NICE Mobility Team – Going Mobile

Emotional intelligence: In recent years, there has been an increasing interest in the theoretical development of the concept of emotional intelligence (EI) in an attempt to identify whether or not this newly introduced concept accounts for variance not already accounted for by intelligence and/or personality in various areas of human transactions. Although the construct of El is not a new concept (see Gardner, 1983; Thorndike, 1920) it was Goleman's (1995) influential book Emotional Intelligence, which made the concept widely popular. The differing names given to emotional intelligence are part of the reason that it has been difficult for researchers to agree on an all-encompassing definition. Emotional intelligence has also been referred to as emotional literacy, the emotional quotient, personal intelligence, social intelligence, and interpersonal intelligence (Dulewicz & Higgs, 2000). The definitions are so varied, and the field is growing so rapidly, that researchers are constantly amending even their own definitions of the construct. Nonetheless, although the definitions of El vary, they tend to be complementary rather than contradictory (Ciarrochi, Chan, & Caputi, 2000). Based on the many definitions that have already been proffered, this article conceptualizes El as the set of abilities (verbal & nonverbal) that enable a person to generate, recognize, express, understand, and evaluate their own, and others, emotions in order to guide thinking and action that successfully cope with environmental demands and pressures.The emotional intelligence concept is generally divided into four dimensions (Salovey & Mayer, 1990) although other models such as a five-component model (Bar-On, 1997) are also widely accepted. George (2000) and others (e.g., Mayer, Salovey, & Caruso, 1999) summarize the four dimensions of emotional intelligence postulated by Salovey and Mayer: the perception of emotion, the integration and assimilation of emotion, knowledge about emotions, and management of emotions. The four dimensions of emotional intelligence have been proposed as a sequential set of steps with the perception of emotion occurring at the first step and the other three then following in the order they are listed above (Mayer, Salovey, Caruso, & Sitaremos, 2001).The first dimension can be thought of as the ability to perceive emotion. This involves the accuracy with which a person can identify emotions in themselves and others. The next dimension consists of the ability to use or assimilate emotions to facilitate thought. This allows people to use emotions to guide their thinking, and new emotions can also be generated during this stage. The third dimension involves how people understand their emotions. Knowledge of emotions allows a person to understand how emotions change and the relationship between these states. The final dimension involves the management of not only ones own mood and emotions, but also the emotions of others.In recent years, there has been an increasing interest in how emotional reactions and experiences affect both physical as well as psychological health. For example, it has been claimed that negative emotional states are associated with unhealthy patterns of physiological functioning, whereas positive emotional states are associated with healthier patterns of responding in both cardiovascular activity and immune system (Booth-Kewley & Friedman, 1987; Herbert & Choen,1993).Salovey, Rothman, Detweiler, and Steward (2000) discussed extensively the importance of emotional states on physical health suggesting that an individual's emotional status influence their perception of physical symptoms. Furthermore, extended research in the field of health psychology has demonstrated the effect of negative mood or unpleasant emotional experiences on a number of habits or behaviours that have been accused for unhealthy conditions, such as smoking (e.g., Brandon, 1994) and drinking (e. …

NURSE FACULTY WHOSE ROLE INCLUDES A RESEARCH EXPECTATION ARE INCREASINGLY ENGAGING IN INTERDISCIPLINARY RESEARCH, AND WITH GOOD REASON. The benefits abound. An interdisciplinary research team enables the investigator to gain the perspectives of multiple experts and strengthens all aspects of a study. Social and biological scientists, as well as statisticians, provide the specialized knowledge that enhances the credibility of the research. Other interdisciplinary resources exist within a research-intensive institution. Few nurse faculty consider the untapped potential of undergraduate students as collaborators. Typically, students are relegated to roles such as data collection and literature review--important roles, yet not idea-generating. Faculty pursuing R-15 (AREA) funding through NIH understand the expectation to include students in research. Yet the abilities of undergraduate students are so much greater. They can think outside the box in which so many nursing faculty and students find themselves trapped. Undergraduate students from other disciplines expand the expertise needed for quality investigation. They bring fresh ideas absorbed from faculty in their disciplines, and they generate thought-provoking questions relevant to the research that the solitary discipline strategy frequently ignores: Why? How? What is the benefit? Have you considered this approach? How can nursing faculty connect with these interdisciplinary undergraduate students? Many colleges and universities have honors programs in which undergrads must complete capstone projects. These programs are a rich source of bright, energetic young people who have an interest in the research process. The students have a requirement for a culminating experience, and nurse faculty have a responsibility to conduct research--a perfect match. Our Experience The Honors College at our institution includes a computer-based honors program (CBHP). Each semester, the CBHP director solicits faculty sponsors for student projects. Students develop contracts with their faculty sponsors and report their progress in weekly CBHP seminars. Near the end of the semester, the students present their projects to their peers and faculty. Initially, the nurse faculty member of the team hoped to test the feasibility of collecting data using personal digital assistants (PDAs). Having no technical knowledge, the researcher submitted an abstract to the CBHP director seeking assistance from students to translate the research instruments into PDA format. Two students replied immediately: one was an English literature major, and the other was from biology. Recognizing the need for a technology expert, these students located another faculty member with that strength. A team was born! The expertise of each student member of the team was varied; neither had ever been involved in health care or with research involving health. Learning about human participant protection and institutional review board ORB) requirements was their first step. Although their experience had been with computers, poetry, and viruses, these students were intensely interested in the human application of technology in health care. …

