Pastoral Care to Regulate School Bullying: Shame Management among Bystanders

Bystanders can reveal valuable information about bullying to school personnel to take action on it. If they remain reluctant, of course, they frustrate our efforts to stop bullying. But then, why would they get involved if doing so might make them victims of aggression too?
This paper investigates the importance of adaptive shame management in encouraging bystanders to prevent bullying. Data were collected through the Cross-national School Behaviour Research Project from 1452 secondary school students (49% girls) in grades 7–10 (mean=8.42) in Bangladesh. As predicted, students who scored higher on shame acknowledgement (admitting shame, accepting responsibility, making amends) were more likely to intervene to prevent bullying. Those with low shame displacement (blaming or hitting out at others) were also likely to intervene to stop bullying. Implications of these findings pertaining to pastoral staff, counsellors and school teachers working with students to encourage coming forward against bullying are discussed.     

树立大学生社会主义荣辱观加强高校思想政治理论课教育

社会主义荣辱观是思想政治教育的主要内容,是世界观、人生观和价值观的具体体现。高校思想政治理论课是大学生思想政治教育的主渠道,是帮助大学生树立科学的世界观、人生观、价值观的重要途径。树立大学生社会主义荣辱观必须加强高校思想政治理论课教育,努力培养中国特色社会主义事业合格的建设者和接班人。     

羞耻和内疚的差异探索

羞耻和内疚虽然同样是负性的自我意识情绪,但两者在诱发情景、现象学上的表现、理论解释、预后反应等方面均存在差异。加强对这些差异的研究,将有利于我们的心理健康教育和个体心理健康的提升。     

论知耻

知耻之意论述知耻意识的内涵和表现，知耻之理论述耻的发生以及知耻是如何影响道德主体的；知耻之教从现实出发论述耻育的内容和方法。     

"八荣八耻"与大学生思想政治教育

强调以“八荣八耻”社会主义荣辱观为指导,深化大学生思想政治教育工作的改革创新。本文在论述了荣辱观以及社会主义荣辱观的基础上,深入分析了“八荣八耻”对于大学生思想政治教育的现实指导意义,强调大学生必须以“八荣八耻”为行动的基本道德规范。     

论清末社会的苦感特征及其成因

清末社会的苦感特征及其成因,目前学界研究略有缺失。清末社会的苦感特征主要体现在四民及士兵群体生存的困苦。至于其背后的因由,一是主权受侵、外交受辱;二是政治腐败黑暗;三是自然灾害不断及社会动荡不堪;四是旧风旧俗的根深蒂固。清末政府未能正视并着力处置,从而渐次丧失了存在的基础,走向灭亡。     

当代大学生荣辱观现状及归因研究

当代大学生有其独特思想特点,文章主要就当代大学生的社会主义荣辱观的现状、存在的问题及其原因进行分析。     

An Administrative Voice:

The "administrative voice" of the psychotherapist referred to in Dr. May's article is only one of the administrative voices heard in the institution when a student is in crisis. Deans often become involved in a student's departure from the institution or in articulating the terms under which a student may remain or return. The extent of a dean's collaboration with the counseling center and his or her ability to respond independent of the counseling center, depend in large measure, on how the institution has defined the role and authority of the dean. In this commentary article I have generally concurred with Dr. May's view that deans can and should respond independent of the counseling center to a student's disruptive or alarming behavior, but I have also attempted to illuminate the constraints which often exist on our ability to act. In addition, I have attempted to give voice to the need for regular conversation between deans and psychotherapists on matters of general policy.     

三种羞耻感发展理论述评

羞耻感是一种重要的社会情感和道德情感,在激发和调节人们的思维、情感、行为和社会适应等方面起着重要的作用.有关羞耻感的发展有三种主要理论:客体关系/依恋理论、机能主义理论和认知归因理论.这三种理论分别解释了羞耻感是怎样发生、发展的,但不免在论述过程中有一些偏颇,还存在一些有待进一步解决的问题.未来研究应注重研究儿童羞耻感的发生、发展以及羞耻感的引发条件等方面的问题.     

日本文化中的“义理”

“义理”是日本文化中独特而复杂的概念,在不同的时代背景下,它有着不同的表现,于是学者们便对“义理”有着各种理解。但纷繁复杂的“义理”概念经过梳理之后,可归纳出两大基本的维度——“冷”与“热”,“耻’’与“报”,并具有相同的文化本质及根源——“耻感文化”与纵式社会的“礼忠”文化。