Emotional competencies and maladjustment in Singaporean adolescents

This study explores the relationships between four emotional competencies (i.e., intrapersonal skills, interpersonal skills, adaptability skills, and stress management skills) and four factors of maladjustment (i.e., antisocial behavior, anger control problems, emotional distress, and negative self problems) in 217 students from Singapore. Multiple regression findings indicated that stress management skills significantly predicted overall maladjustment, antisocial behavior, anger control problems, emotional distress, and negative self problems. With regard to the three remaining emotional competencies, interpersonal skills significantly predicted negative self problems, while intrapersonal skills and adaptability skills were not predictive of any of the four factors of maladjustment. Implications and limitations of these findings are discussed.     

Evaluating progress in training: character or competence?

Jung was mercurial in his attitudes to method and technique, leaving us a problematic legacy when it comes to evaluating the progress of trainees. Some would say that those of us involved with the assessment of candidates during their training continue to rely too heavily on intuition and subjective assessments. However good our admissions' procedures and the structures in place to review progress, the emotional and financial demands for trainees of embarking on an analytic training, the tendency for analytic institutes to remain opaque and slow to link up with the external world and the cliques within our profession make more objective assessments of progress and readiness to qualify at best haphazard and at worst inadequate. Some trainees have an immediate talent for analytic work; others develop their gifts more slowly; some never find this capacity. Working from a definition of analytic talent, the paper begins to map out a Jungian framework for assessing progress, emphasizing the significance of both character and competence and the developing relationship between them.     

Effects of age and competence type on the emotions: Focusing on sadness and anger

Abstract:  The effects of age and competence type on emotional reactions were demonstrated in this study. Participants: (362 junior high-school students, 658 senior high-school students, 407 undergraduates, and 1027 adults) were asked to rate the Assumed-competence Scale, second version (ACS-2) and Rosenberg's Self-esteem Scale, which were prepared to classify the participants into four competence types: Omnipotent, Assumed, Self-respective, and Atrophy. They also rated their perceived emotional reactions toward negative personal and social events, and the responses were compared among age groups and competence types. Remarkable results showed that the Assumed and the Atrophy types were prominent in junior and senior high-school students. They tend to get angry toward negative personal events, and they also tend not to respond emotionally toward social events. Another result was that people in the Assumed and Omnipotent types were likely to get angry toward both personal and social events, and they were also less responsive toward social events.     

测量估计研究:回顾与展望

测量估计是算术估计的一种常见形式,被看作个体数量能力早期获得的重要渠道,也可为物理测量教学提供一条有效途径。论文简要回顾了测量估计研究的发展历程,讨论了测量估计能力的发展及其影响因素,分析了个体常用的测量估计策略种类以及相关的教学训练方式,最后指出了现有研究的缺陷和今后的发展方向。     

Conceptions of Relationships in Children with Depressive and Aggressive Symptoms: Social-Cognitive Distortion or Reality?

This research tested skill-deficit and cognitive-distortion models of depression and aggression in 615 fifth- and sixth-grade children. Children completed a measure of their generalized conceptions of relationships in the peer domain and their level of depressive symptoms. Teachers completed measures of social competence, social status, and aggression. As anticipated, children with higher levels of depressive symptoms, either alone or in combination with aggression, demonstrated more negative conceptions of both self and peers than did nonsymptomatic children. Conceptions of relationships did not differentiate between aggressive and nonsymptomatic children. Children with depressive symptoms and children with aggressive symptoms displayed unique profiles of social competence deficits and problematic status in the peer group. Analysis of the accuracy of children's conceptions of relationships revealed support for both skill-deficit and cognitive-distortion models. Consistent with a skill-deficit model, children with depressive and depressive-aggressive symptoms were sensitive to actual differences in their social status. In contrast, aggressive children showed an insensitivity to social cues. Consistent with a cognitive-distortion model, children with depressive and depressive-aggressive symptoms had more negative conceptions than would be expected given their social status, whereas aggressive-unpopular children demonstrated a self-enhancement bias. These findings indicate the importance of integrated cognitive-interpersonal models of depression and aggression that incorporate multiple pathways among social-cognitive, interpersonal, and emotional functioning.     

