Determination of the Classification Role of Person–Environment Fit Scale for Creativity in Workplace Context

This study examined the structure of the Chinese Person–Environment Fit Scale for Creativity (PEFSC) and its classification role. This scale evaluates creativity from the personal dimension, environmental dimension, and their fit. A total of 298 native Chinese employees (aged 17–50 years) from 59 organizations participated in this study. They completed the PEFSC, Creative Self-Efficacy Scale, and the Survey of Perceived Organizational Support. Confirmatory factor analysis revealed the acceptable goodness of fit of the two-factor correlated model of PEFSC. Positive and significant correlations were observed among person–environment fit creativity, creative self-efficacy, and perceived organizational support. Regression analysis indicated that creative self-efficacy and perceived organizational support exhibited differences in the personal and environmental dimensions. Analysis of variance and post-hoc tests showed that creative self-efficacy and perceived organizational support were higher in the group of individuals with high person–environment fit than in the misfit and low-fit groups. This study indicated that PEFSC can be used to measure person–environment fit for creativity effectively and classify highly creative individuals in the Chinese workplace context.     

蒙汉族大学生父母教养方式、成人依恋与心理困扰的关系研究

通过整群抽样方法抽取了576名大学生,对其施测父母养育方式量表、亲密关系体验量表和心理困扰量表,运用结构方程模型技术,分别考察了父母养育方式的蒙汉族差异以及成人依恋模式在父母养育方式和心理困扰间的中介作用。结果表明:(1) 蒙古族父母对孩子的关爱程度和给孩子的自主性要显著高于汉族;(2) 汉族的成人依恋模式在父母过度保护与抑郁-焦虑-压力之间起着部分中介作用,而蒙古族成人依恋的中介作用不明显,但母亲的冷漠拒绝和过度保护会导致个体依恋回避和依恋焦虑,父亲的冷漠拒绝和过度保护会影响个体的抑郁和焦虑,母亲的过度保护和父亲的冷漠拒绝会影响个体的压力。     

When a Dog Has a Pen for a Tail: the Time Course of Creative Object Processing

Creative objects differ from ordinary objects in that they are created by human beings to contain novel, creative information. Previous research has demonstrated that ordinary object processing involves both a perceptual process for analyzing different features of the visual input and a higher-order process for evaluating the relevance of this visual information. However, it is unclear how and when these processes are influenced by the creative information of the object. This study utilized event-related potentials (ERPs) to investigate the time course of creative object processing. Behavioral results revealed that participants spent more time processing creative objects than they did ordinary objects. Analysis of scalp ERPs further revealed that creative objects elicited a more negative ERP deflection between 190 and 340 ms (N190–340) with an anterior scalp distribution. Additionally, creative objects elicited more positive ERP deflection than did ordinary objects between 400 and 700 ms (P400–700) with a right centro–parietal scalp distribution and between 700 and 1000 ms (late positive component) with a right anterior–central scalp distribution. Such results suggest that the processing of creative objects is composed of two distinct stages. The early perceptual stage involves the detection of visual differences exhibited by the creative objects, while the late stage involves the right-lateralized processes of understanding and encoding the creative information.     

碰撞时间估计的影响因素研究

本研究采用遮挡范式,考察了专职公交车驾驶员对不同类型、速度和方向运动物体的碰撞时间(TTC)估计.结果发现,被试对不同类别和速度运动物体的TTC估计有显著差异.这表明,除了视觉信息和物理信息之外,运动物体的概念信息也是影响横向运动TTC估计的重要因素.     

一语道破天机

今年农历三月三,我和妻来到海浮山。海浮山南邻冶源泉湖、北傍老龙湾,风景怡人、独特秀丽、闻名遐迩。每年三月三,是海浮山香火之日。这天,来游览观光的,拜佛烧香的、求子求学的、求平安的、做买卖的、算卦的、相面的……人山人海,漫无天际。各种叫卖声、喇叭声、歌声、笑声,欢声笑语连成一片,热闹非凡。我和妻手拉手挤在人流中,沿着上山的石阶缓缓蠕动者。走着走着,我发现了一个衣衫褴褛、蓬头垢面、瘦骨嶙峋的老头,我越看越眼熟,他的出现使我不由得停住了脚步。“怎么了?”妻问。我指了指那个人告诉妻:“他就是我常对你说的老家那个远近闻…     

