Genetic Testing and Post-Testing Decision Making among <Emphasis Type="Italic">BRCA</Emphasis>-Positive Mutation Women: A Psychosocial Approach

Through an analysis of an online survey of women who tested positive for the BRCA genetic mutation for breast cancer, this research uses a social constructionist and feminist standpoint lens to understand the decision-making process that leads BRCA-positive women to choose genetic testing. Additionally, this research examines how they socially construct and understand their risk for developing breast cancer, as well as which treatment options they undergo post-testing. BRCA-positive women re-frame their statistical medical risk for developing cancer and their post-testing treatment choices through a broad psychosocial context of engagement that also includes their social networks. Important psychosocial factors drive women’s medical decisions, such as individual feelings of guilt and vulnerability, and the degree of perceived social support. Women who felt guilty and fearful that they might pass the BRCA gene to their children were more likely to undergo risk reducing surgery. Women with at least one daughter and women without children were more inclined toward the risk reducing surgery compared to those with only sons. These psychosocial factors and social network engagements serve as a “nexus of decision making” that does not, for the most part, mirror the medical assessments of statistical odds for hereditary cancer development, nor the specific treatment protocols outlined by the medical establishment.     

Teacher Job Stress and Satisfaction in Urban Schools: Disentangling Individual-, Classroom-, and Organizational-Level Influences

Schools remain among the most frequent providers of children’s mental health services, particularly in low-income urban settings. Several decades of research have focused on training teachers to implement evidence-based interventions for minimizing disruptive behavior. Studies consistently demonstrate robust improvements in student behavior and learning; however, the impact on teachers’ work-related stress or satisfaction is not well understood. Six urban, high-poverty elementary schools were randomly assigned to a school mental health services model (Links to Learning; L2L) for referred, disruptive students or to services and professional development as usual (SAU). Teachers (n = 71, K-4 general education teachers) in L2L schools participated in professional development and consultation in two universal and two targeted interventions to reduce disruptive behaviors and promote learning. Teachers (n = 65) in SAU schools participated in professional development as usual. Multiple regression models examined teacher reports of individual-level self-efficacy, classroom-level student functioning, and school-level organizational health as predictors of stress and satisfaction. Findings revealed no significant difference between conditions on teacher work-related stress or satisfaction. Organizational health was the strongest predictor of stress and satisfaction. Training on and implementation of evidence-based classroom interventions did not appear to significantly impact teachers’ work-related stress or satisfaction. Instead, findings point to organizational climate and teacher connectedness as potential levers for change, supporting prior work on teacher stress and satisfaction in schools. The significance of targeting organizational factors may be particularly significant in urban school districts.     

知觉信息先期呈现下两可图的命名和相似判断

在实物图片或轮廓图先期呈现的条件下研究了6岁、9岁、12岁及成人被试对两可图形的命名或相似判断。结果表明：（1）命名项目或相似判断与线索项目有关时,各年龄被试对判断项的命名或相似判断均表现出与线索项目一致的倾向。（2）轮廓图作为线索项目时．命名或相似判断反应时较长;实物作为线索项目时,命名或相似判断反应时较短。无关项目作为为线索项目时．被试命名或相似判断的反应时居中;命名项目或相似判断项目均与线索项目一致时反应时较短;命名项目或相似判断项目均与线索项目不一致时反应时延长。（3）被试命名或相似判断的反应时随其年龄的增长而下降,6岁和9岁儿童的反应时较长;12岁儿童的反应时较短;成人的反应时最短。     

