The influence of family routines on the resilience of low-income preschoolers

Using data from the Birth to Three Phase (1996–2001) of the Early Head Start Research and Evaluation Project, we investigated whether family routines at 14, 24, and 36 months play a role in the development of children's self-regulation and cognitive ability at 36 months. The moderating effects of child sex and race/ethnicity were also examined. Analyses revealed that routines do matter for child outcomes; concurrent routines appear to be critical for fostering self-regulation at 36 months, whereas early routines may be important for children's later cognitive ability. Second, the effects differed by child sex, with early routines having a stronger association for girls and concurrent routines having a stronger association for boys. Associations also varied by race/ethnicity such that routines appear to matter slightly more for African–American children than European–American and Hispanic children. Implications of these findings with respect to strength-based interventions for low-income preschoolers and their families are discussed.     

当事人眼中的团体辅导效果：基于协商一致的质性研究

目的：本文从当事人的视角,深入研究团体辅导对于团体成员所产生的作用。方法：采用协商一致的质性研究（CQR）方法,对15个来自不同团体的当事人的深度访谈材料进行分析。结果：发现与团体辅导效果相关的域有4个,即团体辅导的过程效果、团体辅导效果获得的过程和体验、团体辅导效果的影响因素,团体辅导的后续效果。结论：当事人眼里团体辅导效果的内容广泛且丰富,团体依恋既是团体辅导效果的内容也是基础性的疗效因子。     

Global Collaborative Team Performance for the Revision of the International Classification of Diseases: A Case Study of the World Health Organization Field Studies Coordination Group

Background/Objective: Collaborative teamwork in global mental health presents unique challenges, including the formation and management of international teams composed of multicultural and multilingual professionals with different backgrounds in terms of their training, scientific expertise, and life experience. The purpose of the study was to analyze the performance of the World Health Organization (WHO) Field Studies Coordination Group (FSCG) using an input-processes-output (IPO) team science model to better understand the team's challenges, limitations, and successes in developing the eleventh revision of the International Classification of Diseases (ICD). Method: We thematically analyzed a collection of written texts, including FSCG documents and open-ended qualitative questionnaires, according to the conceptualization of the input-processes-output model of team performance. Results: The FSCG leadership and its members experienced and overcame numerous barriers to become an effective international team and to successfully achieve the goals set forth by WHO. Conclusions: Research is necessary regarding global mental health collaboration to understand and facilitate international collaborations with the goal of contributing to a deeper understanding of mental health and to reduce the global burden of mental disorders around the world.     

责任关系视角下的儿童责任行为发展研究

为了解社会转型期儿童责任行为的发展特点,本研究以“责任关系”的视角,通过问卷调查的方式考察了儿童的责任行为发展特点及其与学校、家庭表现之间的关系。结果显示：（1）不同性别儿童责任行为存在显著差异,女生的责任行为水平无论在总体或各因子得分上,均显著高于男生;（2）不同年级儿童责任行为存在显著差异,小学生的总体责任行为水平高于初中生;（3）独生子女的自我责任行为显著低于非独生子女,核心家庭儿童在自我责任行为上显著低于扩展家庭中的儿童;（4）责任行为水平高的儿童具有更高的社会能力,家长问卷中参与家务的行为也更多。总之,儿童的责任行为水平与年龄、性别、家务劳动和社会能力均有显著的关联。     

