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891.
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David Wisdo 《The Journal of value inquiry》1991,25(4):339-347
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895.
David Carr 《International Journal for Philosophy of Religion》2018,83(3):245-260
While notions of spirituality, spiritual experience and spiritual development seem much neglected in the literature of modern analytical philosophy, such terminology continues to be current in both common usage and religious contexts. This author has previously taken issue with some recent attempts to develop (educational and other professional) conceptions of spirituality and spiritual experience as substantially independent of religious attachment. Notwithstanding this, the present paper considers whether such a ‘religiously-untethered’ notion of spirituality, spiritual experience or sensibility might yet be sustainable in terms of two key criteria: (1) as a capacity for non-instrumental perspectives on, or interpretations of, the world of ordinary experience; and (2) as a corresponding capacity to identify goals and values that transcend or are not reducible to the meeting of immediate natural or material—either individual or social—needs. 相似文献
896.
Alexis D. Abernethy David F. Allen Marie Allen Carroll 《International journal of group psychotherapy》2018,68(1):17-34
This article presents a cultural adaptation of a group therapeutic approach that is being offered in the Bahamas. “The Family: People Helping People” project was designed as an intervention to improve socialization in New Providence, the Bahamian capital and its most heavily populated city. “The Family” group model offers support and training to improve communication in relationships and to encourage constructive emotional expression. This article will provide an overview of “The Family,” address key elements of this approach that are culturally tailored, and offer clinical examples and note implications for group therapy training. This cultural adaptation offers helpful insights for addressing community problems, such as violence and societal fragmentation, and may inform the development of community-based group interventions in other settings. 相似文献
897.
Landon Schnabel Conrad Hackett David McClendon 《Journal for the scientific study of religion》2018,57(1):80-94
Past research, typically focused on Christians in Christian nations, has found that women tend to be more religious than men. This study uses original nationally representative data (N = 5,601) with strategic oversamples of minority groups to examine variation in how religion and gender intersect across ethnoreligious identities in Israel. We demonstrate that Israel diverges from the typical pattern of women appearing more religious than men. In fact, Israeli men are consistently more religious than Israeli women on commonly used measures and frequently more religious on a broader set of questions specific to Judaism and Israel. Subgroup analyses highlight the intersectional nature of gender and religion, showing that men's greater religiosity in Israel is limited to Jews, and, more specifically, nonsecular Jews. We suggest that gender gaps arise, at least in part, because religions are gendered institutions with gendered norms, expectations, and incentives, and that these norms, expectations, and incentives vary from religion to religion. 相似文献
898.
David D. Paige 《Reading Psychology》2018,39(5):492-497
This essay challenges whether or not the use of district money for Reading Recovery© (RR) instruction is an effective expenditure of funds that results in sustained improvement in student reading outcomes. As a Tier 3 intervention, RR provides expensive, one-on-one tutoring for first- and second-grade readers that is occupying an increasingly larger instructional space across districts. While some studies have shown improvement due to RR, others show these results eventually dissolve. A disturbing trend is advocacy by some RR teachers that RR methods be incorporated into Tier 1 instruction. In this essay we further explore the issues surrounding RR. 相似文献
899.
Kristin A. Ridder David S. Kosson 《Journal of psychopathology and behavioral assessment》2018,40(1):60-68
Despite widespread acceptance of the importance of psychopathic traits in youth, the relative importance of different components of psychopathy remains controversial. This study was conducted to examine whether the interpersonal and lifestyle facets of psychopathy as measured with a valid clinical measure of psychopathic traits contribute to predicting relevant external criteria on top of the contributions of the affective facet. To address this issue, we conducted multiple regressions predicting antisocial behavior, exposure to violence, and psychopathology in a sample of 225 incarcerated adolescents. Results indicated that ratings on the affective component of psychopathy were important in helping to explain variance in many of the external criterion variables but that ratings on the interpersonal and lifestyle facets also helped to explain unique variance in a range of criteria including violent and non-violent crime, exposure to violence, impulsivity, and anger expression. These studies suggest that multiple components of psychopathy are likely to be important both in predicting real world outcomes and in understanding mechanisms involved in the development and manifestation of these traits. 相似文献
900.
Michelene T. H. Chi Joshua Adams Emily B. Bogusch Christiana Bruchok Seokmin Kang Matthew Lancaster Roy Levy Na Li Katherine L. McEldoon Glenda S. Stump Ruth Wylie Dongchen Xu David L. Yaghmourian 《Cognitive Science》2018,42(6):1777-1832
ICAP is a theory of active learning that differentiates students’ engagement based on their behaviors. ICAP postulates that I nteractive engagement, demonstrated by co‐generative collaborative behaviors, is superior for learning to C onstructive engagement, indicated by generative behaviors. Both kinds of engagement exceed the benefits of A ctive or P assive engagement, marked by manipulative and attentive behaviors, respectively. This paper discusses a 5‐year project that attempted to translate ICAP into a theory of instruction using five successive measures: (a) teachers’ understanding of ICAP after completing an online module, (b) their success at designing lesson plans using different ICAP modes, (c) fidelity of teachers’ classroom implementation, (d) modes of students’ enacted behaviors, and (e) students’ learning outcomes. Although teachers had minimal success in designing Constructive and Interactive activities, students nevertheless learned significantly more in the context of Constructive than Active activities. We discuss reasons for teachers’ overall difficulty in designing and eliciting Interactive engagement. 相似文献