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China's 1 child policy causes extra pain
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FOXNEWS.COM HOME > WORLD
China's 1-child policy causes extra pain
Friday, May 16, 2008
By CHRISTOPHER BODEEN, Associated Press writer
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WUFU, China — Bi Kaiwei and his wife, Meilin, stopped having children after their daughter was born, taking to heart China's one-child policy and its slogan "Have fewer kids, live better lives."
For them and other couples who lost an only child in this week's massive earthquake, the tragedy has been doubly cruel. Robbed of their sole progeny and a hope for the future, they find it even harder to restart their shattered lives, haunted by added guilt, regret and gnawing loss.
NOTE: CHINA WAS HIT BY EARTHQUAKE LAST MAY 12,2008.
"She died before becoming even a young adult," said Bi, an intense, wiry chemical plant worker, standing beside the grave of 13-year-old Yuexing _ one of dozens sprinkled amid fields of ripened spring wheat and newly planted rice. "She never really knew what life was like."
Yuexing, a bright sixth-grader, was in school when Monday's quake struck, bringing the Fuxin No. 2 Primary School crashing down, killing her and 200 other students. Teachers had locked all but one of the school's doors during break time, parents said, leaving only a single door to escape through.
Many among the more than 22,000 people killed across central China were students in school. Nearly 6,900 classrooms collapsed, government officials said Friday, in an admission that highlighted a chronically underfunded education system especially in small towns and compounded the anger of many Chinese over the quake.
In Wufu, a farming village two hours north of the Sichuan provincial capital of Chengdu, most of the dead students were a couple's only child _ born under a policy launched in the late 1970s to limit many families to one offspring. The policy was meant to rein in China's exploding population and ensure better education and health care.
The "one-child policy" has been contentious inside China as well as out. The government says it has prevented an additional 400 million births. But critics say it has also led to forced abortions, sterilizations and a dangerously imbalanced sex ratio as local authorities pursue sometimes severe birth quotas set by Beijing and families abort girls out of a traditional preference for male heirs. The policy is law but there are exceptions.
NOTE: 1 CHILD POLICY IN CHINA IS A LAW.
Farther down the lane from where Yuexing is buried, 10 more graves were laid out, some accompanied by favorite items _ textbooks for English and music, a pencil box, a Chinese chess set. At one, grandmother threw herself to the dirt and wailed as her husband lit a handful of "spirit paper" believed to comfort the dead in the afterlife.
Another bereaved parent, Sang Jun, stood where his daughter, Rui, is buried, a simple mound of dirt beside his quake-shattered farmhouse. The house is surrounded by burned bushes _ a traditional disinfectant.
"The house is gone and the child is dead," said Sang, who wore a T-shirt and plastic sandals. His parents, both in their 70s, looked on with tears in their eyes.
Resistance by ordinary Chinese has forced Beijing to relax the policies, allowing many rural families to have a second child if the first was a girl. But in Wufu, the family planning committee seems to have prevailed on most families to stop at one child. Slogans daubed on boundary walls and houses all along the rutted country road leading to Wufu call on families to "stabilize family planning and create a brighter future."
Standing in the rubble of the school holding his daughter's ID and a posed shot taken at a local salon, Bi _ pronounced "Bee" _ said starting a new family, either by having another child or adoption, is simply imponderable.
"I'm 37 years old and my child was 13. If we were to do it again, I'd be 50 when this stage comes along," Bi said.
Parents who lose children in disasters often feel intense guilt for what they see as a failure to protect them, said psychology professor Shi Zhanbiao. Parents, he said, may also recall their past relationships with their children with regret, thinking they were too stern, did not show them sufficient love or did not interact with them enough.
"They'll think that if they just hadn't sent their children to school that day, they would have been saved," said Shi, a researcher with the Chinese Academy of Science in Beijing.
The loss is intensified for those with no other offspring to lavish with care and affection, Shi said. And in China, other, more practical concerns may also come into play because children are generally expected to care for their aging parents.
"They'll be worried about the future, because for the later part of their lives, they'll have no one to depend on," Shi said.
Bi said Yuexing was polite and smart. She had won a coveted place at the county's best high school on the recommendation of a teacher. She was a top student who got better after the family moved closer to school to reduce her commuting time, said Bi, who completed high school but failed the national university entrance exam.
In her pictures, Yuexing, whose name combined the Chinese characters for moon and star, is smiling and demure. The studio shot shows her wearing a bright yellow sweater and looking playfully over her shoulder.
Parents in Wufu said they plan to bring a formal complaint over what they say was corruption and malfeasance in construction of the school. They say officials moved the students from a group of one-story classrooms _ all of which survived the quake _ into a modern-looking, but unsafe building.
"We have nothing else, no other wish but to win justice for our children," said Sang's wife, Zhao Jing. "We put all our hopes on these kids, and this is the return we get."