人格、社会支持和非理性信念对男性戒毒劳教人员药物渴求的影响

对273名男性戒毒劳教人员进行测量,探讨了人格、非理性信念、社会支持3因素对戒毒者药物渴求的影响,并对戒毒劳教人员的药物渴求作了初步预测。结果表明:(1)戒毒劳教人员的人格和非理性信念得分均高于普通人,社会支持得分均低于普通人;(2)对吸毒行为持有的效果期待和自贬依毒的非理性信念,精神质的人格特征以及主观社会支持感对戒毒劳教人员的毒品渴求感存在正向预测作用,解释力为61.9%;(3)结构模型分析发现,人格不能直接影响药物渴求,社会支持和非理性信念对人格起到完全的中介作用,人格、社会支持和非理性信念3因素共同解释男性戒毒劳教人员药物渴求85%的变异。     

Family Therapy Education and Higher Education Administration Policy: Facing New Challenges

Marriage and Family Therapy (MFT) education programs are not immune to the financial pressures associated with providing quality educational programs. In this article, the author discusses the current higher education economic environment, explores contemporary trends in higher education management, and considers their effect on MFT educational programs, an area that is virtually unaddressed in the literature. Finally, the author describes how one MFT training program is responding to the challenges brought forth by the fiscal complexities embedded in the contemporary higher education economic environment. The discussion offers useful and practical administrative policy information to MFT educational programs and their leaders.     

性权利的文明尺度

有性研究学者宣称:“我最想传达的,就是性权利的观念,只要符合自愿、私密、成人之间这三个条件,性是不可以被制裁、被剥夺的。”[1]在此逻辑下,该学者提出“人有自由支配自己身体的权利”,“一夜情”、“婚外恋”,甚至“乱伦”、“聚众淫乱”都是成年人的性权利,都是不应该被干     

华人社会中的宗教信仰与公共参与:以台湾地区为例

本文利用台湾社会变迁调查数据对华人社会中宗教信仰与公共参与进行了分析.总体上,宗教信仰有助于人们的捐献行为和志愿行动这两类公共参与形式.虽然不同宗教信仰的信徒在公共参与方面存在着程度的差异,但是这种差异在控制信徒与宗教的组织性整合程度后变得不显著.有研究认为东方宗教的功利性格无助于提升民众公共参与,但我们的分析并不支持这一观点.组织程度高的中国传统教派与基督教在促进信徒公共参与方面水平相仿,但在自认为是佛教徒的被访者中,有明确宗派归属的佛教徒与无宗派归属的信众,在公共参与行为上存在的显著差异.这意味着造成差异的原因不在于其教义来自东方还是西方,而在于宗教的组织化程度.只要能够促进教徒之间的交流与交往、加强教徒与组织之间的联系、并通过必要的集体仪式和活动增加教徒对于宗教的认同,就可能提升信徒的公共参与水平.     

崇尚科学，共铸社会新风貌

最近,根据胡锦涛总书记提出的关于“八荣八耻”的重要论述,全国全民正在开展社会主义荣辱观的宣传教育。“八荣八耻”是一面引领社会风尚的旗帜。我们坚信,以“八荣八耻”为价值标准,对于公民个体进行道德遵循,规范言行,砥砺精神;对于社会,将其与整个思想道德建设、社会主     

How to bring the news … peak-end effects in children’s affective responses to peer assessments of their social behavior

The retrospective evaluation of an event tends to be based on how the experience felt during the most intense moment and the last moment. Two experiments tested whether this so-called peak-end effect influences how primary school students are affected by peer assessments. In both experiments, children (ages 7–12) assessed two classmates on their behaviour in school and then received two manipulated assessments. In Experiment 1 (N ?=?30), one assessment consisted of four negative ratings and the other of four negative ratings with an extra moderately negative rating added to the end. In Experiment 2 (N ?=?44), one assessment consisted of four positive ratings, and the other added an extra moderately positive rating to the end. Consistent with the peak-end effect, the extended assessment in Experiment 1 and the short assessment in Experiment 2 were remembered as more pleasant and less difficult to deal with, which shaped children’s peer assessment preferences and prospective choices of which assessment to repeat. These findings indicate that the process of peer assessment can be improved by ending the feedback with the most positive part of the assessment.