School achievement and failure have become growing political and social concerns due to the negative consequences of school failure for individuals and society. The inclusive educational movement, which calls for equal access, permanence, participation, and promotion of all students worldwide, poses many challenges for schools and school systems. As a public policy strategy, some countries have provided additional funds for incorporating non-teaching professionals such as school psychologists and social workers in regular K-12 schools. However, there (...) is lack of research on the effects of these psychosocial professionals on student outcomes. This national multilevel study explored the effect of psychologists (n= 8,469) and social workers (n= 3,524) on indicators of eighth-grade (n= 147,531) and 10th-grade (n= 106,347) students' academic achievement and dropout in Chile. A multilevel secondary analysis was performed using national records of non-teaching professionals working as school staff members, achievement scores on the national SIMCE test, and dropout rates based on official records. Results showed that after controlling for individual and school variables known to affect achievement and dropout, schools with psychologists and social workers working as staff members had lower short- and long-term dropout rates. The presence and higher number of school psychologists per school was positively associated with higher math achievement, with a reduced effect in low-SES schools. Lower-SES schools with more social workers had higher math scores. These results support policies that increase funding for school psychologists and social workers, since their incorporation partly explains better school achievement and less school failure when controlling for individual and school characteristics, but emphasize the need to further explore the mechanisms through which school achievement and failure are developed with the support of psychologists and social workers in schools. We discuss the need to regulate the type of prevention and intervention strategies from a whole-school, evidence-based approach, as well as to incorporate psychosocial training modules and comprehensive guidelines as part of professional training programs and as certified requisites for working in schools. (shrink)

In recent years, ethical concerns have emerged among psychologists, psychiatrists, and physicians about interrogating inmates detained at U.S. military prison camps, such as Guantanamo Bay, or consulting on such interrogations. These concerns have escalated to levels necessitating the three major associations—the American Psychological Association, the American Psychiatric Association, and the American Medical Association—to formulate position statements on these issues. Within the psychological community, two divergent schools of thought have developed, and this article explores the role of (...) psychologists in these types of interrogations and the related ethical concerns. Specifically, this article provides an overview of psychologists' roles in this area, presents an analysis of the ethical guidelines, discusses the implications of the American Psychological Association's position statement, and offers suggestions to reconcile the current ethical debate. (shrink)

School psychologists often break confidentiality if confronted with risky adolescent behavior. Members of the National Association of School Psychologists ( N = 78) responded to a survey containing a vignette describing an adolescent engaging in risky behaviors and rated the degree to which it is ethical to break confidentiality for behaviors of varying frequency, intensity, and duration. Respondents generally found it ethical to break confidentiality when risky adolescent behaviors became more dangerous or potentially harmful, although (...) there was considerable variability between respondents. Significant gender effects were found between male and female respondents for alcohol use, and a significant Form Type (i.e., male or female vignette) Frequency/Duration interaction was observed for antisocial behaviors. School psychologists could benefit from further training in ethical decision making because these ethical dilemmas are not always clear-cut. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:John Dewey in Chicago: Some BiographicalNotes* GEORGE DYKHUIZEN DEWEY'S REPUTATION in philosophical, psychological, and educational circles brought him many invitations to lecture at other institutions of higher learning, and he was frequently kept busy meeting these engagements. In July, 1896, for example, he headed the departments of psychology and pedagogy at the Summer Institute of Martha's Vineyard,1 and in August delivered a series of lectures on "Imagination in Education" (...) at Chatauqua. 2 During the summer of 1901, he gave courses at the University of California in Berkeley~ and in the spring of 1904 gave six lectures on "Problems of Knowledge" at Columbia University and three lectures on "Moral Education" at Brooklyn Institute3 Dewey was also very much in demand as a speaker at professional meetings of philosophers, psychologists, and educators. In the spring of 1896 he spoke at the first annual meeting of the North Central Association of Colleges and Secondary Schools.5 He was elected president of the American Psychological Association for the year 1899-1900 and gave as his presidential address, "Psychology and Social Practice." Later, in December, 1901, he addressed the Association on "Interpretation of Savage Mind." g Dewey was also an active member of the American Philosophical Association and was to become its president in 1905 He was a member of the Illinois Society for Child Study and of the National Herbart Society and frequently addressed meetings of these organizations. With so much of his spare time taken up with off-campus engagements, Dewey could not take as great a part in on-campus activities as he may have wished. Nevertheless, like other members of the faculty, he took his turn speaking at the Wednesday afternoon lecture series which the University provided for the students. The most outstanding of Dewey's talks on these occasions were the two he delivered on successive Wednesdays in the summer of 1897. These were entitled "Evolution and Ethics," and created quite a stir because in them Dewey defended evolution and attacked the dualism between the cosmic and ethical processes set up by T. H. Huxley in his Romanes lecture of 1893. Dewey argued that the ethical has its roots in the cosmic and is continuous with itY *This is the second of two articles on John Dewey'sChicago years. For the first of these articles, see my "John Dewey: The Chicago Years," Journal of the History o/ Philosophy, I1:2 (Oct., 1964),227-253. 1University Record, I (July, 1896),278. Ibid. (Aug.7, 1896),311. 81bid. VI (July 26, 1901),171. ~Ibid. IX (June, 1904),92. 51bid. I (April10, 1896),35. *Ibid. VI (March, 1902), 358. Dewey's talk appeared in Psychological Review, IX (May, 1902),217-230. Ibid. II (July, 1897),162.Dewey'stalks werepublished in the Monist, III (1898),321-341. [217] 218 HISTORY OF PHILOSOPHY There is no record of Dewey having spoken, as did many of the other faculty members, at the University Chapel services held, for a while, each noon on the campus. Indeed, during his Chicago years and thereafter, Dewey disassociated himself more and more from organized religion and instead devoted his energies to educational and social affairs. He did not join the Hyde Park Congregational Church upon surrendering his membership in the Congregational Church in Ann Arbor, and he did not require that his children do so. When his mother, a loyal and pious Congregationalist who was living with them, remonstrated and declared that the children ought to be sent to Sunday School, Dewey's reply was that in his youth he had gone to Sunday School enough to make up for his children's failure to do so. Dewey attended only irregularly the meetings of the University Senate, being present at only eleven of the nineteen meetings held during his years at Chicago. But he made his voice heard when he was present. He was one of two opposed to the establishment of a separate school of commerce and political science;s he moved to waive the requirement of Latin for graduation from the Senior College ;9 he proposed "a modification of the requirements respecting history in the undergraduate course"; 1~and he voted in favor of requiring one... (shrink)

