犯罪心理学研究中运用量化方法引起的理论思考

量化与统计分析,是一项重要的研究方法。这一方法在犯罪心理学研究中得到了广泛运用,同时也存在着使用的局限性。犯罪人有很强的心理掩饰性,对包括犯罪人在内的人的心理的测量实际上是一种间接测量,测得的数据是心理学家标定的数据,兼有客观性与主观性。量化研究如果不与科学思维相结合,有可能得出浅薄平庸甚至错误的结论。心理学研究应当以"人性"为基点,多种方法综合运用,实现量化方法与非量化方法的有机结合。     

An appraisal of investigative psychology and the applications to suspicious approaches to children in the Irish criminal justice system

Policymakers have a duty to base their decision making in the best available evidence relevant to the question at hand. This paper discusses why it is important for policymakers to recognize the valuable contributions to be made from within the fields of investigative and forensic psychology and particularly to inform the process of policymaking and legislative frameworks currently in place regarding suspicious approaches to children offences in the Irish Criminal Justice System. Discrepancies between legal and psychological considerations infer potential issues with policymaking; resulting in evidence‐based concerns regarding how suspicious approaches to children are handled. It is argued that in cases of suspicious approaches to children, important research is available within the fields of investigative and forensic psychology that warrants adequate consideration by policymakers. Additionally, the need for further collaboration between policymakers, researchers and front‐line enforcement agencies to ensure evidence‐based approaches for dealing with suspicious approaches to children and other criminal behaviours within the Irish criminal justice system is highlighted.     

Reassessing the Concept and Measurement of Evangelicals: The Case for the RELTRAD Approach

Social scientists have generally adopted one of three analytical approaches to understanding evangelicalism and those who thereby fall within the ranks of evangelicals. The choice of which approach one adopts is not “neutral,” as each approach embodies different theoretical perspectives related to evangelicals, posits different means by which religion is linked to attitudes and behavior, entails different measurement issues, and captures somewhat different segments of society as being evangelical. This article delineates and explicates the inherent conceptual differences among the three approaches and examines the measurement issues associated with each approach. Given this reassessment, the article concludes by contending that the relative merits of the affiliation (or RELTRAD) approach generally outweigh those of the other two approaches.     

A Discourse on Educational Leadership: Global Themes,Postmodern Perspectives

Epistemology mirrors reality but notperfectly, and in the process molds reality butnot exactly as intended or anticipated. Horizontal interconnections also exist betweenand among epistemology, ideology, theory andpraxiology. However, these relations areneither deductive nor deterministic in naturebut are merely resonant, and then unclear,ambiguous and confounded. In this paper, thepoint is made that we need a grand reflectionon both our paradigms of reality and ourpredicaments of life as lived, to deal with thediscontent of humanity at this moment of thehistory of our civilization, and to engage inpraxis ``to act on our world and to reconstructit' to make it moral, just and more humane. Toundertake such a grand reflection, we need apractical philosophy of knowledge – that is, apractical epistemology – to bridge across themultiple epistemological approaches nowcrowding our discussions. An epistemictriangle formed by systems thinking,constructivist thinking, and dialecticalthinking is offered to serve as the startingpoint of crystallization for building a commonground for epistemologies. It is shown how suchan epistemological diagram could be first usedto develop a minimum ideological consensus andthen to bring orderliness to the chaos ofcontemporary themes of our civilization andissues of education and culture within andacross nations. Finally, an agenda foreducational leadership for educational practiceis offered to fit the needs of the globalcommunity of nations as we enter thetwenty-first century.     

Generalization of equivalence relations from photos to objects by preschool children

Generalized equivalence classes are stimulus classes that consist of equivalent stimuli and other physically similar class‐member stimuli. The present study evaluated whether preschool children would form equivalence classes among photos of abstract objects (2D) and show equivalence generalization to the corresponding objects (3D), printed photos (2D stimuli), and to black‐and‐white drawn pictures (2D stimuli). Six typically developing children were taught arbitrary relations to establish three 3‐member equivalence classes with 2D stimuli presented on a computer screen. AB‐AC baseline relations (for half of the participants) and AB‐BC relations (for the other half) were taught using a multiple‐probe design to assess taught and tested relations. After class formation, three types of generalization probes were conducted: generalization to 3D stimuli, generalization between 2D (printed photos) and 3D stimuli, and generalization to drawn pictures (2D). All of the participants formed the equivalence classes. Two participants met the criterion for all three generalization probe types. Two participants presented mixed results across tests, and two participants did not exhibit equivalence generalization. The results demonstrated equivalence generalization from 2D to 3D stimuli in preschool children, although the variability across participants suggests that such generalization cannot be assumed a priori.     

基于微信平台的研究生积极心理干预

积极心理学提出三件好事(three good things,TGT)练习可有效减轻抑郁症状,提升幸福感和心理健康。为检验基于微信社交平台的“三件好事”练习(TGT-SN)能否提升幸福感,本研究招募北京某高校研究生232名,自愿加入三个被试组(TGT-SN组133人,TGT组53人,对照组46人),体验、评估40天TGT前后及干预后一个月幸福感、抑郁水平、人际关系以及干预效果。研究发现抑郁得分持续改善,其他问卷得分无显著差异,但被试自评干预效果评估确认练习有积极作用。TGT练习效果有限,涉及方法有效性、样本量、参与者动机以及外部影响因素等,未来可基于优秀传统文化开展进一步研究以提高被试依从性及主动健康行为。     

Investing in Children, Families, and Communities: Challenges foran Interdivisional Public Policy Collaboration

An interdivisional collaboration to foster the development of strengths-based policies for children, youth, families, and communities is described. The initiative includes (1) producing a book that integrates scholarly research and policy; (2) developing materials for policymakers to use, including a policy-oriented summary of the book; (3) enhancing the capacities of the divisions to communicate with and influence policymakers; and (4) taking action steps to influence policymakers. During the process of developing these products, a number of tensions emerged between the academically-based and policy-based authors of the book, many of which centered around how the information should be presented and, in particular, how to formulate and present policy recommendations. Tensions fell into four general categories: understanding the appropriate scope for recommendations, using the right language, understanding the kind of information that is needed, and understanding the bottom line. The author concludes by urging psychologists to become adept at understanding and participating in the public policymaking process.     

The third in the shadow of the fourth

The notion of the third in recent years is seen by noted psychoanalysts as the locus of healing. Jung explored the third beginning in 1916 in a way strikingly postmodern in its implications for clinical work and for understanding reality. This article(1) proposes that we cannot see the third except in the shadow of the fourth, and attempts to describe what the fourth is. The fourth remains shadowy (suggesting two meanings of shadow); it is only known by living it, for we are part of the larger reality it discloses. In experiencing this fourth, we are led to develop whatever we each leave out. Hence the aliveness of the fourth engenders a new kind of consciousness of the bigger surround, the moreness of reality as a whole that includes and transcends the psyche.