The School Assessment for Environmental Typology (SAfETy): An Observational Measure of the School Environment

School safety is of great concern for prevention researchers, school officials, parents, and students, yet there are a dearth of assessments that have operationalized school safety from an organizational framework using objective tools and measures. Such a tool would be important for deriving unbiased assessments of the school environment, which in turn could be used as an evaluative tool for school violence prevention efforts. The current paper presents a framework for conceptualizing school safety consistent with Crime Prevention through Environmental Design (CPTED) model and social disorganization theory, both of which highlight the importance of context as a driver for adolescents’ risk for involvement in substance use and violence. This paper describes the development of a novel observational measure, called the School Assessment for Environmental Typology (SAfETy), which applies CPTED and social disorganizational frameworks to schools to measure eight indicators of school physical and social environment (i.e., disorder, trash, graffiti/vandalism, appearance, illumination, surveillance, ownership, and positive behavioral expectations). Drawing upon data from 58 high schools, we provide preliminary data regarding the validity and reliability of the SAfETy and describe patterns of the school safety indicators. Findings demonstrate the reliability and validity of the SAfETy and are discussed with regard to the prevention of violence in schools.     

The Racial School Climate Gap: Within-School Disparities in Students’ Experiences of Safety,Support, and Connectedness

This study used student and teacher survey data from over 400 middle schools in California to examine within‐school racial disparities in students’ experiences of school climate. It further examined the relationship between a school’s racial climate gaps and achievement gaps and other school structures and norms that may help explain why some schools have larger or smaller racial disparities in student reports of climate than others. Multilevel regression results problematized the concept of a “school climate” by showing that, in an average middle school, Black and Hispanic students have less favorable experiences of safety, connectedness, relationships with adults, and opportunities for participation compared to White students. The results also show that certain racial school climate gaps vary in magnitude across middle schools, and in middle schools where these gaps are larger, the racial achievement gap is also larger. Finally, the socioeconomic status of students, student–teacher ratio, and geographic location help explain some cross‐school variation in racial climate gaps. These findings have implications for how school climate in conceptualized, measured, and improved.     

MOURNING IN THE PSYCHOANALYTIC SITUATION AND IN SHAKESPEARE'S THE TEMPEST

Recognizing that mourning builds psychic structure, the author highlights the ubiquitous and essential nature of mourning in the psychoanalytic situation. Reality testing is intimately connected to mourning and is the warp on which psychic structure is woven in the analytic situation. Reality testing necessarily involves opportunities for mourning and thus will be present in every analytic hour. The confrontation with reality is the basis for all processes of mourning, or for creating defenses against this painful experience. The author views mourning as fundamentally a transformational process, and Shakespeare's The Tempest is used to illustrate this aspect of mourning.     

How Transitional Justice Processes and Official Apologies Influence Reconciliation: The Case of the Chilean ‘Truth and Reconciliation’ and ‘Political Imprisonment and Torture’ Commissions

Perceptions of the ‘Truth and Reconciliation’ and ‘Political Imprisonment and Torture’ commissions and related beliefs, emotions and socio‐emotional climate were analysed in people affected and unaffected by past political violence in Chile (N = 1278). People directly affected regard institutional apologies as less sincere and effective, and they were more critical of the commissions. Those who have a positive appraisal of the commissions, compared with people who disagree with the commissions activities, are less prone to forget past collective violence; report higher levels of negative emotions, such as shame, and positive ones, such as pride and hope, about the collective past; and consider that the commissions contributed to knowing the truth about what happened to victims and helped bring human rights violators to justice. Those appraising the commissions in a positive fashion also perceive a more positive emotional climate and inter‐group trust, have more confidence in institutions and report more universalistic values. A multiple‐regression analysis suggests that commissions play a relatively successful role as transitional justice rituals, reinforcing reconciliation. Copyright © 2015 John Wiley & Sons, Ltd.     

Motives to (not) forgive deviant group members: A comparison within and between cultures

This study examines people's motives to (not) forgive group members who violate an important group norm. More specifically, we attempt to determine what is the primary focus in such a situation (the group, the offender, the relationship, or the self), and whether this depends on how important the group is and on the cultural context (more individualist or more collectivist). Our sample includes Moluccans living in Indonesia (more collectivist) and Moluccans in the Netherlands (more individualist). Participants were asked to evaluate a scenario in which a group member (close or nonclose other) violated an important group norm. We find that Indonesian Moluccans are more likely not to forgive group members who violate a group norm than Dutch Moluccans. This finding suggests that the group is more important to Indonesian Moluccans. Across the two samples, however, participants were more inclined to forgive an ingroup deviant for the benefit of this person or their relationship than for the benefit of the group. Interestingly, self‐focused concerns were more important among Indonesian Moluccans and differences between the samples in the relative importance of the different motives could not be explained by people's self‐definition (i.e., more independent or interdependent). Implications of these findings for the literature on forgiveness and on individualism–collectivism are discussed.     

Organisation climate mediation of the relationship between hardiness,self-efficacy,and job satisfaction among military followers

This study examined influences of organisational climate on hardiness, self-efficacy, and job satisfaction in a military setting. Data were collected from 120 South African National Defence Force (SANDF) military personnel (female = 36%; officers = 90%; age range = 24–64 years). The defence force members completed a military hardiness scale, general self-efficacy scale, workplace climate questionnaire, and the generic job satisfaction scale. Regression analyses were computed to predict job satisfaction from hardiness and self-efficacy. This was followed by moderated multiple regression analysis to examine the influence of organisational climate on the relationship between job satisfaction from hardiness and self-efficacy. The results suggest high levels of hardiness (commitment) and organisational climate to predict 71% of the variance in job satisfaction. Personal hardiness (commitment) and organisational climate strongly influence job satisfaction among military followers.     

Who’s Winning the War Against Science?

There is an outcry among scientists that they are being attacked on multiple fronts by fake news, alternative facts, climate change denial, fossil fuel industries, shrinking government funding, postmodernism, and religion. Is this siege mentality realistic or paranoid? It’s realistic. This article encourages theologians and other religious leaders to ally themselves with scientists in defense of evidence-based judgments in public policy-making.     

基于虚拟博弈任务对冒犯者得到宽恕后行为的研究:人格的调节作用

为探讨人格特质对得到宽恕与否与冒犯者后续行为之间关系的影响,基于虚拟的囚徒困境博弈范式,并结合人格问卷的测试,对369名大学生进行了研究。结果发现:(1)宽恕情境下的被试更倾向于不再伤害对方;(2)得到宽恕的程度与冒犯者善待对方的程度呈显著的正相关;(3)大五人格中的宜人性在得到宽恕与否与冒犯者后续行为之间关系中起调节作用,而大五人格的其他四个维度调节作用不显著;(4)特质性感恩在得到宽恕与否与冒犯者后续行为之间关系中起调节作用。据此可得出结论,冒犯者得到宽恕后更倾向于不再伤害被冒犯者,且受到部分人格特质的调节。     

宽恕心理的行为测量及认知神经机制

宽恕是一个复杂的心理过程,被认为是对冒犯者的亲社会化转变的过程,包括认知、情绪、动机和行为上的改变。本文回顾了国内外宽恕心理的行为测量范式和认知神经机制研究相关的成果,发现宽恕心理的行为测量范式能够揭示宽恕相关的心理过程;认知神经机制的研究发现宽恕心理过程主要涉及负责社会认知、共情和认知控制等功能的脑区。未来的研究应关注宽恕心理行为测量范式的有效性和揭示内容的一致性、宽恕心理的认知和脑神经基础。