School Psychology Ethics in the Workplace introduces a pragmatic and user-friendly model that helps readers become proficient ethical decision-makers using the 2020 NASP ethical code and to critically engage the ethical standards and work through ethical dilemmas that often occur in school and clinical settings. This book provides an overview of the National Association of School Psychologists' (NASP) latest Principles for Professional Ethics. It introduces readers to various ethical codes related to psychology, the importance of (...) having ethical codes, the limitations of ethical codes, and an ethical decision-making model that accounts for multicultural and social justice issues. Over 100 ethical case studies are presented in the text that specifically relate to NASP's Principles for Professional Ethics. Readers are provided step-by-step directions on how to use the ethical decision-making model when problem solving each case scenario. School psychology graduate students and their instructors will find this guide invaluable for learning NASP's new ethical code and for being prepared for situations school psychologists are likely to experience in practice. (shrink)

The emerging discipline of educational neuroscience stands at a crossroads between those who see great promise in integrating neuroscience and education and those who see the disciplinary divide as insurmountable. However, such tension is at least partly due to the hitherto predominance of philosophy and theory over the establishment of concrete mechanisms and agents of change. If educational neuroscience is to move forward and emerge as a distinct discipline in its own right, the traditional boundaries and methods must be bridged, (...) and an infrastructure must be in place that allows for collaborative and productive exchange. In the present paper, we argue that school psychologists have the potential to fulfill this need and represent important agents of change in establishing better connections between research and practice. More specifically, we use the National Association of School Psychologists Domains of Practice to highlight several areas where school psychology can actively support forging connections between neuroscience and educational practice. School psychologists represent untapped potential in their knowledge, skillset, and placement to serve a vital role in building the bridge between neuroscience and education. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Feminist Studies 44, no. 2. © 2018 by Feminist Studies, Inc. 281 Allison Kimmich National Women’s Studies Association: Women’s, Gender, and Sexuality Studies Placement Data 2018 In response to a request from the National Women’s Studies Association, the institutions listed in Table 1 provided data about their PhD students’ placement in the categories listed in Table 2. The institutions provided data about all WGSS PhD graduates since (...) the programs began. Longstanding programs have graduated nearly 100 PhDs; more recent programs have graduated fewer than 10. 282 Allison Kimmich Institution Name Year First Class Matriculated Arizona State University 2007 Emory University 1990 Indiana University 2006 Ohio State University 2002 Pennsylvania State University 2001 Rutgers, the State University of New Jersey 2001 Texas Woman’s University 2010 University of California, Los Angeles 2000 University of California, Santa Barbara 2009 University of Kansas 2011 University of Kentucky 2013 University of Maryland 2000 University of Michigan 1994 University of Minnesota 1998 University of Washington 1998 Table 1  Year of Inception for WGSS Departments That Provided Data to NWSA Allison Kimmich 283 Type of Position Number of Students Percentage Tenure-track/Tenured 207 45.5% Post-doctoral fellowship/Visiting professorship 38 8.4% Lecturer/Adjunct 50 10.9% Administrative (higher education) 32 7% Researcher 14 3.1% Nonprofit 14 3.1% High school teacher 3 0.7% Currently searching/Unknown 63 13.8% Other (i.e., writer, attorney, consultant) 34 7.5% TOTAL: 455 100% Table 2 Placement of WGSS PhD Students from Departments Listed in Table 1... (shrink)

Knowledge of pedagogy and social studies content influences a teacher's decision making and helps teachers conduct sound instructional practices despite the influence of high-stakes testing policies. Using national data from the Survey of the Status of Social Studies (S4), this study examined the associations of teachers’ professional characteristics, school environmental factors, and state testing policy on self-reported levels of authority that secondary level social studies teachers (grades 6–12) hold over key classroom tasks. Through hierarchical multiple regression analysis, key findings (...) from this study indicated that greater minority enrollments are associated with lower levels of instructional authority. Teachers who worked in states where a state-mandated social studies test was administered reported less freedom to choose what to teach and how to teach than those in non-testing states. Also, this study showed that in-field status, the type of licensure, and years of teaching experience are important factors in exercising social studies teachers’ instructional authority (e.g., their ability to balance effectively the demands of state-mandated reforms with teaching for meaningful student learning). This study recommends that schools with high minority enrollments, especially if these districts exist in a high stakes testing environment, should invest in teachers with high-quality social studies preparation. (shrink)

Psychologism is defined as “the doctrine that the laws of mathematics and logic can be reduced to or depend on the laws governing thinking” (Moran & Cohen, 2012 266). And for Husserl, the laws of logic include the laws of meaning: “logic evidently is the science of meanings as such [Wissenschaft von Bedeutungen als solchen]” (Husserl ( 1975 ) 98/2001 225). I argue that, since it is sufficient for a theory to be psychologistic if the empiricistic theory of abstraction is (...) employed, it follows that neural networks are psychologistic insofar as they use this theory of abstraction, which I demonstrate is the case (Husserl ( 1975 ) 191/2001 120). It’s sufficient for psychologism because, according to Husserl, the theory in question reduces one’s phenomenological ability to intend types (or universals) to one’s past history of intending tokens (or particulars), usually amalgamated in some fashion (classically via associations; recently via autoencoders) (ibid; Kelleher, 2019 ). Similarly dynamical systems theory entails psychologism. For dynamical systems theory ties content to the temporal evolution of a system, which, according to Husserl, violates the fact that intentionality toward validities and objectivities does not pertain to "particular temporal experience[s]" (Husserl ( 1975 ) 194/2001 121). It follows that neither the species (neural networks), nor the genus (dynamical systems), can avoid psychologism and intend objects "in specie" (ibid). After critiquing these two approaches, I proceed to give an account based on the essentialist school of cognitive psychology of how we may intend objects "in specie" while avoiding the empiricistic theory of abstraction (Keil, 1989, Carey, 2009, Marcus & Davis, 2019 ). Such an account preserves the type-token distinction without psychologistic reduction to the temporal evolution of a dynamical system (Hinzen, 2006 ). This opens the way toward a truly unifying account of Husserlian phenomenology in league with cognitive science that avoids Yoshimi's ( 2016 ) and neurophenomenology's psychologistic foundation (herein demonstrated) and builds upon Sokolowski's ( 2003 ) syntactic account of Husserlian phenomenology. (shrink)

J. Hillis Miller (1928–2021) was one of the most prominent figures in literary criticism and theory. After receiving his Ph.D. from Harvard University, he taught at Johns Hopkins University, Yale University and the University of California at Irvine. He retired as Professor Emeritus in 2002. Miller was president of the Modern Language Association of America in 1986 and contributed significantly to professional academic institutions and organizations throughout his career. As an important representative of the Yale School, he (...) had close relationships with Derrida, Paul de Man, Geoffrey Hartman and Harold Bloom. Dr. Ning Yizhong did postdoctoral research under his supervision at UCI from 1997 to 1998. This is part of his interviews with Professor Miller during that time. In this interview, Miller talks about the Yale School in general, and Jacques Derrida, Paul de Man and Harold Bloom in particular. 1. (shrink)