试论阿奎那的本质特殊学说及其现时代意义

阿奎那的本质特殊学说,特别是他的自然哲学领域中的本质特殊学说,是阿奎那哲学-神学体系中一项具有重大意义的内容。本文力图对照古希腊本质学说,对阿奎那的本质特殊学说做一个专题考察,一方面对阿奎那本质学说的革命性质做出必要的揭示,另一方面对于该学说的理论前提和理论结构做出宏观的概述,并在此基础上对这一学说的历史的和现时代的意义给出一个扼要的说明。一阿奎那本质特殊学说的提出:对传统本质学说的根本颠覆阿奎那的本质特殊学说是阿奎那哲学-神学体系中一项特别具有创意的内容。因为他所提出的这一学说从根本上颠覆了传统的本质…     

Peer assessments of normative and individual teacher–student support predict social acceptance and engagement among low-achieving children

This study used hierarchical linear modeling to predict first grade students' peer acceptance, classroom engagement, and sense of school belonging from measures of normative classroom teacher–student support and individual teacher–student support. Participants were 509 (54.4% male) ethnically diverse, first grade children attending one of three Texas School districts (1 urban, 2 small city) who scored below their school district median on a measure of literacy administered at the beginning of first grade. Peer nominations from 5147 classmates were used to assess both normative and individual levels of teacher support. Normative classroom teacher–student support predicted children's peer acceptance and classroom engagement, above the effects of child gender, ethnic minority status, and individual teacher–student support. Results are discussed in terms of implications for teacher preparation and professional development.     

Training Public Sector Clinicians in Competency-Based Clinical Supervision: Methods,Curriculum, and Lessons Learned

This article describes an initiative to train public sector clinicians in competency-based clinical supervision. It was delivered as an 18-session course taught online to clinicians employed in departments of behavioral health in nine Southern California counties. The curriculum was co-constructed by a team of clinical supervision scholars and leaders who then served as instructors. Each two-hour meeting addressed a specific topic for which a training video had been prepared, usually featuring a member of the training team who had expertise in that topic. The second part of each meeting focused on a class member’s supervision case presentation. Those presentations revealed 35 themes; the four most frequently occurring were: developing supervisees’ clinical competencies, addressing countertransference and parallel process, balancing clinical and administrative supervisory roles, and addressing record keeping/paperwork. Participants’ pre-to-post supervisory self-efficacy changes demonstrated a moderate effect size (Cohen’s d?=?.46) for the training, with the greatest pre- to post-training changes being in the use of technology, multicultural competencies (awareness of oppression, bias, and stereotyping in clinical work and in clinical supervision), and contracting. They reported that the strengths of the course included an inclusive learning environment and opportunities to reflect on and apply new knowledge and skills, though they also reported struggling with the assignments and the course platform software. Lessons learned reflected the use of technology in this online program, the importance of obtaining buy-in from agency decision makers and being prepared to address challenges related to the use of direct observation in supervision, gatekeeping, and enacting the simultaneous roles of administrative and clinical supervisor.

     

Correction to: Training Public Sector Clinicians in Competency-Based Clinical Supervision: Methods,Curriculum, and Lessons Learned

Journal of Contemporary Psychotherapy - A correction to this paper has been published: https://doi.org/10.1007/s10879-021-09504-9     

Race,Exclusionary Discipline,and Connectedness to Adults in Secondary Schools

This study examines racial differences in students' connectedness to school adults and considers the possibility that disparities in exclusionary discipline practices may reduce all students' sense of connection to educators, not just those who have been disciplined or are from racial groups overrepresented in out‐of‐school suspensions. Data sources include a self‐report survey of secondary school students (n = 29,148) linked to administrative data (n = 107 schools) from a large urban district. Multilevel modeling techniques were used to estimate the relationships between students' racial background, youths' connection to school adults, and school‐level racial discipline gaps. Controlling for school racial composition, gender, grade level and other covariates, students of color were significantly less likely to feel connected to school adults than their White peers. Additionally, the racial discipline gap was significantly and negatively associated with connectedness for all students. Results indicate that strategies to improve educational outcomes for youth of color need to attend to relational dynamics between students and school adults. Research findings also suggest that efforts to reduce discipline disparities may improve all students' connectedness.