Volume 1, Issue 1, 2011

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Developing skills to differentiated instruction in preservice teachers
Slapac, A. & Catapano, S. Pages 11-31
Language: English
Subject(s): Psychology
Issue: I - 1/2011
Page Range: 11-31
No. of Pages: 21
Keywords: differentiated instruction; community-based model; preservice teachers

This pilot study analyzes the development of differentiation skills in preservice teachers enrolled in a community-based model of teacher education in the United States. The study analyzes teacher narratives collected from ten preservice teachers during their last year of a community-based model of teacher education. Teacher narratives were analyzed to determine how they differentiated instruction for culturally diverse learners. Four of the preservice teachers were followed into their first year of teaching to determine if their strategies for differentiating instruction changed. Findings indicate that preservice teachers apply instructional strategies to the entire group, rarely taking into consideration individual learners’ needs. However, when preservice teachers became classroom teachers, they reported that they do consider individual learners’ needs when making instructional decisions and include higher-levels of differentiated instruction in their daily practice. Download full article

Targeted instruction for preservice teachers: Developing higher order thinking skills with online discussions
Schwartz, J. & Szabo, Zs
. Pages 32-51

The purpose of this study was to develop higher order reflective thinking skills and application abilities in preservice teachers, through the use of online asynchronous discussions based on tasks that involve analyzing examples of teachers’ in-class activity. Participants in the study were 46 preservice teacher education students at a small university in the state of Hawaii, US. Results show that teaching about Bloom’s taxonomy and using reflective writing to analyze case studies, resulted in higher order thinking levels as demonstrated in asynchronous online discussions. Quantitative and qualitative analyses are presented along with implications for teaching and learning. Download full article

The ethical discourse between relativism, universalism and globalization.
Cioară, I. Pages 52-62
The article evaluates the stage where ethical reflection got to as a consequence of the relativism-universalism dispute. The suppositions, arguments and counterarguments of the two modalities for conceiving morality are analysed. Global ethics is interpreted as a try for solving these endless controversies, a try for attenuating the tension created by the existence of an impressive variety of ethical conceptions in the conditions where as a consequence of globalization the necessity for generalising the moral is exacerbated. Download full article

Boredom and the illusions of postmodern psychotherapies
Pătroc, D. & Perţe, A. Pages 63-75
Language: English
Subject(s): Psychology
Issue: I - 1/2011
Page Range: 63-75
No. of Pages: 13
Keywords: boredom; postmodernism; collaborative; narrative
In the last decades several new kinds of understanding and practicing psychotherapy have been labeled by their proponents and supporters as “postmodern”. The present paper tries to show that none of these can place themselves legitimately under the umbrella of postmodernism since none of them go all the way in breaking up the psychological tradition of modernity. Even more, we try to show that the roots of the frantic search for new names and new methods in psychology is nothing more than the effect of the enormous popularity gained by this field of study in the last century and, hence, of the boredom it got to generate for most of those involved in it. Download full article

Temporal experience and the components of aggression
Roşeanu, G. Pages 76-87
Language: English
Subject(s): Psychology
Issue: I - 1/2011
Page Range: 76-87
No. of Pages: 12
Keywords: temporal experience; physical aggression; verbal aggression; hostility; anger
In this research we investigated the relationship between the components of temporal experience and the elements of aggression identified by Buss and Perry (1992). Furthermore, we hypothesized that the temporal variables will constitute predictors for the aggression variables. Thus we construed regression models in order to investigate the magnitude of influence of the temporal variables on the aggression ones. A sample of 147 individuals, 72 males and 75 females participated in the study. The obtained results indicated that specific temporal elements influenced each of the four aggression components. Download full article

The investigation of negative causal attributions and their relation with the social support for the cancer patients: A test of the helplessness theory
Marian, M. & al. Pages 88-105
The paper addresses the issue of causal attributions in the evolution of depression. We suggest an investigation of the negative causal attributions and their relation with the social support, solitude, self-esteem and satisfaction with life, in the presence of psychiatric comorbidity for cancer patients. Several predictor variables were accounted for in a multifactor design in which the criterion variable was the level of depression. The study contributes to the enhancement and application of learned helplessness theory in psycho-oncology and offers an inside view of the psychopathological mechanisms involved during the onset of the illness. Along the study we prove that the negative attributional patterns are activated in advanced stages of the disease hypothetically due to the perception of the lack of control on the disease; there is the possibility that, at latent level, the cognitive schema of helplessness to have once existed and to be activated together with the evolution of the disease. Download full article
Special issue
21st Workshop on Aggression, November 18-19, 2016 JPER - 2017, 25 (1a) Supplement