Some previous studies have explored the impact of family function on school belonging. However, little is known about the parallel mediating relationship underlying them. This study aims to investigate the formation mechanism of school beginning in a sample of Chinese adolescents and examined the parallel mediating role of interpersonal self-support and individual self-support in the link between family function and school belonging. A cross-sectional study was conducted in four schools of the district of Hunan province in China, (...) and 741 students were surveyed using cluster sampling. Family cohesion and adaptability scale, Adolescent students self-supporting personality scale, School belonging scale were applied. The results indicated that interpersonal self-support and individual self-support, together, and uniquely, parallel mediated the relationship between family function and school belonging. It can be concluded that family function not only has direct effects on school belonging but also has indirect effects through interpersonal self-support and individual self-support. (shrink)

ABSTRACT School psychologists are frequently confronted with ethically challenging situations arising from the need to balance multiple parties’ competing interests and the challenge of serving as both student advocate and school employee. Use of a systematic decision-making model has been recommended as a way of improving the quality of school psychologists’ ethical decisions. In the present study, school psychology practitioners were randomly assigned to one of two conditions: a Critical Evaluative condition, requiring the use (...) of a problem-solving approach to resolve an ethical dilemma, or an Intuitive condition, which entailed generating a solution based solely on intuition and professional experience/judgment. Use of a formal decision-making model did not result in higher caliber ethical resolutions. Participants’ age and number of years in the field were significantly correlated with raters’ judgments that solutions considered the consequences of a chosen course of action. Most participants reported that they did not utilize an ethical decision-making model during the course of their practice, relying instead on consultation with peers/colleagues and their own professional experience. Implications of these findings are discussed in the context of school psychology practice. (shrink)

This study investigated school psychology doctoral students' beliefs concerning their preparation for, and concern about, dealing with 12 ethical issues based on year in graduate school and whether they had taken an ethics course. Two hundred thirty-three doctoral students from 18 of the 44 American Psychological Association accredited programs in school psychology listed in the December 1996 issue of the American Psychologist completed ethical issues surveys. Results showed that students who had taken an ethics course and (...) those with more years of graduate education said they felt more prepared to deal with ethical issues than students who had not taken an ethics course and who had fewer years of graduate education. Participants believed they were least prepared to deal with ethical issues involving child custody cases, possible ethical violations by colleagues, and potentially violent clients. Participants' concern about dealing with ethical issues was negatively related to their number of internship hours. (shrink)

First Published in 2000. Routledge is an imprint of Taylor & Francis, an informa company.

While a large body of research has provided quantitative data on children’s levels of happiness, positive emotions and life satisfaction, the literature reflects a dearth of studies that analyze these dimensions from a narrative and qualitative point of view. Folk and fairy tales may serve as ideal tools for this purpose, since they are concerned with several concepts scientifically investigated by research in the field of positive psychology, such as resilience, self-realization, personal growth and meaning in life. The aim of (...) the present study was to explore children’s well-being and positive emotions using an innovative narrative approach, which involved interviews and group discussions, as well as the analysis of fairy tales written and discussed in a group context. The sample included 95 school children who were asked to report and discuss in a group setting situations or experiences which triggered positive emotions and happiness in them. Guided by their teachers and a school psychologist, they were then asked to write their own original fairy tale drawing on the positive emotions that had previously emerged. Positive emotions were found to be triggered mainly by interpersonal relationships with peers as well as with family members. Hobbies and leisure time were also strongly associated with happiness and hedonic well-being, while personal fulfilment, self-esteem and goal achievement emerged as highly significant for children. In sum, the findings suggest that this school psycho-educative intervention based on narrative strategies provided useful information on children’s well-being and yielded positive feedback, the implications and possible further applications of which are discussed. (shrink)

Volume 11 brings together all of Dewey's writings for 1918 and 1919. A Modern Language Association Committee on Scholarly Editions textual edition. Dewey's dominant theme in these pages is war and its after-math. In the Introduction, Oscar and Lilian Handlin discuss his philosophy within the historical context: The First World War slowly ground to its costly conclusion; and the immensely more difficult task of making peace got painfully under way. The armi-stice that some expected would permit a return to (...) normalcy opened instead upon a period of turbulence that agitated fur-ther a society already unsettled by preparations for battle and by debilitating conflict overseas. After spending the first half of 1918-19 on sabbatical from Columbia at the University of California, Dewey traveled to Japan and China, where he lectured, toured, and assessed in his essays the relationship between the two nations. From Peking he reported the student revolt known as the May Fourth Move-ment. The forty items in this volume also include an analysis of Thomas Hobbe's philosophy; an affectionate commemorative tribute to Theodore Roosevelt, our Teddy; the syllabus for Dewey's lectures at the Imperial University in Tokyo, which were later revised and published as Reconstruction in Philosophy; an exchange with former disciple Randolph Bourne about F. Mat-thias Alexander's Man's Supreme Inheritance; and, central to Dew-ey's creed, Philosophy and Democracy. His involvement in a study of the Polish-American community in Philadelphia--resulting in an article, two memoranda, and a lengthy report--is discussed in detail in the Introduction and in the Note on the Confidential Report ofConditions among the Poles in the United States. (shrink)

Physical activity and sedentary behaviour have been linked to the mental health of children and adolescents, yet the timing of behaviours may play a role in this relationship and clarifying this could inform interventions. We explored cross-sectional associations of PA and SED in varying time segments throughout the school day with the mental health of school-aged children and adolescents from rural Northeastern Ontario, Canada. A total of 161 students wore accelerometers for 8 days and completed a self-report survey. (...) Mental health was measured using the Strengths and Difficulties Questionnaire. Accelerometer-measured SED, light PA, and moderate and vigorous PA were estimated in the time-segments before school, school time, after school, and evenings. Associations were tested with multilevel linear regressions while adjusting for confounding factors. Students spent 72.6 min in MVPA, 209.0 min in LPA, and 621.0 min in SED per day. Daily SED was associated with less conduct problems. Evening LPA was inversely associated with hyperactivity, while SED was associated with hyperactivity and with peer problems before school, and during school. No associations were observed for MVPA, emotional symptoms, or prosocial behaviour. In conclusion, displacing SED with LPA in some specific periods of the day may benefit the mental health of students; taking this into account could strengthen interventions. (shrink)

