中学教师社会化过程:交互作用视角

本研究以345名教师为研究对象,基于交互作用视角建立框架模型,研究教师社会化前因变量、社会化近端结果和终极结果之间的关系,以揭示教师社会化过程。结果表明:①教师社会化近端结果在组织策略和社会化终极结果之间起部分中介作用,在教师主动策略和社会化终极结果之间起完全中介作用;②同事帮带仅通过促进教师对学校的了解促进教师社会化终极结果;③家长配合一方面直接促进教师工作绩效,另一方面通过角色清晰对社会化终极结果产生积极影响。     

Why are maximizers less happy than satisficers? Because they maximize positive and negative outcomes

Although extant research suggests maximizing is related to objectively positive outcomes (e.g., job offers), I propose maximizing may be simultaneously and positively related to objectively negative outcomes (e.g., job rejections). Specifically, I argue maximizers bear more instances of positive and negative outcomes than satisficers, and that in spite of their positive outcomes—yet because of their negative outcomes—maximizers are less happy than satisficers. In Study 1, participants took the alternate uses test; as expected, maximizing was related to seeking alternatives, yet, maximizing was also related to seeking low‐quality alternatives. Moreover, the number of low‐quality alternatives partially mediated the relationship between maximizing and negative affect. In Study 2, the impact of maximizing on experiencing negative affect was further assessed by examining whether maximizing is related to seeking and choosing low‐quality alternatives. Participants played the Iowa Gambling Task; it was found maximizing was related to alternating among decks, and in particular, sampling bad decks; ultimately, maximizing was related to winning less money, and experiencing more negative affect. Finally, in Study 3, participants responded to questionnaires about positive and negative life outcomes; it was found that maximizing was simultaneously related to experiencing more positive and more negative outcomes, and that negative outcomes predicted happiness to a greater degree than positive outcomes. These findings suggest an irony of maximizing: It produces both positive and negative outcomes, contributing to literature explaining why maximizers are less happy than satisficers, and ultimately whether happiness is a matter of choice. Copyright © 2009 John Wiley & Sons, Ltd.     

军人婚姻关系恢复机制的探讨

随着社会的变化发展,离婚率日渐增长,军人婚姻关系也受到一定影响,离婚人数日益增多。家是社会的基础,是社会的细胞,特别是军人家庭,他们家庭的稳固与否不但对双方家庭影响巨大,同时也对国家、军队建设有比较深刻的影响。对军人婚恋关系恢复机制的探讨,加强对处于危机中的军人家庭的研究,有助于挽救其处于危机中的婚姻关系,建立和谐家庭,使其减少后顾之忧,更好地投入到部队的建设中去。     

Academic Achievement Over 8 Years Among Children Who Met Modified Criteria for Attention-deficit/Hyperactivity Disorder at 4–6 Years of Age

The predictive validity of symptom criteria for different subtypes of ADHD among children who were impaired in at least one setting in early childhood was examined. Academic achievement was assessed seven times over 8 years in 125 children who met symptom criteria for ADHD at 4–6 years of age and in 130 demographically-matched non-referred comparison children. When intelligence and other confounds were controlled, children who met modified criteria for the predominantly inattentive subtype of ADHD in wave 1 had lower reading, spelling, and mathematics scores over time than both comparison children and children who met modified criteria for the other subtypes of ADHD. In some analyses, children who met modified criteria for the combined type had somewhat lower mathematics scores than comparison children. The robust academic deficits relative to intelligence in the inattentive group in this age range suggest either that inattention results in academic underachievement or that some children in the inattentive group have learning disabilities that cause secondary symptoms of inattention. Unexpectedly, wave 1 internalizing (anxiety and depression) symptoms independently predicted deficits in academic achievement controlling ADHD, intelligence, and other predictors.     

A Randomized Trial of a Mental Health Consumer-Managed Alternative to Civil Commitment for Acute Psychiatric Crisis

This experiment compared the effectiveness of an unlocked, mental health consumer-managed, crisis residential program (CRP) to a locked, inpatient psychiatric facility (LIPF) for adults civilly committed for severe psychiatric problems. Following screening and informed consent, participants (n = 393) were randomized to the CRP or the LIPF and interviewed at baseline and at 30-day, 6-month, and 1-year post admission. Outcomes were costs, level of functioning, psychiatric symptoms, self-esteem, enrichment, and service satisfaction. Treatment outcomes were compared using hierarchical linear models. Participants in the CRP experienced significantly greater improvement on interviewer-rated and self-reported psychopathology than did participants in the LIPF condition; service satisfaction was dramatically higher in the CRP condition. CRP-style facilities are a viable alternative to psychiatric hospitalization for many individuals facing civil commitment.     

