaviors to near-zero levels and maintain their community placement that they had been at risk for losing, due to their maladaptive behavior. Subjective measures of various psychological symptoms showed a reduction in two of the individuals. Our study suggests that the demonstrated effectiveness of Meditation on the Soles of the Feet can be achieved by a community-based therapist.     

From Resistance to Buy-In: Experiences of Clinicians in Training Using Feedback-Informed Treatment

In this qualitative research study, the authors use grounded theory analysis to examine the experiences of clinicians in training and use client feedback to inform treatment. Twenty-six marriage and family therapy graduate students in their first or second semester of clinical practicum participated in this study. Participants were trained in eliciting and responding to client feedback at the end of every therapy session. At the end of the semester, participants reflected on their learning experience. Participant experiences reflected a developmental learning process beginning with significant challenges followed by positive clinical changes and positive clinician changes, culminating in overall buy-in regarding the importance of client feedback for nearly all clinicians. The results support the literature that client feedback directly informs the therapeutic process while suggesting important recommendations for training new clinicians in learning to use client feedback.     

The development of a Cognitive Activation Theory of Stress: From limbic structures to behavioral medicine

This paper attempts to argue for a consistent trend in a research spanning more than fifty years, starting in the exciting neuroscience environment in the Anatomical Institute at the University of Oslo, and presently to be found as an active behavioral medicine unit in Bergen. The most comprehensive theoretical result is a systematic and formalized theory of stress, referred to as the Cognitive Activation Theory of Stress, CATS for short ( Ursin & Eriksen, 2004 ). There are many roots, many related issues, and many scientists involved. There is no way to produce a complete story. However, one aspect is beyond discussion, the story started in the Neurophysiology laboratory in Oslo.