Collaboration and a Self-Help Orientation in Therapy with Suicidal Clients

Working with suicidal clients historically has placed a heavy burden of responsibility on the therapist for a successful outcome. This orientation generally has left clinicians feeling stressed and in need of controlling their clients' behavior; clients, in turn, often have developed unrealistic expectations of therapy or resistance of the therapist's interventions. In this context, the chance for a potentially valuable collaboration between client and therapist is often lost. This paper builds on previous work that has introduced the notion of a collaborative working relationship with suicidal clients. It is argued that the therapeutic process ideally should not only utilize the therapist's knowledge and skills in treating suicidal clients, but also cultivate self-efficacy by encouraging the client to adopt a self-help orientation to therapy. Several general principles of a collaborative/self-help orientation to working with suicidal clients are discussed and a variety of specific therapeutic strategies consistent with this orientation are described.     

非英语专业大学生短文写作元认知发展的一般特点

对1043名大学生(有效被试1012人)进行英文写作元认知、自我效能、成就目标、价值、内控性的测量,旨在了解非英语专业大学生英文写作元认知各维度的一般性发展特点。结果发现:语言策略、作文标准、准备性和计划性上存在年级差异;对作为作者的自己的优点的了解、对作为作者的自己的缺点的了解、语言策略知识、元认知体验、计划性、准备性、调节性上存在性别差异;在英文写作自我效能、价值、成就目标、内控性高分组与低分组间元认知水平差异达到显著性,且高分组具有较高的英文写作元认知水平。     

The Effects of Early English Learning on Auditory Perception of English Minimal Pairs by Taiwan University Students

Auditory perception of English minimal pairs was tested with or without noise background. Each subject was interviewed after the test to collect information regarding their early experience on learning English as a foreign language. This study was designed to examine the differential effects of learning English at three age-starting points and two learning durations. This study hopes to determine how childhood experience of English learning (which is not mandatory in public elementary schools) has affected the auditory competence of university students in distinguishing English minimal pairs. Results showed that age effects were salient only under condition of noise background. Without the interference of background noise, most subjects performed well enough to obliterate any potential differences.     

THE EFFECTIVENESS OF REINFORCEMENT AND PRACTICE FOR ENHANCING THE CREATIVE WRITING OF ELEMENTARY SCHOOL CHILDREN1

Reinforcement (team points) and practice were applied to the written work of 16 fifth graders on three operationally defined components of creative writing, fluency, flexibility, and originality.4 These three components were assessed via five response measures. Fluency was defined as the number of different ideas each student listed in an idea list prepared prior to writing an essay. Flexibility was measured in two ways, idea list flexibility and story flexibility. Idea list flexibility was defined as the number of different kinds of ideas which appeared in each day's list whereas story flexibility was defined as the number of different approaches to the topic that the child used in the story itself. Originality was also measured in two ways, idea list originality and story originality. Idea list originality was defined by the statistical infrequency of ideas in the children's lists of ideas. Story originality was determined by blind, subjective ratings of stories conducted by independent raters. All of the measures of creative responding were demonstrated to be under experimental control. The procedures also raised students' scores on Torrance's Tests of Thinking Creatively With Words on three variables, fluency, flexibility, and originality. Adoption for classroom use seems straightforward.     

Self-control techniques of famous novelists

A statement by a famous contemporary novelist is presented that indicates how he and others, independently of formal behaviorism, used behavioristic methods-specifically, self-recording charts and regularly scheduled daily work hours-to accelerate and maintain their writing outputs. On the basis of his statement and an analysis of his self-recorded data, it is argued that a meaningful and useful analogy can be drawn between writing a novel and emitting a simple operant response on a fixed-ratio schedule.     

Temporal Associations Between Posttraumatic Stress Symptoms and Depression in Response to Online Expressive Writing Interventions in a Hispanic Sample

Some expressive writing (EW) interventions targeting posttraumatic stress symptoms (PTSS) may reduce both PTSS and comorbid depression symptoms. The temporal associations between PTSS and depression symptom levels in response to EW interventions are unknown. This study examined the directionality of PTSS and depression symptom levels from baseline to 1-week, 1-month, and 3-month follow-ups of two online EW interventions in a Hispanic sample with diverse trauma experiences. Participants (n = 70) completed either emotion-focused or fact-focused writing for 3 consecutive days online. A manifest autoregressive model with cross-lagged effects and treatment condition was analyzed. All but one first-order autoregressive path were statistically significant, with later PTSS and depression scores significantly predicted by those scores at preceding time points. The cross-lagged effects findings suggest that earlier PTSS levels influenced later depression levels, but earlier depression did not influence later PTSS, demonstrating a unidirectional temporal association. Severe PTSS may hinder EW treatment gains in depression. Superior outcomes for emotion-focused writing relative to fact-focused writing were also found.     

汉语阅读发展研究中几种实验任务之间关系的探讨

本研究综合考察汉语阅读获得与发展研究中经常使用的注音、命名与组词,听写与多重选择的关系。结果发现：注音与命名有很强的一致性,并且都与组词有很高的棚关;在这些任务中,听写的难度最大,多重选择最易;几种任务存在共同的加工规律。文章从词汇识别过程讨论了这些结果的理论含义。     

社会自我效能感与工作幸福感和工作绩效的关系：职场排斥的中介作用

从资源保存理论出发,分析社会自我效能感与工作幸福感及工作绩效之间的关系,并检验职场排斥的中介作用。对188名员工及其上司进行问卷调查,结果显示员工的社会自我效能感与其感受到的职场排斥有显著负向关系;职场排斥与工作幸福感和工作绩效有显著负向关系;职场排斥在社会自我效能感与工作幸福感和工作绩效之间发挥中介作用。这表明高社会自我效能感的员工能够削弱受到的职场排斥,进而体验到更高的工作幸福感,并获得更好的工作表现。     

Positive Psychological States and Employee Creativity: The role of Ethical Leadership

This study explores a new theoretical model of employee creativity by investigating the impact of ethical leadership on creativity mediated by creative self-efficacy and psychological safety. Data collected from 200 supervisor–subordinate dyads in Pakistan reveal that ethical leadership is positively related to creativity. Further, psychological safety partially mediates the relationship between ethical leadership and creativity. However, creative self-efficacy is found insignificant in the relationship between ethical leadership and creativity. The study discusses research and practical implications of the proposed new theoretical framework with regard to employee creativity.