Family Functioning and Attachment Among Young Adults in Western and Non-Western Societies

Abstract

Family functioning (FF) is associated with patterns of adults’ close relationship attachment, which works differently in western and non-western societies. In this study, the relationship between FF and attachment (A), as well as the difference in relationship between FF and A across western and non-western societies were examined. A total of 600 young adults (294 males, 306 females) were recruited from western and non-western societies through the SurveyCircle and social media and communication applications. The data was analyzed using PLS-SEM and multigroup analysis, and the results showed that in western and non-western societies, family adaptability and cohesion were significantly associated with anxiety, close, and depend attachments. Unexpectedly, higher family adaptability was associated with higher anxiety attachment. The associations among family adaptability and cohesion with anxiety, close, and depend attachments showed that the strengths of the relationships are significantly different in western and non-western societies, except for the association between family cohesion and anxiety. Based on these results, the cultural differences in terms of FF and young adults’ close relationship attachment were presented for future research, family therapy, and the society.     

No Blame No Gain? From a No Blame Culture to a Responsibility Culture in Medicine

Healthcare systems need to consider not only how to prevent error, but how to respond to errors when they occur. In the United Kingdom’s National Health Service, one strand of this latter response is the ‘No Blame Culture’, which draws attention from individuals and towards systems in the process of understanding an error. Defences of the No Blame Culture typically fail to distinguish between blaming someone and holding them responsible. This article argues for a ‘responsibility culture’, where healthcare professionals are held responsible in cases of foreseeable and avoidable errors. We demonstrate how healthcare professionals can justifiably be held responsible for their errors even though they work in challenging circumstances. We then review the idea of ‘responsibility without blame’, applying this to cases of error in healthcare. Sensitive to the undesirable effects of blaming healthcare professionals and to the moral significance of holding individuals accountable, we argue that a responsibility culture has significant advantages over a No Blame Culture due to its capacity to enhance patient safety and support medical professionals in learning from their mistakes, while also recognising and validating the legitimate sense of responsibility that many medical professionals feel following avoidable error, and motivating medical professionals to report errors.     

Integrating emotion and other nonrational factors into ethics education and training in professional psychology

ABSTRACT

Any professional or scientific discipline has a responsibility to do what it can to ensure ethical behavior on the part of its members. In this context, this paper outlines and explores the criticism that to date the emphasis in ethics training in professional psychology, as with other disciplines, has been on the rational elements of ethical decision making, with insufficient attention to the role of emotions and other nonrational elements. After a brief outline of some of the historical background to the development and understanding of ethical decision making, relevant theoretical and empirical literature on the influence of emotional and other nonrational factors on our ethical decisions is reviewed. The implications of this literature for ethics education and training are outlined, particularly with respect to the use of case studies. An integrative approach is proposed, and conclusions and recommendations are offered with respect to such an approach.     

Student Counselors' Moral,Intellectual, and Professional Ethical Identity Development

Professional identity is characterized by the integration of individuals' professional and personal selves. The authors used a multiple regression design to examine counselor professional ethical identity development, with specific attention to moral and intellectual development. Student counselors (N = 59) completed the Modified Subject‐Object Interview (Monson & Hamilton, 2010 ), Defining Issues Test–2 (Rest, Narvaez, Bebeau, & Thoma, 1999a ), and Learning Environment Preferences scale (Moore, 1987 ). Moral development was the most significant predictor of professional ethical identity development. Preparatory and research strategies to enhance professional ethical identity formation are discussed.