Attributional style of the mother as a predictor of aggressive behavior of the child

The association between the life orientation and attributional styles of a mother and the aggressiveness of her child were studied in 61 mothers and their children, 23 boys and 38 girls, mean age 6.6 years (range 4–13 years). The mother's life orientation and attributional styles were established during interviews using the life-style questionnaire, and a child's aggressiveness was evaluated by the mother using the Health Examination Survey. The factors assessing life orientation were lack of personal control, causal unstability, internal locus of causality, personal responsibility, and democratic educational attitudes. The mother's personal responsibility and internal causal attributions were related to nonaggressiveness in the child, whereas mothers with a lack of personal control were likely to have aggressive children. Educational attitudes were of no importance. The results showed no sex- or age-related variance.     

Children's Representations of the World of Drugs

The changing profile of drug use has highlighted the need for age-appropriate education which requires insight into children's representations of drugs. Representations were elicited from 134 children aged between 5 and 11 years, drawn from two schools, by asking them to draw and write their responses to questions relating to a story about losing and finding a bag of drugs. Relevant responses were generated by 119 children aged between 8 and 11 years. A content analysis of these responses revealed differences with school and age. Older children were more likely to recognize that drugs can be good or bad depending on type, quantity taken and reason for use. The children had firm ideas about who takes drugs and their motivations and were knowledgeable about methods of use. They recognized that drugs can be dangerous, but had little understanding of how or why. The children's representations were characterized by fear and uncertainty and most wanted to know more. These findings are used to argue that there is a need for child-centred constructivist approaches to drug education which seek to demystify drugs and drug use and to orientate children to the realities of the world of drugs in the 1990s.     

ON THE BENEFITS OF PHILOSOPHY AS A WAY OF LIFE IN A GENERAL INTRODUCTORY COURSE

Philosophy as a way of life (PWOL) places investigations of value, meaning, and the good life at the center of philosophical investigation, especially of one’s own life. This essay argues that PWOL is compatible with general introductory philosophy courses, further arguing that PWOL-based general introductions have several philosophical and pedagogical benefits. These include the ease with which high-impact practices, situated skill development, and students’ ability to “think like a disciplinarian” may be incorporated into such courses, relative to more traditional introductory courses, as well as the demonstration of philosophy’s value to students by explicitly tying philosophical investigation to students’ own lives.     

Developing and validating a new multi-dimensional scale for anti-social behavior in a higher education setting

The purpose of this research is to construct and validate a multi-dimensional scale of Anti-social Behavior (hereafter ASB) in a Western higher education context (i.e., USA). To achieve this, four studies, each with a different sample, were performed. Study 1 (n = 150) followed an exploratory design to generate a pool of potential items measuring ASB. Study 2 (n = 254) explored the dimensionality of the items produced in Study 1 using exploratory factor analysis (EFA) and reliability measures. Study 3 (n = 654) confirmed the factorial structure from Study 2 and assessed the measurement model invariance using structural equation modeling (SEM). Finally, Study 4 (n = 287) assessed the predictive validity of the ASB measure through testing a hypothetical path model linking ASB to narcissism and Machiavellianism via an SEM procedure. In total, our research findings conclude that the ASB measurement model is a two-factor multi-dimensional structure comprising: Interpersonal Antagonistic Behavior (six items) as well as Indirect Distractive Behavior (four items). The research and practical implications for universities are thereafter discussed.     

The Past Guides the Future: Implementing the Multicultural and Social Justice Counseling Competencies

The authors describe the ways in which the Multicultural and Social Justice Counseling Competencies (MSJCC; Ratts, Singh, Nassar-McMillan, Butler, & McCullough, 2015) can be viewed from a human rights framework and as the latest iteration in the long history of the multicultural and social justice counseling competency movement. MSJCC implementation and integration are explored, and recommendations for innovating the MSJCC are described.     

Examining the Use of Digital Storytelling and Immersion in a Multicultural Counseling Course

This article explored the use of digital storytelling as a method to support multicultural counseling competency. Thematic analysis examined the experiences of 9 students who created a digital story through an immersion activity in a multicultural counseling course. Qualitative data revealed 4 themes: (a) initial discomfort with technology, (b) initial reservations with group work, (c) digital storytelling as a learning tool, and (d) multicultural counseling competency. Recommendations for counselor education and future research are provided. Este artículo exploró el uso de la narrativa digital como método para apoyar la competencia en consejería multicultural. Un análisis temático examinó las experiencias de 9 estudiantes que crearon una historia digital mediante una actividad de inmersión en un curso de consejería multicultural. Los datos cualitativos revelaron 4 temas: (a) una carencia inicial de familiaridad con la tecnología, (b) reservas iniciales en cuanto al trabajo en equipo, (c) la narrativa digital como herramienta de aprendizaje y (d) la competencia en consejería multicultural. Se ofrecen recomendaciones para la educación de consejeros e investigaciones futuras.     

Reexamining the demand for HR certification in the United States

Given the addition of new Human Resources (HR) certification offerings by the Society for Human Resource Management and the increase in HR certifications being awarded by the HR Certification Institute, it is necessary to investigate the current rate of demand for HR certification and explore practical implications for those within the field. The current study analyzed over 5,300 HR job announcements and found 20.7% demanded (preferred and/or required) HR certification with more requiring HR certification than before. Additionally, HR certification demand was positively related to salary, experience, education level, and job title with demand reaching 33.7% for managerial HR roles.     

进化还是倒退:儿童过度模仿的文化共性与差异

过度模仿指模仿与完成目标无关的动作。本文通过比较不同文化下儿童过度模仿行为的共性和差异,探究了儿童过度模仿可能的产生机制。不同文化下的儿童均存在过度模仿行为,说明它很可能是人类累积文明发展的重要产物;而不同文化下儿童过度模仿的倾向又存在差异,生存环境、教导式学习和对社会规范的强调等因素均可能产生影响。未来研究可考虑进一步探究不同文化因素的具体作用,并比较不同文化下个体过度模仿行为的发展进程,帮助我们更好地理解过度模仿在人类文明发展中的意义。     

Complementary teaching practices: Ignatian pedagogy and Buddhist‐inspired compassion meditation

While scholarly discussions on Jesuit education are plentiful, inquiries related to Ignatian pedagogy are rare. This article examines the applications of Ignatian pedagogy by juxtaposing it with the analysis of a Buddhist‐inspired and interdisciplinary contemplation program, Cognitively‐Based Compassion Training® (CBCT®). Drawing from the author's experience in teaching CBCT® at a Jesuit University, this article explores how CBCT® aligns with the Ignatian Pedagogical Paradigm's five elements: context, experience, reflection, action, and evaluation. This study uses psychometrical measurements, such as the Compassionate Love for Humanity Scale, to document how my interdisciplinary approach may enhance participants' emotional well‐being and widen their ethical concerns. As these outcomes are inherently cross‐disciplinary and include intellectual and affective dimensions, they cannot be achieved through a single field. Building a bridge between the Ignatian Pedagogical Paradigm and CBCT® provides a successful strategy for the educational objectives of developing the whole person and forming a compassionate character.