酒店员工心理压力及影响因素研究

采用自编问卷等测评工具对杭州市两个高星级酒店270名员工进行酒店员工心理压力及影响因素的调查研究。结果表明:(1)酒店员工的年龄变量对心理压力的影响主效应十分显著,总体呈年龄段越低,心理压力越大的趋势。学历与年龄的交互作用对心理压力的影响显著,小学学历的员工高龄段的比低龄段的心理压力更为高些,与其余几个文化段的员工呈不同的趋势。(2)酒店员工的压力反应与其工作属性、职业态度、负性生活事件、社会支持、特质应对方式等因素呈显著相关。员工的消极应对方式和职业态度是影响心理压力的最主要因素。     

医务人员收取药品回扣的法律理性思考——兼谈《执业医师法》和《药品管理法》立法缺陷

医务人员收受药品回扣是违法行为,但是否适用以“受贿罪”刑事处罚存在司法争议。分析医务人员收受药品回扣的定性争议,提出以受贿罪论处存在的法律矛盾。认为医务人员收受药品回扣以批评教育为主,必要时给予行政处分,甚至吊销其职业医师(药师)资格而免除刑事处罚是妥当而合法的。对于医院管理者收受回扣,可以按受贿罪论处。     

Assessing long‐term maintenance of staff performance following behavior skills training in a home‐based setting

We used a multiple baseline across participant design to evaluate the effects of behavior skills training on teaching three behavior therapists to implement discrete trial teaching (DTT) and evaluate the long‐term maintenance of skills acquired through behavioral skills training. For participants whose skills did not maintain, the authors evaluated an independent self‐evaluation procedure on their performance. Following DTT implementation training, maintenance probes were assessed at 2‐, 4‐, 6‐, and 8‐week follow‐ups. The results demonstrated that one participant maintained 100% procedural integrity (PI) through all follow‐ups, one participant decreased below mastery criterion at the 2‐week follow‐up, and one participant dropped below mastery criterion at the 4‐week follow‐up. Those participants that demonstrated decreased accuracy of implementation of DTT programs and were taught to implement a self‐evaluation procedure. Following self‐evaluation, PI maintained for up to 7 weeks for one participant. Our results suggest that if PI does not maintain, self‐evaluation may be a supplementary intervention to increase and maintain PI of new employees.     

Utilizing Staff Incentives to Increase School-Wide Praise

The authors evaluated whether an incentive raffle increased teachers' use of written praise and appropriate student behavior. Participants included 93 staff members and 755 students at an elementary school in Central Illinois. School staff received didactic instruction for the importance of using praise, and praise notes were measured on a weekly basis by praise type, staff member type, and student type. Results indicated that the faculty incentive produced medium effects for praise for students, but did not impact the number of office discipline referrals. Staff members reported praise notes to be an acceptable school-wide system for managing student behavior, but had mixed feelings regarding faculty receiving incentives for writing praise notes. Implications as well as future research are discussed.     

Behavioral skills training in scent detection research: Interactions between trainer and animal behavior

Animal trainers working in scent detection programs are responsible for arranging training contingencies as well as for observing and recording animal behavior. We provided behavioral skills training (BST) to animal trainers working with scent detection rats to improve the treatment integrity of scent‐detection research sessions. We evaluated the trainers' behavior at baseline and during the sequential introduction of each component of BST (instructions, modeling, and feedback). We observed incremental improvements in treatment integrity with the introduction of each BST component. Posttraining probes revealed that these improvements were sustained at least 3 weeks post‐BST. As the trainers' behavior was modified during BST, we observed decrements in measures of rat performance. We discuss the nature of these interactions and their implications for the use of BST in scent detection research and in situations in which intervention with one party produces concomitant effects on the behavior of another.     

Student victimization by school staff in the context of an Israeli national school safety campaign

In this study, we examined and compared findings from four nationally representative studies of victimization of students by school staff in Israel. We explored whether levels of student victimization by school staff (teachers, principals, secretaries, janitors, etc.) have changed between 1998, 1999, 2002, and 2005, and whether patterns of group differences (gender, age, and cultural groups) were replicated across those four points in time. We employed representative samples stratified by ethnic affiliation and school levels. In 1998, there were 15,916 4th-11th grade students from 232 schools; in 1999, 16,414 4th-11th grade students from 239 schools; in 2002, 21,577 4th-11th grade students from 410 schools and in 2005, 27,316 4th-11th grade students from 526 schools across Israel. Overall, the results reveal that for the entire student population in Israel reports of victimization are quite similar across the four waves of data collection. Levels of physical victimization were consistently higher among boys and Arab students, but other group differences were less consistent, especially with regard to differences between age groups.     

VIDEO MODELING TO TRAIN STAFF TO IMPLEMENT DISCRETE‐TRIAL INSTRUCTION

Three new direct‐service staff participated in a program that used a video model to train target skills needed to conduct a discrete‐trial session. Percentage accuracy in completing a discrete‐trial teaching session was evaluated using a multiple baseline design across participants. During baseline, performances ranged from a mean of 12% to 63% accuracy. During video modeling, there was an immediate increase in accuracy to a mean of 98%, 85%, and 94% for each participant. Performance during maintenance and generalization probes remained at high levels. Results suggest that video modeling can be an effective technique to train staff to conduct discrete‐trial sessions.     

Effect of conducting behavioral observations and ratings on staff implementation of a paired-stimulus preference assessment

We assessed the effects of trainees observing and rating the accuracy of others implementing a paired-stimulus preference assessment from video on the trainees' subsequent implementation accuracy. These observational experiences increased implementation accuracy with both a confederate and an actual consumer. These results suggest conducting observations and accuracy ratings may prepare staff to implement behavioral procedures without need of a dedicated trainer.     

国有企业职工需要结构及其态势研究

运用问卷法对中国国有企业职工的需要结构及其态势进行调查。结果表明,１．国有企业职工意识到的基本需要有２８种;２．这２８种需要共分六类、六个层次,按由低到高的层次排列,依次是生存、安全、社交、自主、尊重和发展需要,其中安全、发展和生存需要是国有企业职工的主导需要;３．企业、年龄和文化程度不同,职工的主导需要及其需求度存在某些差异     

A SUPERVISION PROGRAM FOR INCREASING FUNCTIONAL ACTIVITIES FOR SEVERELY HANDICAPPED STUDENTS IN A RESIDENTIAL SETTING

This study was designed to increase the amount of time severely handicapped students living in a residential facility engaged in age-appropriate and functional activities. After a brief in-service training, a program involving instructions to supervisors and staff feedback was implemented in a multiple-baseline design across settings. Results showed that after the supervision program was implemented, the students' participation in activities increased. Further, these increases maintained when feedback was reduced from an average of 3 days a week during treatment, to once a month for a 5-month period.