The Therapeutic Community Sing: Music Therapy Inpatient Group Process

Early psychoanalytic authors and music educators in both Europe and the United States pointed to the contemporary use of music therapy as a powerful modality in an inpatient psychiatric unit. The inpatient community sing is discussed in its capacity to address both individual and group goals. A clinical vignette from such a group is presented and discussed.     

BEFORE THE ORIGINAL POSITION: The Neo-Orthodox Theology of the Young John Rawls

This paper examines a remarkable document that has escaped critical attention within the vast literature on John Rawls, religion, and liberalism: Rawls's undergraduate thesis, “A Brief Inquiry into the Meaning of Sin and Faith: An Interpretation Based on the Concept of Community” (1942). The thesis shows the extent to which a once regnant version of Protestant theology has retreated into seminaries and divinity schools where it now also meets resistance. Ironically, the young Rawls rejected social contract liberalism for reasons that anticipate many of the claims later made against him by secular and religious critics. The thesis and Rawls's late unpublished remarks on religion and World War II offer a new dimension to his intellectual biography. They show the significance of his humanist response to the moral impossibility of political theology. Moreover, they also reveal a kind of Rawlsian piety marginalized by contemporary debates over religion and liberalism.     

心理学在社会服务体系中作用的思考——以复原力建设为例

在社会心理服务体系建设中, 心理学到底起着什么样的作用?怎样才能更好地构建全面系统的多主体社会心理服务体系?在社会心理服务体系建设中如何推动心理学自身的发展?这些问题一直受到广大心理学者的关注。以复原力为例, 通过对个体、团队以及社区心理复原力建设路径的理论总结, 加上实践案例, 以期为社会心理服务体系建设提供知识借鉴与参考, 并反思心理学在此过程中的作用与角色。心理学专业研究团队可以通过整合其在社会支持体系中的应用, 推动心理学在社会服务体系中的应用。     

社区卫生服务机构实施品牌战略的构想

"看病难"、"看病贵"两大问题,阻碍和谐社会建设、影响人民群众生命健康。大力发展社区卫生服务,将成为在城市缓解老百姓"看病难"、"看病贵"问题的重要举措,但由于种种问题与困难,降低了老百姓对它的信任度。在社区卫生服务机构实施品牌战略,塑造品牌形象,无疑是提升老百姓信任度的一剂良方,社区卫生服务必将迎来飞速发展。     

Long Term Outcomes to Family Caregiver Empowerment

The Vanderbilt Caregiver Empowerment Project evaluated a training program designed to enhance empowerment of caregiver and their subsequent involvement in the mental health treatment of their children. The intervention utilized a multi-component parent training curriculum that was designed to enhance: (a) knowledge of the service system; (b) skills needed to interact with the mental health system; and (c) the caregiver' s mental health services self-efficacy designed to improve caregivers beliefs in their ability to collaborate with service providers. The resulting increased empowerment was hypothesized to increase caretaker involvement, which should affect service use and ultimately the mental health status of the child. A randomized design was used to test the effectiveness of this model with caregivers of children receiving mental health services. The results one-year after the training replicated the intermediate outcomes of the project conducted 3-months after the training. The initial training continued to significantly influence the parent's knowledge and mental health services self-efficacy. However, the intervention had no effect on caregiver involvement in treatment, service use or the mental health status of the children.     

Social evaluation research: the evaluation of two police patrolling strategies

In most social evaluation research it is difficult to achieve the degree of experimental rigor possible in an applied behavioral study. This study illustrates how the evaluation researcher can increase experimental rigor in the analysis of social interventions. In the first evaluation, a variation of the time-series design that offered maximum experimental control given the limitations of the situation, was employed to evaluate the effects of a specialized home-burglary police patrol. This design revealed that no effects could be attributed to the patrol. In the second evaluation, a multiple baseline-like design was possible in determining the effects of a police walking patrol. This design revealed that the patrol produced an increase in crime reporting but not in arrests. Social interventions often occur in a manner that allows varying degrees of experimental analysis. The evaluation researcher must attain optimal experimental analysis given the limitations of each social intervention.     

Assessing the Impact of a Media‐based Intervention to Prevent Intergroup Violence and Promote Positive Intergroup Relations in Burundi

The present study (N = 1074) examined the impact of a theory‐driven media intervention aimed at violence prevention and intergroup reconciliation in Burundi. We used a novel methodology utilizing audio‐based surveys to assess attitudes related to intergroup conflict and reconciliation among community members. We conducted a propensity score analysis to estimate the causal effects of the intervention by examining differences between listeners and non‐listeners of the radio dramas. The results indicated a positive effect of the intervention on several social psychological outcomes (tolerance, in‐group superiority, social distance, intergroup trust, responsibility attributions, trauma disclosure and competitive victimhood). However, listeners and non‐listeners did not differ in obedience toward leaders or historical perspective taking; and the results for active bystandership, one of the main foci of the intervention, were mixed. Furthermore, the results show that the impact of the intervention sometimes depends on listeners' personal experiences of victimization. Copyright © 2015 John Wiley & Sons, Ltd.     

“Nobody Wants to Be an Outsider”: From Diversity Management to Diversity Engagement

This article develops an analysis of diversity in two ways. We start with a theoretical discussion of the ways in which diversity has been approached within psychology, showing the competing arguments that have been developed that connect diversity, community, and multiculturalism. We show that not only are there psychological consequences to contemporary experiences of increased diversity but also that fundamental psychological capacities—such as self‐consciousness, identity, and dialogue—actually stem from the experience of diversity. This has important implications for diversity management policies. The second part of the article gives an empirical illustration of how diversity is experienced in schools across England drawing on 13 interviews with senior staff and 11 focus groups with pupils aged between 12 and 14 years old. We discuss three themes related to experiences of diversity: (1) from difference to diversity, (2) real and imagined mobility across communities, and (3) collaborative practices, projects, and knowledge. What the empirical examples show is that critically engaging with diversity can be a more productive project than practices which construct diversity in terms of distinct groups that need respect and tolerance. Hence we argue approaches that promote engaging with diversity rather than traditional diversity management are more in line with foundational psychological insights as well as empirical research findings.