A Vision for the Future of Community Psychology Education and Training

As we reflect on the founding vision of the field of community psychology in the United States, we assess our progress toward achieving, building upon, and refining this vision. We review early literature regarding the US vision of the field, provide a historical overview of education and training within the field, and provide recommendations to guide and strengthen our approach to education. Our recommendations include the following: 1) serve as a resource to communities, 2) promote a sense of community within our field, 3) diversify students, faculty, and leadership, 4) evaluate our efforts, 5) be current and relevant, 6) enhance the visibility and growth of our field, and 7) create globally minded and innovative CPists. We provide strategies for programs, faculty, linkages between researchers and practitioners, and the Society for Community Research and Action. We conclude that community psychology education and training continues to reflect the early vision; however, we believe we must make more intentional efforts to align with the mission and values of the field, and to engage in a critical analysis of our pedagogy. Enhancing and growing undergraduate and graduate education can facilitate the achievement of our goals to promote social justice, prevent and address social problems, and build community connections to become more effective, impactful, and global social change agents.     

Tic-Tac-Toe performance as a function of maturational level of retarded adolescents and nonretarded children

Two groups of retarded adolescents, differing from each other primarily in IQ (and mental age), were compared with two groups of nonretarded children, differing from each other in chronological age (and mental age), on a modified tic-tac-toe game. The mental ages of the retarded and nonretarded groups were approximately the same. It was found that the slope of performance improvement with increasing maturational level was the same for both subject groups, but the performance of the retarded adolescents was approximately 1.5 years behind mental age expectations, as derived from the performance levels of the normal children. These findings support previous suggestions of a major retardate deficit in tasks requiring logical foresight.     

Relative frequency of consultee lack of knowledge,skills, confidence,and objectivity in school settings

Caplan (1963, 1970) specifies consultee lack of knowledge, skills, confidence, and objectivity as the “four common reasons for the work difficulties that underlie the need for consultation” (p. 127). Although Caplan hypothesizes that the majority of consultation cases result from consultee lack of objectivity, there has been no empirical examination of the relative frequency with which consulting school psychologists encounter each type of consultee difficulty. To assess this, ten school psychology consultants rated the primary consultee problem for each consulation case they had. Contrary to Caplan's assumption, data analyses indicated that significantly more consultation cases resulted from colsultee lack of knowledge, skills, and confidence than from consultee lack of objectivity, which accounted for only 7% of the cases. These findings call into question the practical utility of psychodynamically oriented Caplanian techniques for consulting school psychologists. Because the preponderance of consultation cases develop from consultee lack of knowledge, skills, and confidence, school psychologists would be best advised to focus primarily upon the development and utilization of problem solving, behavior analysis, and sophisticated communication skills as their principal consultative strategies.     

The effect of training procedures on the overlearning reversal effect in young children

The performance of 80 preschool children on a reversal problem was studied as a function of amount of training and type of training procedure used during acquisition and reversal. In the extinction phase of reversal learning, subjects given a correction procedure during the reversal problem made fewer perseverative errors than subjects given noncorrection. In the reversal midplateau phase of reversal learning, overtraining facilitated reversal learning for subjects receiving noncorrection during the acquistion problem, but not for subjects receiving correction. A shift in training procedure between acquisition and reversal increased the number of subjects who reached criterion immediately after perseveration. Since these results are difficult to explain in terms of traditional learning theories, an alternative response-switching strategy explanation was proposed.     

学校心理学专业化

本文扼要介绍由联合国教科文组织和国际教育局于1948年召开的第一次有关学校心理学的会议,此作为学校心理学始倡,以及会议分发给世界各国政府的问卷节要,讨论了学校心理学的不同任务,特别是普通教育系统中特殊教育的随班就读的各项任务。本文还概述了学校心理学在智力甑别、社会适应、教学咨询和职业指导方面的作用;尝试性地提出了以前忽略学校心理学的问题,指出它在我国将来发展的前景。     

