Development and Validation of the Xhosa Translations of the Beck Inventories: 2. Item Analysis,Internal Consistency and Factor Analysis

The Beck Depression Inventory-II (BDI-II), the Beck Anxiety Inventory (BAI), and the Beck Hopelessness Scale (BHS) were translated into Xhosa, a language widely spoken in South Africa to yield translated scales referred to as the XBDI-I (Xhosa BDI-II), the XBAI (Xhosa BAI) and the XBHS (Xhosa BHS). These scales were administered to a sample of 122 Xhosa respondents which included students and patients. The psychometric properties of the translated scales were comparable to those of the original English versions. Measures of internal consistency were as high as those for the validation studies in the USA and good item-scale correlations were obtained. This suggests that the translation yielded clinically useful scales which tap symptoms that are largely culturally universal.     

The Changing Role of Fatherhood: The Father as a Provider of Selfobject Functions

Fatherhood is evolving. The way that men carry out their paternal role is reflective of the historical time era in which they live, social and cultural forces, both the mother and the father's expectations for fathering behaviors, as well as the father's own innate capabilities, wishes, and desires. Fatherhood is also greatly influenced by men's relationships with their own fathers, the quality of that relationship, and the extent to which the father was emotionally available. The ever-changing role of fathers has been a challenge for the psychoanalytic literature. There is no comprehensive theoretical body of knowledge about fatherhood that takes into account the changing nature of fathering, especially considering men's desires to be emotionally responsive and nurturing parents. This article examines the changing role of the father and suggests a model of paternal involvement that expands the nurturing and available father role to include the father as a selfobject. It discusses the importance of understanding men's relationships with their fathers, a central dynamic in shaping fathers’ involvement with their children. The residual impact of paternal deprivation is explored, followed by two clinical vignettes that symbolize the search for missing selfobject functions. This article concludes by outlining clinical implications and questions to pose to assess the selfobject relationship with one's father.     

How Children Learn the Ins and Outs: A Training Study of Toddlers' Categorization of Animals

Young children are able to categorize animals on the basis of unobservable features such as shared biological properties (e.g., bones). For the most part, children learn about these properties through explicit verbalizations from others. The present study examined how such input impacts children's learning about the properties of categories. In a training study with thirty-six 2.5-year-olds (M_age = 2;9), we tested the prediction that a relatively small amount of input highlighting the importance of unobservable properties would lead to a gradual shift in children's use of these properties for categorization. Children with no initial categorization bias were trained to categorize either on the basis of shared unobservable properties or shared observable properties. During 3 days of training, children gradually developed a categorization bias in the direction of the property type for which they received training and sustained this bias more than a week after training. Also, a set of children who exhibited an initial perceptual bias showed an abrupt change in how they categorized after only 1 training session.     

THE QUEST FOR SELF-IDENTITY: TIME,NARRATIVE, AND THE LATE PROSE OF SAMUEL BECKETT

The long-standing problem of understanding self-identity has been most recently addressed as a matter of narrative form. Paul Ricoeur (1985a), as well as others, has examined how the discordant experience of time is structured by narrative form and can constitute an identity. This article attempts to extend his analysis to a reading of the late prose work of Samuel Beckett. While Beckett's approach to narrative identity shares similarity with Ricoeur's analysis, there are important distinctions. In contrast to Ricoeur's emphasis on the way narrative can order temporal experience, an examination of the works Stories and Texts for Nothing (1967) and How It Is (1964) serve to illustrate Beckett's experimentation with the generative power of the narrative voice. For Beckett, it seems that the very act of narration through time can give rise to problematic ambiguity and semantic multiplicity. It is argued that the literary works of Beckett complement that of Ricoeur's by attacking order and meaning; his texts show how narrating in time can distend, pull, and fragment in unexpected and generative ways. It is suggested that an appreciation of both the affirmative and negative aspects of narration are necessary for a complete understanding of self-identity.     

UNDERMINING AND CONSTRUCTING COHERENCE IN TRADITIONAL NARRATIVE PARADIGMS: CONTEMPORARY VIEWS

Using both images and metaphor proved an effective qualitative method in our study with adolescent girls who use crystal methamphetamine. The combination increased the depth of learning by inviting less calculated responses and the breadth of learning by allowing for consideration of societal and contextual dimensions of experience. In this article, we demonstrate how combining images and metaphors in qualitative inquiry can enable researchers to resist the tendency to distill complex experiences down to manageable forms. In so doing, we offer a contextualized perspective of how change may occur, thus reconceptualizing our roles as practitioners.     

