Pre‐service teacher‐delivered behavioral skills training: A pyramidal training approach

This study evaluated the effectiveness of using a university‐based pyramidal approach (i.e., train the trainer) to teach four pre‐service teachers to train another person. These pre‐service teachers were taught to use behavioral skills training (BST) techniques to train other professionals to use an evidence‐based practice. Transfer to a generalization trainee was probed and three participants maintenance of BST fidelity was probed one year later, after the participants had begun teaching. Results indicate that the participants quickly acquired and maintained a high degree of fidelity with BST. Implications for research and practice are discussed.     

Accommodating an Uninvited Guest: Perspectives of Researchers in Switzerland on ‘Honorary’ Authorship

Science and Engineering Ethics - The aim of this paper is to analyze the attitudes and reactions of researchers towards an authorship claim made by a researcher in a position of authority who has...     

Welcoming Robots into the Moral Circle: A Defence of Ethical Behaviourism

Science and Engineering Ethics - Can robots have significant moral status? This is an emerging topic of debate among roboticists and ethicists. This paper makes three contributions to this debate....     

Teaching scared: pre-service teacher appraisals of racial stress,socialization and classroom management self-efficacy

Social Psychology of Education - The fears of pre-service teachers, particularly Teach for America (TFA) teachers. about working in urban classroom settings are framed as racial stress. Racial...     

Roles and Representations of Women in Early Chinese Philosophy: A Survey

An understanding of the roles and representations of women in classical Chinese philosophy is here derived from central texts such as the Analects, the Lienü Zhuan, and the I Ching. We argue that the roles of women during the classical period of Chinese philosophy tended to be as part of the “inner,” working domestically as a housewife and mother. This will be shown from three passages from the Analects. Women were represented as submissive and passive, as with the qualities ascribed to yin energy, and therefore as rightfully subordinate to men. However, despite representations of women in philosophy being thus at this time, there were exceptions, specific women who could take a male “outer” political role. The story of Jing Jiang from the Lienü Zhuan suggests that although women being involved in “outer” affairs were looked down on, there were still women who would be and who would occasionally get praised for doing so. This shows that it was realized, explicitly or otherwise, that women were capable of taking those roles, but also that they were not allowed to take such roles at that time.     

Understanding and taking stock of positive emotion disturbance

The prevailing view on positive emotions is that they correlate with and confer psychological health benefits for the individual, including improved social, physical and cognitive functioning. Yet an emerging wave of scientific work suggests that positive emotions are also related to a range of suboptimal psychological health outcomes, especially when the intensity, duration, or context do not optimize the individual's goals or meet current environmental demands. This paper provides an overview of the “other side” of positive emotion, by describing and reviewing evidence supporting the emerging field of positive emotion disturbance (PED). We review relevant emotion processes and key themes of PED and apply this framework to example emotional disorders, and discuss implications for psychological change and future research agendas.     

Maternal ratings of newborn activity: Assessing convergence between instruments

When their newborns were 2 weeks of age, 53 mothers completed the activity items of the Rothbart questionnaire. Two weeks later, the same mothers were interviewed at home with regard to their newborns' activity level, using the Thomas, Chess and Birch guidelines and the Carey and McDevitt global rating. Prior to analysis, responses to the instruments were clustered into the contexts of feeding, sleeping, bathing, dressing, and daily activities. Though none of the questionnaire clusters correlated with the global rating, daily activities were convergent between the questionnaire and interview responses. In contrast, all five of the situational contexts for the interview were related positively to the global rating of activity. Results are discussed in light of the apparent contextual influence on maternal ratings of temperament at 1 month.