Changing career and changing identity: how do teacher career changers exercise agency in identity construction?

The quest to understand what it means to ‘become’ a teacher and the conditions in which such aspirations can be translated into lived experience, continues to exercise teacher educators and researchers alike. Whilst the literature points towards the importance of developing teacher identity, little attention has been given to understanding the transitional processes of individuals coming into teaching at a later point in their working lives. The research reported here was part of a wider project investigating the experiences of early career science teachers. In this study we follow one mature, highly qualified science graduate as she moved through initial teacher education and beyond into her first teaching post. Drawing on theories of identity and self-verification, the analysis reveals how disparity between strongly-held archetypal teacher images and socially constructed teacher identity played out and led this teacher to step away from her new career. Fostering a strong sense of self-efficacy is suggested as critical in supporting mid-career changers in making durable adjustments to new working roles and contexts of teaching.     

Predicting self-injury in BPD: an investigation of the experiential avoidance model

This study investigated the contribution of indices of experiential avoidance to prediction of frequency and lethality of self-injurious behaviour (SIB) in a female BPD sample (N = 71) with high levels of SIB and histories of poor treatment outcomes. The experiential avoidance model (EAM) tested included motivations for SIB, coping style and DSM-IV Avoidant PD criteria. Distinct findings for suicidal and non-suicidal SIB were noted. In partial support of the model, motivations related to relief from negative emotions positively predicted frequency of non-suicidal, but not suicidal, SIB. Avoidant PD traits predicted a pattern of more frequent, less risky non-suicidal SIB. However, reliance on avoidant coping strategies predicted lethality but not frequency of SIB, while self-blaming coping and SIB motivations related to a desire to influence others predicted frequency of non-suicidal SIB. Results suggest the need for investigation of a more complex model of the antecedents and functions of SIB that includes the contribution of Avoidant PD traits.     

September 11 and the Role of the Theologian

As is the case with all “disasters” the nation is experiencing the various psychological stages to the September 11, 2001 disaster: threat, warning, impact, inventory, heroism, honeymoon, disillusionment, and reconstruction. In order for healing to occur from and within the religious community, theologians, pastors, and religiously–minded people must enter into these different stages of disaster and suffer–with the community. Instead of explaining September 11 from an abstract, removed stance, we ought to reveal our concerns and uncertainties about God in this situation and wonder with the rest of the community of grievers, “How has this happened?” From this place, true healing and reconstruction of the community will be possible.     

Measuring Customer Service Orientation Using a Measure of Interpersonal Skills: A Preliminary Test in a Public Service Organization

Organizations are placing increased emphasis on identifying individuals with customer service orientation. In the present investigation we test whether interpersonal skills, as measured through Holland and Baird's (1968) Interpersonal Competence Scale, provides a narrow, yet valid, measure of customer service orientation. Data were collected from a sample of bus transit operators. Interpersonal skills was positively related to operator self-reported performance, but was not related to supervisor ratings or objective measures of performance. Implications for the study and use of broad versus narrowly defined personality constructs in organizational settings are discussed.     

Time Perception: Modality and Duration Effects in Attention-Deficit/Hyperactivity Disorder (ADHD)

Time perception performance was systematically investigated in adolescents with and without attention-deficit/hyperactivity disorder (ADHD). Specifically, the effects of manipulating modality (auditory and visual) and length of duration (200 and 1000 ms) were examined. Forty-six adolescents with ADHD and 44 controls were administered four duration discrimination tasks and two control tasks, and a set of standardized measures. Participants with ADHD had higher thresholds than controls on all of the duration discrimination tasks, with the largest effect size obtained on the visual 1000 ms duration discrimination task. No group differences were observed on the control tasks. Visual–spatial memory was found to be a significant predictor of visual and auditory duration discrimination at longer intervals (1000 ms) in the ADHD sample, whereas auditory verbal working memory predicted auditory discrimination at longer intervals (1000 ms) in the control sample. These group differences suggest impairments in basic timing mechanisms in ADHD.     

How many variables can humans process?

The conceptual complexity of problems was manipulated to probe the limits of human information processing capacity. Participants were asked to interpret graphically displayed statistical interactions. In such problems, all independent variables need to be considered together, so that decomposition into smaller subtasks is constrained, and thus the order of the interaction directly determines conceptual complexity. As the order of the interaction increases, the number of variables increases. Results showed a significant decline in accuracy and speed of solution from three-way to four-way interactions. Furthermore, performance on a five-way interaction was at chance level. These findings suggest that a structure defined on four variables is at the limit of human processing capacity.     

Selfish and unselfish behavior: scene stealing and scene sharing in group psychotherapy

In this article the author discusses scene sharing and scene stealing in group psychotherapy and considers the role of values in judging behavior as selfish or unselfish. Working intersubjectively within the dynamic system of group psychotherapy, the author focuses on the affective reactions of therapists and patients. By considering values an important aspect of group therapy, the therapist is alert to the possible impingement of one's own or the group's values on the process.     

Disordered eating attitudes and self-objectification among physically active and sedentary female college students

The authors' purpose in this study was to examine objectification theory (B. L. Fredrickson & T. A. Roberts, 1997) among physically active (n=115) and sedentary (n=70) women. The women completed the Self-Objectification Questionnaire (Noll & Fredrickson, 1998), the Body Surveillance and Body Shame subscales of the Objectified Body Consciousness Scale (McKinley & Hyde, 1996), the Appearance Anxiety Scale (Dion, Dion, & J. Keelan, 1990), a flow experiences measure (Tiggemann & Slater, 2001), and the Eating Attitudes Test-26 (Garner, Olmsted, Bohr, & Garfinkel, 1982). Self-objectification directly and indirectly (via body shame and appearance anxiety) predicted disordered eating in both groups of women. Physically active women reported more frequent flow experiences than sedentary women. Women high in self-objectification reported higher levels of body surveillance, body shame, appearance anxiety, and self-reported disordered eating attitudes. Body surveillance was related to disordered eating only among women with high self-objectification. Appearance anxiety was negatively associated with flow experiences among sedentary women. Objectification theory provides a useful framework for understanding factors related to disordered eating attitudes among active and sedentary college women.     

Consultation-based Academic Interventions for Children with ADHD: Effects on Reading and Mathematics Achievement

The purpose of this investigation was to evaluate the relative efficacy of two consultation-based models for designing academic interventions to enhance the educational functioning of children with attention-deficit/hyperactivity disorder (ADHD). Children (N=167) meeting DSM-IV criteria for ADHD were randomly assigned to one of two consultation groups: Individualized Academic Intervention (IAI; interventions designed using a data-based decision-making model that involved ongoing feedback to teachers) and Generic Academic Intervention (GAI; interventions designed based on consultant-teacher collaboration, representing "consultation as usual"). Teachers implemented academic interventions over 15 months. Academic outcomes (e.g., standardized achievement test, and teacher ratings of academic skills) were assessed on four occasions (baseline, 3 months, 12 months, 15 months). Hierarchical linear modeling analyses indicated significant positive growth for 8 of the 14 dependent variables; however, trajectories did not differ significantly across consultation groups. Interventions in the IAI group were delivered with significantly greater integrity; however, groups did not differ with respect to teacher ratings of treatment acceptability. The results of this study provide partial support for the effectiveness of consultation-based academic interventions in enhancing educational functioning in children with ADHD; however, the relative advantages of an individualized model over "consultation as usual" have yet to be established.