The purpose of the research documented in this thesis is to investigate how one particular approach to groupings in one primary school, commonly referred to as multi-age, enables and constrains the practices and actions of its individual teachers. This study is located in a literature that examines the potential that beliefs and belief systems offer for understanding how teachers make sense of, and respond to particular educational contexts. It will be of particular interest to the community of scholars who are investigating the uptake of curriculum innovations in the classrooms of individual practitioners. The philosophical framework underpinning multi-age schooling is significantly different from that operating within the traditional lock-step system. The conventional school organisation has the child move through a predetermined curriculum at a fixed pace, whereas multi-age classes require that teachers focus on needs-based teaching, thus adapting the curriculum to suit the individual student. As a result of this shift in emphasis, it has been common for teachers in multi-age schools to experience dilemmas caused by the dissonance between their own and the school’s assumptions about teaching, learning, knowledge and social relations. However, this clash of individuals’ beliefs and mandated practices is an under-researched area of scholarship particularly within multi-age settings, and is thus the focus of the present research. A framework based on the construct of beliefs and belief systems was used for understanding the personal and idiosyncratic nature of a teacher’s practice. Such a framework proposes that beliefs can be classified in terms of personal assumptions about self, relationships, knowledge, change and teaching and learning. These classifications, rather than being discrete dimensions acting in isolation, tend to be organised into a coherent and interdependent belief system or orientation. The notion of orientation was found to be a suitable framework within which to investigate the interplay between beliefs and practices over a two year period in one school context that is likely to provide challenges and opportunities for professional growth and development. Because the study focused upon the beliefs and practices of six teachers in a multi-age setting, elements of a qualitative approach to research were employed. The research design adopted for this study is grounded in an interpretative approach which looks for culturally derived and historically situated interpretations of the social world. Within this framework a case-study approach to research was used so as to reveal the interplay between the teachers’ beliefs and practices. The study found that the concept of orientations provides a suitable framework for understanding the personal and idiosyncratic nature of a teacher’s beliefs and practices. It was evident that beliefs about self, relationships, knowledge and change were highly significant in shaping the essential nature of teachers’ orientations. It was found that a summary label, based on these four beliefs, could be used to define the thematic nature of each teacher’s orientation. These recognisably different labels demonstrated that each teacher’s four beliefs were not just a pattern, but also a thematically defined pattern. It was also found that whilst some beliefs are thematically central other beliefs are not inherently thematic but are influenced in thematically derived ways. It was the configuration of these core/secondary beliefs that highlighted the importance of investigating belief combinations rather than discrete belief dimensions when attempting to understand the teacher as a person. It was also concluded that the teachers’ orientations in this study structured their practice in a way that was personal and internally consistent, indicating the dynamic coupling of beliefs and practices. It was clear that individual orientations, shaped by core beliefs, framed the challenges and possibilities that the multi-age ethos offered in varied and personal ways. In addition, the study found that the patterns of, and reasons for, change were complex and therefore it is unlikely that professional in-service will succeed if based on only one of the models of change proposed in the literature. The teachers in this study did not experience dilemmas as dichotomous situations but rather as complex and interrelated challenges to their whole belief system. Not all the teachers in this study approached the challenge of change in the same way. It was evident that individuals had constructed their own narrative for the need to change, and that this orientation tended to dominate the self-improvement agenda. Finally, this study demonstrated that not only the educational consequences of an innovation need to be taken into account, but also how well it is implemented in each classroom, and how compatible each teacher’s orientation is with the ethos underpinning the innovation.