While many sociocultural, contextual, biological, behavioral, and psychological variables may contribute to the widespread under-representation of girls and women in the science, technology, engineering, and mathematics field, this study focused on STEM-gender stereotypes, school experiences, and adolescence as critical factors in driving students' interest and motivation in STEM. Based on this, the study investigated differences by gender and national context in adolescents' STEM-gender stereotypes, school empowerment, and school engagement in a preliminary step, and simultaneously examined how adolescents' (...) STEM-gender stereotypes were related to school empowerment and school engagement as well as to socioeconomic status. These latter relations were considered within the context of the potential moderating role of gender and national context. Participants included 213 Italian adolescents and 214 Nigerian adolescents, who completed measures of school empowerment and engagement, STEM-gender stereotypes, and SES. A multivariate analysis of covariance showed that Nigerian girls and boys reported significantly higher levels of school empowerment, school engagement, and STEM-gender stereotypes than their Italian peers. Moreover, regardless of the national context, boys scored significantly higher on school empowerment and STEM-gender stereotypes than girls. Furthermore, a multiple-group path analysis revealed how higher school empowerment was related to lower STEM-gender stereotypes in both Italian and Nigerian girls' groups, while higher school engagement was associated with lower STEM-gender stereotypes only in the Nigerian groups. Regardless of gender and nationality, higher SES was linked to lower STEM-gender stereotypes. These findings particularly suggest that school empowerment and school engagement can be relevant dimensions to be studied and to develop strategies to counteract STEM-gender stereotypes in adolescence. Nonetheless, gender and national context are key factors to be considered. Limitations, strengths, future research, and educational implications are discussed. (shrink)

Abstract The founding of the Division of Philosophical Psychology of the American Psychological Association is reviewed in the light of the relations between psychology and philosophy at that time. A history of events leading to the formation of the division (24) in 1962 is presented by its first president?elect. The major issues were the role of philosophy in scientific psychology, teleology, dualism, and freedom versus determinism.

Volume 11 brings together all of Dewey's writings for 1918 and 1919. A Modern Language Association Committee on Scholarly Editions textual edition. Dewey's dominant theme in these pages is war and its after-math. In the Introduction, Oscar and Lilian Handlin discuss his philosophy within the historical context: The First World War slowly ground to its costly conclusion; and the immensely more difficult task of making peace got painfully under way. The armi-stice that some expected would permit a return to (...) normalcy opened instead upon a period of turbulence that agitated fur-ther a society already unsettled by preparations for battle and by debilitating conflict overseas. After spending the first half of 1918-19 on sabbatical from Columbia at the University of California, Dewey traveled to Japan and China, where he lectured, toured, and assessed in his essays the relationship between the two nations. From Peking he reported the student revolt known as the May Fourth Move-ment. The forty items in this volume also include an analysis of Thomas Hobbe's philosophy; an affectionate commemorative tribute to Theodore Roosevelt, our Teddy; the syllabus for Dewey's lectures at the Imperial University in Tokyo, which were later revised and published as Reconstruction in Philosophy; an exchange with former disciple Randolph Bourne about F. Mat-thias Alexander's Man's Supreme Inheritance; and, central to Dew-ey's creed, Philosophy and Democracy. His involvement in a study of the Polish-American community in Philadelphia--resulting in an article, two memoranda, and a lengthy report--is discussed in detail in the Introduction and in the Note on the Confidential Report ofConditions among the Poles in the United States. (shrink)

Parents play an important part in adolescents’ life and significantly contribute to youngsters’ academic success. However, parents’ and students’ perceptions regarding parental involvement may diff...

Volume 11 brings together all of Dewey's writings for 1918 and 1919. A Modern Language Association Committee on Scholarly Editions textual edition. Dewey's dominant theme in these pages is war and its after-math. In the Introduction, Oscar and Lilian Handlin discuss his philosophy within the historical context: The First World War slowly ground to its costly conclusion; and the immensely more difficult task of making peace got painfully under way. The armi-stice that some expected would permit a return to (...) normalcy opened instead upon a period of turbulence that agitated fur-ther a society already unsettled by preparations for battle and by debilitating conflict overseas. After spending the first half of 1918-19 on sabbatical from Columbia at the University of California, Dewey traveled to Japan and China, where he lectured, toured, and assessed in his essays the relationship between the two nations. From Peking he reported the student revolt known as the May Fourth Move-ment. The forty items in this volume also include an analysis of Thomas Hobbe's philosophy; an affectionate commemorative tribute to Theodore Roosevelt, our Teddy; the syllabus for Dewey's lectures at the Imperial University in Tokyo, which were later revised and published as Reconstruction in Philosophy; an exchange with former disciple Randolph Bourne about F. Mat-thias Alexander's Man's Supreme Inheritance; and, central to Dew-ey's creed, Philosophy and Democracy. His involvement in a study of the Polish-American community in Philadelphia--resulting in an article, two memoranda, and a lengthy report--is discussed in detail in the Introduction and in the Note on the Confidential Report ofConditions among the Poles in the United States. (shrink)

Volume 11 brings together all of Dewey's writings for 1918 and 1919. A Modern Language Association Committee on Scholarly Editions textual edition. Dewey's dominant theme in these pages is war and its after-math. In the Introduction, Oscar and Lilian Handlin discuss his philosophy within the historical context: The First World War slowly ground to its costly conclusion; and the immensely more difficult task of making peace got painfully under way. The armi-stice that some expected would permit a return to (...) normalcy opened instead upon a period of turbulence that agitated fur-ther a society already unsettled by preparations for battle and by debilitating conflict overseas. After spending the first half of 1918-19 on sabbatical from Columbia at the University of California, Dewey traveled to Japan and China, where he lectured, toured, and assessed in his essays the relationship between the two nations. From Peking he reported the student revolt known as the May Fourth Move-ment. The forty items in this volume also include an analysis of Thomas Hobbe's philosophy; an affectionate commemorative tribute to Theodore Roosevelt, our Teddy; the syllabus for Dewey's lectures at the Imperial University in Tokyo, which were later revised and published as Reconstruction in Philosophy; an exchange with former disciple Randolph Bourne about F. Mat-thias Alexander's Man's Supreme Inheritance; and, central to Dew-ey's creed, Philosophy and Democracy. His involvement in a study of the Polish-American community in Philadelphia--resulting in an article, two memoranda, and a lengthy report--is discussed in detail in the Introduction and in the Note on the Confidential Report ofConditions among the Poles in the United States. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Walking the Bodhisattva Path/Walking the Christ PathU.S. Conference of Catholic BishopsCatholics and Buddhists brought together by Dharma Realm Buddhist Association, the San Francisco Zen Center, and the United States Conference of Catholic Bishops (USCCB) met 20-23 March 2003 in the first of an anticipated series of four annual dialogues. Abbot Heng Lyu, the monks and nuns, and members of the Dharma Realm Buddhist Association hosted the dialogue (...) at the City of Ten Thousand Buddhas in Talmage, California. The community had transformed their Confucius Hall into a chapel, with a large, newly constructed wooden cross on a wall above an altar facing out from a raised platform, so the Catholic delegation would have a space for worship. A special poster announcing the theme of the conference, "Walking the Bodhisattva Path/Walking the Christ Path," showing a Buddhist dharma wheel at one foot of a bridge and a Celtic cross at the other foot, had been created by the hosting community.The daily schedule for the dialogue did not interfere with the monastic routine at the City of Ten Thousand Buddhas, which included early morning chanting (4:00-5:00 am), daily rituals in the Buddha Hall, and the single large meal for monastics before noon to which all participants were invited. Catholics and Buddhists meeting in the dialogue began each day with an optional forty-five minutes of quiet sitting together in the monastery meditation hall, each following their own form of meditation and prayer. There was a Eucharist on Friday and Saturday evenings for the Catholics and to which the Buddhists were invited, and additional meals of breakfast and supper throughout the meeting at the City's Jyun Kang Restaurant.Fourteen Buddhists and fourteen Catholics participated in the formal discussions. Each participant spoke on what it means to them to follow Christ or the way of the Bodhisattvas or enlightened beings. In addition to speaking, each participant distributed a short passage, usually from a traditional text, on this topic. Several passages from Master Dogen's Shobogenzo and the Gospel of John were among those shared by the group. Other passages shared were taken from the Avatamsaka Sutra and the Shurangama Sutra and from the other gospels and the writings of Zen master HakuinZenji, the Dalai Lama, Korean Zen Master I-sahn Hye-yeon, the teachings of Master [End Page 247] Hsuan Hua, Shantideva, Origen, St. Ignatius, St. Benedict, the author of The Cloud of Unknowing, St. John of the Cross, and Chiara Lubich. A minute of silence separated the fifteen-minute segments for each presentation. With so large a group, most of the time in the formal sessions involved listening to series of presentations; however, during discussion periods the participants asked several challenging questions of one another.Some participants noted the tension they felt between belonging to a particular religious group and the need to let go of any consequential narrowness. The goal of the discussion was to promote understanding of the differences and similarities between Christianity and Buddhism. At one point, the participants noted several concerns about mutual enrichment: whether Buddhist methods can be separated from Buddhism and Christian methods from Christianity, and what specific aspects of Christian practice truly enrich Buddhists and which Buddhist practices likewise enrich Christians. Several times participants discussed their understanding of terms such as transformation, grace, the incarnation and the passion of Jesus, discernment of spirits, prayer, Buddha-nature, and related terms. There was consensus that Buddhists and Catholics can practically help one another regarding mental cultivation and religious precepts. They expressed this consensus in their choice of the topic forthe next dialogue, "Transformation of Hearts and Minds: Chan/Zen-Catholic Approaches to Precepts."The group agreed to reconvene in 2004 to respond to six presentations, three from each side, on different aspects of this topic.Chairing the sessions were Rev. Heng Sure for the Dharma Realm Buddhist Association, Rev. Taigen Dan Leighton for the San Francisco Zen Center, and Bishop John Webster for the United States Conference of Catholic Bishops. Their three organizations are the sponsors of the Northern California Chan/Zen-Catholic Dialogue. Chan and Zen are respectively the Chinese and Japanese terms for the meditation school... (shrink)

