Nicholas Hobbs (1915–1983).

Presents an obituary for Nicholas Hobbs. Just at the end of his stellar career of public service through psychology, Nick Hobbs received very appropriate honors showing that psychologists and many others knew what a precious national resource his life had been. Only days before his death from cancer on January 23, 1983, he participated in the dedication of the Nicholas Hobbs Laboratory of Human Development of the Peabody College for Teachers of Vanderbilt University, part of the Kennedy Center for Research on Education and Human Development that he founded and directed at its beginning. Two years earlier, he had received two parallel American Psychological Association (APA) awards--one for Distinguished Contributions to Psychology in the Public Interest and another for Distinguished Professional Contributions "utilizing psychological knowledge in the public interest and social policy." As the citations and testimonials on these occasions variously noted, Nick gave creative, responsible, and effective service to the institutions that he helped administer, to the Southern region from which he sprang, to the APA, and to the profession of psychology, but above all to the nation's children and youth, especially those who grew up with disadvantage and difficulty. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

迪银片治疗银屑病临床疗效观察

目的观察迪银片治疗银屑病的临床疗效。方法30例银屑病患者,口服迪银片8周,采用PASI评分法评价治疗前后效果,并观察有无不良反应发生。结果患者痊愈率56.7%,显效率36.7%,总有效率93.3%,无明显的不良反应。结论迪银片是临床治疗银屑病的有效药物之一。     

When Teachers' and Parents' Values Differ: Teachers' Ratings of Academic Competence in Children From Low-Income Families.

The authors examined predictors of teachers' ratings of academic competence of 105 kindergarten children from low-income families. Teachers rated target children's expected competence in literacy and math and completed questions about their perceptions of congruence-dissonance between themselves and the child's parents regarding education-related values. Independent examiners assessed children's literacy and math skills. Teachers' instructional styles were observed and rated along dimensions of curriculum-centered and student-centered practices. Controlling for children's skills and socioeconomic status, teachers rated children as less competent when they perceived value differences with parents. These patterns were stronger for teachers who exhibited curriculum-centered, rather than student-centered, practices. The findings suggest a mechanism by which some children from low-income families enter a path of diminished expectations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mixed anaclitic-introjective psychopathology in treatment-resistant inpatients undergoing psychoanalytic psychotherapy.

Utilizing data from the Riggs-Yale Project, 45 male and 45 female 18-29-year-old treatment-resistant inpatients undergoing intensive psychoanalytically oriented treatment were studied. Twenty-seven mixed-type anaclitic-introjective inpatients were compared with 29 "pure" anaclitic and 34 "pure" introjective inpatients. At intake, mixed-type inpatients were more clinically impaired (i.e., were more symptomatic, cognitively impaired, and thought disordered) and more vulnerable (i.e., less accurate object representations and more frequently used maladaptive defense mechanisms) in comparison with clearly defined anaclitic and introjective patients. Mixed-type patients, however, improved significantly more in the course of psychoanalytically oriented treatment, in terms of clinical functioning (i.e., symptoms, cognitive functioning) and psychological vulnerability (i.e., utilization of more adaptive defense mechanisms). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Hans H. Strupp (1921-2006).

Presents an obituary for Hans Hermann Strupp, internationally acclaimed clinical psychologist and psychotherapy research pioneer, who died October 5, 2006, in Nashville, Tennessee, following a long struggle with Parkinson's disease. Hans Strupp elicited unusual respect across disciplines, including psychiatry and medicine, and across national boundaries in numerous countries. Hans was truly a person of great distinction; he brought honor to his friends, his discipline, his university, his nation, and his family. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Is evidence-based practice diverse enough? Philosophy of science considerations.

In its policy rationale for evidence-based practice in psychology (EBPP), the APA Presidential Task Force on Evidence-Based Practice (see record 2006-05893-001) claims to have constituted itself with "scientists and practitioners from a wide range of perspectives and traditions, reflecting the diverse perspectives within the field" (p. 273). We applaud this attention to diversity but contend that an entire perspective of the debate was omitted in the Task Force's newly approved policy and its underlying report. The failure to consider a philosophy of science perspective led the Task Force to make a number of epistemological assumptions that are not based on evidence or rationale and that thus violate the very spirit of evidence-based decision making. In this comment, we reveal a few of these assumptions and discuss their detrimental consequences. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Dialogue as the interplay of otherness and shared humanity.

Presents a reply by B. Fowers and B. Davidov to Islam's comments (see record 2007-14606-019) regarding their article (see record 2006-11202-002). Islam noted that virtues are often presented as universally valid character strengths, yet formulations of virtues are always embedded in a particular cultural context, a point we took pains to make in our article. We focus our response on Islam's important suggestion that this tension between universal human characteristics and the particulars of cultural context is indissoluble. Whereas he suggested this tension leads to contradiction and paradox, we see it as a fertile dialectic. The virtue of openness to the other is also subject to the same tension of abstract formulation and particular application. Although we formulated this virtue in a very general way, any instantiation of it would be shaped by the particulars of the cultural context and the situation in which it is exercised. We introduced the concept of dialogue because it is constituted not only by differences between individuals or groups but even more fundamentally by the dialectical relationship between those differences in cultural particularities and the universal human capacities for reason, curiosity, and social engagement, among others. Dialogue acknowledges the indissoluble otherness one finds in those culturally different from oneself, and yet real interchange can only occur because participants in dialogue exercise the cognitive flexibility characteristic of human beings and recognize a shared humanity with the other. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"On the question of professional standards for computer-based test interpretation": Response to Kramer on Matarazzo.

Responds to the comments by J. J. Kramer (see record 1990-58925-001) on the current author's original article (see record 1986-19878-001), in which Matarazzo contends that computerized clinical psychological test interpretations offer considerable potential for improving the work of health service providers. However, cost additions associated with this technology have increased the probabilities that legislative, judicial, and administrative restrictions and sanctions will be imposed. Here, Matarazzo notes that he finds nothing in Kramer's comments that is inconsistent with the opinions that Matarazzo himself offered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A motivational model of rural students' intentions to persist in, versus drop out of, high school.

Using self-determination theory, the authors tested a motivational model to explain the conditions under which rural students formulate their intentions to persist in, versus drop out of, high school. The model argues that motivational variables underlie students' intentions to drop out and that students' motivation can be either supported in the classroom by autonomy-supportive teachers or frustrated by controlling teachers. LISREL analyses of questionnaire data from 483 rural high school students showed that the provision of autonomy support within classrooms predicted students' self-determined motivation and perceived competence. These motivational resources, in turn, predicted students' intentions to persist, versus drop out, and they did so even after controlling for the effect of achievement. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Dynamique motivationnelle de l'epuisement et du bien-etre chez des enseignants africains.

This study examines the links between antecedents and consequences of Gabonese teachers' (N= 152) work motivation. The theoretical underpinnings are based on the Motivational Model of Job Burnout (MMJB) which is grounded in Self-Determination Theory (SDT) and states that the more supervisors satisfy an employee's need for self-determination, competence, and relatedness, the more self-determined is the latter's work motivation. The level of self-determined motivation has an impact on job satisfaction, which in turn determines life satisfaction. Higher levels of self-determined motivation also buffer emotional exhaustion and psychological distress. The model was confirmed via structural equation modeling and provides support for the validity and generalizability of the MMJB and SDT. (PsycINFO Database Record (c) 2010 APA, all rights reserved)