心理治疗中共同要素理论的历史发展

从共同要素的角度,分理论模式化与研究实证化两条线索,追溯了心理治疗中共同要素理论的思想渊源,并自Saul Rosenzweig开始,综述了Carl Rogers、Jerome Frank、Marvin Goldfried、Michael Lambert、Bruce Wampold等学者的观点,探讨了共同要素理论的历史演进、内涵结构、理论模式及当代研究进展。认为它在不久的未来,将与特殊技术说逐步走向整合,加深对心理治疗过程与改变机制的认识,共同提升心理治疗的效果。     

Practice‐based supervision research: A network of researchers using a common toolkit

Aim: Given that various systematic reviews of supervision literature have revealed how little is known about supervision, that studies are not usually routed in practice, and that a multitude of diverse measures are used, the primary aim of this project was to support and encourage practitioner research related to supervision using a prescribed common set of instruments. Method: Funded by the British Association for Counselling and Psychotherapy (BACP), a Supervision Research Practice Network (SuPReNet) was established. A toolkit (a series of measures) that could be used routinely by practitioners was selected following the assembly of available measures of supervision and an assessment of them. Findings: The appraisal, conducted by the three authors, yielded five core measures, free for anyone to use, and accessible through the SuPReNet website. The measures are being piloted through a practice research network at a university counselling and psychotherapy research clinic where supervision data are being collected through a special module of CORE Net. Discussion: The potential yield from this initiative for practitioners, researchers, and the developing evidence‐base is discussed and a model proposed for the next generation of research on supervision.     

论道德继承

道德是符合社会之理而维持社会存在的人的行为价值和规范。道德有一般与特殊之分,一般道德的抽象性和特殊道德的具体性决定了二者继承方法的选择,即前者抽象继承,后者批判继承。历史上积累的道德价值和道德规范是道德继承的对象,此对象无论采取何种表述方式,终究可以用语言或者文字的形式表述为一个道德命题。因此,道德继承实质上是对道德命题的继承。道德命题是以善恶价值为内容、对某一道德状况或某一道德要求用逻辑语言所作的判断和陈述。它通常包括形式的或者逻辑的层面和实际的或者经验的层面,前者表征其一般意义,后者表征其特殊意义。理论上,前者采用抽象继承法,后者采用批判继承法,但实际上二者密不可分。因此,现实生活中的道德继承需兼顾两面,即采用一体两面相结合的道德继承模式。     

Mystical Experience Among Tibetan Buddhists: The Common Core Thesis Revisited

In the study of mysticism the debate has centered on whether a universal experiential core exists regardless of religious interpretation. The current investigation combines Jamesian empiricist and social constructivist perspectives to argue that stable experiential facets load variously on factors to construct local interpretations. Local interpretations reflect a family resemblance—a mystical common core experienced across cultures. Results of confirmatory factor analyses, based on data from 240 Tibetan Buddhist adults, suggest statistical model fit and superiority for the three‐factor model compared to the unidimensional model. Pure experience can be distinguished explicitly from its context‐specific hermeneutical construal.     

DRAPER IN SPAIN: THE CONFLICTING CIRCULATION OF THE CONFLICT THESIS

This article delves into the reception of John W. Draper's History of the Conflict between Religion and Science in Spain. With two translations into Spanish appearing almost simultaneously in 1876, the conflict became a weapon in a long political dispute. The tensions between conservatives and liberals, between monarchists and republicans had the university and pedagogical reforms as one of the main battlefields. One of the chief reformist movements was informed by “Krausism,” an ideology that had academic freedom as one if its central tenets. The similarities between the educational agenda of Draper and that of Krausists explain why the former's book resonated among members of the latter group. The article argues that in order to understand the reception of Draper in Spain, one should pay attention to the disputes about national identity and educational reforms, so as to place the so‐called conflict thesis in the context of opposing Spanish patriotisms.     

初中生核心自我评价在班级环境和学业压力之间的中介作用——性别的调节作用

为考察初中生的核心自我评价在班级环境和学业压力之间的中介作用及此作用在不同性别群体中的差异性,对北京市四所初中697名初一到初三的学生进行了班级地图量表、中学生学习压力问卷、核心自我评价量表的测查。结果表明：（1）总体班级环境不存在显著性别差异,但女生在学业自我决定上具有小效应量的显著优势,男生的学业压力显著高于女生,核心自我评价不存在显著性别差异;（2）班级环境中的师生关系和班级行为自控可以显著预测学业压力,两者共同解释学业压力12%的变异;（3）男生和女生的核心自我评价在班级环境和学业压力间均起完全中介作用;（4）女生群体中核心自我评价的中介作用显著高于男生群体,说明性别对此中介效应存在调节作用。最后对核心自我评价在班级环境和学业压力之间的中介机制及其对女生群体的重要意义等进行了讨论。     

高中生羞怯与学校适应:一个有调节的中介模型

目的:探讨羞怯对高中生学校适应的影响机制。方法:采用中学生羞怯量表、学校适应问卷、核心自我评价量表、自我关注量表对山东省1770名高中生进行调查。结果:①羞怯不仅能直接负向预测高中生的学校适应,还能通过核心自我评价进而影响其学校适应; ②自我关注在中介模型的后半路径起到调节作用。     

How Does the Relationship Facilitate Productive Client Thinking?

My thesis is: a) that the primary client activity that facilitates change is their productive thinking, b) that one key way the therapeutic relationship is helpful is that it facilitates this kind of activity, and c) that if we look at the therapist–client dyad as a group, then we can further understand how the therapy dialogue facilitates productive client thinking through recent ideas about socially shared cognition.     

Hume on the Standard of Virtue

Among those sympathetic to Hume'smoral philosophy, a general consensus hasemerged that his first work on the topic,A Treatise of Human Nature, is his best. Hislater work, An Enquiry Concerning thePrinciples of Morals, is regarded as scaleddown in both scope and ambition. In contrastto this standard view, I argue that Hume'slater work offers a more sophisticated theoryof moral evaluation. I begin by reviewing theTreatise theory of moral evaluation tohighlight the reasons why commentators find socompelling Hume's account of the corrections wemake to our moral sentiments. The method isendorsed by philosophers such as Henry DavidAiken and Annette C. Baier because, theyallege, it shows that moral sentiments reflecta process of judgment that includes thepossibility of corrigibility and ofjustification. But Hume's method of correctionfalls short and does not establish why thesentiments conforming to the standard of virtueshould count as moral judgments. In the secondEnquiry, Hume lays out a different set ofcriteria, including not only the need forcertain virtues of good judgment but attentionto the particular cultural and historicalorigins of the norms governing the virtues ofgood judgment. Hume's attention to diversityin evaluative outlook in his more matureposition takes seriously the relation betweenmoral authority and public debate.