This article considers the contribution of Ernst Mally to the theory of objects, namely he introduced a distinction of two types of properties (determinations) — formal and extraformal, that allowed Meinongian theory of objects to provide a satisfactory response to the criticism of Bertrand Russell, related to the question of the existence of the golden mountain. According to Meinong, object's so-being (Sosein) is logically independent of its ontic status (Sein). In this case Russell asks, how the existent golden mountain can (...) be existent, golden and a mountain, because golden mountains do not exit (as well as round squares). So it was obvious that the independence of Sosein from Sein thesis should be revised. That's why Mally made a remark that the properties that make object's Sosein are extraformal. Later these ideas have formed the basis of the contemporary study of nonexistent objects, the basis of the theories of Terens Parsons, Richard Routley etc. In particular Parsons's distinction of nuclear and extranuclear properties is a revised version of Mally's distinction.In addition, the article analyzes Ernst Mally's critics of epistemological idealism and its connection with the famous psychologism dispute in logic and semantics in the late 19th and early 20th century. This dispute is more associated with the works of G. Frege and E. Husserl, which accused of psychologism many representatives of Brentano's School. Particularly Alexius Meinong was also called a psychologist. That's it's important to find out, which side was Mally on in this dispute. (shrink)

The revised classic on the professional and legal standards of school psychology This completely updated edition of the leading ethics and law guide provides ...

Although the proliferation of empirical research has documented the association between parental control and school adjustment, findings of this linkage are still inconclusive. Moreover, fewer efforts have been made to address this association in middle school students. Guided by an ecological framework, the current study aimed to integrate the conflicting findings into a coherent body of knowledge, paying particular attention to two research purposes: (a) to examine the association between parental control and three objective indicators (...) of school adjustment (social competence, academic grades, and peer acceptance), and (b) to explore whether this association was moderated by individual characteristics of social identity and grit. A total of 120 Chinese middle school students (42.5% females) aged between 13 and 15 years old were recruited for this study, and research data was gathered from multiple sources. To be specific, students were asked to complete a set of self-report questionnaires concerning parental control, social identity, and grit. Meanwhile, school-related social competence was rated by head teachers; academic grades were obtained from school records; peer acceptance was assessed by sociometric nominations. The results from hierarchical regression analyses showed that parental control was negatively associated with academic grades. Moreover, when reporting higher levels of social identity, parental control was negatively related to social competence and peer acceptance for those students with lower levels of grit. Our findings suggest that parental control can dampen middle school students’ academic performance, and low levels of grit can magnify the detrimental effect of parental control on social competence and peer acceptance in middle school students who regard themselves as closely connected to social groups. (shrink)

The emergence of the COVID-19 pandemic resulted in abrupt disruptions in teaching and learning activities in higher education, with students from diverse programs suffering varying levels of anxieties. The physical education field happens to be one of the most affected academic areas due to its experiential content as a medium of instruction. In this study, we investigated the roles of school climate and coping strategies in the relationship between COVID-19 related knowledge and anxiety. Through the census approach, a cross-sectional (...) sample of 760 students was administered a questionnaire in two universities offering Physical Education in Ghana: the University of Education, Winneba, and University of Cape Coast. The outcome of the study found a positive and significant link between COVID-19 knowledge and anxiety. Further, school climate and coping strategies significantly moderated the relationship between students’ COVID-19 knowledge and associated anxiety. The findings have implications for creating a conducive school environment that reduces the risk of COVID-19 infection and through students’ adoption of active coping strategies in an attempt to reduce psychological distress associated with COVID-19 anxiety. (shrink)

Violence in schools is a pervasive, highly emotive and, above all, global problem. Bullying and its negative social consequences are of perennial concern, while the media regularly highlights incidences of violent assault - and even murder - occurring within schools. This unique and fascinating text offers a comprehensive overview and analysis of how European nations are tackling this serious issue. _Violence in Schools: The Response in Europe_, brings together contributions from all EU member states and two associated states. Each chapter (...) begins by clearly outlining the nature of the school violence situation in that country. It then goes on to describe those social policy initiatives and methods of intervention being used to address violence in schools and evaluates the effectiveness of these different strategies. Commentaries from Australia, Israel and the USA and an overview of the book's main themes by eminent psychologist Peter K. Smith complete a truly international and authoritative look at this important - and frequently controversial - subject. This book constitutes an invaluable resource for educational administrators, policymakers and researchers concerned with investigating, and ultimately addressing, the social and psychological causes, manifestations and effects of school violence. (shrink)