The Silence of Psychologists

Unlike certain Israeli historians or sociologists who have developed a critical "post-Zionist" approach, Israeli psychologists display few signs of this critical trend. This is especially disquieting in light of the latest back and forth movement between warfare to the peace process—a movement that created many new social and individual dilemmas that would benefit from an open debate within social and clinical psychology. This paper tries to account for this deficiency by looking at its possible historical, political, and cultural roots. The historical aspects relate to the influence of European and American psychological traditions. Two political aspects are presented: (1) Israeli psychologists, through their involvement in the military and their acceptance of the Zionist claim for security, tend to belong to the political mainstream (Gergen, 1973, 1989); and (2) a hyper-political atmosphere scared Israeli psychologists into neutrality and objectivism. This provided a convenient rationale for apoliticism, especially when Israeli political polarization in the 1980s and 1990s was perceived as threatening psychologists' professional authority. Culturally, the psychologists, like the European social strata from which most of them originated, tended to adopt the American tradition of individualism as a reaction to the strong collectivist trend that dominated Israeli society during its early years. This may account for their weak and delayed social response of humanism, feminism, and constructivism. Exceptions to this general trend are highlighted, and the question of how Israeli psychology might become more politically sensitive and critical is explored. This discussion may have relevance for the development of political psychology in other societies, especially those going through transition of values or suffering from long, violent conflicts.     

Good Ethics Can Sometimes Mean Better Science: Research Ethics and the Milgram Experiments

All agree that if the Milgram experiments were proposed today they would never receive approval from a research ethics board. However, the results of the Milgram experiments are widely cited across a broad range of academic literature from psychology to moral philosophy. While interpretations of the experiments vary, few commentators, especially philosophers, have expressed doubts about the basic soundness of the results. What I argue in this paper is that this general approach to the experiments might be in error. I will show that the ethical problems that would prevent the experiments from being approved today actually have an effect on the results such that the experiments might show less than many currently suppose. Making this case demonstrates two conclusions. The first is that there are good reasons to think that the conclusions of many of Milgram’s commentators might be too strong. The second conclusion is a more general one. The ethics procedures commonly used by North American research ethics boards serve not only to protect human participants in research but also can sometimes help secure, to an extent, the integrity of results. In other words, good ethics can sometimes mean better science.

Perceptions of absolute versus relative differences between personal and comparison health risk.

OBJECTIVE: To explain inconsistent results in previous attempts to determine whether, when presented with health risk information, people focus primarily on information about their own risk status or on a comparison with others. DESIGN: A randomized between-groups experiment in which participants were presented with hypothetical cardiac risk information. We examined whether affective responses were primarily sensitive to the relative difference between personal and comparison risk, rather than the absolute difference. MAIN OUTCOME MEASURES: Participants' negative affective response to the risk information. RESULTS: When relative differences were held constant, participants' responses were independently influenced by both personal risk and comparative standing, effects that were greatly attenuated when absolute differences were held constant. When maintaining constant absolute differences, personal and comparison risk information appeared to interact. CONCLUSION: Previous studies tended to maintain constant absolute risk differences and so may have underestimated the impact of personal risk information. Participants' responses were sensitive to the way the risk difference was constructed. Basing experimental design decisions on assumptions about the information participants will respond to can lead to misinterpretations of the basis of risk judgments.     

对心理学本土化"本土性契合"问题的思考

心理学本土化是一个方兴未艾的话题,本文重点讨论了杨国枢提出的心理学本土化的“本土性契合”判准的含义,并举出两个引例对此一判准进行说明和解释,最后提出了对心理学本土化及“本土性契合”的几点思考,指出心理学本土化应该研究不断运动变化的人们的思维和行为模式,并对心理学本土化研究的具体方向和途径提出了看法。     

Enhancing Students' Engagement by Increasing Teachers' Autonomy Support

Engagement refers to the behavioral intensity and emotional quality of a person's active involvement during a task. Recognizing the benefits highly engaged people experience, we tested whether classroom teachers could incorporate the relatively foreign concept of autonomy support into their motivating styles as a way to promote their students' engagement during instruction. Teachers in an experimental group and teachers in a delayed-treatment control group received information and guidance consistent with self-determination theory on how to support students' autonomy. Over a series of 3 classroom observations, trained raters scored each teacher's autonomy support and 2 measures of their students' engagement–task involvement and influence attempts. Trained teachers displayed significantly more autonomy-supportive behaviors than did nontrained teachers. Further, the more teachers used autonomy support during instruction, the more engaged were their students. This was true on both measures of engagement.