Development and Initial Validation of a Scale Measuring the Beliefs of Educators Regarding Response to Intervention

This article presents information on the development and initial validation of the 16-item Response to Intervention (RTI) Beliefs Scale. The scale is designed to measure the extent to which educators working in schools hold beliefs consistent with the tenets of RTI. The authors administered the instrument to 2,430 educators in 62 elementary schools in the fall of 2007 and 2,443 educators in 68 elementary schools in the spring of 2008. Exploratory, single-level confirmatory, and multilevel confirmatory factor analysis procedures were used to examine construct validity. Results supported a correlated 3-factor model (Academic Abilities and Performance of Students with Disabilities, Data-Based Decision Making, and Functions of Core and Supplemental Instruction) at both the school and educator levels of analysis. Furthermore, the factor scores derived from the model demonstrated significant, positive relations to RTI implementation. Reliability estimates for two of the three factor scores exceeded.70. Implications for research on educator beliefs and implementation of RTI as well as implications for school psychologists supporting RTI implementation are discussed.     

The ontologicalization of the Confucian concept of <Emphasis Type="Italic">Xin Xing</Emphasis>: Zhou Lianxi’s founding contribution to the Song-Ming Neo-Confucianism

The Confucian concept of “cheng” (integrity) emphasizes logical priority of value realization over “zhen shi” (reality or truth). Through value realization and the completion of being, zhenshi can be achieved. Cheng demonstrates the original unity of value and reality. Taking the concept of cheng as the core, Zhou Lianxi’s philosophy interpreted yi Dao (the Dao of change), and integrated Yi Jing (The Book of Changes) and Zhong Yong (The Doctrine of the Mean). On the one hand, it ontologicalized the Confucian concept of xin xing (mind nature), and proved and established the significance of Dao ti (the ontological Dao) as the principle and origin of the utmost goodness. On the other hand, it also extended the significance of value realization to the process of qi hua (transformation of qi) and transformation of myriad things. He proved li yi (the One Principle) of Dao ti from its many manifestations and established his own metaphysical system. Zhou Lianxi’s philosophy sets up a new theoretical direction for the Song-Ming Confucians to reconstruct Confucian Metaphysics. __________ Translated from Beijing Shifan Daxue Xuebao (Journal of Beijing Normal University)(Social Sciences Edition), Vol. 186, 2004 (6) by Yan Xin     

The relationship between false confessions and perceptions of parental rearing practices

The main aim of the study was to investigate the relationship between a history of having made a false confession and reported parental rearing practices. It was hypothesized that the reporting of rejection and absence of warmth by parents would be associated with the making of a false confession. The participants were 804 college students in Iceland. Each was asked about false confessions made to teachers and parents in the past, as well as about false confessions made to the police during questioning. The participants completed questionnaires relating to perceived parental rearing practices (EMBU), proneness to antisocial behavior (the Gough Socialization Scale), personality (EPQ), self-esteem (Rosenberg), and compliance (GCS). Only eight participants (1% of those interrogated) claimed to have made false confessions to the police, whereas 10% claimed to have made false confessions to teachers or parents. False confessions were significantly associated with proneness to antisocial behavior and the EMBU Rejection and Warmth scales for both fathers and mothers.     

《周易》"节"卦思想阐微--以《周易程氏传》为例

<周易程氏传>是北宋著名的理学大师程颐在对传统易学扬弃的基础上,创造性地用义理对<周易>进解说,其中蕴含着丰富的思想.如对于"节"卦,他认为体现出了"尚中"的哲学思想、"节以制度"的政治思想、"养正于蒙"的教育思想,等等.这些思想至今仍闪着智慧的光芒,给我们带来很大启发.     

The prevention of anxiety and depression in children from disadvantaged schools

A randomised controlled trial evaluated the Aussie Optimism Program in preventing anxiety and depression. Grade 7 students (n = 496) from disadvantaged government schools in Perth Western Australia, participated. Six schools were randomly assigned to Aussie Optimism and six schools received their usual health education lessons. Students completed questionnaires on depression, anxiety, attribution style, and social skills. Parents completed the Child Behavior Checklist. No significant group effects were found for student-reported data. Parents of intervention group only students reported reductions in internalizing problems at post-test. No follow-up group effects were significant. Students and teachers found the program acceptable.     

The body, adolescence, and psychosis

This article explores aspects of the clinical development of a male 17 year-old patient who had four weekly sessions of psychoanalysis during an acute psychotic crisis. In the context of arrested adolescent development, a psychotic crisis can present an opportunity to set the process of maturation in motion again. Adolescent psychosis is examined in the light of Bion's theories of catastrophic change - in which the container/contained relationship becomes explosive and overwhelming - as well as of Ferrari's and Matte Blanco's hypotheses on the mind-body relationship. The authors emphasize the role of denial of the body and its changes in the genesis of adolescent psychotic conflict, and show how the analytic relationship can offer crucial reverie conditions for promoting recognition of the body, bodily sensations and affects, as a prerequisite for the activation of an autonomous mental system. This clinical approach entails recognizing the urgent need to make room for the elaboration of intrasubjective relationships and for mind-body dialogue, transference interpretations being postponed. Clinical material and fragments of analytic dialogue illustrate the authors' hypotheses and demonstrate the patient's development towards recognition of his body and an incipient capacity to think associated with the perception of the limits set by time and reality.     

USING COMPLEX AUDITORY—VISUAL SAMPLES TO PRODUCE EMERGENT RELATIONS IN CHILDREN WITH AUTISM

Six participants with autism learned conditional relations between complex auditory‐visual sample stimuli (dictated words and pictures) and simple visual comparisons (printed words) using matching‐to‐sample training procedures. Pre‐ and posttests examined potential stimulus control by each element of the complex sample when presented individually and emergence of additional conditional relations and oral labeling. Tests revealed class‐consistent performance for all participants following training.