迎接心理学发展的第三波

心理学自冯特始便存在两种类型,自然科学的心理学和人文的心理学.本土心理学依据“一种心智,多种心态”的原则,建构了儒家关系主义理论和自我曼陀罗模型,这种含摄文化的理论解决了冯特以科学方法研究文化的难题.批判实在论和多重哲学典范的结合,奠定了华人本土心理学科学哲学基础,在此基础上,华人本土心理学将迎来心理学发展的第三波.     

Improvement of Thematic Classification in Offender Profiling: Classifying Serbian Homicides Using Multiple Correspondence,Cluster, and Discriminant Function Analyses

This paper investigates thematic classification of homicides for the purpose of behavioural investigative analysis (e.g. offender profiling). Previous research has predominantly used smallest space analysis (SSA) to conceptualise and classify offences into thematic groups based on crime scene behaviour data. This paper introduces a combined approach utilising multiple correspondence analysis (MCA), cluster analysis (CA), and discriminant function analysis (DFA) to define and differentiate crime scenes into expressive or instrumental and impersonal or personal crimes. MCA is used to derive the latent structural dimensions in the crime data and produce quantitative scores for each offence along these dimensions. Two‐step CA was then utilised to classify offences. Offence dimensional scores were then used to predict cluster membership under DFA, producing cluster centroids corresponding to MCA dimensions. Centroids were plotted on the MCA correspondence map to simultaneously conceptualise crime classification and the latent structure of the Serbian crime data. Classification of offences based on MCA dimensional scores were 91.5% accurate. This MCA–CA–DFA approach may reduce some of the more subjective aspects of SSA methodology used in classification, whilst producing a product more amenable to objective and cumulative review. Implications for offender profiling research utilising SSA and this approach are discussed. Copyright © 2014 John Wiley & Sons, Ltd.     

基于结构方程模型的多重中介效应分析

多重中介模型是指存在多个中介变量的模型。多重中介模型可以分析特定中介效应、总的中介效应和对比中介效应。指出了目前多重中介模型分析普遍存在的问题,包括分析不完整、使用Sobel检验带来的局限。建议通过增加辅助变量的方法进行完整的多重中介效应分析,使用偏差校正的Bootstrap方法进行中介检验。总结出一个多重中介SEM分析流程,并有示例和相应的MPLUS程序。随后展望了辅助变量和中介效应检验方法的发展方向。     

A National Survey of Trauma Training in Psychology Internships

Directors from psychology internship programs across the United States were asked to participate in a survey regarding their sites’ provision of services to traumatized populations and didactic and supervisory training offered to interns. All totaled, 259 training directors completed the survey. Using a point system, an impact score of training saturation was determined based on the content and frequency of training offered in didactic, supervision, or combined formats. Of these, all reported at least one trauma training opportunity in either didactic or supervision format. More than half indicated that they offered at least 1 to 3 hours of didactics on trauma per week (62.2%) and slightly less offered supervision-specific training opportunities (54.5%). However, only 30.8% identified training opportunities in trauma/posttraumatic stress disorder that reached a high level of saturation in training, meaning they offered training activities above the median impact score. The most commonly reported barrier to offering trauma training was related to being busy meeting other specialty or program requirements. Findings provide a preliminary overview of current training practices that can be useful to students seeking trauma internship placements and administrators and faculty who are looking to revise their curriculum.     

Well-being through learning: a systematic review of learning interventions in the workplace and their impact on well-being

The view that learning is central to well-being is widely held and the workplace is an important setting in which learning takes place. Evaluations of the effectiveness of well-being interventions in work settings are commonplace, but to date, there has been no systematic review of the effectiveness of learning interventions with regard to their impact on well-being. The review synthesizes evidence from 41 intervention studies, and although no studies report a negative impact on well-being, 14 show no effect on well-being, with 27 studies having a positive impact. We classify the studies according to the primary purpose of the learning intervention: to develop personal resources for well-being through learning; to develop professional capabilities through learning; to develop leadership skills through learning; and to improve organizational effectiveness through organizational-level learning. Although there is an abundance of workplace learning interventions, few are evaluated from a well-being perspective despite the commonly held assumption that learning yields positive emotional and psychological outcomes. The evidence indicates an important gap in our evaluation of and design of workplace learning interventions and their impact on well-being, beyond those focusing on personal resources. This raises important theoretical and practical challenges concerning the relationship between learning and well-being in the context of professional capability enhancement, leadership capability and organizational learning.     

Brief Behavioral Activation Treatment for Depressed Adolescents Delivered by Nonspecialist Clinicians: A Case Illustration

Behavioral activation (BA) can be as effective as cognitive-behavioral therapy for the treatment of depression in adults, but to date there is little research with adolescents. This is problematic given the recognized need to increase access to evidence-based interventions for depression in young people. We have developed a new adaptation of brief Behavioral Activation (Lejuez, Hopko, Acierno, Daughters, & Pagoto, 2011) specifically for young people: Brief BA for depressed adolescents. In this paper, we use a case example with session-by-session measurement to show how a nonspecialist clinician can deliver this intervention successfully. We discuss the key themes arising from this training case, challenges the clinician faced, and how these were managed through training and supervision.     

