Does empathy predict adolescents' bullying and defending behavior?

Through structural equation modeling, this study tested a path of relations in which different levels of empathic responsiveness were posited to be differently associated to bullying and defending behavior. Three hundred and eighteen Italian adolescents (142 girls and 176 boys; mean age = 13.2 years) completed the Davis's Interpersonal Reactivity Index [Davis, 1983] for empathy and the Participant role scales [Salmivalli et al., 1996] for bullying and defending behavior. The results revealed that the model fitted the data adequately, but only in the case of boys. As hypothesized, low levels of empathic responsiveness were associated to students' involvement in bullying others. In contrast, empathy was positively associated with actively helping victimized schoolmates. However, the estimates algorithm did not reach convergence with girls' data. The current findings confirm and extend the literature on the relation between empathy, prosociality and aggressive behavior. Educational implications are also discussed.     

Physical attractiveness in preschoolers: Relationships with power, status, aggression and social skills

Several lines of theory and research suggest that power (e.g., social dominance) and status (e.g., social prominence and positive peer regard) are enjoyed by those blessed with good looks. The present work addresses the relations among physical attractiveness, power, status, and aggression from a resource control theoretic perspective that suggests that group members find power holders physically attractive, even if they are aggressive. Teacher ratings of physical attractiveness, social dominance, peer reception, aggression, and social skills were collected on 153 preschoolers (3-6 years) from a Midwestern city. Positive peer regard was derived via sociometric nominations. Raters unfamiliar with the children assessed their physical attractiveness from photographs. Results show that teachers' perceptions of physical attractiveness are a function of power, status, and social skills. Additionally, teachers rated aggressive children who employ both prosocial and coercive strategies of resource control (bistrategic controllers) to be among the most physically attractive. These relations did not emerge for raters unbiased by children's behavior. Results suggest social dominance achieved via prosocial means begets attractiveness ratings, even if accompanied by high levels of aggression. The implications for intervention are discussed.     

On the Conditions for Generative Collaboration: Learning Through Collaborative Research

Drawing on autobiographical recollections, I propose to see collaborative research as a learning experience. I assume a sociocultural psychological approach to the social understanding and interpretation of different scientific research practices. I examine the modalities of collaboration in my first experience of managing an important national research project on Italian families’ dinner table conversations, and in a larger collaborative research endeavor concerning the everyday life of middle-class Italian, Swedish and US families from a comparative view (the Sloan project). On the basis of these experiences, I highlight some of the difficulties met by two other projects presented in this special issue, the DUNES project (Tartas and Muller Mirza, this issue) and the Transition project (Markova and Plichtova, this issue). I conclude by suggesting a provisional criterion for generativity in collaborative research. I suggest that generativity occurs when the more expert and academically oldest ones become conscious that they are learning something new from the group and from some other, independently from age and experience.

Gray's Reinforcement Sensitivity Model and Child Psychopathology: Laboratory and Questionnaire Assessment of the BAS and BIS

The Behavioral Approach System (BAS) and Behavioral Inhibition System (BIS) are widely studied components of Gray's sensitivity to reinforcement model. There is growing interest in integrating the BAS and BIS into models of risk for psychopathology, however, few measures assess BAS and BIS functioning in children. We adapted a questionnaire measure and reaction time task from adult studies to assess the BAS and BIS in a sample of 9-12 year olds (N = 63; 42% female). A continuous performance task was also administered to assess physiological correlates of the BAS and BIS. Factor analysis supported 3 subdimensions of the BAS (Drive, Reward Responsivity, and Impulsivity/Fun seeking), and one dimension of the BIS (sensitivity to punishment). Results supported the utility of the questionnaire measures and reaction time task as assessments of BAS and BIS functioning. Moreover, these measures were associated with internalizing and externalizing problem behavior as expected. High levels of impulsivity/fun seeking, but not drive or reward responsivity, were associated with high levels of externalizing problems, whereas high levels of sensitivity to punishment were associated with high levels of internalizing behavior problems. The relation between physiological indices and caregiver reports of the BAS, BIS, and problem behavior were complex and not consistent with expectation.     