The Testing Principle: Inductive Reasoning and the Ellsberg Paradox

We postulate the Testing Principle : that individuals ''act like statisticians'' when they face uncertainty in a decision problem, ranking alternatives to the extent that available evidence allows. The Testing Principle implies that completeness of preferences, rather than the sure-thing principle, is violated in the Ellsberg Paradox. In the experiment, subjects chose between risky and uncertain acts in modified Ellsberg-type urn problems, with sample information about the uncertain urn. Our results show, consistent with the Testing Principle, that the uncertain urn is chosen more often when the sample size is larger, holding constant a measure of ambiguity (proportion of balls of unknown colour in the urn). The Testing Principle rationalises the Ellsberg Paradox. Behaviour consistent with the principle leads to a reduction in Ellsberg-type violations as the statistical quality of sample information is improved, holding ambiguity constant. The Testing Principle also provides a normative rationale for the Ellsberg paradox that is consistent with procedural rationality.     

A validation study of Belbin's team roles

The Belbin team role preferences of the members of 55 teams were assessed by three independent methods: (1) Cattell's 16PF (Form 5) personality questionnaire, (2) video observation of a business simulation exercise and subsequent analysis with a Belbin behavioural checklist, and (3) Saville and Holdsworth's Occupational Personality Questionnaire. The 338 participants were drawn in approximately equal measure from managerial and non-managerial levels from equal numbers of manufacturing and public service organizations. A multitrait-multimethod correlation matrix derived from the data collected from the participants was employed to evaluate the convergent and discriminant validities of the Belbin team roles. Application of the Campbell and Fiske criteria to the matrix did not produce clear support for discriminant validity. Application of a correlated uniqueness model in a confirmatory factor analysis showed the Belbin team role model to be overparameterized and to lack both convergent and discriminant validity. Further modelling revealed that the Belbin team roles fit easily into a “Big Five” five-factor personality framework.     

The journey of gestational surrogacy: religion,spirituality and assisted reproductive technologies

This article discusses the intersection of women’s experiences with the assisted reproductive technological practice of gestational surrogacy and spirituality and religion. During the interviews of eight gestational surrogates themes of spirituality-, religion- and faith-based language emerged as these women shared their narratives of assisted reproductive technologies in this Canadian study. Professionals supporting women before, during and after the experience of gestational surrogacy need to be mindful of the significance of spirituality and religion in third party reproduction practices for many women. In discussing these topics with gestational surrogates counsellors, child and youth care practitioners, faith leaders, social workers, and educators need to remain open and attentive to a multiplicity of diverse theological negotiations.     

Assessing spiritual well-being: relating with God explains greatest variance in spiritual well-being among Australian youth

How do we set standards in assessing spiritual well-being (SWB)? Most measures provide only scores on arbitrary scales. Therefore, if the questions differ, the scores are likely to as well. This paper reports on two scales developed with 460 Australian secondary school students, with diverse cultural and religious backgrounds, from state, Catholic, Christian Community and independent schools. The four domains model of spiritual health/well-being was the theoretical base from which 12 items were developed to reflect quality of relationships with each of self, others, environment and God/the Divine. The instrument with the five top-scoring items in each domain, known as Spiritual Health And Life-Orientation Measure (SHALOM), has been sought for use in over 200 studies in 20 languages. The second-highest sets of five items were extracted and found to form statistically valid factors, for a new instrument called SWBQ2. As would be expected, the mean values for the factor scores varied between SHALOM and SWBQ2, overall and by school type. However, regression analyses of the lived experience scores showed that relating with God provided greatest explanation of variance in SWB, on both measures. A double-response method introduced for SHALOM was also used with SWBQ2 to compare each person’s lived experience with their ideals, better reflecting quality of relationships, rather than just the arbitrary scores. There was negligible difference in dissonance scores on the four factors in both measures, that is, in comparing the difference between ideals and lived experiences. This method showed consistency in the quality of relationships reflecting SWB, contrasted with variance shown using only lived experience, as mentioned above. Relating with God was again most influential on SWB. These findings have implications for methods used in assessing SWB as well as outcomes.     

An exploration into the influence of academic and social values, procrastination, and perceived school belongingness on academic performance

The results of a structural equation model showed that a tendency to procrastinate, assessed early in college students’ first term, was positively related to social values, assessed as concerns over social exclusion, but was negatively related to academic task values and grade goal-setting. The results suggest that procrastination may be a partial mediator of the influence of academic and social values on perceived school belongingness. In addition, the tendency to procrastinate had a direct negative relationship with self-regulatory self-efficacy and perceived school belongingness and was positively related to perceived stress near the end of the term. There was also a statistically significant negative total effect of procrastination on performance-approach and mastery-approach goal orientation and end-of-term grade point average (GPA). Statistically significant positive total effects of performance-approach and mastery-approach achievement goal orientations on GPA were found. However, while a statistically significant direct positive effect of performance-approach orientation on GPA was found, a direct relationship between mastery-approach orientation and GPA was not statistically significant.