The effect of driver improvement interventions on crash involvement; has it been under-estimated?

The available evidence suggests that driver improvement interventions (with the aim to increase driver safety, most often by education or training) do not work. The average effect calculated in several meta-analyses is close to, and not always possible to distinguish from, zero, despite total samples sizes of several hundred thousand drivers. However, it is possible that all studies included in these meta-analyses have under-estimated the effect, due to a methodological error; all crashes have been used as dependent variable, instead of only those that the targeted drivers have caused. This error is expected to have considerably deflated the effect sizes, but it is not known how large this effect could be.Using crash data for bus drivers in which culpability had been reliably established, a simple simulation was performed to determine the difference between using culpable and all crashes as an estimator of a safety effect. Using data for six years, calculations were made on single years. About ten percent of culpable crashes in each year were deleted to simulate a safety effect, where after the difference between the original and the simulated variable were calculated, using culpable only and all crashes in parallel. The effects using these two different kinds of datasets could then be compared and the under-estimation effect estimated.Culpable crashes, as compared to all crashes, yielded larger differences in means between time periods, and smaller standard deviations. In between-subjects comparisons resulted in 15–30 percent larger effects for culpable crashes. Within-subjects calculations yielded larger but not as systematic effects.The effect of driver improvement on crash involvement has been systematically under-estimated, as extremely few evaluation studies seem to have taken culpability for crashes into account. Therefore, new evaluations need to be undertaken, and/or old data re-analysed, to calculate a better estimate of the true effect of training and education in driving safety.     

The supervisory alliance: Comparison of measures and implications for a supervision toolkit

Background Clinical supervision lies at the core of the professional development of clinicians providing services within a range of service settings. The supervisory alliance is regarded as the most important construct in effective supervision which underlies the importance of metrics to assess this construct. Aims materials and Method A cross‐sectional self‐report questionnaire design was used to examine clinical supervision constructs. The study used two scales measuring the supervisory alliance (SRQ and SWAI‐T), a scale measuring supervision satisfaction (SSQ) and a scale measuring disclosure (TDS). The questionnaires were administered to 127 clinical psychology trainees who were undertaking a practicum placement. Results Both scales measuring the alliance were positively correlated with satisfaction with supervision and disclosure, with similar sizes of correlation for each alliance scale. There was also a large, positive correlation between the two scales of measuring the alliance. Discussion Both scales were designed for use in supervision and are related to supervision outcome measures in the expected directions. Conclusion The SRQ has some distinct advantages over the SWAI‐T that lend the SRQ to be potentially more useful in clinical and research settings.     

The effect of perceived stress and specialization on the relationship between perfectionism and burnout in collegiate athletes

Background: Athletic burnout is common when demands of the sport exceed the rewards. Individuals with certain personality dispositions, such as perfectionism, are at increased risk of experiencing perceived stress and subsequent burnout (Fender, L. K. (1989). Athlete burnout: Potential for research and intervention strategies. The Sport Psychologist, 3, 63–71. doi:10.1123/tsp.3.1.63; Gould, D., Tuffey, S., Udry, E., &; Loehr, J. (1996). Burnout in competitive junior tennis players: I. A quantitative psychological assessment. The Sport Psychologist, 10, 322–340. doi:10.1123/tsp.10.4.322; Stoeber, J. (2011). The dual nature of perfectionism in sports: Relationships with emotion, motivation, and performance. International Review of Sport and Exercise Psychology, 4, 128–145. doi:10.1080/1750984x.2011.604789). Perfectionism has both adaptive and maladaptive dimensions, with the more maladaptive qualities leading to greater perceived stress (Hamachek, D. E. (1978). Psychodynamics of normal and neurotic perfectionism. Psychology, 15, 27–33.; Rice, K. G., &; Van Arsdale, A. C. (2010). Perfectionism, perceived stress, drinking to cope, and alcohol-related problems among college students. Journal of Counseling Psychology, 57, 439–450. doi:10.1037/a0020221).

Objectives: This study examined the influence of perfectionistic strivings and concerns on burnout, and perceived stress as a mediator of this relationship in Division II and III specialized and multiple-sport athletes (N?=?351).

Design: Cross-Sectional.

Methods: Participants completed a demographic questionnaire and online measures of perfectionism, stress, and burnout during the latter part of the competitive season.

Results: Results showed a positive, direct effect of perfectionistic concerns on burnout. Stress partially mediated this relationship. Additionally, perfectionistic strivings had a negative direct effect on burnout for specialized athletes.

Conclusion: The relationship between perfectionistic concerns and burnout is partially explained by stress. Multiple sport athletes showed lower levels of stress compared to specialized ones. Finally, perfectionistic strivings are associated with lower levels of burnout for specialized athletes.