Quasi-two-dimensional or hcp palladium nanoparticles with host-guest interaction prepared at room temperature

Quasi-two-dimensional palladium nanoparticles with an average lateral dimension of 7 nm have been prepared by reduction of a PdCl₂ graphite intercalation compound precursor by lithium-diphenylide in tetrahydrofuran at room temperature. Selected-area electron diffraction patterns provide evidence that the palladium nanoparticles are hcp single-crystal particles. Owing to the template effect of the graphite lattice, the lattice parameter of palladium was found to have a strong relation with the graphite, and a 3a _graphite superstructure was inferred. The palladium structure is rotated by 30^o with regard to the carbon host lattice. Raman spectroscopy on this sample showed that a charge transfer between carbon and palladium occurs. The sample can be considered as a common Pd-graphite intercalation compound with palladium nanoparticles as guest. This behaviour is different from palladium nanoparticles prepared by hydrogen reduction at higher temperatures from the same precursor material. These particles may represent an early stage of nanoparticle formation.     

Ecosystems and society: Implications for sustainable development

Human systems are interacting with, and dependent on, the global ecosystem. These complex interconnected systems have to obey natural laws and system laws in order to remain viable in the long‐term. “Sustainable development” therefore has to adhere to certain principles and constraints which derive partially from physical conditions, partially from principles of (evolving) ecosystems, partially from principles applying to human systems with conscious actors and normative standards. Although “sustainable development” constrains the spectrum of permissible processes, it does not define a final steady state. The development process must be guided by reference to an ethical principle and to the balanced satisfaction of the basic orientors resulting from a system's interaction with its environment. The systems perspective required encompasses a wide range of scientific disciplines, for which a comprehensive bibliography is provided.     

Cultural values and attitudes towards guidance and counselling services in one secondary school in Malaysia: the role of a school cultural system

This narrative ethnographic study aims to explore students' attitudes towards guidance and counselling services in one secondary school in Malaysia. Semi-structured individual interviews, group interviews and observations were conducted with school students of different racial backgrounds. They were identified as referred clients, self-referred clients, and those not deemed to be involved in counselling. The data were analysed using the constant comparative analysis grounded theory approach. The findings indicate that there were different attitudes among the three groups of participants concerning counselling services. The study highlights the role of a school system in elucidating attitudes towards guidance and counselling services. It poses implications for understanding counselling services within the school system.     

评价中心的构想效度谜题:测量维度还是活动?

评价中心是一种高保真度的情境模拟,它被设计用来在多种与工作相关的活动中测量多项维度.30年来的大量研究发现,评价中心具备良好的内容效度和效标关联效度,但构想效度却始终不理想,评价中心评分反映的总是由活动而非预先设想的维度带来的效应.这一评价中心“构想效度谜题”吸引了大量研究关注,并逐步形成了维度中心取向、活动中心取向及交互作用取向三种主要观点,分别主张控制各种误差因素以改善维度测量、放弃维度而转向活动或任务以及关注维度与活动的共同作用.未来研究应在传统的维度中心取向之外给予活动中心取向足够重视,并重点发展交互作用取向.     

中国人压力应对研究:基于主位与客位的视角

目前,学界探索中国人的应对大致有两种方式:客位研究与主位研究。客位研究分析中国文化在以下几个方面对国人应对行为和心理的影响,分别是应对的文化环境和自我特质、压力来源、应对方式、应对结果。研究结果得出有关应对的客观知识,揭示中国人的应对实践。但是由于客位研究注重理论的普适性,所以其研究成果与中国人应对实质并不十分契合。主位研究从传统文化中的儒家、道家、佛家哲学思想提取应对观,其成果更深入的分析了国人应对的实质。但是,主位研究下的应对观过于注重直观体验,并且当今中国人行为心理模式也发生了变化,这些因素势必导致主位研究的缺陷。两种研究方式各有利弊,未来的研究应把两种方式结合起来,取长补短。     

THE ANALYST'S APPROACH AND THE PATIENT'S PSYCHIC GROWTH

Psychoanalysis, which shares many functions with other therapies, is built upon its unique concern for the unconscious forces active behind a patient's symptoms and difficulties. What defines psychoanalysis is the analyst's approach as a disciplined engagement in the service of exploring those forces and their roots, an approach that is the product of curiosity working in the service of the other. As a result of the analyst's actualizing this approach, the patient comes to benefit not only from whatever specific declarative interpretations and insights have been explicitly opened, but also, importantly, from observing and taking in the unspoken underlying psychoanalytic mental processes. In this light, the patient's significant capacities for empathy, a subject often neglected, are also discussed. ¹