School Counselors and Gifted Kids: Respecting Both Cognitive and Affective

Giftedness can be both an asset and a burden when gifted students respond to developmental challenges. Characteristics associated with high intellectual ability likely affect how gifted students experience social, emotional, and career development, regardless of level of academic achievement. Counselors' lack of awareness of such qualitative differences, as well as positive and negative biases, may interfere with the therapeutic relationship. Characteristics related to giftedness, vulnerabilities, concerns, and counseling strategies are the focus of this article.     

中美高等医学教育结构比较研究

高等医学教育结构合理化是衡量医学教育发展水平的重要指标, 是研究和制定医学教育发展战略的科学依据。优化高等医学教育结构对促进社会经济发展、提高教育经济效益具有重要作用。对中美高等医学教育结构进行比较, 旨在发现, 两国医学教育结构存在的差异。通过比较发现, 我国高等医学教育存在布局不合理、专业设置紊乱、专业层次结构偏低等问题。需要加强国家宏观规划和监督, 发展西部医学教育, 调整医学教育布局, 优化专业层次结构, 提升医学人才综合素质的培养。     

Examining the Use of Digital Storytelling and Immersion in a Multicultural Counseling Course

This article explored the use of digital storytelling as a method to support multicultural counseling competency. Thematic analysis examined the experiences of 9 students who created a digital story through an immersion activity in a multicultural counseling course. Qualitative data revealed 4 themes: (a) initial discomfort with technology, (b) initial reservations with group work, (c) digital storytelling as a learning tool, and (d) multicultural counseling competency. Recommendations for counselor education and future research are provided. Este artículo exploró el uso de la narrativa digital como método para apoyar la competencia en consejería multicultural. Un análisis temático examinó las experiencias de 9 estudiantes que crearon una historia digital mediante una actividad de inmersión en un curso de consejería multicultural. Los datos cualitativos revelaron 4 temas: (a) una carencia inicial de familiaridad con la tecnología, (b) reservas iniciales en cuanto al trabajo en equipo, (c) la narrativa digital como herramienta de aprendizaje y (d) la competencia en consejería multicultural. Se ofrecen recomendaciones para la educación de consejeros e investigaciones futuras.     

Does change in ethical education influence core moral values? Towards history- and culture-aware morality model with application in automatic moral reasoning

In this study, we focus on ethical education as a means to improve artificial companion’s conceptualization of moral decision-making process in human users. In particular, we focus on automatically determining whether changes in ethical education influenced core moral values in humans throughout the century. We analyze ethics as taught in Japan before WWII and today to verify how much the pre-WWII moral attitudes have in common with those of contemporary Japanese, to what degree what is taught as ethics in school overlaps with the general population’s understanding of ethics, as well as to verify whether a major reform of the guidelines for teaching the school subject of “ethics” at school after 1946 has changed the way common people approach core moral questions (such as those concerning the sacredness of human life). We selected textbooks used in teaching ethics at school from between 1935 and 1937, and those used in junior high schools today (2019) and analyzed what emotional and moral associations such contents generated. The analysis was performed with an automatic moral and emotional reasoning agent and based on the largest available text corpus in Japanese as well as on the resources of a Japanese digital library. As a result, we found out that, despite changes in stereotypical view on Japan’s moral sentiments, especially due to historical events, past and contemporary Japanese share a similar moral evaluation of certain basic moral concepts, although there is a large discrepancy between how they perceive some actions to be beneficial to the society as a whole while at the same time being inconclusive when it comes to assessing the same action’s outcome on the individual performing them and in terms of emotional consequences. Some ethical categories, assessed positively before the war, while being associated with a nationalistic trend in education have also disappeared from the scope of interest of post- war society. The findings of this study support suggestions proposed by others that the development of personal AI systems requires supplementation with moral reasoning. Moreover, the paper builds upon this idea and further suggests that AI systems need to be aware of ethics not as a constant, but as a function with a correction on historical and cultural changes in moral reasoning.     

Educational Performance and Psychological Disengagement Among Ethnic-Minority and Dutch Adolescents

The authors used a questionnaire (N = 587) among ethnic-minority and majority group adolescents in The Netherlands to examine the idea that under certain conditions minority group members tend to psychologically disengage their self-evaluation from educational performance. The results showed that only among ethnic minorities, perceived discrimination in school was related to psychological disengagement. Furthermore, among both groups of participants, perceived diagnosticity of performance feedback was negatively related to disengagement. However, among the ethnic minority group this effect was found for only those participants with relatively high educational performance. The results showed that negative experiences in school can lead to psychological disengagement from the academic domain and that disengagement is not restricted to African American students.     

试论"生理-心理-伦理-社会"相结合的大学生心理健康教育模式

提出了"生理-心理-伦理-社会"相结合的大学生心理健康教育模式,指出这种模式是建立在健康新概念的指导下,全面考虑了影响心理健康的各种因素,以当代大学生心理健康的现状与原因为基础和依据的具有中国特色的大学生心理健康教育模式.     

全国高等院校医学人文教育现状与对策研究

为全面了解全国高等院校医学人文教育现状,采取问卷调查的方式对来自全国48所高等院校的18 326名在校学生进行调查。调查得出学生对本校医学人文课程设置、自身学习效果和校园医学人文氛围整体状况较为满意。但也存在课程内容不全面、教学方法单一、缺少实践教学平台等问题。由此得出结论：高等院校医学人文教育的任务需要明确,医学人文课程体系需要完善,医学人文课程教学方式需要优化,医学人文教育评价需要多元化,医学人文教师队伍需要强化,医学人文教育平台需要巩固拓展。

     

The Context and Shape of Theological Education in Mozambique with Special Reference to Women

In Mozambique, a marked increase in evangelical churches was recorded in the 1980s. This brought the need for pastoral training into sharp focus, and many new Bible schools were founded in the 1980s and 1990s. Yet, the shape and context of theological education remains rather different from other African countries, as Bible schools are mostly not accredited by the government and most schools train part‐time in the evening. As of 2017, religious studies cannot be found at universities, leaving theological training firmly in the hands of the churches and mission organizations. The training of women has become increasingly important, but they also face many challenges. To shed light on these challenges, I present the results of 52 interviews with female students at various Bible schools in Mozambique, ranging from lack of family support to the fact that theological training is perceived to be only for men and full‐time/ordained ministry.     

中学生消费决策风格的特点及其与家庭理财教育方式的关系

该研究以377名中学生为被试,探讨了中学生消费决策风格的特点及其与家庭理财教育方式的关系。结果表明:(1)中学生消费决策风格部分符合Shim(1996)提出的二阶模型(包括质量导向、非理性导向、享乐导向和价格导向等四个二阶因子);(2)中学生消费决策风格的年级差异不显著,性别差异显著,男生在品牌导向上高于女生,在流行导向和娱乐导向上低于女生;(3)中学生消费决策风格可划分为决策随意型、决策紊乱型、决策理智型和决策实惠型;(4)父母消极的理财教育方式会导致中学生形成非理性导向或享乐导向的消费决策风格,而积极的教育引导则能在一定程度上减弱中学生的非理性决策风格,促进其形成质量导向的决策风格。