Clinical psychologists' and nonpsychiatric physicians' attitudes and behaviors in sexual and confidentiality boundary violations were examined. The 171 participants' responses were analyzed by profession, sex, and status (student, resident, professional) on semantic differential, boundary violation vignettes, and a version of Pope, Tabachnick, and Keith-Spiegel's (1987) ethical scale. Psychologists rated sexual boundary violation as more unethical than did physicians (p<.001). Rationale (p<.01) and timing (p<.001) influenced ratings. Psychologists reported fewer sexualized behaviors than physicians (p<05). Professional experience (p<.01) and (...) sex (p<.05) were associated with confidence-violating behavior. Overall, 78% of the sample reported attitudes or behaviors associated with boundary violations. The behavior violations were correlated (r=.49). Actual violators rated vignette violators more leniently than did nonviolators (p<.01). (shrink)

MARINA PAOLA BANCHETTI-ROBINO is Associate Professor and Chair of the Philosophy Department at Florida Atlantic University. Her areas of research include phenomenology, philosophy of language, philosophy of science, philosophy of mind, and zoosemiotics. Her publications have appeared in such journals as Synthese, Husserl Studies, Idealistic Studies, Philosophy East and West, and The Review of Metaphysics. She has also contributed essays to The Role of Pragmatics in Contemporary Philosophy (1997), Feminist Phenomenology (2000), and Islamic Philosophy and Occidental Phenomenology on the Perennial (...) Issue of Microcosm and Macrocosm (2006). She co-edited Philosophies of the Environment and Technology (1999) and is currently working on a book-length project entitled The Birth of Science Out of the Spirit of Myth: A Historico-Phenomenological Re-Examination of the Crisis of the European Sciences. BERNARD BOXILL was born in Saint Lucia, West Indies where he received his primary and secondary education. He studied philosophy at the University of New Brunswick, Canada and at the University of California, Los Angeles where he was awarded a doctorate in philosophy in 1971. He has published numerous articles, a book, Blacks and Social Justice (1992), and is professor of philosophy at the University of North Carolina at Chapel Hill. ED BRANDON was born and educated in England, studying philosophy and linguistics at The University of York, England, and later philosophy at The University of Oxford with the late John Mackie. After teaching in Sierra Leone and briefly in England, he went to teach philosophy of education at the University of the West Indies at Mona, Jamaica in 1978. From 1992 he has been attached to a policy unit of the Vice-Chancellery, based at the Cave Hill campus in Barbados, where he has been assisting since 2000 with a new major in philosophy. His academic work can be accessed from http://cavehill.uwi.edu/bnccde/epb/personalpage.html CAROLYN CUSICK is a doctoral candidate in the Department of Philosophy at Vanderbilt University. She is a founding member of the Phenomenology Roundtable. Her research focuses on feminist epistemology, Africana philosophy, and phenomenology. LEWIS GORDON is President of the Caribbean Philosophical Association. He is Laura H. Carnell Professor, the most distinguished chair, at Temple University, where he holds appointments in philosophy, religion, and Judaic studies and directs the Institute for the Study of Race and Social Thought and the Center for Afro-Jewish Studies. He is also Ongoing Visiting Professor of Philosophy and Government at the University of the West Indies at Mona, Jamaica. He is the author of several books, including the award-winning Her Majesty's Other Children: Sketches of Racism from a Neocolonial Age (Rowman and Littlefield, 1997), Disciplinary Decadence: Living Thought in Trying Times (Paradigm, 2006), An Introduction to Africana Philosophy (Cambridge University Press, forthcoming), and co-editor of A Companion to African-American Studies (Blackwell, 2006) and Not Only the Master's Tools: African-American Studies in Theory and Practice (Paradigm, 2005). CLEVIS HEADLEY is currently Associate Professor of Philosophy at Florida Atlantic University, director of the Ethnic Studies Certificate Program, as well as director of the Master's in Liberal Studies. Professionally, he serves as the Vice-President and Treasurer of the Caribbean Philosophical Association. Professor Headley has published widely in the areas of Critical Race Theory and Africana philosophy. He has also published in Analytic philosophy, focusing specifically on Gottlob Frege. PAGET HENRY is Professor of Sociology and Africana Studies at Brown University. He is the author of Caliban's Reason: Introducing Afro-Caribbean Philosophy, Peripheral Capitalism and Underdevelopment in Antigua, and the co-editor of C. L. R. James' Caribbean. Professor Henry also serves as the editor of the C. L. R. James Journal, and has published numerous articles on the political economy of the Caribbean as well as on African, African-American, and Afro-Caribbean philosophy. ESIABA IROBI is Associate Professor of International Theatre/Performance Studies at Ohio University, Athens. His groundbreaking book: A Theatre for Cannibals: Resisting Globalization on the Continent and Diaspora since 1441 will be published by Palgrave Macmillan, London, in 2007. He has been invited to be an External Resident Fellow at the prestigious Dartmouth College Humanities Institute for the 2007-2008 academic year. CHIKE JEFFERS is a graduate student in the Ph.D. program of the Philosophy Department at Northwestern University. His interests are in Africana philosophy, social and political philosophy, ethics, philosophy of religion and aesthetics. He is originally from Toronto, Ontario, Canada. CATHERINE JOHN is Associate Professor of African Diaspora Literary and Cultural Studies at the University of Oklahoma. Her book Clear Word and Third Sight: Folk Groundings and Diasporic Consciousness in African Caribbean Writing was co-published by Duke University Press and UWI Press in 2003. She has published several articles on Caribbean literature and culture and her current book project is entitled The Just Society and the Diasporic Imagination. She spends her summer working in Woodside, St. Mary, Jamaica helping with a summer school for children and participating in the community's emancipation celebration. KENNETH KNIES is a doctoral student in philosophy at Stony Brook University. His areas of focus are phenomenology and ancient philosophy. He is also a contributing editor for Political Affairs magazine. EDIZON LEN is a photographer and coordinator of the Fondo Documental Afro-Andino at the Universidad Andina Simòn Bolivar in Quito, Ecuador. In 2006, he was curator of the photo exhibit "The Color of the Diaspora" presented at the Cultural Center of the Catholic University of Ecuador and the University of Tennessee in Knoxville. He is currently completing his doctorate at the Universidad Andina Simòn Bolivar with a focus on Maroon thought. REKHA MENON is Associate Professor of Art History at State University of New York, Buffalo State. She is the author of Seductive Aesthetics of Post Colonialism (forthcoming). Her area of research focuses on current philosophical investigations in colonial and neocolonial aspects of Indian art, artistic/cultural practices and philosophies and their relationship to Western arts and philosophies. Her manuscripts under review are: Ashamed of Our Nakedness, Is There Ever a Naked Body? Ambivalence in Contemporary Indian Expressive Aesthetics and Insatiable Desire. MICHAEL R. MICHAU is a Ph.D. candidate in the Philosophy and Literature Program at Purdue University, and during the 2006-2007 school year, a lecturer in the Department of Comparative Studies and Department of Philosophy at Ohio State University. He is the co-founder and co-secretary of the North American Levinas Society. CHARLES W. MILLS is Distinguished Professor of Philosophy at the University of Illinois at Chicago. He works in the general area of oppositional political theory, and is the author of numerous articles and three books: The Racial Contract (Cornell University Press, 1997), Blackness Visible: Essays on Philosophy and Race (Cornell University Press, 1998), and From Class to Race: Essays in White Marxism and Black Radicalism (Rowman and Littlefield, 2003). MABOGO P. MORE is currently Associate Professor of Philosophy at the University of KwaZulu-Natal, South Africa. He has published articles on African philosophy and social and political philosophy in a number of academic journals, such as South African Journal of Philosophy, Dialogue and Universalism, Alternation, Theoria, and African Journal of Political Science. MARILYN NISSIM-SABAT, Ph.D., M.S.W. is Professor Emerita and Adjunct Professor of Philosophy, Lewis University. Dr. Nissim-Sabat is also a psychotherapist in private practice. She is the author of numerous book chapters and papers in the fields of philosophy (Husserlian phenomenology), psychoanalysis, feminism, and critical race theory. Citations of her works can be found on her website: marilynnissim-sabat.com. FREDERICK OCHIENG'-ODHIAMBO is a Senior Lecturer of Philosophy and Coordinator of the discipline at The University of the West Indies, Cave Hill, Barbados. His major research areas are African philosophy and social philosophy. He has published several articles on philosophic sagacity. IVAN PETRELLA is an Assistant Professor of Religious Studies at the University of Miami. He is author of The Future of Liberation Theology: An Argument and Manifesto (SCM Press, 2006) and editor of Latin American Liberation Theology: The Next Generation (Orbis Books, 2005) as well as co-editor of the series Reclaiming Liberation Theology (SCM Press) RICHARD PITHOUSE is a research fellow at the University of KwaZulu-Natal in Durban, South Africa. He is editor of Asinamali: University Struggles in Post-Apartheid South Africa (Africa World Press, 2006). SATHYA RAO is Assistant Professor in French translation at the Department of Modern Languages and Cultural Studies, University of Alberta, Canada. His research fields include: theory of translation, continental philosophy, postcolonial studies, discourses on Africa, and Francophone cinema and literature. He has published articles in various peer-reviewed journals and written chapters in several collective books such as: De l'Ecrit Africain a l'Oral le Phenomene Graphique Africain, Simon Battestini (Ed.) (Paris: L'Harmattan, 2006) and Thèorie-rèbellion. Un Ultimatum, Gilles Grelet (Ed.) (Paris: L'Harmattan, 2005). He has a co-edited a book on Francophone African cinema L'Afrique fait son cinema (Montreal: Memoires d'encrier, forthcoming). Sathya Rao is vice-president of the International Non-Philosophical Organisation (INPhO), member of the Canadian Association of Translatology (CATS), coordinator of the research team Poexil, and Secretary of the Caribbean Philosophical Association. He is co-founder of an online journal Alternative Francophone. CATHERINE WALSH is Professor and Director of the doctoral program in Latin American Cultural Studies at the Universidad Andina Simon Bolivar in Quito, Ecuador. Her research interests include the geopolitics of knowledge, interculturality and concerns related to the Afro-Andean Diaspora and the production of decolonial thought. Among her recent publications are Pensamiento crìtico y matriz colonial (Quito: Abya Yala, 2005), "Interculturality and the Coloniality of Power. An 'Other' Thinking and Positioning from the Colonial Difference," in Coloniality of Power, Transmodernity, and Border Thinking, R. Grosfoguel, J.D. Saldivar, and N. Maldonado-Torres (Eds.) (Durham: Duke University Press, forthcoming) and "Shifting the Geopolitics of Critical Knowledge: Decolonial Thought and Cultural Studies 'Others' in the Andes," Cultural Studies (forthcoming). KRISTIN WATERS has published widely in the areas of race and gender. Her anthology Enlightened Conversations: Women and Men Political Theorists (Blackwell, 2000) challenges political theorists to be more inclusive of race and gender in their research and teaching. Her book Black Women's Intellectual Traditions: Speaking Their Minds, co-edited with Carol Conaway (University of Vermont Press, forthcoming), addresses the varied intellectual traditions of black women's thought that spans more than two hundred years in North America. She is currently Professor of Philosophy at Worcester State College and Visiting Research Associate at Brandeis University. (shrink)

