有效的领导者及其权力的行使

本文在大量关于领导与权力的研究基础上 ,深入阐述了领导者的权力的本质及其基础 ,并区分了领导者的职权与个人权力 ,认为一味地依靠职权作为领导的基础只能产生各种消极的组织行为 ,而有效的领导者往往依靠个人权力来影响职工 ,激励职工。最后 ,本文也讨论形成个人权力的途径以及个人权力行使方法和注意的问题。     

Association of preterm birth and intrauterine growth restriction with childhood motor development: Brisa cohort,Brazil

The present study investigated the association between preterm birth PT conditions, intrauterine growth restriction IUGR and the combination of both PT-IUGR with infant motor development. A cohort with 1006 children was monitored during prenatal, at birth, and two years of age. Bayley-III screening was used to evaluate of fine and gross motor skills. The data did not indicate an increased risk for motor delays in the PT or IUGR, composed mainly by mild cases. However, the combination of the conditions PT-IUGR increased the risk of delays in motor, which emphasizes the importance of monitoring the motor development of the group.     

Convergence,commonality, and context in psychoanalytic supervision

ABSTRACT

What are the binding commonalities that demark and define any and all psychoanalytic supervision perspectives? What do we all do as psychoanalytic supervisors that practically matters? Furthermore, might there be a unifying model that anchors those binding commonalities together into a supervision meaning-making, explanatory framework? In this two-part paper, I take up those questions. In Part I, based on a century-spanning literature review, I identify 50 (non-exhaustive) common Support and Learning factors that appear present across the panoply of psychoanalytic supervision perspectives. Relational, educational, and interventional, these 50 factors reflect the very stuff of which psychoanalytic supervision is made. In Part II, I present and elaborate upon the Contextual Psychoanalytic Supervision Relationship Model (CPSRM) – a theoretically-grounded model that anchors and contextualizes those common Support and Learning factors. Because common factors can be seen as nothing more than atheoretical amalgamation (i.e., lists of desirable characteristics endlessly strung together), the CPSRM is proposed as a theoretically-based antidote. A supervisory extrapolation of Wampold’s contextual psychotherapy relationship model, the CPSRM accentuates relational connection, expectations/goals, and educational action as preeminently supervisee change inducing and learner affecting.     

Spatio-temporal accident analysis for accident prevention in relation to behavioral factors in driving: The case of South Anatolian Motorway

Analyzing the pattern of traffic accidents on road segments can highlight the hazardous locations where the accidents occur frequently and help to determine problematic parts of the roads. The objective of this paper is to utilize accident hotspots to analyze the effect of different measures on the behavioral factors in driving. Every change in the road and its environment affects the choices of the driver and therefore the safety of the road itself. A spatio-temporal analysis of hotspots therefore can highlight the road segments where measures had positive or negative effects on the behavioral factors in driving. In this paper 2175 accidents resulted in injury or death on the South Anatolian Motorway in Turkey for the years between 2006 and 2009 are considered. The network-based kernel density estimation is used as the hotspot detection method and the K-function and the nearest neighbor distance methods are taken into account to check the significance of the hotspots. A chi-square test is performed to find out whether temporal changes on hotspots are significant or not. A comparison of characteristics related driver attributes like age, experience, etc. for accidents in hotspots vs. accidents outside of hotspots is performed to see if the temporal change of hotspots is caused by structural changes on the road. For a better understanding of the effects on the driver characteristics, the accidents are analyzed in five groups based on three different grouping schemes. In the first grouping approach, all accident data are considered. Then the accident data is grouped according to direction of the traffic flow. Lastly, the accident data is classified in terms of the vehicle type. The resultant spatial and temporal changes in the accident patterns are evaluated and changes on the road structure related to behavioral factors in driving are suggested.     

学习判断的研究综述

学习判断是个体对正在学或刚学过的材料的学习程度的判断,它是元认知监控的重要形式。本文从学习判断相关概念、学习判断的影响因素及主要研究范式等三方面进行回顾,对其进行评价,有助于研究者更加深入、精确地研究学习判断以及其他元认知判断问题。     

高职新生人格特征的研究

通过采用卡特尔16PF人格测试量表对高职新生的人格特征进行测量,结果表明,高职新生在乐群性、稳定性、兴奋性、敢为性、敏感性和幻想性因子上得高分的人数比例较大,在聪慧性、怀疑性和独立性因子上得低分的人数比例较大;高职新生个性特征的性别差异显著;高职各系新生个性特征也存在显著差异。     

The Road to Becoming a Psychologist: Indicators of Success and Hardship during the University Years

Abstract

In order to become a full-fledged psychologist, one must undertake a long, demanding, and quite difficult journey in academia. The academic journey holds a promise of delivering knowledge, interesting theories, and strategies on helping those who need psychological assessment and/or treatment. However, the constant expectation of keeping up with the material, of succeeding in tests and exams, and of preparing to proceed to the next educational level can be daunting and exhausting. In line with the topic of this special issue, this paper addresses factors contributing to academic success at the undergraduate, graduate, and post-graduate levels of psychology. Utilizing the available literature on the Big Five personality classification scheme, high conscientiousness was found to be the most consistent predictor of success, although curiously, this relationship was only found to be reliable at the undergraduate level. Less robust findings included high agreeableness and low neuroticism as predictors of general academic success in all tertiary levels of education. The importance of mentorship figures in psychology, and a highlight of its lack of widespread implementation at the undergraduate level, are also addressed. Additionally, we discuss the negative implications of the impostor phenomenon and of loneliness, which students at all levels may experience as common barriers to scholastic success in psychology. Following a discussion of each factor as outlined above, there is a brief literature review regarding ways that its constraining effects may be limited or its positive effects possibly enhanced.     

Prevention of anxiety disorders: A model for intervention

Anxiety disorders are among the most prevalent of all psychological disorders and are potentially amenable to early intervention and prevention. In this article, we review the various costs associated with anxiety disorders that make early prevention a valuable endeavor. Also, we considered extant data regarding risk factors for anxiety disorders, as knowledge of risk factors permits the targeting of a select group of the population considered to be most likely to develop anxiety disorders. Existing efficacy research on prevention for anxiety disorders is promising, but an overarching model to guide further research and development is lacking. We propose such models to guide high-risk sample selection including the content and format of prevention efforts.