论西方主流伦理理论的前提错误——兼论道德无力症与冷漠症对医疗的影响

从“畏死的恐惧”出发重塑扎根生命的道德基础,即道德行为和“生-生”式的道德关系是人的本真需要,道德权威性的根据是人类生命共同体这一“内在永恒大我”和人的本真存在方式的需要。这拯救了道德相对主义,也使个体作为潜在的人类生命共同体而能以“与永恒相关的生命意义”推开恐惧。进而,道德行为是出于内在自由而达于实在的自由的。道德主体应具备的道德实践能力包括独立能力、通达能力和勇气。生存性境况中的原子式个体不具备道德实践能力,生命境况中的“超个体的个体”才有此能力。由此,人类道德无力症和道德冷漠症的根源是西方主流伦理理论的前提错误,即以原子式个体充任道德主体。它是医疗纠纷和暴力频发的原因。     

5G远程超声诊断：提升医疗质量、安全和可及性

回顾了5G远程超声诊断的技术特点和应用趋势,剖析受检者、医护人员及社会的获益与风险,认为5G 远程超声诊断模式作为远程医疗全新应用,可以成为我国医联体资源共享的重要载体,有望改善医疗资源在基层和偏远地区时空分布不均,满足公共卫生疾病筛查、院前急救和隔离病房超声检查需求,提高医疗质量、安全和可及性。此外,针对衍生出的受检者-本地端-远程端三方权责关系治理挑战,以及未来直接面向消费者的健康管理新模式,提出运用医师多点执业制度、设备备案管理等措施予以规范的建议。     

生物-心理-社会医学模式的实践与医学整合

影响生物-心理-社会医学模式实践的原因是多方面的。推进临床学科间的整合,实现医院与基层医疗的结合,大力发展临床流行病学和社会医学,是落实生物-心理-社会医学模式的基本条件。     

Academic on a mission: Run and run and run

Challenges the distinctions we make between research/scholarship and practice. Recognizes and values the complimentarity of teaching, research, practice, and public policy. Tells how I have tried to approach creating opportunities to integrate those activities in my role as a community psychologist in an academic setting. Describes some of the lessons I have learned from my two decades of practice. This article is a very close approximation to my Distinguished Contribution to Practice in Community Psychology award address at APA in Toronto, August 1996. That talk included numerous overheads, which reason demands I omit. I thank Jim Sorenson and George Albee who, each in their own way, showed me that university professors can be passionate about their work and extend their reach beyond the perimeters of the campus. I thank Heather Barton, Krista Hopkins, Jennifer Heigel, and Anne Salassi for being such good ambassadors and for my most meaningful source of professional satisfaction: turning students on to careers as community psychologists and preventionists. I thank the Virginia prevention community for two decades of working together toward a common mission and the College of William and Mary for supporting my life’s work. Finally I thank John Morgan for his friendship and his affirming introduction, State Michaels for her help with the original talk, and Beverly Peterson for always being there. I am deeply honored.     

Effect of response practice variables on learning spelling and sight vocabulary

Four experiments were conducted to examine variables associated with response practice as an instructional technique for individuals with intellectual disabilities. In Experiment 1, the effect of the cover component in the "cover write" method was evaluated, as were the comparative effects of written versus oral practice of spelling words by rehabilitation clients. The results showed that the cover procedure generally did not enhance performance over and above that produced by practice alone, and written practice generally was not superior to oral practice. Experiment 2 demonstrated that less response practice (i.e., five times) was as effective as more practice (i.e., 10 and 15 times) for teaching spelling to adolescents with developmental disabilities. Experiments 3 and 4 also showed that even less response practice (i.e., one time) was as effective as more practice (five times), and irrelevant practice following errors was as effective as relevant practice for teaching spelling and sight vocabulary to adolescents with behavior disorders and developmental disabilities, respectively. The findings suggest that a parsimonious procedure of limited response practice and positive reinforcement may be effective for the tasks and populations studied.     

How Much Jungian Theory Is There in My Practice?

This non-clinical paper consists of the author's subjective and personal value judgements on theory and practice. He discusses nine topics: I) What is analysis and why do people seek therapy? 2) Dangers of reification and hypostatizing: reinforcement of narcissistic defences and schizoid unrelatedness. 3) The problems of archetypal psychology and amplification. 4) The cultural and political aspects of the unconscious psyche, and the value of studying the philosophical background to the psychodynamic approach. 5) Criticism of the classical Jungian over-emphasis of the intrapsychic at the expense of the interpersonal. 6) Psychosomatic healing through experience and interpretation of psychosomatic identity in the transference/countertrans-ference; idea of the ‘animating body’. 7) Dangers of theoretical hndamentalism and crusading among Jungian schools: envy and intolerance. 8) The need for the analyst to have enough good objects. 9) An acknowledgement of theoretical influences other than Jung on the author's practice; although Jung's ideas facilitate a personal pluralism - the spirit of Jung.