生命意义的缺失与追寻

生命意义(Meaning in life)指人们对自己生命中的目的、目标的认识和追求,主要包括意义存在(Presence of Meaning)和意义追求(Search for Meaning)两个维度。生命意义缺失(Absence of Meaning)指个体缺乏生活的目标、对自身存在价值和意义感的感知。意义缺失的体验一方面会带来焦虑、抑郁等消极影响,另一方面将激发起个体强烈的重构意义的动机,引导人们进行意义追求。未来研究应增加对生命意义的获取和提升、意义缺失的原因、含义与结构、意义追求的动机和效果的研究。     

青少年创伤后应激障碍和创伤后成长对亲社会行为的影响:生命意义的中介作用

采用创伤暴露程度问卷、创伤后应激障碍症状核查表、创伤后成长问卷、生命意义感量表和亲社会行为问卷,在汶川地震8.5年后对地震极重灾区的1182名中学生进行调查,考察创伤后应激障碍（PTSD）和创伤后成长（PTG）对亲社会行为的影响,并检验存在意义感和寻求意义感在其中的中介作用。结果发现：PTSD可以直接负向预测亲社会行为,也可以通过降低存在意义感进而负向预测亲社会行为,还可以通过提高寻求意义感进而正向预测亲社会行为;PTG可以直接正向预测亲社会行为,也可以分别通过提高存在意义感和寻求意义感进而正向预测亲社会行为。     

A Decision‐Making Model for Addressing Problematic Behaviors in Counseling Students

Gatekeeping is the subject of continued discourse in the counseling profession. With revisions to the ACA Code of Ethics (American Counseling Association, 2014 ), recent litigation (Keeton v. Anderson‐Wiley, 2010 ; Ward v. Wilbanks, 2009 ), and focused attention on value conflicts in counseling (Francis & Dugger, 2014 ), counselor educators' role as gatekeepers is expanding. In addition to this expanding role, counselor educators are responsible for being culturally and developmentally sensitive in interpreting, applying, and enforcing the codes and standards with counseling students. This article proposes a decision‐making model that integrates feminist, multicultural, systems theory, and social‐constructivist ethical decision‐making principles to address problematic behaviors in counseling students.     

What makes a meaningful life? Examining the effects of interpersonal harmony,dialectical coping,and nonattachment

Past cross‐cultural research on well‐being has tended to base Eastern construction of well‐being on the interdependent self‐construal, mainly as an offshoot of Confucius relationalism. However, other influential philosophical traditions in East Asian societies (i.e., Taoism and Buddhism) that portray a different picture of well‐being have received scant scholarly attention. We aim to foreground the distinctiveness of three well‐being constructs salient to Chinese culture, namely, interpersonal harmony, dialectical coping, and nonattachment, by providing experimental evidence on their differential effects on perceived meaning in life. Participants were 173 Taiwanese college students. Using priming procedures, participants primed with interpersonal harmony and dialectical coping reported higher levels of meaning in life as compared to those in the nonattachment and neutral control conditions. In addition, comparisons among the three well‐being constructs revealed that although the effects of interpersonal harmony and dialectical coping on meaning in life were similar in strength, they were both significantly stronger than that of nonattachment. The findings attest to the importance of recognizing within‐culture differences when conducting research on well‐being. Results were considered in terms of their methodological and theoretical implications.     

Effects of a Danish Student‐Centered Prosocial Intervention Program Among Japanese Children

Japan and Denmark represent two different educational cultures. Where Danish students in general report high scores on self‐esteem, Japanese children report low. A student‐centered and interaction‐based prosocial intervention program that was designed according to Danish educational culture was administered to children aged 11–12 years in Japan. Questionnaires measuring the children's quality of life (QoL) and metacognitive awareness were applied. Overall, the results showed that the student‐centered intervention improved the emotional well‐being aspect of QoL among Japanese boys. In contrast, Japanese boys’ scores on the declarative knowledge of metacognitive regulation declined. The teachers’ attitudes towards the intervention program were analyzed by use of interviews. The effect of the student‐centered intervention program is discussed with respect to the educational cultures in Japan.     

Are orthographic rules used by children with and without writing disabilities? / ¿Utilizan las reglas ortográficas los niños con y sin dificultades de aprendizaje en la escritura de palabras?

The aim of this study was to explore whether children with and without learning difficulties use orthographic rules to write words. To study this, two types of tasks from the Early Grade Writing Assessment (EGWA) test were used: (1) a dictation task which included pseudowords with an implicit orthographic rule; and (2) a dictation task which included words with arbitrary, unregulated orthography. An initial sample of 1,447 students from grades 1 to 3 of elementary school was selected. The results showed that the variables task type and grade were significant when explaining the differences found between the groups. These findings are discussed from the perspective of the orthographic representations self-teaching hypothesis as related to the orthographic depth hypothesis, associated with the orthographic transparency of Spanish.     

A Phenomenological Inquiry of Clients’ Meaningful Experiences in Counseling With Counselors‐in‐Training

This study is a follow‐up to Sackett, Lawson, and Burge's ( 2012 ) study that explored the meaningful experiences of clients and counselors‐in‐training (CITs). Using the previous study's themes of clients’ experiences in counseling with CITs as a launching pad, the authors examined in greater depth the meaningful experiences of clients who are in counseling with CITs through qualitative phenomenological interviews. Findings, as well as implications for counselor education, supervision, and counseling, are discussed.