大学生职业成熟度的课程干预研究

为探索课程干预对提高大学生职业成熟度的效果,对120名大学生进行了10次共25小时的辅导,使用择业自我效能感(CDMSE)和职业选择态度(VDI)问卷对实验组和对照组实施了前后测量。结果表明:(1)课程干预后,实验组被试的择业自我效能感和择业态度有显著性提高。对照组被试的前后测没有显著性差异;(2)使用协方差分析控制前测影响后,实验组被试的择业自我效能感和择业态度显著高于对照组;(3)课程干预能够有效提高大学生的职业成熟度。     

从王继先看宋医官与政治的关系

生活在南宋高宗建炎时期的王继先,由于精湛的医术和在朝廷中的尊贵地位,而声名显赫、盛极一时。王继先作为宫中御医,却在政治仕途上平步青云,并且在相当长的时期内权倾朝野,与权臣秦桧、宦官张去为共同构成三足鼎立的形势左右南宋政局。结合王继先的生平,对其与南宋政治的关系加以阐述。     

Executive career management: Switching organizations and the boundaryless career

There has been little research examining executives who change jobs by specifically following these individuals both before and after their employer changes. By incorporating research on the boundaryless career [Arthur, M. B., & Rousseau, D. M. (Eds.). (1996). The boundaryless career: A new employment principle for a new organizational era. New York: Oxford University Press; Sullivan, S. E., & Arthur, M. B. (2006). The evolution of the boundaryless career concept: Examining physical and psychological mobility. Journal of Vocational Behavior, 69, 19-29] and applying Frank’s theory of relative standing (1985), this study examined factors that may cause executives to change jobs in the context of managing their careers. Our findings revealed that factors, such as age and compensation, were related to the likelihood of job movements as well as declining organizational health. Post-hoc analyses also indicated that executive job-changers received significantly greater increases in total compensation and were more likely to receive increases in organizational status.     

Career And Relationship Satisfaction Among Female Faculty in Marriage and Family Therapy Programs

This study explored career and relationship satisfaction of women faculty in accredited marital and family therapy (MFT) programs. Faculty were more satisfied with teaching duties than research or service duties and more satisfied with service than research duties. A backwards multiple regression procedure showed that the combined variables of psychosocial mentoring functions, expanded service duties, and having received an award for research or service were associated with greater levels of career satisfaction while career mentoring functions were associated with reduced levels of career satisfaction. Implications and suggestions for improving the academic climate are presented for institutions, MFT programs, the American Association for Marriage and Family Therapy (AAMFT), and the Commission on Accreditation for Marriage and Family Therapy Education (COAMFTE).     

After-School Youth Development Programs: A Developmental-Ecological Model of Current Research

Although there has been a rapid increase in funding and attention to after-school programs, there is little understanding of how after-school programs impact children's developmental trajectories. The heterogeneity of American children makes it very unlikely that all children need after-school programming or that there is but one brand of after-school programming suitable for all youth. We discuss the numerous developmental and contextual factors that may influence which children benefit most from after-school programs as well as the nature of the after-school programs most beneficial to children's needs. The value of utilizing an ecological and developmental perspective to after-school program evaluation are presented, including the need for improved research designs and more detailed analyses of program type and services as well as a more complete determination of which children benefit the most from after-school participation.     

Who Are the Next Generation of Genetic Counselors? A Survey of Students

Genetic counseling students were surveyed about their backgrounds, application process to genetic counseling programs, and career motivations and plans. Program directors from 27 accredited programs were asked to distribute 362 surveys to students. Fifty-two survey items assess demographics; sources of support for pursuing a genetic counseling career (information about genetic counseling, encouragement/discouragement from others); career motivations (reasons for applying and for becoming a genetic counselor); and career certainty. Two hundred and thirty-five usable surveys were returned (64.9% usable return rate). Most respondents were Caucasian females (mean age = 25.4 years). About 13% identified as ethnic minorities, and about one-third reported family histories of a genetic condition(s). Most respondents learned about the field in classes, and most were strongly encouraged by family and friends to pursue genetic counseling. Reasons rated as most important for becoming a genetic counselor included helping others and intellectual stimulation. Recruitment, training, and research recommendations are given.     

Understanding Mechanisms of Change in the Development of Antisocial Behavior: The Impact of a Universal Intervention

The association between the development of antisocial behavior, affiliation with deviant friends, and peer rejection was tested with a preventive intervention; 664 boys and girls were randomly assigned to a universal classroom-based intervention targeting disruptive behavior or a control condition. Peer nominations of antisocial behavior, friends' antisocial behavior, and peer rejection were assessed annually for 4 years. A high, a moderate, and a stable low antisocial behavior trajectory were identified. Large reductions in antisocial behavior were found among intervention children who followed the high trajectory. These reductions coincided with affiliations with nondeviant peers and with decreases in peer rejection. The affiliation between deviant and nondeviant peers was initiated by nondeviant children. The results support a causal role of deviant friends and peer rejection in the development of antisocial behavior. The implications for our understanding of the mechanisms leading to reductions in antisocial behavior are discussed.     

Sisters of the Heart Along the Way: The Power of the Female Mentoring Relationship

Women's mentoring relationships with other women can have powerful effects on professional development and enrich the lives of both mentor and protégée. Women psychology students and early career psychologists are tasked with integrating their personal and professional identities and overcoming gender-related barriers to professional growth and career success. Mentors provide assistance negotiating these and other challenges to the junior professional's development. The author shares her experience as a woman student and early career psychologist in the context of her relationship with her woman mentor. She discusses her reconciliation of stereotyped beliefs about being a woman and a professional psychologist; processes significantly influenced by powerful characteristics of her mentoring relationship such as supportive encouragement, modeling, transparency, and spiritual connectedness. The author then explores the link between the relational qualities in the mentoring relationship and an enhanced overall approach to clinical work with patients. Last, the benefits of women's intimate relationships are discussed, followed by references that explore benefits and challenges, and models and strategies for women mentoring women. The author concludes that as a sister of the heart relationship, the mentoring bond between women can be a healing and empowering attachment.     

Story telling: crafting identities

ABSTRACT

Career guidance clients are seeking to craft new identities that better position them in their careers. The focus of the present article is on narrative career counselling's potential contribution in providing a meaningful and useful experience for career guidance clients. To illustrate the potential of narrative career counselling, the story telling approach is offered as an example to illustrate how identity can be crafted in contextually and culturally sensitive ways.     

童年中晚期孤独感的发展轨迹：一项潜变量增长模型分析

使用问卷法和同伴提名法对884名小学二年级学生进行历时三年的四次追踪测试, 采用潜变量增长模型建模, 检验小学2~5年级学生孤独感的变化趋势, 并考察不同性别儿童孤独感变化的差异性以及同伴接纳对孤独感变化的影响。结果发现：(1) 2~5年级小学生孤独感呈曲线递减趋势, 递减速度逐渐减缓, 起始水平及发展速度均存在显著的个体差异; (2)女孩起始的孤独感水平显著低于男孩, 而发展速度、加速度则不存在显著的性别差异; (3)较高的同伴接纳对当时儿童孤独感的降低具有显著的促进作用。研究采用孤独感发展的情境观, 并结合儿童认知、自我发展的特点对结果进行了分析。