Learning and difficult experiences in graduate training in clinical psychology: A qualitative study of Japanese trainees’ retrospective accounts

This study examined the experiences of Japanese clinical psychology trainees in their graduate school with the aim of identifying factors that might enhance or hinder their learning and professional development. We analyzed the interview data obtained from 17 clinical psychologists using grounded theory approach. Two major category groups were generated: Developing as a Clinician and Difficulties. The primary positive learning experiences in Developing as a Clinician were labeled “Hot Learning,” in which trainees acquired professional knowledge and skills through close interpersonal engagement with clients, peers, faculty, and supervisors. In contrast, Difficulties involved trainees’ negative experiences resulting in feelings of self-doubt and incompetence. These experiences occurred in close but sometimes conflicted interpersonal contexts, where trainees felt evaluated in a manner incommensurate with the support they received. We found that the quality of interpersonal relationships, which provided the context for optimal learning for trainees, was paramount to the definition of positive versus difficult learning experiences. Implications for therapist training, professional development and future research are discussed.     

The influence of instructional intervention on children's understanding of fractions

An experimental instructional program based mainly on an equal-whole schema in fractions was given to two fourth-grade classes of a Japanese elementary school. As a control, conventional teaching based on a traditional Japanese textbook was given to another fourth-grade class. The study tested the hypothesis that students given the experimental program would understand order and magnitude as central characteristics of fractions better than those who were instructed using the traditional textbook. Students in the experimental group showed better understanding of both the order of fractions and the representation of the sizes of fractions than did the textbook group. However, there were no differences between the experimental and textbook groups in the performance of assessment tasks which were less related to the equal-whole schema. These results are discussed in view of the important instructional aim of having students understand fractions.     

The will and the ways: development and validation of an individual-differences measure of hope

Defining hope as a cognitive set that is composed of a reciprocally derived sense of successful (a) agency (goal-directed determination) and (b) pathways (planning of ways to meet goals), an individual-differences measure is developed. Studies demonstrate acceptable internal consistency and test-retest reliability, and the factor structure identifies the agency and pathways components of the Hope Scale. Convergent and discriminant validity are documented, along with evidence suggesting that Hope Scale scores augmented the prediction of goal-related activities and coping strategies beyond other self-report measures. Construct validational support is provided in regard to predicted goal-setting behaviors; moreover, the hypothesized goal appraisal processes that accompany the various levels of hope are corroborated.     

Microstructural characterization and high-temperature strength of hot-pressed silicon nitride ceramics with Lu2O3 additives

The microstructures of two hot-pressed Si₃N₄ ceramics, with 3.33 and 12.51 wt% Lu₂O₃ additive, have been characterized using transmission electron microscopy. The microstructures of both samples consisted of elongated β-Si₃N₄ grains and a secondary phase, contained in pockets surrounded by the grains, with a crystalline or amorphous form. In the 3.33 wt% Lu₂O₃-containing Si₃N₄ ceramic, all the multiple-grain junctions were completely crystalline while, in the 12.51 wt% Lu₂O₃-containing Si₃N₄ ceramic, approximately half the junctions were devitrified. A thin intergranular amorphous film present between the two-grain boundary was common; however, a film-free grain boundary was observed in the 12.51 wt% Lu₂O₃ sample. The film-free grain boundary was determined to be approximately 35%. Both ceramics fractured in four-point flexure between 1200 and 1600°C. Their high-temperature strength is closely associated with the nature of the grain-boundary phase formed during the sintering process.