医学伦理学——欧洲与中国的桥

跨文化医学伦理学研究,要求我们以理智的方式去应对全球化。既要维护多样性,又要明确共同利益、亦要追求共同目标。任何文化都不能强行提出一些标准去规范国际间的生物医学。自主权应坚持义务论的解释,否则一个强势风气将会支配利益的选择解释,将文化多样性在伦理学中铸成一个统一的模式,形成自主权的“通货膨胀倾向”。     

Recognition of seven spiritual identities and its implications on children

Seven spiritual identities are determined based on a study conducted on a group of 125 participants. The objective of the study was to examine (a) how spirituality is experienced individually and collectively; and (b) identify the commonalities and differences in spiritual experiences. The participants ranged in age from 17 to over 55, and were recruited from three sources. One group consisted of an on‐campus population of undergraduate students majoring in different disciplines. The second group consisted of faculty and students who attended annual seminars on ‘Spirituality and Children’. The third group consisted of participants at meetings and conferences who volunteered to participate in the study. Altogether they formed a self‐selected sample of 29 males and 96 females, representing different religious and non‐religious backgrounds. Based on the analysis seven spiritual identities are recognised and presented and broad classroom strategies for professionals working with children are discussed.     

The views of migrant and non migrant students on cultural diversity in the Greek classroom

The aim of the present study is to explore the views of migrant and non migrant students living in Greece on cultural diversity in the classroom. It focuses on students of both the dominant (i.e. Greek) and nondominant (i.e. migrant) groups and investigates their views in comparison to one another. Data were collected in the context of a pilot action research program aiming at the empowerment of in-service teachers so that they actively support the migrant students’ integration into the regular classroom. Two hundred and seventy students participated in the study. Data were selected through three scales especially constructed for the purposes of the present study which explored (a) migrant and non migrant students’ views on cultural diversity in the classroom, (b) their expectations from the implementation of the above mentioned program, and (c) the reasons they consider important their participation in it. The results reveal the contradictions and the conflicting views of older students of the non migrant group and point to the necessity for intervention programs that will take into consideration not only the educational needs of students of diverse cultural backgrounds but also the psychological needs of all students of both the dominant and the nondominant groups.

刻板印象内容模型：理论假设及研究

介绍了刻板印象内容模型(SCM)的来源、理论假设和在美国与欧洲(个人主义文化)、东亚(集体主义文化)样本中的实证研究。SCM假设:(1)用热情和能力区分不同群体的刻板印象;(2)对外群体的刻板印象是混合的;(3)高社会地位群体被刻板为具有高能力,竞争性群体被刻板为缺乏热情;(4)刻板印象中存在参照群体偏好和外群体贬抑。在比较和评价SCM与其他理论的基础上,提出了刻板印象内容研究进一步细化和扩展的方向     

Multicultural training practices in community psychology programs

Surveyed the directors of 56 community psychology graduate programs to assess multicultural training practices and attitudes. Although most program directors agreed that multicultural training is important in their mission to educate students, less than half the programs (48%) required their students to take any relevant course work and only half of the programs surveyed had any faculty who were members of an ethnic minority group and one third had only one such faculty member. Furthermore, less than half the programs had a combination of training opportunities in place to integrate classroom, research, and field experiences relevant to multicultural issues. Finally, only 23% of program directors believed their training programs were successful for most students, suggesting the need to improve training.     

Where Have All the Children Gone? Movement from Child to Adult Mental Health Systems

The mental health histories of the 448 children 15 and 16 years of age who were admitted to state-operated children's psychiatric inpatient services in New York during 1982 were reviewed for the 11 year period through April 1993, Thirty-three percent were served as adults (after age 18) in the state-operated adult civil mental health system; 42% of these individuals were still receiving services at the end of the period. 113 of the 146 individuals served as adults were served only in the civil system. Thirteen percent of the cohort received some of their mental health services as adults in the state-operated adult forensic mental health system due to criminal law involvement. This includes nine percent who received mental health services while they were inmates in state prisons. Twenty four of the 57 forensic clients received services as adults only in the forensic system. Diagnostic, demographic, and service history characteristics of the groups were compared to foster an early understanding of policy and programmatic issues related to movement from the child mental health system to the adult system. Baseline (1982) information was used to identify predictors of later service utilization.     

Tolerance in a rigorous science

Scientists often evaluate other people's theories by the same standards they apply to their own work; it is as though scientists may believe that these criteria are independent of their own personal priorities and standards. As a result of this probably implicit belief, they sometimes may make less useful judgments than they otherwise might if they were able and willing to evaluate a specific theory at least partly in terms of the standards appropriate to that theory. Journal editors can play an especially constructive role in managing this diversity of standards and opinion.     

Custody and Access Evaluations: Issues for Mental Health Professionals Conducting Assessments withMentally Disordered or Mentally Retarded Parents

Mental health professionals are increasingly beingcalled upon by the courts to offer their expertise inchild custody and access disputes. This paperaddresses the specialized role mental healthprofessionals have in custody and access hearings,particularly in cases wherein one or both parents havereceived a mental diagnosis (i.e., of mental disorderor mental retardation). The focus upon thispopulation of parents is warranted, as there is adearth of both empirical literature and professionalguidelines to provide direction to the mental healthprofessional that is offering his or her expertise tothe court regarding these parents. Additionally,there are specific issues that the mental healthprofessional needs to remain cognizant of, above andbeyond general issues associated with conductingcustody and access assessments, when conductingassessments on parents with mental diagnoses. Theliterature on the parenting behaviors and risk ofchild abuse and neglect associated with mentallydisordered and mentally retarded parents is reviewed,and the limitations in our empirical knowledge ofthese areas are highlighted. Recommendations formental health professionals conducting custodyevaluations in hearings where one or both parents havea mental diagnosis are provided.     

Forensic neuropsychology: The art of practicing a science that does not yet exist

Despite its future promise, neuropsychological evidence generally lacks scientifically demonstrated value for resolving legal issues, and thus, if admitted into court, should be accorded little or no weight. In support of this contention, examples of problems and limits in forensic neuropsychology are described. These include contrasts between the clinical and forensic context; the base-rate problem; lack of standardized practices; problems assessing credibility or malingering; difficulties determining prior functioning, limits in the capacity to integrate complex data; and the lack of relation between judgmental accuracy and education, experience, or credentials. Some possible counterarguments are also addressed.