Exposure to Parental Cigarette Smoking and Child Problem Behaviors: A Longitudinal Study

This study examined exposure to environmental tobacco smoke (ETS), a major public health problem. ETS has been found to be associated with an increased risk of adverse health effects in children. This study utilizes data from a community-based, longitudinal investigation examining the relation between children’s exposure to ETS and later internalizing symptoms and externalizing behaviors. Interviews were administered to a representative community sample of participants from two New York State counties in 1983, with subsequent interviews in 1985–1986, 1992, 1997, and 2002–2003 (when the participants’ mean age was 32). Data was collected on various personality and behavioral characteristics of the participants, and on internalizing symptoms and externalizing behaviors demonstrated by their children. Results indicated that children’s exposure to ETS was associated with an increased risk for both internalizing symptoms and externalizing behaviors. This relationship was maintained despite control on a number of parental psychosocial risk factors (e.g., demographic variables, personality and behavioral attributes) that have been found to be associated with both parental cigarette smoking and behavior problems among children. These data, which indicate an association between exposure to ETS and internalizing symptoms and externalizing behaviors among children, support public health policies to further restrict children’s exposure to ETS.     

Children's perceptions of the classroom environment and social and academic performance: A longitudinal analysis of the contribution of the Responsive Classroom approach

This study examines the contribution of the Responsive Classroom (RC) Approach, a set of teaching practices that integrate social and academic learning, to children's perceptions of their classroom, and children's academic and social performance over time. Three questions emerge: (a) What is the concurrent and cumulative relation between children's perceptions of the classroom and social and academic outcomes over time? (b) What is the contribution of teacher's use of RC practices to children's perceptions and social and academic outcomes? (c) Do children's perceptions of the classroom mediate the relation between RC teacher practices and child outcomes? Cross-lagged autoregressive structural equation models were used to analyze teacher and child-report questionnaire data, along with standardized test scores collected over 3 years from a sample of 520 children in grades 3-5. Results indicate a significant positive relation between RC teacher practices and child perceptions and outcomes over time. Further, children's perceptions partially mediated the relation between RC teacher practices and social competence. However, the models did not demonstrate that child perceptions mediated the relation between RC practices and achievement outcomes. Results are explained in terms of the contribution of teacher practices to children's perceptions and student performance.     

Naves and Nukes: John Ruskin as “Augustinian” Social Theorist?

John Milbank appropriates John Ruskin as part of his “Augustinian” tradition. Milbank's selective reading, however, omits Ruskin's fixed hierarchies as well as his acknowledgment of conflict in economic life. Neither of these ideas fits the social aesthetics of harmony and difference that Milbank claims is unique to Christian theology. While Milbank's strictly theoretical portrait of theology gains critical force from Ruskin's robust account of social practices and just exchange, Milbank lacks effective historical and institutional responses to the problems in Ruskin's corpus. This deficiency undermines Milbank's dichotomy between theology and secular reason.     

Multicultural Incompetence and Other Unethical Behaviors: Perceptions of Therapist Practices

The present study examined nonprofessionals' perceptions of culturally based and noncultural ethical violations. One hundred seventy-four undergraduates students read 12 vignettes depicting situations in which a clinician committed either a culturally based violation (e.g., sexist or ageist behavior) or a noncultural violation (e.g., breeching confidentiality or multiple relationship). Results indicated that participants were more likely to have unfavorable views of clinicians who had committed culturally based violations. In addition, results suggested that participants would be more likely to report a clinician who had committed a culturally based violation to a supervisor or ethics board.     

The Cultural and Religious Background of Sexual Vampirism in Ancient China

Abstract

This paper considers sexual macrobiotic techniques of ancient China in their cultural and religious milieu, focusing on the text known as Secret Instructions of the Jade Bedchamber, which explains how the Spirit Mother of the West, originally an ordinary human being like anyone else, devoured the life force of numerous young boys by copulating with them, and thereby transformed herself into a famed goddess. Although many previous studies of Chinese sexuality have highlighted such methods (the noted historian R.H. van Gulik was the first to refer to them as ‘sexual vampirism’), it has rarely been asked why learned and intelligent people of the past took them seriously. The inquiry here, by considering some of the most common ancient criticisms of these practices, concludes that practitioners did not regard decay as an inescapable characteristic of matter; consequently it was widely believed that, if the cosmic processes were correctly understood, one could devise techniques that may forestall senectitude indefinitely.     

