近视激光手术治疗几个问题的探讨

通过对ICD-10中涉及亚健康的相关类目分析,阐述了亚健康的概念范畴、相关症状表现、相关因素以及防范和纠正,尤其详细论述了亚健康的重点——疲劳状态。“亚健康”,本质上主要是一类心身失调,其防范或纠正,不能只依赖药物、食物等生物学手段,而应更多地借助认知疗法、心理调整、行为纠治等非生物学手段。此外,笔者还创新性的提出：在未来的《ICD》中专列亚健康类目的构想。     

Behavioral versus cognitive classroom friendship networks

Researchers of social networks commonly distinguish between “behavioral” and “cognitive” social structure. In a school context, for example, a teacher’s perceptions of student friendship ties, not necessarily actual friendship relations, may influence teacher behavior. Revisiting early work in the field of sociometry, this study assesses the level of agreement between teacher perceptions and student reports of within-classroom friendship ties. Using data from one middle school teacher and four classes of students, the study explores new ground by assessing agreement over time and across classroom social contexts, with the teacher-perceiver held constant. While the teacher’s perceptions and students’ reports were statistically similar, 11–29% of possible ties did not match. In particular, students reported significantly more reciprocated friendship ties than the teacher perceived. Interestingly, the observed level of agreement varied across classes and generally increased over time. This study further demonstrates that significant error can be introduced by conflating teacher perceptions and student reports. Findings reinforce the importance of treating behavioral and cognitive classroom friendship networks as distinct, and analyzing social structure data that are carefully aligned with the social process hypothesized.

Children at Risk: Effects of a Four-Year Head Start Transition Program on Special Education Identification

Children in Head Start are at risk for school learning or behavioral problems. While Head Start has decreased special education placement, there has been little systematic data until recently on identification of children in disability categories following preschool. In this study, two cohorts of 6,162 children across 30 sites were followed through third grade. Approximately half of these children were provided transition assistance from kindergarten through third grade. This included school transition and curricular modifications, parent involvement activities, health screening or referrals, and family social services, all similar to those received in Head Start. They were compared to a similar group of Head Start children who did not receive such services beyond the Head Start experience. Special education eligibility was determined from school records in the spring of third grade. Only 0.89% of children in the transition group were identified in the mental retardation category compared to 1.26% in the non-transition group. In the category of emotional disturbance, these same figures were 1.21% and 1.65% respectively. Both differences were statistically significant, but an opposite effect was found in the category of speech or language impairment. Findings are discussed in relation to differences in disability categories and implications for early identification.     

Applying Continuity Theory to Older Adult Friendships

Continuity theory provides a rationalization for understanding older adult friendships. Older adults do not have to anticipate disengagement but can exercise their choice to actively participate in establishing and maintaining friendship structures. The role of friend is one a person can choose to maintain. Friendships are dynamic and progress on a continuum with beginnings, periods of endurance and change, and endings. Continuity theory provides ways to understand why particular people have developed and adapted distinct friendship and social support networks. This insight provides social service professionals, gerontologists, and family members ways to enable older adults to remain in their communities longer and maintain support stability.     

Young Offenders with Disabilities: Legal Requirements and Reform Considerations

Delinquency rates have been a persistent concern in the United States with juveniles involved in almost a third of arrests for major crimes in 1993. Further, a disproportionate number of youths incarcerated have a disability. Because youths with disabilities in correctional facilities present legal and educational challenges, we explored the parameters of providing appropriate services based on individual needs. Despite applicable federal legislation, the juvenile correctional system often fails to meet the educational needs of those with disabilities (i.e., some youths are denied special education services, services are often inferior to those provided by public schools, and teachers are often inadequately trained). According to federal legislation, juvenile facilities must observe procedural safeguards afforded to those individuals and provide needed services even for pre trial detainees (services, however, may be balanced against legitimate security concerns). Ultimately, state educational agencies have the responsibility for ensuring that youths with disabilities receive a free appropriate education. Promising practices applicable to all youths may include Positive Peer Culture, aggression replacement training, aftercare programs, and research validated instructional interventions.     