A re-evaluation of the psychometric properties of the Basic Character Inventory

The aim of this study was to re-evaluate the psychometric properties of the Basic Character Inventory (BCI). In a rather large sample of 503 subjects (323 women and 180 men, 88 non-psychotic psychiatric inpatients and 415 non-patients) factor analysis resulted in three factors with personality traits almost identical with the BCI Oral, Obsessive and Hysterical scales. BCI seems to be a fruitful and reliable assessment instrument for personality traits and character types as outlined in psychoanalytic theory. However, some of the trait subscales ought to be scrutinized in future psychometric re-evaluative studies of BCI on new, large samples. Another factor analysis showed that the BCI Oral scale, together with all the ten subscales of the psychiatric Symptom Check-list 90 (SCL-90), loaded on the first factor, and the BCI Obsessive and Hysterical scales loaded on the second factor, but with different signs. Orality seems to be related to psychopathology.     

Driver trust in and training for advanced driver assistance systems in Real-World driving

Two-hundred and twenty-three participants completed an online survey regarding their experiences with advanced driver assistance systems (ADAS) on their personal vehicles, with focus on 1) drivers’ trust in 13 ADAS technologies, and 2) perceived effectiveness of currently used methods of training. Eighteen drivers participated in focus groups designed to probe more deeply into survey responses. Results of the survey showed that participant ratings of trust increased significantly with longer vehicle ownership, but participants who experienced unexpected ADAS technology behavior rated their trust over time significantly lower on ADAS technologies with the exception of rear collision avoidance. The majority (75.8%) of participants reported receiving some ADAS instruction at their vehicle dealership, but only 16.6% indicated it was formal. Participants who received formalized training reported it to be significantly more effective than those who received informal overviews of their systems. Use of trial and error and the owner’s manual were the most frequently reported methods of learning outside of dealership training. Responses indicated that the lack of content tailored to trim-specific vehicle features in owner’s manuals was a barrier to effective use.     

Adaptive sampling for active learning with genetic programming

Active learning is a machine learning paradigm allowing to decide which inputs to use for training. It is introduced to Genetic Programming (GP) essentially thanks to the dynamic data sampling, used to address some known issues such as the computational cost, the over-fitting problem and the imbalanced databases. The traditional dynamic sampling for GP gives to the algorithm a new sample periodically, often each generation, without considering the state of the evolution. In so doing, individuals do not have enough time to extract the hidden knowledge. An alternative approach is to use some information about the learning state to adapt the periodicity of the training data change. In this work, we propose an adaptive sampling strategy for classification tasks based on the state of solved fitness cases throughout learning. It is a flexible approach that could be applied with any dynamic sampling. We implemented some sampling algorithms extended with dynamic and adaptive controlling re-sampling frequency. We experimented them to solve the KDD intrusion detection and the Adult incomes prediction problems with GP. The experimental study demonstrates how the sampling frequency control preserves the power of dynamic sampling with possible improvements in learning time and quality. We also demonstrate that adaptive sampling can be an alternative to multi-level sampling. This work opens many new relevant extension paths.     

Challenges for automated vehicle driver training: A thematic analysis from manual and automated driving

Considerable research and resources are going into the development and testing of Automated Vehicles. They are expected to bring society a huge number of benefits (such as: improved safety, increased capacity, reduced fuel use and emissions). Notwithstanding these potential benefits, there have also been a number of high-profile collisions involving Automated Vehicles on the road. In the majority of these cases, the driver’s inattention to the vehicle and road environment was blamed as a significant causal factor. This suggests that solutions need to be developed in order to enhance the benefits and address the challenges associated with Automated Vehicles. One such solution is driver training. As drivers still require manual driving skills when operating Automated Vehicles on the road, this paper applied the grounded theory approach to identify eight “key” themes and interconnections that exist in current manual vehicle driver training. These themes were then applied to the limited literature available on Automated Vehicle driver training, and a ninth theme of trust emerged. This helped to identify a set of training requirements for drivers of Automated Vehicles, which suggests that a multifaceted approach (covering all nine themes and manual and Automated Vehicle driving skills) to driver training is required. This framework can be used to develop and test a training programme for drivers of Automated Vehicles.