Teachers' conflict management styles: The role of attachment styles and classroom management efficacy

Constructive conflict management strategies are important in maintaining a positive classroom environment yet little is known about interpersonal or school variables associated with teachers' use of such strategies with students. Teachers high in self-reported classroom management efficacy (CMEFF) and security of attachment (low on avoidance, anxiety) were predicted to endorse use of positive classroom management strategies (e.g., integrating, compromising) more than insecure teachers and those low in CMEFF. Teachers (N = 283) from eleven schools (seven elementary), largely female and white, responded to a questionnaire in their boxes (29.4% response rate). School and teacher demographic variables were included in a multivariate regression after preliminary analysis suggested that ignoring the multilevel structure of the data made little difference in results; school variances were small compared with teacher variances. CMEFF and years teaching had positive, significant effects on use of integrating and compromising strategies, while avoidance had negative effects on both and anxiety on integrating strategies. Implications for teacher development are discussed.     

DRESSING TO IMPRESS: BELIEFS AND ATTITUDES REGARDING WORKPLACE ATTIRE

The purpose of this study was to examine individual differences in beliefs and attitudes regarding workplace attire including: the value placed on clothing, the impact of attire on workplace outcomes (e.g., promotions, raises), the effort and planning involved in dressing appropriately for work, how their clothing made them feel, and whether they used their attire to manage the impression of others in the workplace. Results from a sample of MBA students indicate that those who valued workplace attire used it to manage the impressions of others and believed that it positively impacts the way they feel about themselves and their workplace outcomes. Dressing to impress appeared to have particular utility for high self-monitors and those in management/executive positions. Women were found to be more interested in clothing and experienced more “appearance labor” when compared to men. Suggestions for future research are proposed.The authors wish to thank the University of Southern Indiana for its sponsorship of this research through a 2004 Faculty Research and Creative Work Award grant.     

乳腺癌治疗的新视野与医院管理的改革

阐述了乳腺癌治疗方法的发展过程,包括外科、内科、放疗科、生物治疗。乳腺外科由扩大根治手术发展到保乳手术,由局部的病变认识到全身病变。内科治疗与外科配合,与内分泌的治疗相结合,又有大量的新药出现,使内科治疗从姑息性治疗走向根治性治疗。加上放疗技术和放疗设备的进步,靶向治疗药的层出不穷使人们越来越认识到乳腺癌是需要综合性治疗,从而推论到对医院管理制度及方法的探讨。认为医院需要建立正确的核心价值观即与患者携手同行让生命不再灰色,表现出更多的人文关怀,利用高科技为患者提供个性化的综合治疗,并付以相应的管理制度。     

麻醉科医师在晚期癌痛治疗中的作用

1986年WHO推出的“三阶梯”癌痛镇痛用药方案目前在临床工作中存在误区。麻醉科医师必须明确在晚期癌痛治疗转变中的责任和义务:具有专业能力、保健与防病能力,消除使用阿片类药物成瘾恐惧症;团队协作能力、新技术的评估能力,实行跨学科综合姑息保健;遵循生物心理社会医学模式,对晚期癌痛患者实施人文关怀。不仅会运用药物和医疗技术手段,还需配合心理和社会方面进行全面的诊疗,更好地为患者服务。     

群体健康与关系"正义"

生命伦理学具有广泛性和综合性,着眼于群体健康是当前生命伦理学发展的趋势.在群体水平的生命伦理学的研究中,有关"正义"的概念是核心的问题.涛慕思·W·博格提出了正义的"关系概念",借以考察范围广泛的社会制度与健康结果的产生具有什么样的因果关系,进而强调社会制度的制定者和支持者对其产生的健康结果负有责任.通过对此"关系概念"进行分析,以期对中国国内健康领域问题的解决有所启示.     

医疗风险管理与医患关系的调适

医疗行为具有高风险属性,但医疗机构经营目标不是追求自身利益最大化,而是公众健康,因此医疗机构风险管理的手段和目标应该着眼于影响目标实现的各种不确定因素,这就要求把医患关系状况纳入风险管理范畴。在当前社会环境下,医疗机构自觉地自留一部分风险成本更有利于经营目标的实现和医患关系的协调。     

权变管理理论与《易经》哲学思考

随着全球经济一体化的日益深入,组织所面临的内外环境更加复杂．权变管理理论对组织的决策、计划、领导等方面的作用越来越受到人们的重视,本文将结合《易经》哲学的一些观点从变化观、系统观、过程观等方面对权变管理理论进行探讨．     

Defining the Nature and Impact of Goals in Children and Adolescents with a Chronic Health Condition: A Review of Research and a Theoretical Framework

This paper presents a review of research related to goals in youth with a chronic health condition (CHC) and a related framework to inform theory and research. Performed literature review using PsychINFO and Medline with a combination of many key words related to health, goals, and youth. Sixteen studies related to goals in youth with a CHC were identified. An integrative framework to inform research on goals in pediatric CHCs was presented based on studies reviewed. The impact of a CHC on goals and related behaviors, impact of goal conflict and collaboration, interventions with goal-setting components, and impact of developmental, disease, socioeconomic, and cultural factors were described. Recommendations for future research were discussed. The application of theory related to the nature and impact of goals in youth with a CHC will advance the field from a research and clinical standpoint.     

IMPROVING RESIDENTIAL TREATMENT SERVICES: IMPLEMENTATION AND NORM-REFERENCED EVALUATION OF A COMPREHENSIVE MANAGEMENT SYSTEM

Ensuring effective service delivery by direct-care personnel in institutional living units for persons with developmental disabilities historically has been a difficult process, despite considerable attention from researchers, service providers, and governmental regulatory agencies. In this investigation, we conducted a normative evaluation of the extent and quality of treatment services currently provided in residential living units (Experiment 1) and evaluated a comprehensive management system designed to improve such services (Experiment 2). Results of the first experiment, encompassing 22 living units in three states, indicated that on the average two thirds of observed resident behavior did not involve any therapeutic activity. The results also provided social validity for the criteria used to evaluate the quality of treatment provision based on opinions of mental retardation professionals. Results of the second experiment indicated that a behavioral management program implemented during 23 separate time periods across five living units was accompanied by consistent and durable decreases in resident nontherapeutic activity as well as increases in specifically designated habilitative activity. The results provide support for the successful incorporation of behavioral management technology into human service settings on a large-scale, long-term basis.     

THE EFFICACY OF AN ALL-POSITIVE APPROACH TO CLASSROOM MANAGEMENT

This study addressed the question of whether an all-positive approach to classroom management can be effective. The on-task behavior and academic performance of eight, second- and third-grade children with behavior problems were examined. Results indicated that an all-positive approach that relied primarily on praise was not effective. However, when an individualized reward system was used, the children's rates of on-task behavior were high and stable. Similar effects were observed for academic productivity. Thus, a classroom can be managed using only positive consequences. However, to be successful, such an approach may require a considerable amount of teacher time and effort, particularly potent, varied and individual rewards, and high rates of appropriate behavior previously established using both positive and negative consequences.