The Role of Human Resource Practices in Reducing Occupational Stress and Strain

The current study examined the occupational stress-strain relationship among a sample of 109 white-collar employees in Singapore. Participants completed a survey that assessed the presence of 8 human resource practices (job training, communication, job redesign, promotional opportunities, employee involvement, family-friendly policies, pay systems, and individual-focused stress interventions [SMIs]), 2 major stressors (role overload and responsibility), 2 types of strain (vocational and interpersonal), and organizational commitment. Results indicate that human resource (HR) practices did not reduce the sources of stress (role overload and responsibility) within the workplace. However, there was a direct negative relationship between HR practices and interpersonal strain. In particular, family-friendly practices, job training, and SMIs reduced interpersonal strain. An examination of vocational strain showed that it was negatively associated with SMIs and job training. In addition, organizational commitment mediated the relationship between HR practices and vocational strain. It was concluded that HR practices may be effective as part of a symptom-directed approach to stress intervention and that further replication of these results in both Asian and Western samples is required.     

心理学研究中的伦理

本文介绍了美国心理学会关于科学研究的伦理原则和相关的规定,以及结合心理学科研实践讨论怎样实施这些原则与规定。本文对我国心理学的伦理建设有一定参考价值。主要内容如下:1.人类参与的研究; a.知情同意及欺骗; b.自由退出; c.保护免受伤害和事后情况说明; d.清除有害后果; e.保密。2.动物研究的伦理:a.反对研究动物的论点; b.赞成研究动物的论点。c.研究动物的指南。3.科学欺诈。4.监督伦理实践。     

Multicultural training practices in community psychology programs

Surveyed the directors of 56 community psychology graduate programs to assess multicultural training practices and attitudes. Although most program directors agreed that multicultural training is important in their mission to educate students, less than half the programs (48%) required their students to take any relevant course work and only half of the programs surveyed had any faculty who were members of an ethnic minority group and one third had only one such faculty member. Furthermore, less than half the programs had a combination of training opportunities in place to integrate classroom, research, and field experiences relevant to multicultural issues. Finally, only 23% of program directors believed their training programs were successful for most students, suggesting the need to improve training.     

School-Based Mental Health Programs and Services: Overview and Introduction to the Special Issue

School-based mental health (SBMH) programs and services have grown progressively in the United States in the past two decades, related in part to increased recognition of their advantages and heightened federal support. However, SBMH is an emerging field, with many issues needing attention. This introductory article provides a context for the special issue by highlighting the importance of increased conceptual clarity about SBMH, enhanced mental health—education systems integration, and advancement of the SBMH research base. Key elements for success of SBMH programs and services are discussed, as underscored recently by the report of the New Freedom Commission on Mental Health (2003) and other important initiatives. These elements include (a) school–family–community agency partnerships, (b) commitment to a full continuum of mental health education, mental health promotion, assessment, problem prevention, early intervention, and treatment, and (c) services for all youth, including those in general and special education. A synopsis of the articles in the special issue is provided, emphasizing their conceptual and empirical contributions to delivery and sustainability of effective mental health practices in schools.     

回合式教学法的有效学习：来自自闭症儿童职前教师的证据

使用异步培训技术自主学习循证教育干预方法,或可帮助自闭症儿童职前教师应对新时代自闭症儿童融合教育高质量发展带来的挑战。采用3个实验探究了自闭症儿童职前教师在3种学习材料呈现方式下对回合式教学法的自主学习效果。结果发现,学习材料呈现方式对自闭症儿童职前教师自主学习回合式教学法的效果有显著影响：“字幕+画面+声音解说”组成的视听双通道材料——真实教学视频下的学习效果最好,“文本+图像”组成的PPT材料比同属视觉单通道材料的Word文本更有优势。结果表明,无论是在知识层面的学习(实验1、2和3),还是在实操层面的忠诚度提升(实验3),学习内容以视听双通道方式呈现时,自闭症儿童职前教师的自主学习效果最好。