Students currently enrolled in teacher education courses will have a substantial impact on education in the future. It is therefore important to investigate their motivations for entering into teacher education, their perceptions about the teaching profession, and their career aspirations. There are two main problems in Indonesian teacher education: the distribution of teachers across the nation is unequal and the quality of Indonesian teachers needs to be improved (Jalal et al., 2009; World Bank, 2010; Chang et al., 2014). The context of teacher education in Indonesia is different to teacher education in other countries. Teacher education graduates may have opportunities in both teaching and non-teaching occupations; also, cultural values, particularly religion, influence students’ decisions about whether to enter teacher education. Teaching is highly respected as a noble profession; ‘teacher’ is translated in Bahasa Indonesia as guru, a person with knowledge or expertise who is expected to set a good example to society. This study refers to the Factors Influencing Teaching Choice (FIT-Choice; Watt & Richardson, 2007) framework, which was based on the expectancy-value theory of achievement motivation (Eccles [Parsons] et al., 1983; Eccles, 2009; Wigfield & Eccles, 2000) and proposes that people’s choices, persistence and performance can be explained by their beliefs about how well they will perform an activity, and the extent to which they value it. Expectancy is defined as people’s beliefs and judgements about their capabilities to perform a task successfully. The theory states that higher expectancies for success are positively connected to a range of behaviours including achievement, choice and persistence (Eccles [Parsons] et al., 1983). Value refers to people’s beliefs about different reasons they regard a task as interesting, important or useful, for example. This study aims to validate the structure of the Factors Influencing Teaching Choice scale (FIT-Choice; Watt & Richardson, 2007), the Professional Engagement and Career Development Aspirations scale (PECDA; Watt & Richardson, 2008), and the Religious Commitment Inventory-10 (RCI-10; Worthington et al. 2003) in the Indonesian context. It also aims to compare the reasons for individuals choosing to enter into teacher education; to explore whether these individuals plan to become a teacher or not upon completion of their studies; and, to identify the main motivations and perception factors that influence their professional engagement and career development aspirations. Participants were 802 fourth-year undergraduate teacher education students at two public and two private universities in Jakarta and Yogyakarta, Indonesia (M age = 21 years, SD = 2.31, 83.16% women). Following translation, back-translation and piloting, participants completed a questionnaire adapted from the FIT-Choice scale with the following factors added to reflect potentially relevant aspects of the Indonesian setting: religious influences, second job (time for casual work), tuition fee for teacher education (cheaper), admission into teacher education (less competitive), time for teacher education studies (shorter) and media dissuasion. Questions were also adopted from PECDA scale and the RCI-10. Data analyses included Confirmatory Factor Analyses (CFAs) using AMOS 20; reliability analyses, one-way multivariate analyses of variance (MANOVAs), and correlations using SPSS 20; and two structural equation models estimated using AMOS 20. The translated instruments proved valid and reliable. From the FIT-Choice scale, social utility values (make social contribution, work with children/adolescents, and enhance social equity) were found to be the main motivations for entering into teacher education, followed by prior teaching and learning experiences and intrinsic value. Five personal utility values (religious influences, job security/career progression prospects, second job, time for family/bludging, job transferability) were also highly rated motivational factors. Most participants perceived teaching as a very demanding and difficult occupation requiring a high level of expertise. Teaching was also perceived to have high social status with a moderate salary. Media dissuasion was rated moderately high, in line with the negative portrayal of the teaching profession in the mass media. The majority of participants (81.92%) planned to become teachers after study completion, 11.72% planned to teach temporarily then switch career, 4.86% intended to pursue non-teaching occupations and 1.50% did not respond. Structural equation models to identify unique predictors for PECDA factors (planned effort, planned persistence, professional development aspirations, and leadership aspirations), revealed that participants’ interests and enjoyment in teaching, their desire to help disadvantaged youth, their religious beliefs, their perceptions about the expertise of the profession and satisfaction with teaching as a career choice positively impacted the effort future teachers planned to put into their teaching. The length of time they planned to stay in teaching was predicted by intrinsic career value, planned effort and satisfaction with choice. Professional development aspirations were predicted by intrinsic value and enhance social equity, religious beliefs, expertise and satisfaction with choice, and professional development aspirations subsequently predicted leadership aspirations. Awards: Winner of the Mollie Holman Doctoral Medal for Excellence, Faculty of Art, Design and Architecture, 2014.

