Theoretical and methodological directions in mindset intervention research

Growth mindset interventions directed at students aim to change students' beliefs about the malleability of ability. These interventions have had mixed results, with some showing impressive findings (e.g., improving grades and persistence in science and closing performance gaps), while other implementations have shown null findings. This heterogeneity suggests that growth mindset interventions should not be viewed as a sole solution for improving educational outcomes for students and that further research is needed to identify the contextual factors that influence their effectiveness. We propose new theoretical directions in mindset research that adopts an anti-deficit model and moves away from focusing exclusively on students and their belief systems. Instead, we encourage a new wave of mindset research that considers the institutional, cultural, and contextual environment that either corroborates or negates students' mindset beliefs. We propose a new approach to mindset research that emphasizes innovative approaches to better understand the conditions under which mindset interventions are effective.     

论《管子》中的教育思想

现行《管子》一书为汉朝刘向编定[1]。作为一部重要的学术著作,《管子》书中蕴含着丰富的政治、经济、军事、教育、哲学、社会及自然科学方面的思想内容。作为教育著作而论,《管子》的教育思想、教育内容、学生管理等其内容丰富多彩,而且独具特色。     

先秦齐国与鲁国教育思想异同论

由于齐国和鲁国的治国策略不同,反映到他们的教育思想上也存在着差异。齐国开展教育的目的很明确,那就是富民强国,称霸诸侯,而鲁国则是为了维护和推行西周宗法社会的礼制。本文借助现有齐、鲁文化典籍就齐、鲁教育思想的相同点与差异处进行了初步探析。     

Counselling psychologists in academia: Life satisfaction and work and family role commitments

We examined the life satisfaction of men and women counselling psychology faculty who were Division 17 (Society of Counseling Psychology) members of APA (American Psychological Association). Self-efficacy for multiple role management, coping style, and work-family role orientation were considered as predictors of life satisfaction. Results indicated that men scored significantly higher on employee role and self role self-efficacy as compared to women, and that women as compared to men scored higher on seeking social support coping. No significant sex difference was found for role orientation or life satisfaction. Findings revealed that spouse/partner self-efficacy and problem-solving coping emerged as significant predictors of men and women's life satisfaction and accounted for 31% of the total variance.     

对改善农村医疗卫生人才队伍现状的思考

农村卫生技术人才匮乏给农村卫生事业发展带来了严峻的挑战,导致这一现状的缘由应从多层面进行分析。作为医学领域新思想、新知识、新技术的创造者和发源地以及医学人才培养摇篮的高等医学院校在改变这种格局中担负着重大的使命。探讨如何以客户意识作为教育及办学价值取向,从而为改善农村卫生队伍现状开拓了思路。     

An Investigation of Psychology Staffing in Australian Metropolitan Acute Public Hospitals

Psychology is one component of the multidisciplinary services provided to patients in acute public hospitals, with research demonstrating that psychological intervention significantly enhances clinical outcomes for patients across a range of health issues. Despite the increasingly important role that psychologists play in Australian hospitals, there remains a lack of information available about staff levels, discipline structures, and clinical activity for psychological services within acute hospital settings. The most recent Australian data about hospital‐based psychology services was collected 20 years ago. The current study provides updated information from a survey of 15 Australian metropolitan, acute public hospitals: presenting and critically reviewing staffing configurations and models of service delivery. Results suggest that: (a) hospitals employ a highly skilled workforce at a rate of 0.16 full‐time equivalent psychology staff for every 10 hospital beds; (b) psychologists have a viable career pathway within the hospital‐based health sector; (c) role diversity is common, with the primary focus varying as a function of position level; (d) neuropsychology staffing requires urgent attention to address significant delays in access to services; and (e) public hospitals actively contribute to current and future workforce development through supervision, research, and training. The implications of these results for the future of psychological services in Australian healthcare are discussed.     

Comment on “The Self‐Care of Psychologists and Mental Health Professionals” (Dattilio, 2015)—Working With the Mentally Ill Is a Mental Health Hazard: What Can We Do About It?

It has been known for many decades that the risk of burnout, psychological distress, mental illness, or suicidal ideation is higher in mental health professionals (MHP) compared with many other professions and the general population; however, MHPs often disregard their own mental health for the sake of helping others, sometimes with fatal consequences. Paradoxically MHP tends to avoid seeking professional help for their own mental health issues. Apart from the serious risk to one's health that this poses, MHPs are now mandated to report any impairment that affects their ability to practice. The aim of this commentary is to emphasise the heightened risk of mental illness among MHP, and includes some risk factors associated with burnout, psychological distress, or mental illness in MHP. It explores some of the barriers to help seeking, including stigma, and highlights mindfulness as a self‐care strategy to prevent psychological distress and burnout. The commentary makes recommendations for inclusions into current psychology postgraduate as well as undergraduate curriculum. It concludes with recommendation for suitable support from professional bodies to help maintain good mental health and to help prevent mental illness among MHPs.     

Learning and difficult experiences in graduate training in clinical psychology: A qualitative study of Japanese trainees’ retrospective accounts

This study examined the experiences of Japanese clinical psychology trainees in their graduate school with the aim of identifying factors that might enhance or hinder their learning and professional development. We analyzed the interview data obtained from 17 clinical psychologists using grounded theory approach. Two major category groups were generated: Developing as a Clinician and Difficulties. The primary positive learning experiences in Developing as a Clinician were labeled “Hot Learning,” in which trainees acquired professional knowledge and skills through close interpersonal engagement with clients, peers, faculty, and supervisors. In contrast, Difficulties involved trainees’ negative experiences resulting in feelings of self-doubt and incompetence. These experiences occurred in close but sometimes conflicted interpersonal contexts, where trainees felt evaluated in a manner incommensurate with the support they received. We found that the quality of interpersonal relationships, which provided the context for optimal learning for trainees, was paramount to the definition of positive versus difficult learning experiences. Implications for therapist training, professional development and future research are discussed.     

How to assess children’s virtue literacy: methodological lessons learnt from the Knightly Virtues programme

Character education is of growing importance in educational discourse. The Knightly Virtues programme draws on selected classic stories to teach eight moral virtues to nine- to 11-year-olds; it has proved to be hugely popular with UK schools. A finding of the trial was the different levels of ‘virtue literacy’ in faith and non-faith schools. This article outlines the key features of this trial which yielded the positive results and details its methodological strengths and potential shortcomings. Overall, statistical concerns are less problematic than the practical concerns of running trials designed to measure the impact of character education interventions. Of greatest theoretical interest is the conflation of general and virtue-specific literacy; in addition, we tease apart differences in understanding and motivation. The article highlights and discusses the challenges of running trials designed to measure character education, as well as providing insights into promising methodological approaches.