Expressing the tradition in an educational context

Being born into a religious tradition, remaining within it and making one’s life an expression of it as a chaplain in a faith‐based college is not necessarily an unimaginative choice. A culture has some enduring characteristics but to survive meaningfully it has to be relevant to contemporary life. Thus, there is a necessity to question what is to be kept and what is to be discarded or less empathised. Most importantly, it must be asked by what means in such a college – through the design of buildings, chapel worship, respect of all college members, self‐conscious continuity and social projects – it can be effectively acted out in otherwise secular academic culture and multi‐cultural collegial community.     

Religiosity and obsessive-compulsive behavior in Israeli Jews

Individual differences in obsessive-compulsive (OC) behavior in various cultures correlate with religiosity. The current paper explored the so far unstudied relationship between religiosity and OC behavior in Israeli Jews. Two studies were conducted. Study 1 focused on the relationship between religiosity and OC behavior in a representative sample of Israeli students. Study 2 focused on religious change and OC behavior in a non-random sample of 31 individuals who had become more religious (the MR group), and 30 individuals who were less religious (the LR group) than their parents. Instruments used were the Maudsley obsessive-compulsive inventory (MOCI), the student religiosity questionnaire, and questions about parental home observance, upbringing, and changes in religiosity. In the first study, no association was found between religiosity and OC behavior. Religiosity was related to some degree to perfectionism and to the parental attitude to upbringing. In the second study, a significant difference was observed between the MR and the LR groups on OC behavior as measured by the MOCI. Conclusion, among Israeli Jews a lot of religious observance is non-reflective, and is not associated with individual differences in personality or OC symptoms. Those who undergo religious change may do so in response to their behavioral propensities. One such path is that the more OC become MR, and the less OC less religiously observant.     

Heart Follows Head: Influencing Violence-related Attitudes in the Classroom

We examined whether an undergraduate course on violence would influence students’ violence-related attitudes and beliefs. Students (N=145) completed the Violence-Related Attitudes and Beliefs Scale (V-RABS) at the beginning (Time 1) and end (Time 2) of the semester-long course. As expected, support for the death penalty, punishment, and catharsis decreased significantly, as did belief in an association between mental illness and violence. Acceptance of environmental influences on violent behavior increased significantly, although belief in biological influences did not change. Support for violence prevention efforts was high at both Times 1 and 2, and did not change significantly. Consistent with previous research, the results of this study confirm that college curricula may influence students’ attitudes and beliefs in addition to imparting knowledge.     

Communication flow and change theory within a family therapy supervision model

This article portrays a model of family therapy clinical supervision using change theory that is most appropriate for use with the videotape, audiotape, case presentation and debriefing from the live session. The most powerful tool during this process is that of communication and assessment of change theorys tools of confidence and conviction. The concepts presented are meant to add an additional dimension to family therapy supervision in cooperation of other theories, not as an end in themselves.Special thanks to Ms. Geri Koncilja of the Informational Technology Center at Colorado State University, Pueblo for illustration and graphic assistance.     

Understanding Pamina's recovery: An application of the hermeneutic single‐case efficacy design

This article reports an effectiveness case study of the individual systemic therapy of a 22‐year‐old Portuguese woman with a diagnosis of paranoid personality disorder, conducted in a university‐based clinic in Lisbon, Portugal. Data were analysed using the hermeneutic single‐case efficacy design, a non‐experimental interpretive approach that aims to determine whether change occurred, whether change was due to therapeutic strategies, and what in therapy caused the change. Results indicate that the treatment was effective and that de‐pathologising Pamina's condition and genogram‐based exploration techniques played a crucial role in her recovery.     

概念转变理论及其发展述评

概念转变是心理与教育领域的热点问题。20多年来,研究者从不同的背景和视角研究概念转变的过程与机制,提出了基于认识论、本体论和朴素理论的多个概念转变理论,成为后续概念转变研究的理论框架。随着研究的深入,这些概念转变理论得以继承和发展,表现为融入了社会、情感等因素并具整合的趋势。本文对当前国际主流的概念转变理论及其发展加以评述,并从问题、方法和视角等方面对未来的概念转变研究加以展望,提出构建更具普适性的概念转变理论框架的设想     

The Confucian Self and Experiential Spirituality

Since the publication of his book on Zhongyong (Tu 1976), Tu Weiming has worked for more than 30 years on an anthropocosmic reconstruction of the Confucian universe, in which self-transformation is defined both as the starting point and as the necessary vehicle for one’s spiritual journey. This article is primarily intended to examine Tu’s attempts to reconstruct Confucian spirituality but further to take a step forward to argue that in the spiritual world as construed by Confucius and Mencius, the experiential functions as transcendental by which the self initiates and empowers the transformative process. Through exploring the spiritual significance of Confucian experiences, this essay will conclude that although “transcendental experience” is only one of many dimensions in other religious or intellectual traditions, it is the most important path for Confucians by which the self is enabled to become fully integrated with ultimate reality.     

高中二年级学生双字词阅读知觉广度的眼动研究

采用“呈现随眼动变化技术”对12名高中二年级学生的双字词阅读知觉广度进行了眼动研究。结果发现：（1）高中二年级学生的双字词阅读知觉广度具有不对称性。（2）高中二年级学生的双字词阅读知觉广度为注视点左侧一个双字词到右侧两个双字词的空间。     

Attitudes toward health-messages: The link between perceived attention and subjective strength

IntroductionMany efforts are invested in promoting healthy attitudes and behaviors; nonetheless there is no clear, definitive evidence of sustained effectiveness of those efforts in all cases.ObjectiveThe present study examined the role of perceived attention in changing attitudes toward vegetable consumption as well as the perceived stability and resistance of those changes (attitude strength).MethodParticipants were randomly assigned to read a strong or weak health communication arguing in favor of vegetable consumption. After reading the message, participants reported attitudes toward this health issue, the perceived attention, and the perceived strength associated with their evaluations.ResultsParticipants who reported high (vs. low) perceived attention showed a greater effect of argument quality on persuasion. Furthermore, such participants also reported stronger attitudes compared to those who reported low perceived attention.ConclusionThis study showed that attitudes toward vegetable consumption can be changed after reading a persuasive message, and that the extent of perceived attention moderated the extent to which those changes were perceived as stable and resistant (stronger attitudes).     

Endorsement of achievement goals across secondary school years: Applying a state-trait framework

This study examined stability and change in endorsement of achievement goals across secondary school years. A longitudinal, complementary, integrative approach was utilized with a sample of 6908 Korean eighth graders followed over three years at one-year intervals. The autoregressive models demonstrated differential stability, whereas latent growth curve models showed mean-level changes. Applying a state-trait framework, achievement goals evidenced both trait and state components; endorsement of achievement goals is stable, but may also exhibit change over time. Although all achievement goal types were more state-like than trait-like, avoidance goals (mastery-avoidance and performance-avoidance goals) were more malleable than approach goals (mastery-approach and performance-approach goals); no differences were found between approach or avoidance goals.