Marriage and Family Therapists' Comfort Level Working With Gay and Lesbian Individuals,Couples, and Families

As professionals, therapists should be prepared to work with a diverse population. The purpose of this study was to explore predictors of American Association of Marriage and Family Therapy Clinical Members' comfort level in working with gay and lesbian individuals, couples, and families. Results indicated that therapists' scores on the Support for Lesbian and Gay Human Rights Scale predicted their comfort level in working with gay and lesbian individuals, couples, and families. The challenge for training programs is to assist therapists-in-training and supervisors with self-exploration and to increase opportunities for interactions with gays and lesbians.     

A Novel “Planetary Man”: From the Philosophical Paradigm of Modernity to Contemporary Anthropological Mutation: The Perspective of Ernesto Balducci

Italian priest, essayist, and intellectual of the twentieth century, Ernesto Balducci identified the crucial turning points of the new millennium by advancing original perspectives capable of opening unusual future scenarios. Sensitive to emergences of society (pollution, wars, ecological collapse), he retraces the causes in the more general “crisis of modernity,” proposing a new paideia and a new model of thought. He theorizes the construction of a novel planetary horizon that presupposes not only the building of new organizational structures, but also the achieving of an authentic “anthropological mutation” capable of inverting the course of history. While the old ethics were anthropocentric, founded on the supremacy of humankind over the world and nature, the new ethics is planetary, meaning that humankind must no longer be used as the parameter, but instead, the global horizon over which the effects of his or her actions extend.     

Teachers With Linguistically Informed Knowledge of Reading Subskills are Associated with a Matthew Effect in Reading Comprehension for Monolingual and Bilingual Students

A longitudinal investigation determined the growth of reading comprehension from third to fifth grades in a cohort of students who received Language Enrichment (LE), an Orton-Gillingham–based literacy program, during first and second grades. The LE instruction was provided by regular education teachers who received comprehensive training in linguistically informed content pertaining to reading subskills. All students were traditionally instructed in kindergarten, third, fourth, and fifth grades. Hierarchical linear modeling (HLM) confirmed that mono- and bilingual students had significantly advantaged individual growth in reading comprehension as measured on the state-mandated Texas Assessment of Academic Skills (TAAS) when their teachers had more experience implementing LE over students whose teachers had less experience implementing LE, or students whose teachers had no LE training. Findings showed a fan-shaped spread in achievement from third to fifth grades for all students in the cohort. The significance of the spread was confirmed by reliable covariance between the initial reading level and the growth in reading across grade levels. This fan-shaped growth pattern is often referred to as a Matthew effect in reading comprehension (Stanovich, 1986 Stanovich, K. E. 1986. Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21(4): 360–407. [Crossref], [Web of Science ®] , [Google Scholar]). These results provide evidence that the Matthew effect may be associated with specific teaching pedagogies, especially early direct implementation of multisensory linguistically informed language arts instruction. LE instruction emphasizes phonemic awareness, symbol–sound correspondences, morphology, and vocabulary to develop phonological decoding strategies, word recognition accuracy, and comprehension of words in text.     

Numeracy and Algebra: A Path to Full Participation in Community and Society?

Numeracy is the understanding of the meaning and interpretation of natural phenomena and is an important skill for full participation in society. Everyday there are numerous situations that require individuals to interpret quantitative information for personal decision making and understanding of significant public issues. However, the gap between individuals’ numeracy needs and their understanding of numeracy has widened. Thus, organizations and scholars have attempted to explain the value and nature of numeracy. This article discusses how and why numeracy is important for full participation in society.     

Career trajectories of older women: implications for career guidance

As work and employment transitions become more frequent and difficult, the demand for formal career guidance increases. Women are likely to experience structural labour market disadvantage and may benefit from formal support that is sympathetic to their particular needs. Yet the traditional psychological paradigms that dominate career guidance practice have assumed homogeneity. To contribute both to broader debates about careers services for adults and the development of more relevant theoretical frameworks for career practice for women, results are presented from an international, comparative qualitative investigation of the career trajectories of older women (aged 45 to 65) in Australia, England and South Africa. These results confirm a need for career guidance that is nuanced and differentiated for women.     

Directions of fit and the humean theory of motivation 1

According to the Humean theory of motivation, a person can only be motivated to act by a desire together with a relevantly related belief. More specifically, a person can only be motivated to ? by a desire to ψ together with a belief that ?-ing is a means to or a way of ψ-ing. In recent writings, Michael Smith gives what has become a very influential argument in favour of the Humean claim that desire is a necessary part of motivation, and a great deal has been written about Smith's defence of this Humean claim. However, no one has yet identified the fundamental weakness of his defence. The fundamental weakness is that there is no single conception of directions of fit that does all the work Smith needs it to do throughout the various stages of his defence.     

Transfer-appropriate processing in the testing effect

The testing effect is the finding that taking a review test enhances performance on a final test relative to restudying the material. The present experiment investigated transfer-appropriate processing in the testing effect using semantic and orthographic cues to evoke conceptual and data-driven processing, respectively. After a study phase, subjects either restudied the material or took a cued-recall test consisting of half semantic and half orthographic cues in which the correct response was given as feedback. A final, cued-recall test consisted of the identical cue, or a new cue that was of the same type or different type of cue (semantic/orthographic or orthographic/semantic) as that used for that target in the review test. Testing enhanced memory in all conditions. When the review cues and final-test cues were identical, final recall was higher for semantic than orthographic cues. Consistent with test-based transfer-appropriate processing, memory performance improved as the review and final cues became more similar. These results suggest that the testing effect could potentially be caused by the episodic retrieval processes in a final memory test overlapping more with the episodic retrieval processes in a review test than with the encoding operations performed during restudy.     

How and when do students use flashcards?

Previous survey research has documented students' use of self-regulated study strategies, with a particular interest in self-testing. These surveys indicate that students frequently use flashcards to self-test and that self-testing is primarily used as a way to monitor learning. Whereas previous surveys provide information about whether and why students self-test, they provide minimal information about how and when students choose to self-test. Accordingly, the primary purpose of the current survey was to explore how and when students engage in self-testing. We surveyed 374 undergraduates about the amount of practice and the timing of practice, two factors that strongly affect the efficacy of self-testing. Results indicate that students understand the benefits of practising to higher criterion levels (amount of practice) but do not typically implement or understand the benefits of practising with longer lags (timing of practice). We discuss practical implications for supporting more successful student learning.