The existence of a healthy society depends on the health of adolescents and youth, dynamic and joyful. One of the things that help young people grow up healthy, psychological well-being is. Psychological well-being refers to the assessment of their life. The assessment of the cognitive judgment (life satisfaction) and to evaluate the emotional (feeling and positive and negative emotions) and covers (Deiner, 2005). The model has three components to the concept of subjective well-being offer. The first component with the consent of the various aspects of life (such as employment, marriage, parenting, friendship and The life of a whole) related to aspects of cognitive psychological well-being, two other components of the structure (positive affect and Negative) dimensions that describe daily emotional experiences (Bakhshi Pour, 2005). It is said that if a person's life satisfaction and euphoria, and only occasionally experience the thrill of such as sadness and anger experience, The psychological well-being is high, and vice versa, if you are unhappy with your life, joy and little interest continuous experience negative emotions such as anger and anxiety and feels, have lower psychological well-being is (Lavassani et al., 2013). In addition to the psychological well-being, according to the academic motivation and academic success youth field can provide population growth. Motivation is defined as a set of factors that led people to the activities and objectives There, it will lead and continuation of the (Kareshki, Momeni & Ghoreshi, 2014). In the field of education, motivation is a three-dimensional phenomenon encompassing individual beliefs about the ability to perform of the reasons or puiposes for participation in the activity and emotional responses associated with it it is an activity. Experts, motivation into two main groups, namely internal and external motivation has been divided, attractive intrinsic motivation necessary to perform an activity, created while under the influence of motivation The purpose of the specific activity of an independent external flashes (Pintrich & Shonk, 1998, translation Mehmaz Shahraray, 2012). To create psychological well-being and enhance motivation in school, there are various methods and techniques. It seems one of the effective methods of treatment approaches, methods of teaching a healthy lifestyle to students (Samimi et al., 2006; Hosseini, 2012). Both positive and negative aspects of lifestyle (healthy and high-risk) is. Many studies show that people who choose a healthy lifestyle risk behaviors are less flexible. Cockerham (2004) defines healthy lifestyle: a lifestyle, collective patterns of healthy behavior choices based on people and their lives in accordance with the position. Choose any form of consumerism lifestyle includes such choices, particularly in food, clothing, appearance, car, leisure, etc shapes, while Cockerham (2004) of these cases goes beyond the decision on the food, safety belts, hygiene, brushing and is considered part of a healthy lifestyle. In other words, healthy lifestyle choices of individuals, according to the situations of life. These choices impact on health-related behaviors (Noor Mohamadi Najafabadi, & Siddiqi Arfai 2011). Therefore, it is necessary to improve the health of a society to be given a healthier lifestyle. In this context Poladfar and Ahmadi (2006) as the relationship between lifestyle management and high school teachers of psychological disorders, the results showed that there was a significant relationship between lifestyle and psychological disorders and the equation is reversed is meant to increase the level of life, reduced psychological disorders. Chen et al. (2005) conducted a study as lifestyle and its relation to quality mental health in adolescents Japan did research results showed that lifestyle as an indicator of physical health on the basis of what is generally accepted to be mental health is anticipated. In addition to physical exercise and proper nutrition is also a positive impact on the health officials also daily lifestyle such as eating breakfast or take part in regular physical exercise have a direct relationship with mental health. …

IntroductionThe intimidation (mobbing) can be experienced in any environment where there are managing and managed employees. However, it is not exactly known what the mobbing or the mobbing process is or how it is being experienced. In some cases, considering this experience as a workplace tradition brings the lack of knowledge about this matter in the forefront. It is very important for people to know that the mobbing, which causes significant losses with respect to business productivity and poor performance in the workplace, is not something usual in the working environment (Bulut, 2007).It is being observed that today the importance of human relationships gradually increases at work environments. The efficiency of the social relations in the organizations has also gained importance as much as the productivity of the employees. The communication and social relationships of the employees with each other in any organization is the most important power that sustains the organization. The managers, who understood the importance of the employees in sustaining the business life, especially in recent years, have been looking for ways to make happy the employees at work (Gokce, 2008). Valuing people in our modern management understanding where the human element gained an importance, is been done by obviously showing this. In this context, all kinds of intimidation behaviors against an individual indicate that this value is not given to employees (Yaman, 2009).It is seen that the studies made on the mobbing behaviors began in Europe and later concentrated on the other countries. The concept of mobbing in the workplace was first described by the German employment psychologist Heinz Leymann at the end of the 1980 (Tinaz, 2006). And having an increasing number in the studies related to mobbing in the recent years, indicates that this fact has reached serious extent.Mobbing is not a condition that occurs suddenly. It means a process. This process begins by targeting a certain person or persons at the workplace with injurious behaviors (Kirel, 2008). The person chosen as a target in the process of intimidation may become a person not respected and behaviors may occur which may damage the reputation of the person, selected as a target. In the process of intimidation there are hostile behaviors and unethical communication behaviors (Gokce, 2008).Is very important to notice the signs of mobbing in time and to take measures in order to create workplaces respectful to people as much as they are efficient and profitable. It is necessary to closely familiarize with the mobbing behaviors in order to be able to fight them in a right way (Baltas, 2009). In this context, we must develop a number of conditions that we can describe the behaviors or ill-treatment that the individuals face in their everyday working life as mobbing behaviors (Gungor, 2008).In this context, Leymann defined the intimidation as a sort of a psychological terror, intimidation acts, a hostile and unethical communication emerging in a systematic manner, directed by one or several persons towards another one, the reason of which can be in a wide variety from a diversity of thought and belief to jealousy and discrimination of a gender. (Tinaz, 2006). After Leymann, the researchers have used this definition by expanding it. However, there is no any definition agreed upon on all hands (Gokce, 2008).One of the most important reasons underlying these problems, the scope of which is so very common, even deeply affect the person's mental health and work productivity, no doubt, are the emotional attacks, so far unnamed, kept in secret, but known to be intensely experienced at the workplace and which could be called as intimidation acts (Uzuncarsili and Yologlu, 2007). In preventing this kind of behaviors in organizations, must be given importance to rational attitude and human resources. It is noted that the mobbing behaviors are seen lesser in organizations that apply this type of practice (Ocak, 2008). …

