A Strengths-Based Longitudinal Career Intervention for Junior Secondary School Students with Special Educational Needs: a Mixed-method Evaluation

The mixed-method study reported here was designed to evaluate a strengths-based career intervention program for secondary school students with mild special educational needs (SEN). A sample of 32 SEN students (19 boys: 13 girls) from 5 inclusive schools in Hong Kong were recruited to a treatment group. An additional 32 SEN students (19 boys: 13 girls) were selected to form the control group matched for age, gender and parents’ education level. The special needs exhibited by both groups were in areas of literacy and numeracy, attention deficits, and social-emotional problems, but did not include severe or complex disabilities. Participants in both groups responded to pre- and post-intervention questionnaires covering career development self-efficacy, personal and social development self-efficacy, and meaning in life. As a follow-up, two teachers and three social workers providing support to SEN students, and the 32 participants were interviewed several months after the intervention. Interviews also took place with teachers, social workers and students to evaluate the perceived effects of the intervention. Findings indicated significant interactions between Time 1 and Time 2, and between groups (control vs. treatment) in personal goal-setting, career goal-setting, and the presence of meaning in life. Additionally, several themes were identified from the interviews suggesting that the intervention did have positive effects on SEN students’ career, personal and social development self-efficacy, and acquisition of meaning in life.

     

Multi-family Psychoeducational Psychotherapy (MF-PEP) for Children with High Functioning Autism Spectrum Disorder

This article describes the development and methodology of a novel psychosocial intervention for children with high functioning autism spectrum disorder (HFASD). Originally developed as an adjunctive treatment for children with mood disorders, Multi-Family Psychoeducational Psychotherapy (MF-PEP) has been adapted for children with ASD (MF-PEP-ASD). Consisting of eight sessions, children with ASD and their parents receive psychoeducation and social support, and learn coping, problem-solving, communication, and symptom-management skills in separate and joint sessions. Core treatment components of MF-PEP-ASD include psychoeducation, social skills treatment, cognitive-behavioral therapy, and parent training and involvement. Preliminary qualitative data from parent and child participants have indicated positive and promising findings. Continued evaluation of this treatment using comprehensive outcome and treatment fidelity measures is warranted.     

Inquiry of Pentecostalism Regarding Pneumatology: A Theological Suggestion of a Feminist Perspective

This article revisits the legacy of the Pentecostal movement in Korea based on pneumatology and reflects on the issues of Pentecostalism from a feminist perspective. It elaborates on (1) the patriarchal top‐down hierarchy by personal cult, (2) gender injustice, and (3) the dualistic conflict of ideology. Pentecostalism is an important trend in World Christianity and in the Korean landscape of Christianity in particular. In terms of impact on society, Pentecostalism is more influential compared to Minjung theology, and these two streams have common interest regarding marginalized people. Given global challenges and growing economic disparity, it is also relevant to promote cooperation between the evangelical and ecumenical movements. To promote a new paradigm of mission and evangelism in the 21st century in the Korean context, we need to improve several aspects thereof in terms of justice, peace, and integration of creation. In this era of liberal market capitalism, when human individualization and economic inequality are accelerating, what we need is a purpose for common goodness that is based on the incarnation of God's love and empowered by the Holy Spirit. Our perception of pneumatology should be constructively oriented toward justice and life for conviviality instead of the divinization of human beings.     

Development of a puff- and suction-type pressure stimulator for human tactile studies

In this study, we developed a tactile stimulator capable of administering either puff- or suction-type stimuli. The system is composed of three parts: a control unit, an air-handling unit, and a stimulation unit. The control unit controls the type, intensity, and time of stimulation. The air-handling unit delivers the stimulation power quantitatively to the stimulation unit, as commanded by the control unit. The stimulation unit stably administers either type of pressure to the skin, without any change of the tactor. Although the design of the stimulator is simple, it allows for five levels of control of the stimulation intensity (2–6 psi) and 0.1-s steps of control of the stimulation time, as we confirmed by tests. Preliminary electroencephalographic and event-related potential (ERP) studies of our system in humans confirmed the presence of N100 and P300 waves at standard electrode position C3, which are related to perception and cognition, respectively, in the somatosensory area of the brain. In addition, different stimulation types (puff and suction) and intensities (2 and 6 psi) were reflected in different peak-to-peak amplitudes and slopes of the mean ERP signal. The system developed in this study is expected to contribute to human tactile studies by providing the ability to administer puff- or suction-type stimuli interchangeably.     

Internalizing behavior problems and scholastic achievement in children: cognitive and behavioral pathways as mediators of outcome.

Examined a conceptual model in which dual developmental pathways (behavioral and cognitive) are hypothesized to account for the relation among internalizing behavior problems, intelligence, and later scholastic achievement using a cross-sectional sample of 325 children. Classroom behavior and select aspects of cognitive functioning (vigilance, short-term memory) were hypothesized to mediate the relations among internalizing problems, IQ, and long-term scholastic achievement. Hierarchical tests applied to a nested series of models demonstrated that (a) individual differences in measured intelligence among children are associated with variations in classroom performance and cognitive functioning, (b) classroom performance and cognitive functioning make unique contributions to prediction of later achievement over and above the influence of intelligence, (c) anxious/depressive features are correlated but separable constructs, and (d) anxiety/depression and withdrawal contribute to prediction of classroom performance and cognitive functioning over and above the effects of intelligence. Classroom performance and cognitive functioning thus appear to mediate the effects of internalizing behaviors as well as intelligence. Particular attention to the presence and potential impact of social withdrawal on children's functioning, both alone and concomitant with anxiety/depression, appears warranted during the course of clinical evaluations owing to the strong continuity among these variables.     

How do we know that we are unique?

This paper aims to examine the notion of uniqueness as one aspect of the self that is taken for granted in psychotherapy. This paper attempts to address the question 'how do we know that we are unique individuals?' and in so doing, points out some difficulties. One plausible, but not problem-free answer is the notion of privileged access. Some of the problems will be briefly outlined.