职业压力对西部山区中小学教师主观幸福感的影响：有调节的中介模型

为了探讨西部山区中小学教师职业压力与主观幸福感的影响,采用问卷调查法对2568名西部山区中小学教师进行调查,结果显示：（1）西部山区中小学教师主观幸福感在性别、是否担任班主任、月收入、教龄等人口学变量上存在显著性差异;（2）职业压力显著负向预测西部山区中小学教师主观幸福感;（3）职业倦怠中介了职业压力对西部山区中小学教师主观幸福感的影响;（4）职业认同调节了职业压力→职业倦怠→西部山区中小学教师主观幸福感这个中介过程的前半段。     

情绪智力对农村小学校长职业倦怠的影响：领导效能和工作满意度的链式中介作用

为考察领导效能、工作满意度在情绪智力与农村小学校长职业倦怠关系中的链式中介效应,采用情绪智力量表、领导效能量表、工作满意度量表和职业倦怠量表对258名农村小学校长进行调查。结果表明：（1）情绪智力会负向预测农村小学校长职业倦怠;（2）领导效能是情绪智力与农村小学校长职业倦怠之间的中介变量;（3）工作满意度是领导效能与农村小学校长职业倦怠之间的中介变量。因此,领导效能和工作满意度在情绪智力与农村小学校长职业倦怠之间起链式中介作用,这些结果对于农村小学校长职业倦怠的预防与干预具有重要的价值。     

A thematic analysis of young people's experience of counselling in five secondary schools in the UK

Aim: To investigate young people's views on the effects of school‐based counselling, and what they found helpful and unhelpful. Method: Eleven semi‐structured interviews were conducted and thematically analysed. Findings: Participants expressed predominantly positive views of school‐based counselling with changes in three main domains: emotional, interpersonal and behavioural. Participants viewed these changes as having had an important effect on their lives. The most commonly cited helpful aspects of counselling were related to talking or getting things out, and counsellor qualities. Conclusions: School‐based counselling is viewed positively by those who have experienced it, and appears to be an appropriate and valuable intervention for young people.     

The social unconscious in persons,groups and societies,Vol 1: mainly theory; and Trauma and organizations

This paper considers the emotional life of the infant in the incubator and develops a new psychological theory which is called the ‘incubator psyche’. Theory building is advanced from three main discourses: (1) psychoanalysis, (2) neo-natal nursing and (3) psychology. A case study of Corey, a 7-year-old boy, who had been delivered prematurely, with a hole in his heart, and spent the first 6 weeks of post-natal life in an incubator, is presented to illustrate how aspects of an incubator psyche might be clinically manifest. The concept of an incubator psyche is advanced with reference to a particular kind of second-skin formation (Bick, 1968, The experience of the skin in early object relations, The International Journal of Psychoanalysis, 49, 484–486). It is proposed that the incubator psyche characterises a client's mental functioning exercised as an environmental sensibility that could be understood in terms of the total transference situation (Klein, 1952, The origins of transference, International Journal of Psychoanalysis, 33, 433–438; Joseph, 1985, Transference: The total situation, International Journal of Psychoanalysis, 66, 447–454). Implications for practice are considered advocating particular attention to the setting.     

Promoting professional identity: a within group comparison of wiki-based and traditional assignments on school counselling students' learning,sense of community and computer anxiety

The purpose of this study is to compare traditional and non-traditional instructional practices used in a counsellor education programme to determine their effect on pre-service school counsellors' learning and sense of community, thus leading to enhanced professional identity. Traditional and non-traditional assignments were examined: (a) a collaborative, multimedia wiki writing assignment; (b) textbook reading and corresponding quizzes; and (c) article critiques. Findings indicate that students experience a greater sense of community and learning when participating in the non-traditional, collaborative, multimedia wiki writing assignment using web-based technology. Findings also indicate that students had low computer anxiety after completing the wiki assignment.     

Students' Self-Concept and Academic Achievement in Zimbabwe: A Preliminary Study

Students' personal beliefs about their capabilities to learn influence their motivation and learning. This study determined the relationship between self-concept and academic achievement of Zimbabwean primary school students. A qualitative approach was used to collect data from 75 pupils (36 girls, 39 boys: age range 9–12 years). Data were also collected from five of the students' teachers. Pupils' perceptions of comments or feedback from classmates and teachers comprised the self-concept measures. Academic achievement was measured using teachers' ratings of pupils' academic performance. Pupils who reported receiving positive comments from classmates and teachers were more likely to be rated by their teachers as having higher academic achievement compared to those who perceived themselves to be less favourably regarded by teachers.     

Career support needs of learners with historical disadvantage: an exploratory study

This study explored the career support needs of learners from a historically disadvantaged rural South African school setting. Participants were a convenience sample of 20 high school learners (females=60%; males=40%; age range 15–17 years; schools grades 9–10). They completed focus group interviews relating to their career awareness and needs. The data were thematically analysed. The results suggested learners have significant in-school career awareness and support needs. The learners accessed career related information informally from social networks they were using out of school rather than in the educational setting.     

Jean Calvin dans l'école italienne: Analyse de quelques manuels en adoption dans les lycées italiens

Abstract

This is a comparative, analytic study of eight history text books used in Italian state secondary schools with respect to the presentation and image of John Calvin that is found in them. While very variable, the overall minimalist and often mediocre quality of the account of Calvin (as well as of the Reformation) is considered. There is understandable marginalization due largely to little lasting impact of Calvin in Italy. Further, it is concluded that any evaluation of the Genevan Reformer in these school books relates more to traditionally perceived Calvinist ‘culture’ than to the actual life, work, and thought of Calvin, and so is somewhat inadequate in the context of modern Italian education. The situtation also reflects a regrettable lack of coordination between the school teaching of history and extensive progress made in research.     

The Effects of Beliefs About Smoking and Health on Smoking Cessation

The purpose of this study was to examine whether beliefs of an American sample about smoking and health, as defined by cognitive orientation theory, would determine those smoking cessation program participants who would become abstainers and those who would not. Although the smoking cessation program was not designed to influence the specific kinds of beliefs studied, subscales measuring two of the four types of beliefs differentiated participants who would become abstainers from those who would not. Abstainers tended to have stronger goal beliefs about their desire to quit smoking, and stronger beliefs about the health-related implications of smoking. Participants' beliefs that they could resist an urge to smoke, which implied the use of coping skills, were more important in determining who would abstain from smoking than was their confidence that they could quit smoking, which implied the use of willpower.     

Children's Trait and Emotion Attributions in Socially Ambiguous and Unambiguous Situations

Children's attributions about story characters in ambiguous and unambiguous social situations were assessed. One hundred and forty-four 6–7-year-olds and 10–11-year-olds heard about actors who slighted a recipient intentionally or for an undetermined reason and then made causal attributions about the events, an emotion attribution about the recipient, and global personality attributions about the actors and recipient. Relations between perceived self-competence and attribution style were also assessed. Participants were more likely to make negative causal attributions in the unambiguous condition and with increasing age. Older girls and younger boys were more likely than other groups to attribute negative emotions to the recipient. Overall, participants perceived recipients positively and actors negatively. Perceived self-competence was positively correlated with actor attributions, although these differed by age and gender. Implications for children's psychosocial adjustment are discussed.