Opinions vs. declared ethical attitudes toward professional work: A cross-national study of Polish and Norwegian youth

The aim of this article is to present cross-cultural research on secondary school students in Poland and Norway concerning their opinions about the ethical norms that every employee should follow, and the declared attitudes of young people towards these norms. The interaction between the awareness of general ethical norms that every employee should follow and the declared attitudes toward this role are discussed. Additionally, the influence of nationality and gender on opinions and attitudes toward ethical norms is analyzed.

Random-quota sampling was chosen to collect data from 844 Norwegian and 1337 Polish students aged 16–18. The analyzed variables concerning attitudes (declared future acts as a worker) and opinions (general expectations regarding employees) towards ethics included: giving and taking bribes, confidentiality, consideration for the employer’s property, consideration for the company’s hardware and software, positive attitudes to clients and co-workers, working in competing organizations, and using psychoactive substances.

Analyses of variance showed that variables such as gender and nationality significantly influenced the opinions and attitudes of young people towards work; however, the effect of nationality in this interaction appears to be stronger. We concluded that youth need to be educated in the area of work ethics before they enter the job market.     

Corporal Punishment by Mothers and Development of Children's Cognitive Ability: A Longitudinal Study of Two Nationally Representative Age Cohorts

This study tested the hypothesis that the use of corporal punishment (CP), such as slapping a child's hand or “spanking,” is associated with restricted development of cognitive ability. Cognitive ability was measured at the start of the study and 4 years later for 806 children age 2–4 and 704 children age 5–9 in the National Longitudinal Study of Youth. The analyses controlled for 10 parenting and demographic variables. Children of mothers in both cohorts who used little or no CP at Time 1 gained cognitive ability faster than children who were not spanked. The more CP experienced, the more they fell behind children who were not spanked.     

RECENT TRENDS IN RESPONSE TO CHILD VICTIMIZATION

Abstract

This chapter serves as an introduction to the many roles of health care professionalsin the assessment, care, and treatment of child victimization. It concentrates on those professionals caring for the physical health of victims of child abuse and neglect, although there are many similarities between child maltreatment and other family violence victims. In reviewing the health impact of maltreatment and the historical contributions of health care professionals, it discusses the roles that health care disciplines play in clinical care, training, research, and advocacy and their interaction with the community's child welfare, legal, and criminal justice systems.     

The Effect of Differing Measuring Methods on the Relationship of Motives

Over the past 30 years, few approaches to the study of motivation have generated the volume of research as have studies of the need for achievement, need for affiliation, and need for power. Yet few studies have been concerned with the interdependency of these motives. The goals of the present paper were to determine whether these motives are interdependent, and to compare two different measures of these needs. Ninety men and women from introductory psychology classes served as the subjects. They were administered the TAT and the Edwards Personal Preference Schedule test to determine the strength of these motives. The findings suggest that these psychogenic needs are not independent of each other. While the present results show no significant correlation between these needs among men, a significant one emerges for women. There were also significant correlations between the two techniques of measuring the motives, a test involving fantasy materials and a “self report” questionnaire.     

Self Research in Educational Psychology: A Cautionary Tale of Positive Psychology in Action

Recent calls for a positive psychology that would deemphasize human pathology and dysfunction in favor of building an understanding of positive features of human life and human flourishing make two assumptions that the author questions in this article. First, he challenges the assumption that disciplinary psychology has been fixated on pathology and dysfunction by considering work in educational psychology that, both historically and currently, espouses the characteristics of positive psychology as articulated by its major advocates. Second, through a brief, critical consideration of research on the self in educational psychology, he contests the assumption that psychology has sufficient resources to develop into the positive psychology envisioned by its promoters. He argues that psychology's emphasis on the individual, whose core self resides in a deep, internal psyche, radically strips psychology of the historical and sociocultural resources that enable self-development, constrain self-understanding, and constitute the self.     

Psychosocial Characteristics of Student Veterans with Service-Related Disabilities: Implications for Further Research and Occupational Therapy Involvement

The purpose of this study was to assess how post-9/11 university student veterans differ from nonveteran university students on four mental health indicators. In comparison to a demographically matched sample of nonveteran students, it was found that veterans in this study had significantly higher levels of depression and post-traumatic stress symptomatology and non-significantly lower levels of engagement in meaningful activities and meaning in life. This non-experimental study indicates that mental health differences between student veterans and their nonveteran peers do exist, and argues for the inclusion of occupational therapy services for student veterans.     

A Multi-Dimensional Framework for Evaluation of Instructional Consultation Teams

ABSTRACT

This article describes a multidimensional framework for evaluating team-based services in schools. The theory and literature on developmental, causal and confirmatory program evaluation are discussed as the foundation for this framework. The model of Instructional Consultation Teams (IC-Teams) is presented as an illustration of how program evaluation research supports program development and provides evidence of program impact. The inferred impact of IC-Teams upon over-referral and identification of students for special education, especially minority students, is investigated using the confirmatory criteria of consistency. Three studies investigating the impact of IC-Teams upon special education referrals of the IC-Team model are presented. The studies, conducted across three implementations of the program with three different methodologies, demonstrated decreases in the referral, evaluation and placement of students in special education. The need for additional research and limits of the approach are discussed.     

The Wisdom Jar

Abstract

Supervisors can use a wide range of skills and exercises when terminating counseling supervision with supervisees at the end of a practicum class. This article presents an experiential creative activity, the Wisdom Jar, as a metaphor for discussing specific lessons with supervisees. The use of creativity and the integration of symbols and metaphors provided supervisees with images to reflect upon after completing a counseling practicum clinical experience.     

Promoting Clinical Knowledge,Skills, and Empathy via a Creative Self-Suicide Assignment

Abstract

Suicide is a leading cause of American deaths. Given suicide's overall frequency and negative effects, specialized suicide training is warranted. This article describes a creative self-suicide assignment designed to enhance doctoral students? suicide assessment and intervention knowledge and clinical skills, and promote greater counselor empathy for clients presenting with suicidal ideation. Doctoral students who participated in the assignment reported increased suicide assessment and intervention knowledge and skills, and enhanced empathy toward clients presenting with suicide-related issues. Student summarizations related to their assignment experiences are included.