扩招时期研究生心理压力现状及其相关影响因素

文章采用研究生心理压力问卷对334名在读研究生进行调查和测试,研究扩招时期研究生心理压力现状及其相关影响因素。结果发现,研究生心理压力主要来自学业、就业、经济、爱情婚姻、人际关系、身心健康、成就需要等七个方面;研究生心理压力主要受专业、家庭教养方式、家庭经济状况、学校类型、学校所在地的生活方式和生活节奏以及学校所在地的气候等客观条件的影响。     

Policy and Financing of the Professional Psychology Workforce

The federal government has played a significant role in the financing the education of healthcare professionals since the introduction of Medicare in 1965. However, professional psychology's limited ability to argue the critical nature of its services to the welfare of the nation, and its lack of national workforce information and policy, has hindered its inclusion in Medicare's Graduate Medical Education (GME) program. This paper discusses the evolution and current status of healthcare workforce policy in the United States, and the implications for psychology and the training of future professionals. Also described are recent efforts by the American Psychological Association (APA) and a few psychologists to include professional psychology in the GME program. The importance of organized psychology's sustained involvement in national health policy is emphasized.     

考试制度信任对大学生学业投入意向的影响

对制度公平性的感知会影响人们对制度的信任,如果人们相信考试制度是公平的,每个人在这样的制度安排下拥有平等的机会,是否会愿意将更多的时间和精力投入到学习中呢?研究1通过启动119名和112名本科三年级学生对考研制度的信任与不信任,考察其对学业投入意向的影响,结果发现相比在考研制度不信任条件下,信任条件下个体的学业投入意向更高.研究2通过启动被试对一般考试制度的信任与不信任,考察其对学业投入意向的影响,结果表明即使不是和个体直接相关的某项具体考试制度,仅仅是对一般考试制度的信任也能有效影响个体学业投入意向.     

Graduate school mentoring in clinical,counselling, and experimental academic training programs: an exploratory study

This study focused on graduate student mentoring within clinical, counselling and experimental psychology programs. A nationwide survey of 336 psychology graduate students indicated that counselling students reported higher levels of socioemotional support in their mentoring relationships, as well as higher overall levels of satisfaction, compared with clinical and experimental students. Clinical and experimental students, however, reported higher levels of selected outcome variables, such as research productivity. The relationships between mentoring qualities and several outcome variables were noted and discussed. This study adds to the developing literature concerning graduate student mentoring within professional psychology training programs.     

Integrative Therapy and Training: A Commentary

The authors in this series present innovative training programs in integrative psychotherapy. Although they approach integration from different starting points, they converge in their emphasis on principle-based thinking as it applies to understanding the process of change and the selection of interventions. What is not made as clear is how to conceptualize clients' problems from this principle-based level of abstraction. In this paper, the strategy of pattern identification is discussed as one approach. Together, these approaches to training teach clinicians to think at a level of abstraction that provides a structure for integrating theory and technique from a constantly evolving knowledge base so that a wide variety of clinical problems can be addressed.     

中国当代研究生情感素质的潜在类别分析

情感素质在促进学生全面发展中占有举足轻重的地位,而研究生作为高层次人才的重要输出来源,其本身的情感素质值得关注。本研究对10056名研究生的情感素质进行潜在类别分析,结果表明：研究生情感素质总体发展尚好,但存在水平差异,且各水平间情感素质内部维度的发展规律不一致;性别和专业会影响研究生情感素质的发展。此外,本研究基于潜在分类的结果,得到了《中国大学生情感素质问卷》划界分数,实现对研究生情感素质的直观评价。     

Reseña de libros

Abstract

This article examines the paradoxical place occupied by Kurt Lewin in the history of social psychology. By analysing an exhaustive corpus of all French-language social psychology textbooks published between 1946 and 2000, we attempt to bring to light both the frequency of references to the author and the rhetoric employed to present his scientific contribution. Our results reveal a paradox underlying the way in which this eminent social psychologist is referred to. While the importance of his role in the formation of this discipline is emphatically reinforced, the full extent of his relevance is not accounted for. This paradox thus takes the form of a marginalisation, which is manifested in a tendency to concentrate on only a portion of his publications, in the stereotyped presentation of his experiments, and in the insufficient context provided for his studies.     

Rethink "Affirmative Agreement," but Abandon "Assent"

Training in ethics and professionalism is a fundamental component of residency education, yet there is little empirical information to guide curricula. The objective of this study is to describe empirically derived ethics objectives for ethics and professionalism training for multiple specialties. Study design is a thematic analysis of documents, semi-structured interviews, and focus groups conducted in a setting of an academic medical center, Veterans Administration, and community hospital training more than 1000 residents. Participants were 84 informants in 13 specialties including residents, program directors, faculty, practicing physicians, and ethics committees. Thematic analysis identified commonalities across informants and specialties. Resident and nonresident informants identified consent, interprofessional relationships, family interactions, communication skills, and end-of-life care as essential components of training. Nonresidents also emphasized formal ethics instruction, resource allocation, and self-monitoring, whereas residents emphasized the learning environment and resident-attending interactions. Conclusions are that empirically derived learning needs for ethics and professionalism included many topics, such as informed consent and resource allocation, relevant for most specialties, providing opportunities for shared curricula and resources.     

Community psychology values and the culture of graduate training: A self-study

In this self-study of an M.A. program in community psychology, the authors focused on evaluation of training goals related to the values of collaboration, empowerment, and diversity. Employing quantitative and qualitative methods, the evaluator, a thesis student in the program, cooperated with a stakeholder committee and other student, staff, and faculty members of the program to construct the methods and interpret the findings. Although the converging sources of data showed that the program was meeting its process goals to some extent, several key issues in the culture of training, such as the status of women, the psychological sense of community, and a supportive learning environment, needed improvement. The authors interpret the findings in terms of the impact of the university system and patriarchal norms on training in community psychology. This study is based on the first author's M.A. thesis, which the second author supervised. Judit Alcalde works in health promotion with the Regional Municipality of Waterloo, Community Health Department. She presented an earlier version of this work at the conference of the Canadian Psychological Association, Calgary, Alberta, June 1991. We are grateful to the thesis committee members for their support and guidance, to our colleagues for their participation, to Paul Davock, and to the reviewers and editor for their helpful comments.