Negotiating multiple perspectives: a discussion of instructors’ practice within an English-language service course

At the University of the West Indies, large courses often require the involvement of multiple persons in their delivery. Within the English Language Foundation Unit, several of the courses offered cater to over 500 students in any given semester. The large number of students necessitates multiple practitioners providing instructions as part of the same course offering. While stylistics may vary, there is the need for course instruction and content to depict uniformity. Practitioners’ conceptualization of a specific topic will inform the instruction received by students. In instances where practitioners do not conceptualize content in a like manner, students within the same course may receive varied instruction, thus affecting student output and overall evaluation. The paper looks specifically at a service course offered at the University of the West Indies and the practices of the multiple persons involved in the teaching of the course. It provides an overview of practitioners’ discussion of their conceptualization of content areas within the courses and assesses the extent to which there are variations and/or similarities. It also discusses how these impact teaching and learning. The research seeks to derive an actionable direction for collaboration and further discussions within large service courses with the aim of improving teaching and learning.     

Using Art-Based Strategies in Group-Based Counselor Supervision

In addition to course work and experiential learning experiences, a vital aspect to counselor training is clinical supervision. Supervision acts as a mediator bridging the gap between theory and practice. Using creative interventions has been increasing in clinical work and may be beneficial to be used more in training counseling students. One way to incorporate creative and expressive techniques into a counseling program is to use art-based strategies in clinical group supervision. Research and clinical experiences are discussed.     

Creative Supervision for Counselors Working in a Hospice Setting

The number of individuals receiving hospice care in the United States is on the rise. Many individuals who suffer from debilitating health issues use the care of helping professionals in a hospice environment. Supervision approaches for counselors who encounter grief, loss, death, and bereavement issues in hospice settings are needed. The authors introduce three creative interventions for use with supervisees in one of the four stages of the integrative developmental model of supervision. One intervention, the “Rock Talk,” is more thoroughly explained and then demonstrated in a case illustration of a supervisee using the intervention to say goodbye to a hospice client.     

学业自我概念的建构:内/外参照模型研究述评

内/外参照模型在理论上同时考虑了社会比较和维度比较两种比较方式在建构个体学业自我概念过程中的作用。近年来,对内/外参照模型的研究进展主要体现在三个方面:对该模型进行跨文化一致性检验;提出了维度比较理论;与大鱼小池效应相整合。这些研究表明学业自我概念具有学科特异性,研究者要更加注重学业自我概念及其它学业变量的学科特异性研究,并加强内/外参照模型的调节因素研究,教师及家长要引导学生合理选择比较方式。     

中职生家长投入与子女学业投入的关系：教养风格的调节作用

中职生的家庭资源是影响其学业发展的重要因素。本研究调查了国内8个省市1185名中职生和高中生,探讨了中职生家长投入的现状特点及其与教养风格、学业投入的关系。结果发现：中职生家长投入水平显著低于高中生家长;家长教养风格（自主支持/控制）调节了家长投入对中职生学业投入的预测作用。在自主支持的教养风格条件下,家长的在家辅导、参与决策能显著预测学生学业投入的水平,而在控制的教养风格条件下则不成立。     

师范生职业认同感的效能—价值双维核心模型的构建

以师范生职业认同感研究的"职业能力"和"职业价值"两大取向为基础,根据其单维评估的不足,将职业效能感和职业价值感指标联合,提出师范生职业认同感的效能—价值双维核心模型,并考察该模型在3所部属师范大学的1237名免费师范生中是否存在及其效用。研究表明:(1)模型能有效将免费师范生分组,其中低效能—低价值占31.69%、低效能—高价值占6.63%、高效能—低价值占40.01%、高效能—高价值仅占21.67%,克服了单维评估存在的高估或低估问题;(2)模型在职业认同结果(职业意志感、职业意愿与期望感)、学业满意度、总体生活满意度及未来担忧上的分组效应显著,同时拥有高职业效能感和高职业价值感的免费师范生具有最佳的职业认同感、学业满意度、总体生活满意度和最少的未来担忧。     

道德推脱与大学生学术欺骗行为的关系研究

通过对550名大学生的问卷调查,探讨道德推脱在移情、责任心、道德认同与学术欺骗行为之间的作用。结果表明:道德推脱对学术欺骗行为有显著的正向预测作用;责任心、道德认同对道德推脱有显著的负向预测作用;道德推脱在移情与学术欺骗行为之间无显著的中介作用,而在责任心与学术欺骗行为、道德认同与学术欺骗行为之间均有完全中介作用。文章最后探讨了这一中介作用的意义。     

Informing supervision practice through research: A narrative inquiry

Intention: This study focused on questions of whether and how clients benefit from supervision. As practitioner research, the study was intended to shape the researchers’ own supervision practice. Method: The qualitative approach was based on interviews with a small number of experienced practitioners about their supervision experiences. The findings are presented in the form of reflexive stories, told by each researcher. Findings: In these stories the researchers tell how engagement with experienced practitioners’ accounts of their past supervision shaped the hopes and intentions the researchers hold for their future supervision. Implications forpractice: The stories suggest there are therapeutic benefits in an ethic of transparency that provides for practices that overtly carry stories in both directions between counselling and supervision.     

情绪智力在大五人格与学业满意度之间的中介效应

以229名大学生为被试,采用问卷调查法,通过考察情绪智力在大五人格与学业满意度之间关系中的中介效应,探讨了两种情绪智力模型之间的区别。结果表明：（1）大五人格因素巾只有开放性维度对学业满意度存在显著影响;（2）能力型情绪智力在开放性与学业满意度之间的关系中起完全中介的作用,而混合型情绪智力则没有在上述两者之间关系中起到中介作用。     

Medical Psychology Services in Dutch General Hospitals: State of the Art Developments and Recommendations for the Future

In this article an overview is presented of the emergence of medical psychology in the care of somatically ill patients. The situation in the Netherlands can be considered as prototypical. For 60 years, clinical psychologists have been working in general, teaching and academic hospitals. Nowadays, they are an integrated non-medical specialism working in the medical setting of hospitals in the Netherlands, and are a full-member of the medical board. This paper discusses several topics: the position of the general hospital in the health care system in the Netherlands, the emergence of medical psychology in Dutch hospitals, the role of the professional association of medical psychologists, and the characteristics of patients seen by clinical psychologists. Following the discussion about the situation of medical psychology in other countries, recommendations are formulated for the further development of medical psychology in the Netherlands as well as in other countries.