Copyright 2008 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.
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Saturday, July 5, 2008
NICE GUYS FINISH LAST
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Nice guys finish last
By Kate Spicer
April 10, 2008 08:14am
Article from: The Australian
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* Businessman hires coach to learn how to act mean
* His ruthless behaviour sees him succeed at work
* Vodafone Perspectives: More business advice
THEY'RE the colleague who came in as your junior and just keeps getting promoted, despite being a complete and utter idiot.
They're the highly caffeinated female boss who manages her team like a Serbian warlord, but thinks of herself as a really sweet person.
They're the overly confident, sports-car-driving guy who has had sex with all the women and mocks all the men.
In case you hadn't noticed, "assholes'', as Americans call them, are everywhere and, what's more, they're doing really well.
Ruined by niceness
The first line of Marty Kihns book, A$$hole: How I Got Rich and Happy by Not Giving a Shit About You, is: "I was the nicest guy in the world and it was killing me.''
NOTE: KIHN IS A WELL KNOWN AUTHOR.
Blogs Blog: Do nice guys finish last?
Related story Newsletter: Latest Business Sense to your inbox
His wife, colleagues, boss and neighbour, the staff in his local coffee shop, the people he bumped into in parks, even his dog and cat - everyone was taking the P, says Mr Kihn, who works for a marketing company.
The final straw came when his boss told him that, unless he started playing hardball, they were going to demote him to a less aggressive part of the organisation - the humiliatingly termed "soft track'' - and upgrade a colleague Mr Kihn calls The Nemesis to a window office.
Philosopher Jung says everyone has an opposite they want to be, a shadow self. In Mr Kihn's case, that opposite was an asshole. He decided to turn himself into one - and, in telling his story, he describes exactly how you can do it, too.
Turn that smile upside down
For all the humour in his mission, the truth is, it really worked. By finding the balls to act like an asshole, he crushes The Nemesis, gets a promotion, then nets a bundle of cash, and a second home into the bargain, by selling the book to Hollywood for a six-figure sum - all this despite clearly being a big pussycat.
"In corporate America,'' he says, "if you are ambitious, or if you just want to go for the big money, it
more than helps to be an asshole.''
Mr Kihn built a serious team - acting coach, life coach and both personal and dog trainer - to help master the art of assholism.
"You've got to try on a character for size,'' he says. "The acting coach had me dress up in a bear suit, stand on Broadway and have people stare at me to remove self-consciousness.''
This was just the start. He also stood in a mall, giving a dollar to anybody who would insult him, to try to stop caring what people thought.
He practised aggressive sports such as boxing. He repeated asshole mantras and affirmations: "Clear your mind of all nice, helpful, self-defeating thoughts and replace them with mean, selfish, ass-kicking patterns.''
Don't pray to God, pray to a higher power in you, wishing every ill, including bad haircuts, on all your adversaries. The use of eye contact is also important.
"If you stare at people hard enough, you can make them walk backwards,'' he says.
"I studied Al Pacino's body language in Scarface: no smiling, his eye contact is constant. He doesn't blink - Pacino's eyeballs must have felt like sandpaper.''
NOTE: PACINO IS A HOLLYWOOD ACTOR WHO PLAYS ' ASSHOLE' ROLES IN HIS MOVIES.
An asshole never listens to anybody. Tony Montana from Scarface, and The Nemesis from work, were his key role models.
"A true asshole is someone who lacks empathy and has clear goals,'' Mr Kihn says. "Someone who unthinkingly takes credit for another person's actions.''
He found inspiration everywhere he looked. He reels off some assholes: Donald Trump, former New York mayor Rudy Giuliani, Martha Stewart, David Letterman.
And Hollywood clearly is not short of assholes. "God, no,'' he says. "Nicole Kidman. I've been around her, observed her. I've never seen anybody with a more powerful sense of self.''
Experts agree
Chris Jackson, business psychology professor at the Australian School of Business, agreed being mean and ruthless at work sometimes had benefits, but warned they often didn't last.
"When you behave badly and negotiate hard and you treat people poorly, you're likely to get other people's resources," Mr Jackson said.
"So there's definitely a short-term benefit."
But when it comes to needing someone to do something for you, you're going to find it very difficult to persuade them, he said.
"You'll probably have to continue to be coercive, which only builds up more resistance and negativity and encourages people to leave.
"So instead of acquiring a network of colleagues who work together to solve problems, you acquire a network of people who are resistant to you and will try to bring you down."
Be a role model
Inspiring people through good leadership, acting as a role model or by encouraging them to have your goals and values will leave workers more motivated to achieve what you want them to achieve, Mr Jackson said.
"But I want to make it clear that assertiveness and authority aren't necessarily bad characteristics," he said.
"Just because you know what you're talking about and negotiating strongly doesn't make you an asshole."
