Born and raised to be a fraudster

Although a great deal of research has focussed on and continues to focus on fraud prevention and detection, there is still no reliable way to predict who will become a white‐collar criminal/fraudster. Significant benefits would result if and when this can be done. This paper recognizes that there are many common characteristics that exist among fraudsters and investigates whether fraud can be predicted based on the psychological, sociological, and environmental state of children throughout their upbringing. Research shows that children with a negative childhood develop negative habits, emotions, and mentalities, including disorders that can linger well into their adult lives. These negative characteristics can ruin relationships and possibly even influence an individual to commit fraud. This paper provides initial evidence regarding the potential significance of some childhood characteristics that may contribute to the likelihood that someone will become a white‐collar criminal. Given that no other similar research exists, this paper may help guide future researchers who are also attempting to solve this complex problem.     

A Metastudy of Journal of Employment Counseling: An Analysis of Publication Patterns From 2000 to 2019

Articles published in the Journal of Employment Counseling from 2000 to 2019 were analyzed for trends over time related to author characteristics (i.e., domicile, gender, work setting, and leading contributors and institutions) and article content (i.e., typology, topical issues, research methodology, characteristics of participants, research design, statistics used, report of effect size and sample reliability and validity).     

The demanding world of emotion: A Gestalt approach to emotion experience

Psychology is biased towards thinking of emotions as feelings rather than as an experiences of the world. But they are both. World-focused emotion experiences (WFEE) are how the world appears or is consciously perceived in one's emotion experience. For example, when happy the world may seem welcoming, or when sad the world may seem barren of possibilities. What explains these experiences? This article discusses explanations of WFEE from phenomenology and Gestalt psychology. Influenced by Lewin, I propose an “emotional demand model” of WFEE. The emotional demand character of objects (e.g. bear-to-be-run-from) is distinguished from their expressive character (e.g. angry bear). It is a mistake to think of emotion faces only as expressions—they are also demands. This distinction explains some anomalous findings in infancy and autism research. The model highlights another tool for recognizing our own emotions: noticing when we feel “demanded of” by the world, with implications for emotion regulation.     

字体、字号和词性对汉字认知加工的影响

实验采用2×7×3的混合实验设计,研究词性、字体和字号对汉字认知加工速度的影响。结果表明,词性对高频汉字的认知加工没有显著影响;在七种字体之中,宋体、正楷和黑体的加工速度较快,而行楷、隶书、魏碑和华文彩云的加工速度较慢,字体的主效应显著;字号的主效应虽然不显著,但24号字体和48号字体的加工速度显著快于36号字体。实验结果倾向于支持汉字识别的平行加工说。     

中学生聚合思维发展特点的研究

聚合思维作为创造力的一个组成部分,到底具有什么样的发展特点,与创造力发展趋势之间存在何种异同,男女生之间又有何差异,是许多研究者试图解决和正在努力解决的问题。与此同时,编制有效的、适合中国国情的聚合思维测量量表,了解中学生聚合思维能力的发展特点,无疑是很有现实意义的。本研究用量表法对3311名中学生的聚合思维的发展特点进行了研究。结果表明:中学生聚合思维处于稳定的上升趋势,尤其是初中阶段进步速度较快,而高中阶段聚合思维进入了平缓发展的阶段;其中逻辑性和概括性发展的总趋势基本相同;中学生在图形概括性、言语概括性和概括性以及聚合思维总分这四个维度上男生显著高于女生;有创造力培养特色的地区在除时间逻辑性维度外的其他维度上均明显地高于无创造力培养特色的地区。     

Individual and classroom variables associated with relational aggression in elementary-school aged children: A multilevel analysis

Relational aggression was studied within classroom environments by examining individual and classroom correlates among 2731 children (3rd-5th graders) during two successive measurement years. Multilevel analyses yielded small gender differences for relational aggression, indicating that such aggressive behavior was more associated with girls as compared to boys. Findings further demonstrated that relational aggression was positively associated with perceived popularity and peer rejection. Relational aggression was also found to be highly stable over time. Additionally, higher classroom aggression norms, reflected by the classroom level for relational aggression, were associated with increased relational aggression in children. Although variation in relational aggression was situated both at class- and individual-level, differences between individuals were considerably larger than differences between classes. Limitations and further research suggestions are provided and practical implications are discussed.     

Clinically Referred ODD Children with or without CD and Healthy Controls: Comparisons Across Contextual Domains

This study compares 6–11-year-old, clinically referred boys and girls diagnosed with Oppositional Defiant Disorder, either with (ODD + CD, n = 40) or without Conduct Disorder (ODD only; n = 136), to a matched sample of healthy control children (HC; n = 69). Multiple informants completed intake diagnostic interviews and self-reports to evaluate constructs examining the child’s functioning and contextual influences on functioning (e.g., parent, family, peer, community). ODD + CD and ODD only children were each distinguished from HCs by greater exposure to delinquent peers and lowered parental self-efficacy. In further comparisons to the HC group, ODD only status was associated with parental use of psychological aggression and more stressful life events, whereas ODD + CD status was associated with greater parental hostility. Relative to ODD alone status, ODD + CD status was comparable on all but one variable (greater parental hostility). Similar findings were reported using a subset of girls only. The characteristics that distinguish children with DBDs from controls and, in particular, ODD + CD from ODD only, bear implications for understanding and treating both CD and ODD.

---

     

The identification of four characteristics of children’s spirituality in Australian Catholic primary schools

In taking its theoretical impetus from hermeneutic phenomenology, the qualitative research reported in this paper aimed to identify characteristics of children’s spirituality in Australian Catholic primary schools. The videotaped life expressions of two groups of six children in each of three Australian Catholic primary schools formed the texts of this study. A reflection upon the texts, guided by van Manen’s lifeworld existentials, resulted in the identification of four characteristics of these children’s spirituality – the felt sense, integrating awareness, weaving the threads of meaning, and spiritual questing. In the light of these findings, some pedagogical implications for nurturing spirituality through the primary religious education curriculum in Catholic schools are proposed.     

组织内领导越轨行为研究：概念、诱因与结果

领导越轨行为是指领导者在工作场所中故意违反重要的组织规范的行为。通过整合分析组织内越轨行为和领导行为两个领域的相关研究发现, 领导越轨行为的诱因大致包括个体因素(个性特征、个体知觉和人口学变量)和情境因素(组织文化、工作特征和人际影响)两类, 并且主要通过社会比较、社会心理和社会交换三条路径进一步影响下属的工作绩效。未来研究应从行为客体(组织-人际)和行为动机(利己-利他)两个角度对领导越轨行为的内涵进行纵深拓展, 并进一步考察不同诱因的交互影响以及领导越轨行为的作用机制。     

问题彩民的购彩心理与行为特征

问题彩民是指因购买彩票而对个人、家庭、组织及社会层面产生不良影响的一类彩民。问题彩民购彩心理与行为特征的研究主要包括人口学变量、购彩心理特征、购彩行为特征以及干预措施等方面。未来的研究应注意建构问题彩民购彩意向影响因素模型、采用跟踪调查和个案研究、探究问题彩民神经生理机制以及加强对问题彩民的干预研究。