Inclusion of Disabled Children and School Reform

Summary

Over the past three decades, special and general education have undergone dramatic philosophical and structural changes. The mission of special and general education and the roles and responsibilities of school personnel have become increasingly blurred. The inclusion movement has captivated the interest of scholars, educators, politicians and the public alike. This paper reviews the major historical and current socio-political, legal, and professional forces that have led to the inclusion movement and national educational reform initiatives (e.g., Goals 2000, IASA, IDEA) in America. Psychologists assume significant leadership roles in the refinement and implementation of inclusion models and national reform initiatives. The expertise and contributions of psychologists to this movement are outlined. Critical issues and unanswered questions are presented to stimulate future research and debate.     

Gene–environment interdependence

The modern understanding of genetic influences, of environmental effects, of mental disorder, and of heritabilities is noted. The practical utility of finding susceptibility genes with a very small effect is questioned. The empirical findings and implications of developmental perturbations, epigenetics, gene–environment correlations and interactions are then discussed. It is noted that the genes involved in gene–environment interactions may be concerned with susceptibility to all environments and not just adverse ones.     

家庭教养方式对男性罪犯犯罪性获得的影响

该研究对赣州监狱成年男性服刑人员进行父母教养方式(EMBU)问卷的测试。结果表明,家庭教方式是犯罪倾向性获得的心理机制,影响着个体认知图式的形成,对犯罪性获得产生普遍性的影响;影响犯罪的严重程度;父亲因子更多在一般犯罪性层面发挥作用,而母亲因子会影响犯罪的特殊倾向;家庭结构因素要通过家庭功能因素对犯罪发生作用。结论是:不良的教养方式对犯罪性的获得产生深刻的影响。     

个体与群体情境下3～5岁幼儿延迟满足的实验研究

采用实验法以90名3~5岁的儿童为被试,探讨其在个体和群体情境中延迟满足的特点。研究结果表明:3~5岁幼儿的延迟满足能力存在着显著的年龄差异,随着年龄的增长而不断提高;3岁幼儿延迟满足能力较弱,而4、5岁的幼儿在这种能力上有了较明显的发展,但从整体上来看,幼儿阶段的延迟满足能力仍然很低;3~5岁幼儿的延迟满足能力在不同的情境、不同性别中不存在显著的差异。     

近年来中国抑郁症高发的社会因素分析

中国社会正值心理问题高发期,抑郁症已经成为困扰中国的一大社会问题。社会因素与抑郁症的患病率上升有直接关系。社会因素有:社会大环境与中国的经济转型,东西方民族心理文化的差异以及对健康的不同认知,计划生育政策的消极效应等。社会应根据其影响因素采取相应的干预措施。     

Optimizing Expression of the Common Human Genome for Child Development

Molecular biology has moved the gene-environment issue in behavior genetics to how and when expression of the human genome is triggered and maintained. How does environment influence gene expression? How many genes are expressed in producing a given behavior? The genome is a data bank and does not automatically create a working brain. The body and brain grow well when (a) endocrine hormones initiate and promote the expression of genes, (b) nutrition is sufficient to sustain the production of proteins, and (c) stress does not suppress gene expression. The growth of brain synapses also requires appropriate neural stimulation. To study gene expression, it is essential to view the complex biology of the cell from a system context that includes the entire genome plus the biological and psychological environments. Optimizing geneexpression for child growth can be achieved by a balance of medicine, nutrition, and appropriate physical, educational, and psychological environments.