Teacher Attitudes towards the Inclusion of Children with Mild Hearing Impairments into the Regular School Settings

The study examined the attitudes of a sample of Zimbabwean teachers towards the inclusion of children with mild hearing impairments. Two hundred and forty-six primary school teachers participated in the study. The teachers completed the modified Attitude Toward Mainstreaming Questionnaire (ATMQ) (Larrivee & Cook, 1979). In addition, they also completed four measures on implementation concerns of inclusive education of children with mild hearing impairments (i.e., academic, management, social, and knowledge concerns). Analysis related the scores from these four measures to teachers' attitudes, school type, class sizes, professional qualifications and position in the school. Compared with teachers with lower professional qualifications, teachers with higher professional qualifications had more favourable attitudes towards children with hearing impairment. Teachers who taught at ordinary schools with special needs resource units had more favourable attitudes towards students with hearing impairment than those at schools without such units. Resource unit teachers welcomed social inclusion of children with mild hearing impairments. School administrators were concerned about the practice of including children with hearing impairments in regular school setting before inducting teachers.     

Responsible Teenage Fatherhood in a South African Historically Disadvantaged Community

The study analysed the relationships between teacher ratings and standardised test scores in Reading and Mathematics for students receiving learning support for learning difficulties (n = 60, mean age= 16.3). Teacher ratings were found to significantly predict pupils' performance in Reading. Students with extended learning support had significantly higher teacher attainment ratings in both Reading and Mathematics. Teacher judgment ratings combined with standardized test scores were reliable for assessing instructional effectiveness. Standardised tests were more reliable than teacher ratings in assessing academic attainment.     

Marx and Cohen on Exploitation and the labor theory of value

Gerald A. Cohen, in ‘The Labor Theory of Value and the Concept of Exploitation’, argues that, contrary to the traditional assumption, Marx's charge of exploitation against capitalism does not require the labor theory of value. However, there is a related but simpler basis for the charge. Hence Marx's criticism can stand even if the labor theory of value falls. Furthermore, he argues that the labor theory of value is false. It is argued here that Cohen is mistaken; the charge Marx makes against capitalism does require the labor theory of value. Cohen's conception of exploitation is weaker than Marx's both theoretically and morally. It is also argued that Cohen's criticisms of the labor theory of value rest on misunderstandings of the theory and Marx's methodology.     

Group Dynamics and External Life Cycles

On the occasion of the 40th Anniversary of a symposium held on this controversial subject, the history of the relationship between group dynamics and group psychotherapy is reviewed. Within the contemporary framework of pluralism and integration, some guideposts are advanced that might help in the conceptual clarification of the affinity between these two disparate, yet related, fields. This might lead, in turn, to a more refined elicitation of the specific therapeutic factors inherent in the group treatment modality.     

A Trial of Psychopharmacologic Measurement with Projective Techniques

An interactive computer program was developed in the BASIC language to present the performance and inquiry phases of the Rorschach Inkblot Test. As the subjects handled the traditional cards they entered their perceptions into the computer database, guided by instructions presented on the computer display. No assumptions were made about the percepts, but the Klopfer scoring questions were asked directly by the computer during the inquiry. The program scored the test as the subject answered the scoring questions on the keyboard. Thirty subjects were assessed using a test-retest design. One subgroup was tested first by a psychologist, and the other was tested first by the computer. The determinants of the psychologist and computer testing situations were found to be correlated and overall not significantly different except in location and time scores where the media differed.     

Do Mindsets Shape Students’ Well-Being and Performance?

“Mindsets (or implicit theories) are people’s lay beliefs about the nature of human attributes, such as intelligence or personality”. Individuals with a fixed mindset believe that intelligence is an unchangeable trait, whereas those with a growth mindset think of it as a malleable quality that can be increased and developed. This study explored the relationships among growth mindset, wellbeing, and performance in a sample of 1,240 students from a multi-campus private university located in 18 states across Mexico. Our results indicated that individuals who scored high in growth (vs. fixed) mindset showed increased levels of wellbeing and also performed better in school. Furthermore, we found that wellbeing mediated the relationship between growth mindset and performance and that the effect of growth mindset on grades was higher among younger students. These findings have interesting implications for psychology and education.     

About the artist: Craig antrim

Our cover artist, Alok Hsu Kwang-Han, has a truly adventurous spirit that has led him to motorbike through Tibet, to study and live in India, returning twenty or more times, and to travel the world with his brushes, paper, and an open heart. Last year, he gave a workshop to benefit Psychological Perspectives, which was very well attended. His art is a unique blending of several traditions that evolved over decades. In his words