关于孔子忠恕思想的界说问题

忠恕思想是孔子道德学说的核心内容 ,但学界对它所作的界说有分歧 ,不规范 ,而且现行的理解不符合孔子的原意。这必然会影响全球化时代这一重要思想在国际文化思想领域的广泛传播和竞争能力 ,应该加以辨正。在给这个思想下定义时 ,要注意到“忠恕”一词实际上表示因忠而恕的意思 ,而不是“忠”和“恕”的并列。     

Case Report—Loyalty, Legacy, and Ledger: Contextual Therapy in a Patient with a Family History of Ovarian Cancer

A client's emotional experiences and reactions to those experiences are influenced by his/her family of origin and direct or indirect interactions with various family members. Contextual therapists propose that a client's satisfaction with a relationship depends on the equity of his/her emotional interactions with family members. When relationships are inequitable, trust between individuals disintegrates. In order to reestablish trust in a relationship, a balance of interests must be restored. If not, imbalances may be passed down to future generations. A case of a woman with a family history of ovarian cancer is reviewed with the principles of contextual therapy in mind. In her family, several legacies have resulted in unbalanced relationships between family members that lead to difficulty in establishing trust within the genetic counseling session.     

Empathic-Cognitive Development in Students of Counseling

Empathy is both crucial to counseling and a desired outcome in higher education. Since the 1960s, many studies have examined the relationship between stages of adult cognitive development and level of empathy, particularly in counselors. Though positive, findings related to this critical research focus have been grounded in small, local samples, leading several investigators to call for a replication using a large, national sample. In response, this study surveyed 340 graduate student members of a large professional counseling association across the United States. Results indicated that more mature forms of thought (according to the Perry scheme) are associated with higher empathy levels (Hogan scale). Implications are drawn for adult development theory, education of counselors, and higher education reform.     

Influence of Social Perception and Social Monitoring on Structural Priming

Although structural priming has been considered to be an independent cognitive process, recent evidence suggests that structural priming is modulated by sociocognitive factors such as social perception; speakers are more likely to mimic the sentence structure of a socially desirable interlocutor than the structure of a less desirable interlocutor. This study aims to further address the role of sociocognitive factors in language use by investigating how individual differences in social perception and tendency to align with others (i.e., social monitoring) modulate same‐verb structural priming. In particular, we investigate how likely students are to repeat a sentence structure of a teacher depending on their perception of the teacher and their social monitoring tendency. Our results demonstrate that students’ tendency to imitate a sentence structure of the teacher is positively influenced by their perception of the teacher but negatively by social monitoring. We suggest that the effects may be accounted for in terms of their influence on attention and memory encoding.     

进化心理学对心理素质结构研究的整合与重构——以学生心理素质结构研究为例

传统的心理素质结构研究模式不经济,研究结果出现纵向断裂横向分裂的趋势.从进化心理学的视角来看,心理素质结构的最终功能均指向个体的适应性,其形成是与周围环境不断排斥和融合的过程.建构的心理素质结构融合模型能在一定程度上解决传统研究模式的弊端,并建议今后的研究应以分析人为主导转而分析人及其所处的文化环境并重,进而引导人的心理素质结构的不断发展.     

Effects of text messaged self-monitoring on class attendance and punctuality of at-risk college student athletes

This study examined the effects of text messaging class arrival to an academic counselor on the attendance and punctuality of 4 college student athletes. Each participant had a history of class tardiness and was considered to be at risk for academic failure. Class attendance and punctuality improved for all participants.     

共情对广义互惠的影响：自我-他人重叠的中介作用

与“我帮你,你帮我”的直接互惠相比,“我帮你,你帮他”的积极广义互惠,促使受助者转变为助人者帮助更多的人。与之相反,“我伤你,你伤他”的消极广义互惠,易导致受害者转变为伤害者波及无辜他人。以往研究未探寻到既能促进积极广义互惠,又能抑制消极广义互惠的因素。采用两阶段独裁者博弈任务范式,通过两项实验发现,共情是一个能够起到扩大积极广义互惠传递效应并削弱消极广义互惠传递效应双重作用的特殊变量,其机制在于自我-他人重叠,支持了自我扩张模型。这一研究为营造良好社会道德氛围,加强公民道德建设,保障公正和谐的社会环境提供了思路。     

感恩与听障学生亲社会行为的关系：有调节的中介模型

本研究探讨了感恩与听障学生亲社会行为的关系,并检验生活满意度的中介效应以及性别对中介效应的调节作用。采用青少年感恩量表、生活满意度量表以及长处和困难量表对392名听障学生进行调查,结果显示：（1）感恩显著正向预测听障学生的亲社会行为;（2）生活满意度在感恩与听障学生亲社会行为之间起部分中介作用;（3）该中介作用受到性别的调节,即生活满意度只在听障男生的感恩和亲社会行为之间起中介作用。     

Predictors of Counseling Students' Decision to Pursue a Gerocounseling Specialization

The authors examined which variables predicted the likelihood of counseling students' decision to pursue a gerocounseling specialization by using logistic regression analysis. Results found that overall interest, perceived preparation, training willingness, and importance were predictive factors. Curriculum strategies on how to implement these variables into existing counselor education course work are discussed.     

Lost in the great divide: Motivation in religious studies classrooms

One of the most illuminating finds in Barbara E. Walvoord's Teaching and Learning in College Introductory Religion Courses (2008) is what she calls “the great divide,” a mismatch between instructors’ goals for their courses, which are academic, and the students’ reasons for taking them, which relate to their personal interests and development. Motivation – or, rather, the lack thereof – is not explicitly considered as a potential victim of this mismatch. This article will turn its attention squarely to this issue. First, I will review data about the “great divide” and link them to the common practice of asking our students to bracket the personal when they take our courses. The article will juxtapose this practice with what research tell us about motivation, which will allow us to further explore why the divide Walvoord and others have identified is so problematic. The article will conclude with pedagogical strategies that can help instructors intentionally influence motivation in religion courses. Ultimately, I suggest that we may be doing students – as well as ourselves, as the purveyors of our discipline – a disservice, if we do not attend to (or, worse, if we actively avoid) what we know motivates students to learn.