Stephen A. Mitchell (1946–2000).

Memorializes Stephen A. Mitchell, a teacher, administrator and practitioner in psychoanalysis and psychotherapy. Mitchell was a leading proponent of an integrative, relational perspective in psychoanalysis. Mitchell was sympathetic to the plight of psychologists and others excluded from established organizations, and he helped them to establish their own innovative training programs not only in the US but also abroad (e.g., Canada and Israel). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Developing a computer workshop to facilitate computer skills and minimize anxiety for early childhood educators.

Early childhood educators (n=133) were assigned to 1 of 3 instructional conditions (direct, guided discovery, or no-exposure control) to assess the impact of computer workshops on their level of computer anxiety, computer knowledge, and comfort with computer technology. Groups were matched for computer experience and anxiety, early childhood education (ECE) experience, and ECE center. The direct and guided discovery groups attended a 3-hr hands-on workshop covering hardware, software, and Internet material. Immediately after the workshops, computer anxiety was lower and comfort with computer technology increased. Six months later, the control group had reduced computer anxiety, but the other groups maintained greater knowledge and comfort. Direct instruction reduced computer anxiety slightly but did not promote the acquisition of information of the guided condition. Overall, workshops provided gains that could translate into more effective and efficient computer use in the classroom. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

高校教师非权力影响力构成因素及其机制分析

高校教师非权力影响力是由教师自身素质产生的，影响和改变他人心理与行为的力量，是大学教师个人的道德品质、学识才能、情感智力、教学艺术与风格的整体反映，其影响力大小直接影响到课堂教学质量。深入进行教师非权力影响力的构成因素及机制分析，有助于教师提高认识，增强非权力影响力，从而提高课堂教学效果。     

The War for Children.

Teachers and psychologists know very well the special perils boys face on the way to adulthood. When the deprivations of poverty, the easy availability of firearms and drugs on our streets, the anonymity of mass society, and the so-called toxic effects of popular culture are taken into account, the "War for Boys"--as some have termed it--may be seen more accurately as one front in a larger "War for Children" that parents, professionals, and concerned policymakers and citizens are called upon to wage each and every day. All children deserve to be treated as individuals, not labels. All children are entitled to grow up in secure, protected, and nurturing surroundings. Our challenge as professionals and caring adults is to prevent episodes of violence and suicide, to reduce school drop-out rates, misdiagnosis, and overreliance on psychotropic medications, and to eliminate entirely discrimination among all children irrespective of social class, ethnicity, race, national origin, sexual orientation, or gender. Increasingly, teachers and school professionals, and even psychologists, are looking to their unions for advocacy on behalf of students. This article discusses the activities of the American Federation of Teachers (AFT) in waging this War for Children, the roles of psychologists and educators in the War for Children, and policy issues surrounding the War for Children. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Stigma, obesity, and the health of the nation's children.

Preventing childhood obesity has become a top priority in efforts to improve our nation's public health. Although much research is needed to address this health crisis, it is important to approach childhood obesity with an understanding of the social stigma that obese youths face, which is pervasive and can have serious consequences for emotional and physical health. This report reviews existing research on weight stigma in children and adolescents, with attention to the nature and extent of weight bias toward obese youths and to the primary sources of stigma in their lives, including peers, educators, and parents. The authors also examine the literature on psychosocial and physical health consequences of childhood obesity to illustrate the role that weight stigma may play in mediating negative health outcomes. The authors then review stigma-reduction efforts that have been tested to improve attitudes toward obese children, and they highlight complex questions about the role of weight bias in childhood obesity prevention. With these literatures assembled, areas of research are outlined to guide efforts on weight stigma in youths, with an emphasis on the importance of studying the effect of weight stigma on physical health outcomes and identifying effective interventions to improve attitudes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Introduction: Two Archetypes in Search of an Identity.

Counseling psychology, according to Domke's article in this present series, is a specialty that is in its adolescence. The chief reason for saying this is the perpetual agonizing about our professional identity and definition. We seem to be forever wrangling about who we are and what we want to become. In part this is due to the strongly hybrid nature of counseling psychology. We have always had one foot in psychology and the other in education. To the many reasons already put forth for this state of affairs, the author adds a metaphor that he thinks add some perspective to the current situation of counseling psychology. The model of the "psychologist" as an agent for amelioration of human suffering is of relatively recent origin. In the process of defining our unique contribution to the helping services, in general, we have been struggling with the models given to us by history. Using the Jungian perspective, we can identify some of these models of practice as archetypes that have become part of our personal and cultural heritage. The author of this article goes on to name some of the archtypes (or roles) and explains how each will affect counseling psychology in the future. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Applications of psychology to television programming: Program execution.

Discusses the use of both educators and entertainers in the development and implementation of "Sesame Street" and "The Electric Company." The need of both of the groups to learn the other's language is pointed out, and the creation of a common lexicon (e.g., "cross plug," "visiting relatives effect,") and the psychological terms that can be used to describe the terms are reviewed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

论高职学生自主学习能力的培养——以高校教育管理者为主体

随着我国高等教育事业的飞速发展和教育理念的日趋现代化,“自主学习”这一现代学习理论,已经越来越多地被教育工作者所关注和形成共识。然而,当前我国高等教育中并未完全实现学生的自主学习,尤其是处于专科阶段的高职学生,普遍存在着自主学习能力差的状况。本文从高职学生的学习现状出发,探讨了高校教育管理者对高职学生自主学习能力的培养问题。     

Teachers' perceptions of school psychology: A comparison of regular and special education teacher ratings.

A total of 1533 regular education and special education teachers from eight school districts in four states rated their knowledge of and satisfaction with school psychological services. Perceived helpfulness of psychological services to teachers and children was also assessed. Finally, both groups rated their perceptions of school psychologists' roles versus school counselor roles. Regular education teachers, compared to special education teachers, reported less knowledge of school psychology, perceived school psychologists as less helpful to teachers, and reported lower satisfaction with school psychology services. These reports may have been influenced by the amount of contact each teacher had with school psychologists. Both teacher groups had a limited understanding of the broad roles and functions of school psychologists, and both groups viewed school counselors as delivering more services than school psychologists. Implications of these findings with regard to school psychology reform efforts are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Coconstruction of Scientific and Nonscientific Belief Systems in Educators

This work sets out to indicate whether certain beliefs, be they religious convictions or pseudoscientific beliefs, are related in some way and contribute to poor scientific understanding. Educators were probed for their understanding of natural phenomena in the form of a questionnaire, and correlations were determined between specific questions. There were more interquestion significant correlations in the Greek sample but not in the Irish sample. We found a range of beliefs and abilities concerning answers on evolution, genetics, alternative medicine, and cosmology. However, the ability to answer scientific questions well was not linked significantly to holding religious beliefs.