Several studies in high-income countries (HIC) have shown that the experience of potentially traumatic events (PTE) is associated with increased health care service use. Information on patterns of health care use and expectations by this group of individuals can be useful for providing patient-centric care and improving health system accountability and responsiveness. Despite the necessity of this work, less research has been conducted in low and lower-middle income countries (LIC; LMIC), especially in countries with a recent history of conflict, which is problematic for several reasons. Experience of PTEs, especially assaultive violence and injuries, may be higher in LICs and LMICs compared to HICs, which may lead to poor physical and mental health and increased demand for health care services. The formal health care system in LICs and LMICs, especially in those countries emerging from conflict, however, may be in a process of renewal and improvement. Many necessary health services may remain unavailable for several years during this process, accountability is often lacking, and the health system may not have the capacity to respond to health care needs. Likely stemming from this lack of formal care, many LICs and LMICs have substantial informal care markets, and most individuals view both systems as complementary, despite the complete lack of regulation and training of informal care providers compared to formal care providers. In order for the formal care system to improve accountability and responsiveness, studies that assess the relation between PTE experience and use of both informal and formal care as well as patient preferences for formal care are critical. Such studies would shed light on where individuals with PTE experience are seeking care and what they expect from formal care. I conducted three investigations in order to better understand the association between experience of PTEs and health care service use in LICs and LMICs. In chapter one, I designed a systematic review of studies published on the topic using data from LICs and LMICs. I found only two studies that met eligibility criteria and suggested several considerations that future studies make, including the use of validated scales to measure PTE experience and the importance of including informal care use in this research. In chapter two, using cross-sectional, population-based data on adults from Nimba County, Liberia, I assessed the relation between lifetime PTE experience and formal and informal care service use. Lifetime PTE experience increased both formal and informal care use and most persons who experienced PTEs likely complemented their formal use with informal use. One exception to this latter finding was a small group of individuals who used no informal care, among whom a higher number of PTEs was associated with using formal care. In chapter three, using data from a discrete choice experiment carried out on the same sample of adults from Nimba county, I found that those with increased experience of PTEs had a higher preference for a facility that offered a high quality exam, had a lower preference for respectful treatment, and a higher preference for seeing a traditional healer instead of using the facility to obtain care when sick. Most individuals with increased experience of PTEs used both the informal and formal care system to meet their health care needs. Their reliance on the informal care system may be partially explained by symptoms of psychopathology, poor physical health, easier access to medications, and dissatisfaction with the formal care system. Higher preferences for a high quality medical exam and the traditional healer compared to formal clinics among those with high PTE experience suggest that the expectations of those arguably most in need of health care may not currently be met by the formal care system. Considering that informal care providers are untrained and unregulated, they are unlikely to provide adequate health care that can decrease disease burden in the population. It is likely that use of informal care reflects inadequate formal care; the formal care system must become more responsive to the needs of those with PTEs. There are several factors related to the PTE experience - health care use relation that merit further attention as well as several improvements that the formal care system should consider. One factor is whether mental health is a central reason why those with PTEs seek informal care. Currently, formal care providers in Liberia are unable to adequately treat mental health problems, which may be one reason why individuals rely on informal care providers. Whether this is a determinant of informal care use should be assessed by future studies as, if this is the case, then any referral program in which informal providers refer patients to formal care may not prove successful. Training formal care providers in treating mental health problems should be implemented, but another aspect that merits further research is whether informal care providers like traditional healers can be trained to screen for mental health problems or provide limited counseling services for individuals prior to giving referrals to alleviate some of the burden on formal care. Another aspect of future research should compare the access, perceptions, and expectations of both care systems of those who use only formal care to those who use both. Identifying whether these individuals have better access to formal care, whether they view formal care differently, or whether they have less access to informal care may improve formal care system responsiveness. Lastly the government of Liberia should continue improving access to the nearest facility, training providers to perform better exams, and improving the quality of clinics, including increasing the availability of medications and decreasing wait times, as these changes will likely increase use of formal care services by those with PTEs as well as the larger population.

