Approach and avoidance relationship goals and couples’ nonverbal communication during conflict

Approach relationship goals are pursued in order to achieve desirable outcomes, whereas avoidance relationship goals are pursued to prevent undesirable outcomes in relationships. We investigated how partners’ approach and avoidance relationship goals are related to their nonverbal communication during conflict. A sequential analysis of observational data from 365 couples (28,470 observations) revealed that individuals with more (vs. fewer) approach goals displayed more positive involvement (e.g., head nods, smiles) and less avoidant withdrawal (e.g., shaking head, folded arms). The reverse pattern emerged for avoidance goals. Furthermore, women (but not men) matched their partner's positive involvement to a greater extent the more approach goals and the fewer avoidance goals they pursued. In contrast, approach/avoidance relationship goals were not associated with how much individuals matched their partner's avoidant withdrawal. Results suggest that relationship goals are related to partners’ nonverbal communication and the extent to which women match their partner's positive involvement during conflict.     

交互视角下工作重塑干预的影响效应整合模型

作为一种引导员工主动改变工作的行为, 工作重塑干预成为近年来组织行为学领域研究的重要主题。基于现有研究成果, 系统梳理了工作重塑干预的概念和分类。依据角色-资源接近-回避模型, 归纳和提炼了工作干预的影响效果, 在此基础上, 借鉴AMO理论, 分别从重塑能力(Ability)、重塑动机(Motivation)和重塑机会(Opportunity)层面, 构建了个体和组织交互情境下的工作重塑干预内在影响机制, 进而提出了一个整合性的理论分析框架, 为当前开展工作重塑干预的相关研究提供一定的借鉴和参考。未来研究应更多关注基于中国情境的工作重塑干预影响因素及作用机制。     

The ‘tyranny of time’: getting to the heart of the impact of educational cuts on the provision of guidance counselling in Ireland

The Irish Education Act (Government of Ireland 1998) stipulates that each young person in secondary school in Ireland is entitled to access ‘appropriate’ guidance. It has been argued that this very right has been eroded since Budget 2012, where resource re-allocations in guidance counselling are obstructing the requirement for schools to implement this section of the Act. This qualitative study explored the effects of ‘educational cutbacks’ from the perspective of guidance counsellors. Findings from interviews with guidance counsellors, suggest that the effects of such cutbacks in guidance counselling are far-reaching and ultimately students are the one’s losing out. The paper proposes that there is a need to reinstate guidance counselling hours to allow guidance counsellors provide a comprehensive service to young people – which they are entitled to.     

THE COLLECTIVIST APPROACH TO COLLECTIVE MORAL RESPONSIBILITY

Abstract: In this article we critique the collectivist approach to collective moral responsibility. According to philosophers of a collectivist persuasion, a central notion of collective moral responsibility is moral responsibility assigned to a collective as a single entity. In our critique, we proceed by way of discussing the accounts and arguments of three prominent representatives of the collectivist approach with respect to collective responsibility: Margaret Gilbert, Russell Hardin, and Philip Pettit. Our aims are mainly critical; however, this should not be taken to imply that we do not ourselves support an alternative account of collective responsibility. We advocate an individualist account of collective responsibility. On this view of collective responsibility as joint responsibility, collective responsibility is ascribed to individuals. Each member of the group is individually morally responsible for the outcome of the joint action, but each is individually responsible jointly with the others.     

Is culture a problem for social psychology?

Culture has been regarded as an anathema to psychology as an empiricist research tradition. Despite the explosive growth of research on culture and psychology over the last decade of the 20th century and its importance in Asian social psychology, the ontological and epistemological tension between psychology as a science and psychology as a cultural/historical discipline introduced in the writings of the thinkers of the Enlightenment and counter-Enlightenment still lingers on in the contemporary discourse of psychology. Clifford Geertz once ominously suggested that cultural psychology may have chewed more than it can. In the present paper, the interpretive turn in social science as exemplified by writings of Charles Taylor and Paul Ricoeur is reviewed and how it may impinge on the practice of Asian social psychology as an empirical science in methodological, epistemological, and ontological respects is discussed. It is argued here that the current practice of Asian social psychology is largely, though not entirely, free of the challenges mounted by these theorists, and that Asian social psychology has an advantage of not being encumbered by this traditional tension due to a monist ontology that is prevalent in Asia.     

从医生和医院角度透视医患关系

医患关系一直以来都是临床医学实践的核心问题和基础,受多因素影响,包括患者、医生(医院)和社会.在医患关系不和谐的今天,如何以系统论方法,从医生和医院角度分析制约医患关系健康发展症结,是每个医生和医院管理者需认真思考和对待的问题.而发扬人文主义精神,坚持"以病人为中心"理念,是医生和医院缓解日益加剧的医患矛盾,从根本上改善医患关系的前提.     

中国古代心理学思想家关于品德修养的论述

品德修养是中国古代道德教育思想中强调的重点;品德修养的形成．是一个由知到行的过程。由此提出了内省等重要的品德修养的方法。     

问题与视角:西方易学的三种研究路径

本文试图截取“西方易学”的三种重要研究路径,对其发展历史和具有代表性的研究论著做简要慨述,在此基础上探讨他们在《周易》文本性质、作者、经传关系及历史诠释上的差异,从而表明,“西方易学”作为西方学术和思想的组成部分,在中西交流的背景之中,是如何根植于西方文化背景之中的.而他们对《周易》的探讨又超越西方文化本身,进入到人类生存基本问题的探讨.     

Factors affecting the involvement of teachers in guidance and counselling as a whole-school approach

This study explores factors affecting the involvement of regular secondary school teachers in the whole-school approach to guidance and counselling by interviewing 12 secondary school teachers in Hong Kong. Emerging themes include teachers' ownership of their role in student guidance and counselling, the alignment of their disposition with education policies, school missions and culture, and their philosophy in education. Findings of what these teachers are actually doing in guidance and counselling are presented. Implications for policy-makers, administrators and leaders for comprehensive guidance and counselling programmes are drawn from constraints that limit interviewees' full potential in assisting students.