Categories and Facets in Integrative Levels

Facets and general categories used in bibliographic classification have been based on a disciplinary organization of knowledge. However, facets and categories of phenomena independent from disciplines can be identified similarly. Phenomena can be classified according to a series of integrative levels (layers), which in turn can be grouped into the major strata of form, matter, life, mind, society and culture, agreeing with Nicolai Hartmann’s ontology. Unlike a layer, a stratum is not constituted of elements of the lower ones; rather, it represents the formal pattern of the lower ones, like the horse hoof represents the shape of the steppe. Bibliographic categories can now be seen in the light of level theory: some categories are truly general, while others only appear at a given level, being the realization of a general category in the specific context of the level: these are the facets of that level. In the notation of the Integrative Level Classification project, categories and facets are represented by digits, and displayed in a Web interface with the help of colours.     

医疗纠纷泛化原因多视角分析

随着社会的发展,医疗纠纷日趋增多,成为各卫生部门的最大难题,是继医疗改革之后的又一备受社会各界关注的热门话题,医患关系成为社会最不和谐的声音。医患关系是在社会政治、经济、文化、法律等因素共同作用,围绕“治病”所形成的道德、诚信、契约、经济利益关系,通过分析现代医患关系的变化,探讨医疗纠纷增多的原因。     

Adolescent personality,problem behaviour and the quality of the parent–adolescent relationship

The relationship between adolescent personality and problem behaviour has been well established. However, relatively little attention has been given to the role of the social environment in the association between adolescent personality and problem behaviour. We tested the mediating and moderating role of the quality of the parent–adolescent relationship in the associations between adolescents' personality traits and problem behaviour. The sample consisted of 140 adolescents (11 to 18 years of age) and both their parents. Results supported a mediating role of the father/mother–adolescent relationship in the associations between Agreeableness, Emotional Stability, and Conscientiousness and externalizing problem behaviour. The father/mother–adolescent relationships did not mediate the associations between personality traits and internalizing problem behaviour. We also found support for a moderating role of the father/mother–adolescent relationships in the association between Emotional Stability and both externalizing and internalizing problem behaviours. Other moderated effects were specific for parent, personality trait and type of problem behaviour. Copyright © 2006 John Wiley & Sons, Ltd.     

从人际关系看人格--认知-情感系统理论的视角

人格的认知—情感系统理论(cognitive-affective system theory of personality,简称CAPS)被视为是与大五人格理论齐名的一种人格理论。该文拟从个体外部的人际关系层面来阐述该理论,以加深对理论的理解。然后,又从CAPS与其它人际关系理论的契合说明该理论是一种整合性的人格理论。最后,指出了CAPS的优点和局限性,并由此对人格研究的未来发展方向进行了探讨。     

Organizational socialization tactics and newcomer proactive behaviors: An integrative study

The purpose of this study was to examine the relationship between organizational socialization tactics, newcomers’ self-efficacy, proactive behaviors, and socialization outcomes. Based on a sample of 140 co-op university students who completed surveys at the end of their work term, the results indicated that newcomers’ self-efficacy and institutionalized socialization tactics were positively related to newcomer proactive behaviors. The results also indicated that newcomer proactive behaviors partially mediated the relationship between their self-efficacy and organizational socialization tactics with a number of proximal and distal socialization outcomes. Furthermore, feedback-seeking and information-seeking moderated the relationship between socialization tactics and several socialization outcomes. Institutionalized socialization tactics were more strongly related to socialization outcomes for newcomers who engaged in less feedback-seeking and information-seeking behavior. These results support an interactionist approach to organizational socialization in which newcomers’ self-efficacy, proactive behavior, and organizational socialization tactics all contribute to newcomers’ adjustment and socialization.     

The Importance of Interpersonal Similarities in the Teacher Mentor/Protégé Relationship

The present study assessed the effect of interpersonal similarities between mentors and protégés in a large formal teacher mentoring program. The dependent variables included protégés’ satisfaction with the services provided by the program and perception of the program as influencing the decision to continue as a New York City Public School teacher. Two years of responses to surveys indicated that mentor-protégés similarities, most notably in the relatively intangible areas of outside interests, teaching styles, or personality types, fostered stronger relationships between mentors and protégés.     

Losing a training analyst for ethical violations: A candidate's perspective

The author presents her experience as the analysand of a training analyst who was investigated and expelled for ethical violations with another patient, including sexual-boundary violations, during her analytic training. While boundary violations by training analysts are not uncommon, the particular trauma experienced by 'bystanders' such as candidates and supervisees is not discussed in the literature, nor the response of institutes to the educational problems that are generated. The author illustrates the complications for candidates that arise from the dual roles of training analyst as educator and analyst when he or she faces investigation or censure, including isolation and secrecy, which promote various splits in the candidate, analytic dyad and group, as well as loyalty conflicts. The discussion covers three phases of the author's experience as a candidate-analysand, namely the period encompassing the institute's ethics investigation, the announcement of findings to her and to the institute as a group, and the ensuing individual and group dynamics generated by her analyst's expulsion from the institute and revocation of his medical license. Theoretical perspectives are utilized to understand the group regression, including contamination and contagion fears, which occurred in the wake of the training analyst's expulsion, and the impact of these processes on the candidate, including the pressure to function as a 'container' for projections of the group. Implications and recommendations for candidates and institutes are made for dealing helpfully with trainees who are affected by the process of dealing with a training analyst's ethical violations. Short-term and longer-term outcomes of the experience are considered.     

患者医疗高付费的社会文化背景断想

“看病贵”的原因之一即病患者主观方面的医疗高付费的表现形式及文化背景包括在趋祈“神灵”的求医心理支配下崇尚名医名院;受“药须贵,医须贿”观念的影响,在医疗活动中以高付费求取感情踏实;富有阶层追求高于一般社会水平的生活享受和精神享受;至爱亲朋在病人重病期间或弥留之际以高额费用寄托伦理亲情。     

Community Influences on Adjustment in First Grade: An Examination of an Integrated Process Model

We examined the impact of neighborhood characteristics both directly and indirectly as mediated by parent coaching and the parent/child affective relationship on behavioral and school adjustment in a sample of urban dwelling first graders. We used structural equations modeling to assess model fit and estimate direct, indirect, and total effects of neighborhood structural and social characteristics on parenting behavior and child outcomes. Observed physical incivilities in the neighborhood were associated with lower levels of parent eliciting behavior and higher levels of child behavior problems. The effects of neighborhood structural characteristics were mediated partially through neighborhood community involvement with children, which had a direct significant impact on parent eliciting behavior and an indirect effect on child behavior problems. Neighborhood community involvement with children was associated with higher levels of parent eliciting behavior and lower levels of child behavior problems. Observed physical incivilities had a significant indirect association with poor school adjustment and a marginally significant association with positive school adjustment to first grade. Neighborhood community involvement with children was more strongly associated with positive school adjustment than poor school adjustment.