A job-seeking competency model for North Korean defectors who are college students in South Korea

The purpose of this study was to develop a job-seeking competency model for North Korean defectors (NKDs) who are college students in South Korea. This study adopted the Delphi method with a panel of 17 experts, comprising of NKDs who secured their jobs successfully and South Korean field experts who have hired NKDs or assisted them with their employment. Through three Delphi rounds, 18 job-seeking competencies were identified with the definition, behavioural indicators, and competency significance. In addition, the preliminary utility of the competency model was examined. Implications of the study results and future directions for enhancing the validity and utility of the competency model are discussed.     

项目管理者胜任力模型

研究尝试确定IT企业项目管理者的胜任力要素及其内在结构。322名某IT企业开发部门的项目经理和项目小组成员参与了问卷调查．评价由深度访谈所确定的项目管理者胜任特征检核表,探讨ⅡT企业优秀项目管理者的胜任特征模型。研究结果表明。IT企业项目管理者的胜任力可归为5个因子：个性魅力、应变能力、大局观、人际关系处理能力、品格。共解释方差变异的55．96％。研究还探讨了该模型对IT企业项目经理的选拔和培训的参考价值。     

情景判断测验的性质、功能与开发编制

给出了情景判断测验的定义,对其性质、功能作了探讨,提出了开发编制的两种基本模式。特别是,分析了行为情景所蕴涵的问题常系结构不良,而对行为反应选项所作判断却属定向比较选择,指出了二者间的不同;同时,主张引进表征水平理论等来指导试题编写。     

胜任特征模型评价的一致性研究

本研究通过比较评价者内部和评价者之间对军事指挥院校学员胜任特征评价的一致性,探讨应用胜任特征模型进行评价时,其评价结果的一致性问题。结果表明：(1)应用胜任特征模型进行评价时,来自同一个评价源的评价者之间和来自不同评价源的评价者之间均具有较好的评价一致性;(2)同事评价者之间对胜任特征评价的一致性高于上级评价者之间评价的一致性;(3)评价者内部一致性越高,并不能改善评价者间的一致性;(4)胜任特征模型在不同的情景中应用时具有较好的稳定性。     

社会治理中的心理学问题

近年来社会治理中的心理学问题开始受到心理学者的关注。要正确识别这些问题, 我们必须从社会治理的心理内涵出发, 认识到社会治理的核心是“人”：社会治理的主体是人, 治理的对象是以人为中心的社会事务, 治理的过程是多元主体的群体决策过程, 治理的路径之一是面向人的心理建设。由此, 心理学家应该着力研究社会治理内生的各种心理学问题, 包括各种主体的治理能力, 作为治理对象的现实社会心理问题(尤其是社会心态问题), 群体决策心理, 以及心理建设的战略和实践方案。对这些问题的深入研究, 有望建立“社会治理心理学”的原创理论体系, 实现“由心而治”。     

Young children's beliefs about self‐disclosure of performance failure and success

Self‐disclosure of performance information involves the balancing of instrumental, learning benefits (e.g., obtaining help) against social costs (e.g., diminished reputation). Little is known about young children's beliefs about performance self‐disclosure. The present research investigates preschool‐ and early school‐age children's expectations of self‐disclosure in different contexts. In two experiments, 3‐ to 7‐year‐old children (total N = 252) heard vignettes about characters who succeeded or failed at solving a puzzle. Both experiments showed that children across all ages reasoned that people are more likely to self‐disclose positive than negative performances, and Experiment 2 showed that children across all ages reasoned that people are more likely to self‐disclose both positive and negative performances in a supportive than an unsupportive peer environment. Additionally, both experiments revealed changes with age – Younger children were less likely to expect people to withhold their performance information (of both failures and successes) than older children. These findings point to the preschool ages as a crucial beginning to children's developing recognition of people's reluctance to share performance information.     

Spirituality and Religion: The Ninth CACREP Core Curriculum Area

On the basis of the ACA Code of Ethics (American Counseling Association [ACA], 2014) and ACA‐endorsed competencies, the ability to address spirituality and religion is a recommended skill set of counselors. The Council for Accreditation of Counseling and Related Educational Programs (CACREP) addresses the “spirit” in the standards; however, in the training of students, additional focus could be placed on this competency. The authors introduce expert‐reviewed standards to be considered as a 9th core curriculum area of the CACREP Standards (CACREP, 2015 ) titled Spirituality and Religion .     

Confucian Cosmopolitanism

Scholars in the humanities and social sciences are keenly aware of and often deeply engaged with more global or cosmopolitan approaches to their respective fields; nevertheless, theories of cosmopolitanism remain exceedingly controversial and arise exclusively from Western philosophical sources. Recently, Martha Nussbaum presented a contemporary Western liberal cosmopolitan theory and sought to integrate it with a call for multicultural education. In this essay, I describe, analyze, and criticize Nussbaum's conception of cosmopolitanism and argue that it does not sit comfortably with her laudable advocacy of multicultural education. I then draw upon resources within the Confucian tradition to sketch two alternative conceptions of cosmopolitanism, which I argue are both more powerful than what Nussbaum proposes and better support the kind of multicultural education she so eloquently advocates.     

Size as Diversity Absent from Multicultural Textbooks

Abstract

The current clinical approach adopted by many mental health clinicians is the medical model, which, in the case of size diversity, has been connected with weight stigma. Mental health practitioners need to be exposed to the critique of the medicalized view that fat is a disease that can be cured through dieting. Weight stigma and fat-shaming may be reduced through adoption of a social justice perspective on sizeism as a form of oppression. An analysis of textbooks designed for use in graduate multicultural courses indicates that size is not currently addressed as a diversity or social justice issue within psychology. It is recommended that fat be conceptualized as a social identity that intersects with other diversity dimensions within coursework for mental health trainees as opposed to a sizeist paradigm where fat is depicted as pathological.