The Relationship Between Mindfulness and Multicultural Counseling Competence

The authors examined the association between multicultural counseling competence (MCC) and mindfulness. Previous authors have maintained a conceptual link between MCC and mindfulness; however, this is the first empirical analysis of the relationship between MCC and mindfulness. Results revealed that, after race/ethnicity, multicultural course completion, and empathy were controlled, components of mindfulness were correlated with multicultural awareness and multicultural knowledge. These results have implications for counselor education, counseling practice, and future research.     

Validation of a Standardized Multiple‐Choice Multicultural Competence Test: Implications for Training,Assessment, and Practice

The Multicultural Counseling and Psychotherapy Test (MCPT), a measure of multicultural counseling competence (MCC), was validated in 2 phases. In Phase 1, the authors administered 451 test items derived from multicultural guidelines in counseling and psychology to 32 multicultural experts and 30 nonexperts. In Phase 2, the authors administered the top 50 discriminative items to licensed mental health professionals (N = 227) and compared MCPT scores to external indicators of MCC. Evidence was found for the construct validity and internal consistency reliability of the MCPT. El Test de Consejería Multicultural y Psicoterapia (MCPT, por sus siglas en inglés), una medida de la competencia en consejería multicultural (MCC, por sus siglas en inglés) fue validado en dos fases. En la Fase 1, los autores administraron 451 elementos del test derivados de las pautas multiculturales en consejería y psicología a 32 expertos multiculturales y 30 no expertos. En la Fase 2, los autores administraron los 50 elementos más discriminativos a profesionales licenciados de la salud mental (N = 227) y compararon los puntajes del MCPT con indicadores externos de MCC. Se hallaron evidencias de la validez del constructo y la fiabilidad de la consistencia interna del MCPT.     

母亲情绪调节与幼儿情绪理解能力:母亲应对方式的中介作用

对258名幼儿进行情绪理解能力任务测查,其母亲完成情绪调节方式问卷和应对幼儿消极情绪问卷,探讨母亲情绪调节方式、母亲对幼儿消极情绪的反应方式和幼儿情绪理解能力之间的关系。结果表明,幼儿情绪理解能力随年龄增长而提高,女孩情绪理解能力高于男孩。母亲对幼儿消极情绪更多采用情感关注和问题解决,惩罚反应最少,母亲对男孩的消极情绪表现出更多的惩罚反应,对女孩表现出更多的情感关注。母亲鼓励表达在其情绪调节方式和幼儿情绪理解能力之间有中介作用。     

Counselor Competence With Lesbian,Gay, and Bisexual Clients: Differences Among Practice Settings

Counselors from school and community practice, counseling students, and counselor educators (N= 468) participated in this study of competence to serve lesbian, gay, and bisexual (LGB) clients. Participants reported high LGB‐affirmative attitudes but lower knowledge and skills. School counselors reported significantly lower LGB competence than did counselors in other settings. Implications include the importance of graduate and postgraduate training to improve LGB knowledge and skills and the hope that LGB‐affirmative attitudes suggest receptivity toward such growth. Consejeros que trabajan en prácticas escolares y de comunidad, estudiantes de consejería y educadores de consejería (N= 468) participaron en este estudio sobre la competencia para servir a clientes lesbianas, gays y bisexuales (LGB). Los participantes comunicaron un nivel elevado de actitudes afirmativas hacia LGB, pero menores conocimientos y habilidades. Los consejeros escolares indicaron niveles de competencia en LGB significativamente menores que los consejeros en otros escenarios. Las implicaciones incluyen la importancia de la formación de estudiantes de grado y posgrado para mejorar sus conocimientos y habilidades sobre LGB y la esperanza de que las actitudes afirmativas hacia LGB sugieren receptividad hacia dicha formación.