This dissertation describes young adults in China who pursue self-definition through self-help psychology, focusing especially on people studying public speaking and social skills. The dissertation engages with academic theories of autonomy and identity by showing how young adults in China discuss, practice, and promote self-definition. It also contributes to a growing social science literature on the therapeutic, cultural, and political effects of the psychological disciplines as they spread worldwide. Anthropologists have demonstrated that a range of psychological interventions aim to create autonomous, self-managing subjects; they have critiqued these interventions as depoliticizing and economically exploitative. However, autonomy is not only a political logic or a cultural ideal, but also a condition of life in mobile mass societies. This dissertation demonstrates that young college graduates in China draw on self-help psychology as a set of resources for adapting to the possibilities, dangers, and psychosocial demands of life outside of interpersonal networks. It shows that self-help psychology is teaching people in China ways to define who they are in relation to two elements of a liberal society: among strangers, and before an impersonal law. Young adults studying social skills are learning to derive a social identity by being humorous and confident, and also by asserting individual interests and ideals. However, while young adults in China are studying self-presentation skills, the dissertation argues the way in which they bind themselves to their visible personality is deeply shaped by Chinese historical, cultural, and social logics.,The dissertation draws on a year and half of participation in personal growth groups in Beijing; interviews with psychotherapists and psychology writers; collaborations with cultural activists; and a survey of self-help texts. By shifting between the perspectives of professional and self-help psychology, the chapters show how the concepts of autonomy and identity are translated between Western psychological expertise and Chinese social discourse. As young adults learn to construct an identity through voluntary association, on stage before a distant audience, and in relation to the image of a perfected self, they develop a liberal sense of being individuals in tension with a reified society. In China, psychologists who are promoting autonomy are continuing a long tradition of modernist reforms that aim to create a civil society of responsible individuals; these efforts now gain strength from experiences of mobility and fragmentation that make stranger relations normal and personal projects vital. But while social changes are teaching young people in China the power of actively crafting an identity, even exposure to Western technologies of self-definition does not make for a Western subjectivity.,Drawing on critical strands of Western and comparative philosophy, the dissertation suggests that the autonomous individual is defined by antagonism, and is subject to a temporality that stakes identity on an eternal moment. Since young adults in China are now worrying about job interviews and dates, they are anxious about fleeting social interactions; they are working to acquire confident self-presentation skills that may help them to secure a social identity. But the self is most tightly bound to its social image not by the eyes of strangers but by the gaze of a transcendent judge, by a trial that finds one either guilty or righteous. Under this gaze, which has been comparatively less central to Chinese people’s psychic economy, the individual becomes a self-justifying political actor. The psychological doctrines now entering China imply a distant law. Self-help concepts including communication, will power, positivity, intimacy, and self-esteem all invoke legalistic and confessional understandings of discourse, and a heroic, antagonistic view of personal efficacy. These terms change their meaning as they are translated into Chinese contexts.,The most revolutionary aspect of the psychological disciplines that are proliferating in China is the way in which they reinforce emerging connections between personal identity, public image, and social performance. For young adults in urban China, self-help psychology offers a set of techniques for defining oneself among strangers, for acquiring confidence and establishing an identity. As young adults in China learn to define who they are by their interests and ideals, they are beginning to develop a transcendent sense of identity, binding the self to the object in the eyes of strangers. The mask of social performance becomes a mirror, in which people hope to find themselves.

Mentoring the novice nurse researcher.

This study reports on an investigation into individuals’ experiences of spiritual leisure. Though there is a range of literature and research that examines the independent concepts of leisure and spirituality, there continues to be a lack of empirical research into the existence and experience of leisure that may be spiritual. Given that both traditional and ongoing understandings of leisure emphasise their impact on the whole of the person, this lack of attention to the spiritual dimension creates a gap in our understanding. Leisure is increasingly seen as having a role to play in human well-being. What is less well known is the role and place of spirituality in that interplay. It is recognised that a sense of spirituality can be accessed in a diversity of ways, through, for example prayer, meditation and an engagement with sacred places. The spiritual forum of leisure however, remains less acknowledged and understood despite the fact that spiritual benefits have been identified as part of leisure participation. The purpose of this study was to develop insight into the existence and nature of this relationship by exploring the phenomenon of spiritual leisure experiences. As a primary research focus, this topic is rarely directly considered. Rather it is most often raised as an anecdotal benefit of leisure, a philosophical potential for leisure, or more recently, a component of people’s spiritual and general well-being. Based on personal interest, informed by intuition and grounded in the theoretical and philosophical concepts of leisure and spirituality, this study sought to fill some gaps in our understandings of spiritual leisure experiences. Using a phenomenological approach, this descriptive, qualitative study aimed to explore the subjective meanings individuals give to experiences they refer to as spiritual leisure. Thus, 24 co-researchers were invited to share their self-defined spiritual leisure experiences, through open, unstructured interviews and reflective journaling. The leisure experiences the co-researchers described as spiritual occurred within various locations and involved multiple contexts. These included social and solo experiences, nature based or urban environments and active or passive pursuits. Reflective of what happened, the descriptions of the co-researchers revealed that spiritual leisure experiences could vary in situation, conditions, activity and contexts. The meanings behind these descriptions were also sought and three groupings of common themes were recognised: namely triggers; responses and outcomes. These structural components of spiritual leisure were interrelated in the co-researchers conscious understandings and represented a suite of feelings, thoughts, sensations and meanings embedded in the context, actions and locations of their leisure. Finally, the research included an exploration of the underlying essences of the experiences. Five interrelated essences of spiritual leisure emerged representing the phenomenon of spiritual leisure. These were: experiencing self; time and space for self; being; becoming; and belonging. Overall, the results demonstrated that experiences of leisure that were spiritual were evident for the 24 co-researchers. The experience of spiritual leisure was understood as an event that was lived physically, emotionally and affectively and while it varied in context it also shared the characteristics of providing a forum for knowing, being and becoming more of the self. In spiritual leisure, individuals found a life-space in which to discover and know aspects of themselves and to feel a sense of belonging. This study clearly identifies leisure as a valuable and edifying aspect of some people’s lives in relation to developing their spiritual self or for experiencing their spirituality. The essential themes remind us of the true potential leisure can have in people’s lives. More broadly, the study acknowledges the nature of spiritual leisure, its structural components and the value of studying the phenomenon from the perspective of the experiencing person.