Genetics Education for Health Professionals: Strategies and Outcomes from a National Initiative in the United Kingdom

The National Health Service (NHS) National Genetics Education and Development Centre was established by the Department of Health in 2004 to help drive and co-ordinate genetics education for health professionals working outside specialist genetic services. This paper reviews the experiences and lessons learned to date. At the outset, it was clear that understanding the learning ethos, preferred delivery methods and attitudes towards genetics of different NHS healthcare groups was vital. We collected evidence by undertaking needs assessments with educators, practitioners and patients. We have determined the genetics knowledge, skills and attitudes which they said were needed and translated these into learning outcomes and workforce competences in a continuum of education. Beginning with core concepts introduced (and examined) pre-registration, the continuum continues with development of concepts post-registration as appropriate for role, leading to practical application and assessment of competences in the workplace. These are supported by a portfolio of resources which draw heavily on patient based scenarios to demonstrate to staff that genetics is relevant to their work, and to convince educators and policy makers that genetic education is likely to result in real clinical benefit. A long term educational policy, inclusive of learners, educationalists and their institutions must be evidence based, flexible and responsive to changes in workforce structure, provision of clinical services and conceptual and financial commitments to education. The engagement of national policy, regulatory and professional bodies is vital ().     

Rats’ anticipation of current and future trial outcomes in the ordered RNR/RNN serial pattern task

In the ordered RNR/RNN serial pattern task, rats often reduce their running speeds on trial 2 less within the RNR than within the RNN series. Initially, investigators (Capaldi, 1985; Capaldi et al., 1983) considered this trial 2 differential speed effect evidence for rats’ anticipation of inter-trial outcomes within each series. Later findings, however, suggest that this effect reflects some generalization of the ordinal position of trial 3 (Burns et al., 1986) or its similar runway cues during trial 2 (Capaldi et al., 1999). To test these generalization hypotheses, we made trial 2 more distinct from trial 3 in each series by forcing rats to alternate runways in a T-maze only on the last trial rather than on trial 2 in each series in Experiment 1, or by forcing rats to alternate runways between trials rather than to run down the same runway on all trials within each series in Experiment 2. Although enhancing the distinctiveness between these trials reduced the trial 2 differential speed effect, extensive training failed to eliminate it. Therefore, this residual difference between trial 2 speeds could reflect rats’ anticipation of trial 3 outcomes during trial 2 as originally proposed by Capaldi (1985) Experiment 3 was designed to determine whether we could enhance rats’ final trial outcome expectancies during trial 2 by making different trial 2 choices distinctive cues for each trial 3 outcome. The trial 2 speed effect was greater when rats were forced to alternate over all trials only within one of the series than when they were sometimes forced to do so in either series. Post-training probe tests revealed that both series position and the relevant within-series runway events contributed to this enhanced anticipation of trial 3 outcomes.     

Treatment for Youth in Short-Term Care Facilities: The Impact of a Comprehensive Behavior Management Intervention

We describe a comprehensive program to train emergency shelter staff in effective methods for dealing with youth who have behavioral and emotional problems; assess the degree to which staff implemented the treatment approach; measure the impact of the intervention on shelter-wide incidents such as out-of-control behavior, runaways, and violence against other youth; and examine pre-post changes in staff experiences at the shelter via anonymous surveys. Overall, the short-term shelter staff indicated adequate implementation of the intervention. The rate of youth incidents at the shelter significantly declined from pre to post assessment. Direct-care staff ratings of their satisfaction with their proficiency in behavior management and teaching youth skills increased significantly from pre to post implementation. These findings suggest that it is feasible to deliver an effective staff-training program to improve the behavior management and social skills of youth residing in short-term care facilities within the child welfare system.     

The Effects of the <Emphasis Type="Italic">Nobody’s Perfect</Emphasis> Program on Parenting Resourcefulness and Competency

We conducted an evaluation of Nobody’s Perfect Program involving 71 participants from Peterborough County, Canada. Prior to the program, parents completed demographic information, along with self-report measures assessing the types of interactions with their children, parent resourcefulness, knowledge and use of resources, parent competency and self-efficacy, which were completed again after the program and at a two month follow-up testing. In comparison to parents not earning certificates, parents earning certificates were younger and more likely to have completed previous parenting programs. As well, parents earning certificates demonstrated and maintained an increase in parenting resourcefulness, warm/positive parent-child interactions, sense of parenting competency and satisfaction, and use of community resources. The more sessions parents attended, the better their parenting resourcefulness and warm/positive parent-child interactions on completion and at follow-up, and the less their angry and punitive parenting at follow-up. Parents who had attended parenting programs before had higher parenting resourcefulness scores at entry. They left the program with increased levels of parenting resourcefulness, better parent-child interactions, and more effective child management skills. A number of recommendations are suggested to help facilitators of the program enhance service delivery and improve parental outcomes.     

Measuring organisational climate and employee engagement: Evidence for a 7 Ps model of work practices and outcomes

This study presents evidence supporting the psychometric properties of the Voice Climate Survey: an employee opinion survey that measures work practices and outcomes. The tool is tested across 13,729 employees from 1,279 business units representing approximately 1,000 organisations. Exploratory factor analyses, confirmatory factor analyses and internal reliability analyses support 31 lower‐order work practices and outcomes that aggregate into seven higher‐order work systems broadly covering practices and outcomes such as organisational direction, ethics, resources, involvement, recognition, development, teamwork, wellness, work/life balance, change management, customer satisfaction, job satisfaction, organisational commitment and employees' intention to stay. External validation of the tool is demonstrated by linking scores from the employee survey with independent manager reports of turnover, absenteeism, productivity, health and safety, goal attainment, financial performance, change management, innovation and customer satisfaction.