How are counselling and therapeutic services experienced by orthodox Jewish primary schools in North-West London? What are the cultural sensitivities,attitudes and beliefs of senior staff members in these schools?

This study investigates how Jewish senior staff at orthodox Jewish primary schools in North-West London experience therapeutic services such as counselling for their students and community. A qualitative approach using semi-structured interviews with seven female orthodox Jewish participants was employed. Thematic analysis was used to analyse data. Results highlighted six broad themes covering the school’s view of counselling and other therapeutic services. Uptake of counselling was often low. Negative parental attitudes, stigma, fear of local authorities and lack of culturally appropriate signposting were some of the factors determining whether counselling services were accessed or not, and why. The importance of the therapist’s own religion and the language used to describe therapy was also significant. Further research into increasing awareness of mental health needs for orthodox Jewish schools and to increase uptake of therapeutic services should be undertaken and has implications cross culturally.     

Principals’ experiences of being disempowered by union members

This study explored school principals’ experience of managing unionised schools in South Africa. Qualitative in-depth phenomenological interviews were conducted with a purposeful selected sample of 13 school principals of unionised schools (age range 36-60 years). The school principals responded to open-ended interviews on their managing of school business with staff labour union activity. Thematic coding was utilised to analyse the collected data. Findings indicate the school principals to experience managerial paralysis from adversarial and confrontational engagement by union leaders and members towards them. They reported union activity a significant task diversion through mob-mentality co-option of the membership preventing rational discourse and compromising work health and safety of all school community members. Avenues need to be explored for school staff unionisation to be a resource for the core business of child education.     

春秋战国哲学流派研究的反思

经过几十年的积淀,春秋战国哲学流派研究取得了丰硕的成果,但是也存在着需要认真反思的地方。春秋战国哲学流派历史价值认识不充分,哲学阵线的机械划分,哲学范畴、概念的教条比附,文献资料理解的歧义,简牍帛书的利用不足,指导理论的简单化、研究方法的单一化等,分别从不同的侧面制约着春秋战国哲学流派研究的深入发展,也影响着对中国古代哲学的精确理解。     

Role of Psychologists in Academic Medicine

With an interdisciplinary approach to understanding human psychosocial development and behavior, psychologists in academic medical settings have much to offer in the areas of administration, research, teaching, and service, including in the realm of organizational systems and behavior within medical schools. In these ways, psychologists can play a large role in the fulfillment of the mission of academic medicine and enhance psychology’s stature in the medical school organization. Two case studies are presented that exemplify the varied roles and responsibilities of psychologists in a medical school. To be successful within medical schools, the following generalizable principles are offered: (1) “add value” to the medical school by demonstrating the diverse and relatively unique abilities of psychologists; (2) be flexible and adaptive to the different requirements of medical academic settings; (3) make a concerted effort to work well with medical students, residents, and physicians who may not be well-versed in certain aspects such as rigorous research methodology and statistics; and (4) find a “good match” between one’s strengths, the needs of the medical setting, and the attributes of the M.D. leader. With such an approach, remarkable accomplishments can be made.