Law enforcer or social worker? Exploration of the role of police in responding to persons with mental illness

本研究是一篇採用生命史敘說的方式，從事自我探究的論文，透過敘說我自己的生命經驗故事，去探索自我認同形成的歷程。故事敘說自己從小學時害怕一位有嚴重種族歧視的客家籍班導師開始，長大後排斥當老師，因緣際會進入人本教育基金會見習「什麼是好老師」，為了驗證理論進入體制內，在偏鄉擔任起國中美術代課教師，期間遇見一位師範體系的客家籍男教師，在客家老師的激勵輔導下考上國中正式教師，到最後期望自己能透過不斷的進修與教師專業成長，形塑自己成為一位具有成長潛能及擁有多方位專長的專業教師的歷程。 根據近來教師專業發展的研究指出，教師專業發展的概念必須重構 ( Goodson & Walker, 1991），過去視教師為實務（teacher as practice），現在要視教師為一個「人」（teacher as person）。也就是從「教師作為一個人」的觀點出發，不再將教師視為一個集合體，而是以教師為一個獨特的個體，有其生命經驗，有其自我認同，有其對教育、教學的概念與價值體系。於是乎教師的「聲音」和生活開始受到重視及關注，並強調教師專業認同（周淑卿，2004；張純子，2009；Evron, 2004；Goodson, 2000；Hargreaves & Goodson, 1996；Nias, 1989）。因此，研究者選擇以生命史敘說的方式對自我進行反思與探索，來理解教師專業認同形成之歷程及原因。 成為一位教師是一場永無止息的學習及不斷反思自我的歷程，在強調「教學反省」的知識取向裡，教師的向內（inward）轉變及發展，具有深刻的自主性意義。希冀透過論文書寫過程及探索回溯自我的生命經驗中，反思自己的價值觀、教學信念、態度，重組自我認同、建構自己身為教師的意義。

The idea of subjective well being has intrigued philosophers and thinkers for a very long time. Subjective well-being is an area of study which deals with understanding the complete range of well-being. Most people in surveys around the world report predominantly positive feelings (Diener & Diener, 1996). Since most people are not sad and unhappy most of the time, it is important to study positive forms of well-being rather than just the absence of well-being.Subjective wellbeingSubjective well being refers to how people evaluate their lives, and includes variables like satisfaction with life, lack of depression, stress and anxiety as well as the study of positive moods and emotions. Subjective well-being involves components like global life satisfaction, contentment with specific life domains, presence of frequent positive affect, and a relative absence of negative affect. Positive affect is generally divided into joy, elation, contentment, pride, affection, happiness and ecstasy while negative affect includes guilt, shame, sadness, anxiety, worry, anger, stress, depression, and envy. Life satisfaction includes satisfaction with current life, satisfaction with past, satisfaction with future, significant others' views of one's life etc.A person is said to have high subjective well being if she or he experiences life satisfaction and pleasant emotions, and experiences unpleasant emotions only infrequently. In contrast, a person is said to have low subjective well being if he or she is dissatisfied with life, experiences little joy, and frequently feels negative emotions.Ryan and Deci (2000) proposed that what constitutes a good life is people thinking they're living good lives. In fact, it's people's evaluation of their own lives; whether they perceive many pleasant things, engage in interesting activities and are satisfied with their life in general, that contributes to happiness (Ryan & Deci, 2000).According to Diener (1984), the field of subjective well being has several cardinal characteristics: first, it is concerned with well-being from the perspective of the respondent and hence, importance is given to the respondent's own views of his life. Second, the researcher is mainly interested in long-term levels of satisfaction and affect, though, short-term moods and emotions are also studied.Transient factors such as current mood and even current weather conditions affect judgment of life satisfaction (Schwarz & Strack, 1991). However, despite these temporary perceptions, subjective well being is moderately stable across situations (Diener & Larsen, 1984) and across the life span (Costa & McCrae, 1988; Magnus & Diener, 1991).As shown by many researchers demographic factors are often only weakly correlated with subjective well being. Campbell, Converse, and Rodgers (1976) found that all demographic factors together accounted for less than 20 percent of the variance in subjective well being. Many variables such as education, ethnic status, and age often correlate at very low levels with reports of subjective well being. However, some demographic variables do consistently predict subjective well being. For instance, married people of both sexes report more happiness than those who are never married, divorced, or separated (e.g., Lee, Seccombe, & Shehan, 1991).The personality traits of extroversion and neuroticism have been given the most theoretical and empirical attention, given that extroversion is strongly correlated with subjective well-being and neuroticism is strongly correlated with negative affect (Costa & McCrae, 1980; Watson & Clark, 1984; Diener & Lucas, 1999). According to Watson and Clark (1984), extroverts have a temperamental predisposition to experience positive affect, whereas neurotics are predisposed to experience negative affect. A study of the happiest 10% of college students showed that those found to engage in laige amounts of social activity were the happiest (Diener& Seligman, 2002). …

