我还能活多久?

或许你正值芳年华月、风华正茂,从未来得及想象生命尽头向自己慢慢逼近的感觉;那种似乎死神就在街的转角处、巷子尾的感觉。你看着自己一步一步正朝着生命的尽头靠近,虽不知生命之弦何时会"嘭"地一声断裂,却清楚知道,这根弦已经绷得不能再紧了。此时,你是否会觉得恐惧,不知所措?作者作为医师,看着患者身临此境,却也在重症面前束手无策。医师有责任让患者了解自己的病情,但是从口中吐出的实情,对于患者而言,永远都似刑判般残酷。     

Developing Resilience from Attachment Anxiety/Avoidance: The Roles of Self-Compassion and Self-Efficacy in An Adolescent Sample in the U.S

International Journal for the Advancement of Counselling - While many studies have focused on resilience development, few have explored resilience development in adolescents with insecure...     

Dynamic changes in perfectionism dimensions and psychological distress among adolescents assessed before and during the COVID-19 pandemic

This prospective longitudinal study evaluated changes in psychological distress among adolescents, pre-pandemic to intra-pandemic, the extent to which within-person and between-person differences in trait multidimensional perfectionism were associated with such changes, and the role of stress in explaining associations between perfectionism and psychological distress. Adolescents (N = 187; 80% female; 78% White, 7% Asian Canadian, 2% Indigenous Peoples in Canada, 2% Black or African Canadian, 2% Latin Canadian, or 9% Other; M_age = 17.96 years) completed online surveys assessing perfectionism (i.e., self-oriented perfectionism and socially prescribed perfectionism), depression, anxiety, and stress pre-pandemic (i.e., March 12, 2020 or earlier) and during Ontario, Canada's first (i.e., March 13, 2020 to July 24, 2020) and second (December 26, 2020 to February 7, 2021) government-mandated lockdowns. Between-person differences and within-person changes in multidimensional trait perfectionism were associated with increases in psychological distress and perceived stress. Perceived stress served as an intermediary pathway linking multidimensional trait perfectionism to psychological distress during the pandemic.     

Second-Generation Adult Former Cult Group Members’ Recovery Experiences: Implications for Counseling

Cult survivors experience psychological challenges after leaving a cult, and reintegration into society can be a difficult process. Children who are born and raised in cults face additional challenges (e.g., effects of abuse and neglect, attachment disorders, and lack of education). Scant attention has been paid in the literature to the experiences and treatment needs of these second-generation cult survivors. In this study, the experiences of 15 second-generation adult former cult members were explored involving constructivist grounded theory and a social justice-focused inquiry. Findings hold promise for increasing counselors’ understanding of former cult members’ experiences, needs, and concerns, supporting competent counseling practice with this population.     

The effects of learning style on grades of first-year college students

This study compared the grade point averages of 796 first-year students in five institutions of higher education in a southern state with learning typologies set forth in theLearning Styles Inventory by Canfield. Results of the analysis of variance reflected an effect of learning style, sex, and race. Grades of students with social, conceptual, and social/applied styles differed significantly from those of students having the neutral preference. Whites tended to have better grades than blacks had. Females learned best with social and independent/applied styles; however, males learned best with social/applied and social/conceptual styles. Although there were no race differences in the proportions of students in the various learning styles, there were sex differences. Except for mathematics, the effect of major on the association of sex and learning style was moderate to none. Findings from the study suggest a need for administrative and instructional changes.     

Rival records management models in an era of partial automation

Archival Science - Two rival records management models emerged during the 1990s. Duranti’s model involved moving records out of business applications into a repository which has a...     

Mario Bunge, Systematic Philosophy and Science Education: An Introduction

Mario Bunge was born in Argentina in 1919 and is now in his mid-90s. He studied atomic physics and quantum mechanics with Guido Beck (1903?C1988), an Austrian refugee and student of Heisenberg. Additionally he studied modern philosophy in an environment that was a philosophical backwater becoming the first South American philosopher of science to be trained in science. His publications in physics, philosophy, psychology, sociology and the foundations of biology, are staggering in number, and include a massive 8-volume Treatise on Philosophy. The unifying thread of his scholarship is the constant and vigorous advancement of the Enlightenment Project, and criticism of cultural and academic movements that deny or devalue the core planks of the project: namely its naturalism, the search for truth, the universality of science, the value of rationality, and respect for individuals. At a time when specialisation is widely decried, and its deleterious effects on science, philosophy of science, educational research and science teaching are recognised, and at a time when ??grand narratives?? are thought both undesirable and impossible??it is salutary to appraise the fruits of one person??s pursuit of the ??Big?? scientific and philosophical picture or grand narrative. In doing so this special issue brings together philosophers, physicists, biologists, sociologists, logicians, cognitive scientists, economists and mathematicians to examine facets of Mario Bunge??s systematic philosophy and to appraise its contribution to important issues in current philosophy and, by implication, education.