The role of two emotion regulation tendencies across two waiting periods

Motivation and Emotion - The distress associated with uncertainty differs in important ways from distress over clear and present stressors. Emotion regulation (ER) tendencies—namely...     

Driving-induced stress in urban college students

Urban college student commuters (N = 407) were surveyed about their experiences with stress induced by driving. Of the participants 23.6% reported becoming angry at another driver more than once per day. They rated stress from other drivers as equal to the stress experienced during a college examination but gave slightly lower ratings to traffic congestion, road construction, and finding a parking place as sources of stress. Slow drivers, a child not restrained, and a vehicle following too closely were the highest rated annoying situations. Of participants, 21.6% had reported another driver to the police; nearly 22% said they carried a weapon for protection from other drivers (5.4% said a gun). Men were more than twice as likely as women to carry a weapon and three times as likely to carry a gun. Of the total sample, 19.1% feared being shot by another driver. Most participants (75.8%) said drivers were more aggressive and dangerous than they were five years ago.     

Training ethical psychologists: an acculturation model

This article presents an approach to graduate (and professional) training that views becoming an ethical psychologist as an acculturation process. J.W. Berry's (1980, 2003) model of acculturation strategies is used as a framework for understanding ethical acculturation, a developmental process during which students can use several types of adaptation strategies. Students enter training with their own moral value traditions and concepts but are confronted with new ethical principles and rules, some of which may be inconsistent with their ethics of origin. The article explores several applications of the framework to ethics courses, practicum supervision, and other areas of training.     

New Approaches to Teaching Early Confucianism

Teachers are often tempted to present early Confucianism as an abstract ethical philosophy whose wisdom stands outside of time and space. Nevertheless, this kind of rarefied treatment makes it difficult for students to understand. Instead, one should try to make Confucianism more tangible by firmly placing it in its historical and intellectual context. This can be done in the following ways: Use indigenous nomenclature for words like “Confucius” and “Confucianism.” Closely examine the history and character of the Confucian community. Draw attention to the overwhelming importance of ritual in Confucian doctrine. Underline the all-encompassing nature of Confucian religiosity. Show the popular stories and images by which Confucians transmitted their teachings. Although these methods focus on the otherness of early Confucianism and thereby might make it less appealing to modern tastes, they will provide students with a lively and vivid image of the early tradition and its advocates.