The purpose of this article is to explore the following questions: (1) How could Singapore develop a pattern such as welfare-unionism while concurrently maintaining an authoritarian rule? (2) What are the factors rendering the tripartite relations in Singapore so special? (3) What methods or role does the People Action Party (PAP), the ruling party, adopt in this course? (4) What are the constituent elements of the tripartite consultative mechanisms set by the PAP? As for the theoretical approach, the perspective of historical institutionalism is adopted to examine the PAP's mobilization experience as well as the forms and methods in the tripartite consultative mechanisms. It is thought that these two factors are the reasons for Singapore's virtually unique pattern.

Received: 29. 05. 2009 Accepted: 19. 06. 2009 Best practice article Abstract The aim of this paper is to present, from penological aspect, the involvement and structure of recidivism at minors with mental deficiency within the whole area of juvenile criminality in Macedonia. The research covers 62 subjects who pay the penalty in juvenile penitentiary or institutional measure directing to correctional institution for minors. Of the total number of minors who hold one of the above-mentioned sanctions, minors with lower average IQ are presented with 56.4%. The shown involvement is in penological terms (refers to minors who hold institutional measure correctional institution for minors or penalty - juvenile penitentiary) which does not mean that this category of juvenile delinquents participate in such percent in the total number of reported, accused and convicted minors. According to the research results it can be concluded that falling behind in intellectual development is an indicator for delinquent behavior but in no case it can be crucial or the most important factor for criminality. Of the total number of juvenile delinquents with intellectual deficit, 80% are repeat offenders in criminal legal sense. It is of great concern that 56% of the under average juvenile delinquents defied the law for the first time before the age of 14 years that is as children. Key words: juvenile delinquents, under average, recidivism, sanctions, criminal acts, socio-penological aspects (ProQuest: ... denotes non-US-ASCII text omitted.) Persons with Intellectual Deficiency and their Ability for Guilt Persons with intellectual deficiency do not have the capacity for proper reasoning and assessment of social manifestations and processes, that is, they cannot make an assessment of what is allowed and normal and what is forbidden and pathological (1). Favourable psychological basis for committing crimes and other offences at minors emerges from the undeveloped capability for adjustment to the environment, from the insufficiently developed consciousness for the consequences of their own behaviour, from suggestibility as well as lack of self-control and inhibitions in behaviour (2). Persons with intellectual deficiency who manifest offensive behaviour Leferens divide in four groups: the first group of delinquents with mental deficiency are characterized by rapid and short reactions that can be difficultly stopped. Second group is comprised by delinquents who commit offences with violent elements. Third group encompasses those minor offenders with intellectual deficiency who are characterized by great irritability and explosiveness as a result of which they commit the offences in anger. The last group is comprised of persons with severe mental deficiency who almost never commit criminal acts (3). Classification of Intelligence Wechsler gives one of the classifications of intelligence and the frequency of persons who belong to a certain category and it is as follows: Recently, the importance of social successfulness have been emphasised in great extent, as a criterion for evaluating intelligence (4). In terms of criminal responsibility that is capability for guilt of great interest for us are the persons who have intellectual deficiency as well as persons with borderline IQ. Borderline IQ indicates a level of intellectual development at the borderline, which divides normal i.e. average intelligence and mental retardation. Persons with borderline IQ score 70-80 IQ at standardized tests, and in some areas up to 85. This category of persons can attend regular schools, have preserved (developed) work ability, have a capacity for independent life, but most frequently do not have higher education and are not capable of highly creative and complex work tasks (5). At borderline cases there is falling behind in the intellectual development where inferiority in studying is strongly expressed. …