优抚医院疗养对象的社会支持与幸福感的关系:心理健康的中介作用

考察优抚医院疗养对象的幸福感现状,探讨其心理健康、社会支持与幸福感的关系。采用老年人心理健康问卷、社会支持评定量表、纽芬兰纪念大学幸福度量表对103名平均年龄82.43岁的优抚医院疗养对象进行调查。结果表明:(1)优抚医院疗养对象的幸福感与全国常模无显著差异,心理健康水平与社会支持状况都显著低于对照组;(2)优抚医院疗养对象的社会支持、心理健康水平和幸福感各维度之间存在显著正相关;(3)心理健康在社会支持对幸福感的影响中起中介作用;心理健康的情绪体验维度在客观支持对幸福感的影响中起部分中介作用。     

Cosmopolitan Justice and Equalizing Opportunities

This paper defends a global principle of equality of opportunity, which states that it is unfair if some have worse opportunities because of their national or civic identity. It begins by outlining the reasoning underpinning this principle. It then considers three objections to global equality of opportunity. The first argues that global equality of opportunity is an inappropriate ideal given the great cultural diversity that exists in the world. The second maintains that equality of opportunity applies only to people who are interconnected in some way and infers from this that it should not be implemented at the global level. The third, inspired by Rawls's The Law of Peoples , maintains that it is inappropriate to thrust liberal ideals (like global equality of opportunity) on nonliberal peoples. Each of these challenges, I argue, is unpersuasive.     

Teaching Students to Recruit Positive Attention: A Review and Recommendations

Positive teacher attention and praise are powerful influences on student performance in the classroom. But the classroom is a very busy place, a place where important efforts by students can easily go unnoticed. In such instances, an existing and potentially effective natural contingency of reinforcement is asleep and needs to be woken up. Teaching students how to recruit positive teacher attention is one way to activate dormant contingencies of reinforcement and help students take a proactive role in their learning. This paper reviews the recruiting research to date, discusses implications for practitioners, proposes a recruitment training package including strategies for promoting generalization of recruiting skills, and offers recommendations for future research.     

Outcomes of children with emotional disturbance in residential treatment for educational purposes

A study was conducted of the outcomes of all children and adolescents (N=114) with serious emotional disturbance who had been placed by school districts in residential treatment facilities for educational purposes over a three-year period. Both cost and outcome analyses were conducted. Cost analyses indicated a total annual expenditure in excess of $5 million, or $80,000 per youth per length of stay. Outcome analyses, consisting of ratings of outcomes and outcome interviews with special education directors, revealed that 63% of the youth had either made no or minimal progress, had been discharged with a negative outcome, or had run away. Positive outcomes were achieved in only 25% of the cases, measured by the students' return to school or placement into a vocational training program. Another 11% of the youth were making substantial progress. Analyses of the relationships between outcomes and cost revealed no relationship. However, positive outcomes were associated with shorter lengths of stay. Further, students in the positive outcome categories had more severe functioning deficits at intake than students in the negative outcome categories. The availability of community-based services for the student and family was the single most likely reason reported by special education directors for positive discharge status.     

Functional reading for students with developmental disabilities who are linguistically diverse

Students with moderate and severe disabilities often have language deficits that make the acquisition of reading challenging. Sight word instruction of daily living skills is one method of intervention that benefits students with severe disabilities who have not achieved literacy. When students with developmental disabilities are also linguistically diverse, acquisition of reading skills becomes more complex. Sight words must be chosen that are relevant to the students own community. A critical decision in planning sight word instruction is whether to provide instruction in the student's primary language or in English. These issues are discussed and an illustration is given of the heterogeneity among students with developmental disabilities who are linguistically diverse.     

TEACHING MEMORIZED SPELLING WITH A MICROCOMPUTER: TIME DELAY AND COMPUTER-ASSISTED INSTRUCTION

A computer-assisted instruction program was evaluated that used a constant time-delay procedure to teach 5 students 18 spelling words. In addition to delivering the instructional procedure, the program managed the presentation of training content based on individual student responding and collected instructional data on individual student performance. The procedure was effective at teaching 4 of the 5 students the words, and generalization occurred from the computer-delivered keyboard response format to a teacher-delivered hand-written response format. Maintenance data varied among the students. The study demonstrated the feasibility of using microcomputers to deliver time-delay instruction in special education classrooms and suggested several research questions related to specific features of microcomputer-delivered time-delay instruction.     

The Metaphysics of Personal Identity and Our Special Concern for the Future

Abstract: Philosophers have long suggested that our attitude of special concern for the future is problematic for a reductionist view of personal identity, such as the one developed by Derek Parfit in Reasons and Persons. Specifically, it is often claimed that reductionism cannot provide justification for this attitude. In this article, I argue that much of the debate in this arena involves a misconception of the connection between metaphysical theories of personal identity and our special concern. A proper understanding of this connection reveals that the abovementioned objection to reductionism cannot get off the ground. Though the connection I propose is weaker than the connection typically presupposed, I nonetheless run up against a conclusion reached by Susan Wolf in “Self‐Interest and Interest in Selves.” According to Wolf, metaphysical theses about the nature of personal identity have no significance for our attitude of special concern. By arguing against Wolf's treatment of self‐interest, I suggest that her arguments for this conclusion are misguided. This discussion leads to further clarification of the nature of the link between theories of personal identity and our special concern and, ultimately, to a better understanding of the rationality of this attitude.     

农村初中特殊家庭学生心理特征与教育对策研究

本文研究了农村初中特殊家庭学生在学习、人格特征以及心理健康水平方面同正常家庭学生的差异,结果表明特殊家庭学生在这些方面是同正常家庭学生有明显不同的。据此提出开展家庭、学校、社会一体化的心理健康教育的对策来提高农村特殊家庭学生的整体素质。实证结果表明,这些措施能取得一定的效果。     

Reasonable Partiality to Domestic Animals

The paper deals with partiality flowing from special relationships. Two main problems are discussed. The first concerns the relationship between partiality and genuine moral obligations. If partiality can bring about such obligations only if it is reasonable, what requirements should it meet in order to be reasonable? The second problem is one of animal ethics. Can the concept of reasonable partiality help us articulate what is morally at stake in a current discussion about the treatment of domestic animals, viz. the European discussion about the castration of pigs?     

Sex segregation in friendships and normative contexts across the life span

Sex segregation (the separation of boys and girls into same-sex groups in their friendships and casual encounters; [Thorne, B., & Luria, Z. (1986). Sexuality and gender in children’s daily worlds. Social Problems, 33, 176–190]), has typically been viewed as a childhood phenomenon. In the present paper, we review research that suggests the phenomenon of sex segregation persists across the life span. We draw from a social-constructionist model to synthesize literature documenting sex segregation in friendships and aspects of individuals’ socio-cultural contexts in childhood, adolescence, and early and later adulthood. We consider developmental continuities in mechanisms that may be associated with sex segregation, including behavioral compatibility, communication styles, third-party resistance to other-sex relationships, and institutional barriers to other-sex relationships. We discuss how these factors may, through a reciprocal process, contribute to and result from sex segregation. Finally, we offer recommendations for future research.