The concept of empiricism evokes both a historical tradition and a set of philosophical theses. The theses are usually understood to have been developed by Locke, Berkeley, and Hume. But these figures did not use the term “empiricism,” and they did not see themselves as united by a shared epistemology into one school of thought. My dissertation analyzes the debate that elevated the concept of empiricism (and of an empiricist tradition) to prominence in English-language philosophy. -/- In the 1870s (...) and ’80s a lively debate about psychology emerged. Neo-Kantian idealists criticized the very idea that the mind can be studied scientifically. A group of philosopher-psychologists responded, often in Mind. They were among the first to call themselves “empiricists,” arguing that psychology could provide a scientific basis for philosophical progress. Idealists held that empirical psychology depended on premises developed by Locke, Berkeley, and Hume. These premises were allegedly absurd because they rendered ideas of extension, as well as other ideas crucial to natural science, unreal. Those who wanted to advance psychology towards becoming a legitimate science were forced to engage these philosophical attacks, while at the same time to develop empirical theories that could successfully explain some characteristics of experience. I show how James’s theory of space perception accomplished both tasks. -/- In developing this theory, James found he had to reject the Lockean notion that reality is associated with passively-registered sensations. James also abandoned Berkeley and Hume’s claim that ideas are ultimately derived from atomic sensations. Instead, James presented experimental evidence that sensation is a continuous stream. The mind must actively parse this stream if it is to gain a coherent representation of its environment. I argue that James’s stream-of-thought thesis served as a presupposition of his entire psychology. The thesis showed how the labor of investigating the mind could be divided between philosophers and scientists, and in a manner sensitive to the concerns of both. The stream thesis also provided a scientific basis for a new philosophical empiricism that, I argue, has a hidden legacy in the history of analytic philosophy. (shrink)