A comparison of performance feedback procedures on teachers' treatment implementation integrity and students' inappropriate behavior in special education classrooms

This study examined the extent to which treatment integrity of 4 special education teachers was affected by goal setting, performance feedback regarding student or teacher performance, and a meeting cancellation contingency. Teachers were trained to implement function-based treatment packages to address student problem behavior. In one condition, teachers set a goal for student behavior and received daily written feedback about student performance. In a second condition, teachers received daily written feedback about student performance as well as their own accuracy in implementing the intervention and would be able to avoid meeting with a consultant to practice missed steps by implementing the intervention with 100% integrity. This latter package increased treatment integrity the most above baseline levels. Higher levels of treatment integrity were significantly correlated with lower levels of student problem behavior for 3 of the 4 teacher-student dyads. Three of the 4 teachers also rated both feedback procedures as highly acceptable. Implications for increasing and maintaining treatment integrity by teachers via a consultation model are discussed.     

成人心理理论的研究回顾与展望

成人心理理论领域的研究自20世纪90年代受到关注。成人心理理论在发展模式和水平上与儿童存在差异,高级的心理理论任务被广泛使用,但各种研究范式的有效性受到质疑。正常成人心理理论能力伴随个体老化而下降的趋势已得到多数研究证实,而更多的研究者关注特殊成人的心理理论发展。成人的心理理论亦与执行功能、语言、社会能力等因素密切相关。未来研究应注意在提高成人心理理论任务效度的基础上,拓展研究的年龄范围,重视特殊成人心理理论研究的应用价值,从干预和治疗角度出发,拓宽研究领域。     

Identification of special education students with mental retardation: Correlates of state child-count data

The number of children identified as mentally retarded by the special education system in the United States has declined dramatically over the past 15 years. Hypotheses regarding this decline have generally focused on changes in state definitions and social factors related to the stigma of the mental retardation classification. In the present study, we investigated differences in state definitions of mental retardation as well as demographic and economic variables as predictors of states' MR identification rates. Definition variables failed to relate significantly to identification rates while several race and per capita expenditure variables were significant predictors. Results are discussed in terms of the importance of investigating demographic and economic variables in understanding the variation in state MR identification rates.     

Demandingness and Boundaries Between Persons

ABSTRACT

Demandingness objections to consequentialism often claim that consequentialism underestimates the moral significance of the stranger/special other distinction, mistakenly extending to strangers demands it is proper for special others to make on us, and concluding that strangers may properly demand anything of us if it increases aggregate goodness. This argument relies on false assumptions about our relations with special others. Boundaries between ourselves and special others are both a common and a good-making feature of our relations with them. Hence, demandingness objections that rely on the argument in question fail. But the same observations about our relations with special others show that there are many demands special others may not properly make, and since we cannot be more guilty of unjustified partiality in insisting on boundaries between ourselves and strangers than on boundaries between ourselves and special others, there are – as demandingness objections maintain – some demands strangers may not properly make on us.     

Are your cross‐ethnic friends ethnic and/or national group identifiers? The role of own and perceived cross‐ethnic friend's identities on outgroup attitudes and multiculturalism

We investigated how own ethnic and national identities and perceived ethnic and national identities of close cross‐ethnic friends may predict outgroup attitudes and multiculturalism among Turkish (majority status, N = 197) and Kurdish (minority status, N = 80) ethnic group members in Turkey (M_age = 21.12, SD = 2.59, 69.7% females, 30.3% males). Compared with Turkish participants, Kurdish participants were more asymmetrical in rating their cross‐ethnic friend's identities relative to their own, reporting higher ethnic identity, but lower national identity for themselves. Own ethnic identity was negatively associated with attitudes and multiculturalism, whereas own national identity was positively associated with only attitudes. Perceived cross‐ethnic friend's national identity was positively related to both outgroup attitudes and multiculturalism. Shared national identification (high levels of own and friend's national identity) led to most positive outgroup attitudes and highest support for multiculturalism. Findings were discussed in the light of social identity and common ingroup identity models.