Requirements for a Democratic Education Organization

What makes a democratic school democratic? This question is answered using the example of the Swiss education system; the focus, however, is not on the usual pedagogic perspective of teaching democracy, but on the democratic organization of the education system. The discussion concentrates on two basic requirements for a democratic education organization: on the one hand, education for all under the equal rights premise calls for the definition of an educational minimum for all students. At the same time, defining this minimum presupposes selection among the students. For part of the students are -- through the use of public funds -- being educated beyond the minimum; a situation which needs to be democratically legitimized. The selection is based on academic performance; as yet, a valuable alternative to this type of selection does not exist. On the other hand, it is essential in a democratic education organization that the authorities put in charge of certain responsibilities are democratically legitimized and controlled. The same applies to newly created authorities, such as principalships or autonomous schools, the introduction of which has been demanded repeatedly for some time now.

     

The unforgivable humiliation: A Dilemma in couples' treatment

Therapists sometimes encounter cases of intense marital discord in which the disaffected spouse seems unable to specify the reason for his or her discontent except in the vaguest, most general terms. Such cases may be extraordinarily difficult to treat, as the disaffected partner may seem impervious to any attempt at negotiation, to the point of dissolution of the marriage. The reason for the disaffected spouse's intransigence may seem unclear to the other spouse, to the therapist, and even to herself/himself. We hypothesize an explanation for this phenomenon in terms of the disaffected partner's experience of having suffered humiliation at the hands of the other spouse and offer a plan for treatment, citing case materials.     

Does multitasking mediate the relationships between episodic memory,attention, executive functions and apathetic manifestations in traumatic brain injury?

Apathy is frequently described in patients with traumatic brain injury (TBI); its negative consequences particularly affect functional independence. Among apathetic manifestations, lack of initiative and lack of interest have mainly been associated with cognitive impairments. However, few studies have been conducted to precisely identify the underlying cognitive processes. Our aims were (1) to determine the best predictor of apathy from among several cognitive processes, including episodic memory and attention/executive mechanisms and multitasking, and (2) to examine to what extent multitasking could mediate the relationships between specific cognitive processes and lack of initiative/interest. Seventy participants (34 patients with TBI matched with 36 control participants) were given a questionnaire to assess anxio‐depressive symptoms, four tasks to assess specific cognitive processes, and one task to assess real‐life multitasking. Participants’ relatives completed an apathy questionnaire. Multitasking, as assessed by the number of goals not achieved, was the only significant predictor of apathetic manifestations. In addition, the mediation analyses revealed that multitasking performance mediated the relationships between verbal episodic memory and lack of initiative/interest, whereas executive and attentional functions were only indirectly related to lack of initiative/interest due to their significant impacts on multitasking. These results shed new light on the aetiology of apathetic manifestations in patients with TBI, indicating how specific cognitive deficits are expressed in real‐life multitasking, and consequently, how they may lead to the development and/or maintenance of apathetic manifestations.     

Are human beings free?

This article examines the question of freedom of choice (free-will) in human beings. The process of decision making is analysed and the author presents the conclusion that since this process is determined by the perceptions and interpretations of the person, it cannot be termed free. Applications are drawn to the therapeutic process, specifically in regard to anger and guilt.     

First psychometric evaluation of a disease-specific questionnaire for children's behavior related to otitis media with effusion

The major goal of the present study is a psychometric analysis of two age-specific questionnaires for the assessment of Otitis Media with Effusion-specific behavior in young children, intended for use in case-finding. In total, 172 children ages 12 to 24 mo. and 121 children ages 24 to 48 mo. were available initially. Caregivers completed the questionnaires on two occasions before tympanostomy tube insertion and once 6 wk. later. Factor analysis of a matrix for 30 items yielded four factors for the younger age group and six factors for a 33-item matrix for the older age group, showing more differentiation of factors in terms of developmental specificity for behavior related to Otitis Media with Effusion. The total internal consistency was .82, and each factor measured different aspects of disease-specific behavior (alpha < or = 0.25) in both questionnaires. Sensitivity to change seemed promising and was significant for the age group 12 to 24 mo. Research with revised questionnaires is recommended, in an ongoing validation process, to create optimal developmental conditions for children with chronic or persistent Otitis Media with Effusion.