The development of neuropsychological assessment methods using virtual reality (VR) is a valid and promising option for the detection of cognitive impairment in the older people, focusing on activities composed of tasks of multiple demands. This study verified the association of age, schooling, and general cognitive status on the performance of neurologically healthy older adults in ECO-VR, a virtual reality task of multiple demands for neuropsychological assessment. A total of 111 older adults answered a sociodemographic questionnaire, the Mini Mental (...) State Examination, the Vocabulary subtest of the Wechsler Intelligence Scale for Adults (third edition), and the ECO-VR. Correlation analyses, multiple linear regression, and comparisons between groups (effects by age and schooling groups) were used to evaluate the results. The ECO-VR total score was significantly associated with age, years of education, MMSE, and Vocabulary subtest. The linear regression models identified that age was the main predictor for total score and rule breaking of ECO-VR. According to the univariate analysis, it was identified the main effect of age group and schooling group in the total ECO-VR score, but there was no interaction effect. The results are discussed in order to understand the role of sociodemographic characteristics in the performance of older adults in a virtual reality task of multiple demands. It was also verified the possibility use of virtual reality for neuropsychological assessment of older adults. (shrink)

The English School analytical framework concerning theformation of order in international relations posits that states establish orderthrough rules and institutions within the framework of common interests andvalues to protect against anarchy. State-centred orders with limited civil societycooperation are pluralistic, while their converse are solidarist. The Association of Southeast Asian Nations was established in 1967 by Malaysia, Thailand, the Philippines, Singapore,and Indonesia based on common interests, such as strengthening sovereigntyand creating stable relations in the face of anarchic problems like (...) communismand internal instability. In numerous conventions ASEAN has adopted variousnorms, such as respect for the sovereignty of the states, the rule of law, non-useof power, peaceful resolution of disputes, and non-interference in other states.All these norms showed that the primary purpose of ASEAN is to protect statesovereignty and interests and to establish peaceful regional relations. The factthat state sovereignty is at the forefront, with limited cooperation of non-stateactors, shows that the ASEAN regional order is pluralist. This article analysesthe emergence and appearance of the ASEAN regional order in the context of the ES. (shrink)

BackgroundPrevious studies have focused on the opposite relation between muscle strength, obesity, and depression in adults. Moreover, the evidence has indicated that obesity and depression in adults might be significantly decreased with Muscle Strength Exercise albeit it might be insufficient. Therefore, the current study aimed to investigate the association between MSE, adiposity, and depression among United States adolescents.Materials and methodsThis cross-sectional study used the Youth Risk Behavioral Survey data. In YRBS, a cluster sample was used, and the investigation was (...) divided into three stages. The study surveyed 13,677 high school students and conducted self-reported questionnaires on sex, grade, race/ethnicity, MSE days, overweight, obesity, and depressive symptoms. The study got the nationally representative population of American students in Grade 9 to 12.ResultsA total of 13,677 participants were included in the final analysis. The participants meeting the guidelines’ requirements seemed more likely to be obese than those not meeting. There was no statistical significance in the relations between the MSE guidelines and overweight and depression. For all the participants, the prevalence of those conforming to MSE was 30.1%. One-fifth of the participants reported no MSE per week, 7.8% reported 3 days of MSE per week, and 7.7% reported 7 days.ConclusionThe main finding of this study indicated a positive relationship between the normative MSE required in guidelines and low-level obesity. Beyond that, the evidence was insufficient to confirm the positive links between MSE and depression among American adolescents. Our study could offer evidence for future MSE interventions in adolescents. (shrink)

Millikan's School: A History of the California Institute of Technology. GoodsteinJudith R. Pp. 317. £17.95. Partners in Science: Foundations and Natural Scientists 1900–1945. KohlerRobert E. . Pp. xvi + 415. £27.95.

This study examines the ethical dilemmas and difficulties encountered by Portuguese school psychologists. As part of a larger survey, participants were asked about ethical issues faced in daily practice and asked to describe ethical incidents. Of the 477 respondents, 274 reported 441 ethically troubling or challenging situations. Responses were coded into a six-category system based on the code of ethics of Portuguese psychologists. Most of the reported dilemmas concerned privacy and confidentiality principles. Results are discussed in light (...) of relevant literature and international findings. Implications for the development of the profession and future research are provided. (shrink)

Farm-to-school (FTS) programs have garnered the attentions and energies of people in a diverse array of social locations in the food system and are serving as a sort of touchstone for many in the alternative agrifood movement. Yet, unlike other alternative agrifood initiatives, FTS programs intersect directly with the long-established institution of the welfare state, including its vestiges of New Deal farm programs and public entitlement. This paper explores how FTS is navigating the liminal terrain of public and private (...) initiative, particularly the ways in which it interfaces with neoliberalism as both a material and discursive project. It examines the political emergence of school food programs and finds that FTS is strikingly similar to traditional school programs in objectives, but differs in approach. Yet, in their efforts to fill in the gaps created by political and economic neoliberalization, FTS advocates are in essence producing neoliberal forms and practices afresh. These include those associated with contingent labor relationships, private funding sources, and the devolution of responsibility to the local, all of which have serious consequences for social equity. The paper also discusses how FTS programs are employing the rhetoric of neoliberal governmentality, including personal responsibility and individual success, consumerism, and choice. While these may be tactical choices used to secure funding in a competitive environment, they may also contribute to the normalization of neoliberalism, further circumscribing the possibilities of what can be imagined and created to solve social problems. (shrink)

Research in school psychologist report writing has argued for reports that connect to the client’s context; have clear links between the referral questions and the answers to these questions; have integrated interpretations; address client strengths and problem areas; have specific, concrete and feasible recommendations; and are adapted to the language and literacy level of the reader. The training of school psychologists involves attention to these factors. However, this paper argues that the experience of aporia, as described by (...) the French philosopher Jacques Derrida, is often removed from the process of report writing, as the aim seems to be to find a formula that works. We call for ethics which is concerned about the good life – this is a broader view than resorting to ethics only when faced with an ethical question. This paper, based on a small qualitative study of seven experienced school psychologists, highlights that psychologists in the process of report writing are caught in the aporia.... (shrink)

This paper seeks to reconstruct the role of schooling in a moment of accelerated social, political, economic, geo-political, climatic, indeed planetary crisis. It identifies the school as a potentially prefigurative institution, an evolutionary social frontier, capable of nurturing the democratic social character, a form of sensibility apart from which authentic political democracy is not possible. As theorized by Herbert Marcuse and Richard Hart and Antonio Negri, the “new sensibility” or “multitude” is characterized by greater psychological freedom, individuality, social creativity (...) and self-rule, comprising a “whole of singularities” that “acts in common”. It suggests a human subject with a vital, biological drive for liberation, with a consciousness capable of breaking through the material as well as ideological veil of a society based on hierarchy and domination, and is associated politically with democracy and social-anarchism, or what Murray Bookchin called “communalism”. This paper identifies three main characteristics of an institution informed by this form of modal subjectivity, all of them based on student-teacher dialogue: an emergent, project-based curriculum, whole-school direct democratic governance on all levels of the community, and the regular practice of communal philosophical inquiry, through which we problematize the concepts we live by, in the interest of their ongoing reconstruction. (shrink)

The American Psychological Association (APA) provided leadership in ethics code development as early as 1948 at which time it commenced a comprehensive process that eventually led to the approval o...