Read full interview with Marty Kihns at The Australian.
- Additional reporting by staff writers
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Angry man / File
Think mean ... the only way to get ahead at work - and in life - is to be a bastard, according to a businessman.
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Latest Comments:
I have given up my hope of "what goes around comes around", the nasty behaviour of others probably will never be punished or given in kind to them. I used to believe in Kama, "You get what you give, ... eventually". I am tired of being nice, but I wont be a complete AHole, just consider myself before others .......
Posted by: Jim of null 2:06pm April 14, 2008
the draconian style of leadership achieves very little in the long term..a participating leader creates greater respect and encourages the best out of all....however you are correct the weaker softer approach does let everyone p.. on you..money power isnt everything in life..do unto others etc
Posted by: alan anderson 10:10am April 14, 2008
When I started working my parents said to me that I am there to work, not to be popular or liked, and to ignore all the intrigue/politics and arseholes that pervade the workplace. Respect others and let your work speak for itself, then all will be good. However there was one guy who kept calling for me like I was a dog, and treated me like one. Ppl kept going to me saying they wouldn't cop that if they were me. I went up to him saying I was offended but he shrugged it off. The next time he did it I put him on report, but he wasn't fazed. The third time was in the car park all alone as I was going home. He pushed me up against a wall and did what bullies do because he found out that I actually reported him. Too bad for him there was a security camera watching our every move in the car park! Let's just say he found out being an arsehole didn't pay after all!:D
Posted by: Oldie of Sydney 1:09am April 14, 2008
It doesn't work. Id tried being as asshole at work but it got me fired. So now Im just an Caring Understanding Nice Type.
Posted by: Converted Asshole 10:40am April 13, 2008
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STUDENTS SUFFER HIGH DEPRESSION RATES
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Students suffer high depression rates
June 02, 2008 01:30am
Article from: AAP
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MORE than 20 per cent of female HSC students have severe depression and suffer from stress, while 30 per cent show symptoms of acute anxiety, new figures reveal.
An alarming number of year 12 students are breaking down in psychological distress in their final year of school as they prepare to sit their final exams, News Limited reports.
More than 11 per cent of year 12 boys are seriously anxious, 18.3 per cent are stressed and 15 per cent acknowledge they are depressed, new research by Flinders University School of Psychology shows.
Students exhibit a range of symptoms such as awareness of their heart activity when at rest, trembling hands, panic, lack of motivation and even feeling that their life is meaningless.
Researchers have separated out the impact of exams on students' psychological health.
More than 53 per cent of male students and more than 60 per cent of female students attribute most of their stress to final year exams.
Dr Julie Robinson from the Flinders School of Psychology said researchers found a ``significant number of boys and girls'' had levels of stress, anxiety and depression - far more in the HSC year than in year 11.
NOTE: ROBINSON IS A WELL RESPECTED PROFESSOR IN FLINDERS SCHOOL OF PSYCHOLOGY.
"These are alarming numbers... some young people have six times the range of clinical stress that you would expect,'' she said.
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Thursday, July 3, 2008
MENTAL TRAUMA RAMPANT AFTER CHINA EARTHQUAKE
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FOXNEWS.COM HOME > WORLD
Mental trauma rampant after China earthquake
Tuesday, May 27, 2008
By AUDRA ANG, Associated Press Writer
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DEYANG, China — Liu Yisi sits on a hospital bed, reading a comic book. His nose is bruised, swollen and cut, and his left arm is heavily bandaged.
NOTE: CHINA WAS HIT BY AN EARTHQUAKE LAST MAY 12, 2008.
While his physical injuries from China's May 12 earthquake are healing, mental trauma has made the 13-year-old withdraw into mostly silence.
Li Fuhong, a psychology professor who voluntarily drove nearly 200 miles to the disaster zone, speaks softly to Liu. He coaxes the boy to tell him what happened when he escaped the ruins of his school in the city of Mianzhu and makes him repeat these words: "The bad events are over. The future will be better. I need to be strong."
NOTE: LI FUHONG IS A WELL RESPECTED PSYCHOLOGY PROFESSOR IN CHINA.
The teenager is lucky to be getting help. Across central China's disaster zone, many other such victims with mental trauma are going untreated because health services are already strained.
Hospitals and clinics were destroyed along with so much else across Sichuan province in the quake, leaving acute shortages of staff and facilities. In the immediate aftermath, medical services have focused on treating crushed and broken bones, amputated limbs and on preventing disease outbreaks.
Experts warn that mental trauma could be a hidden toll for many survivors.
The government says the quake may have killed more than 80,000 people, leaving many more to deal with the deaths of loved ones. Millions have had their homes shattered and their lives thrown into turmoil. No government estimate of people needing psychological help has been released, although the state-run Legal Daily newspaper quoted an expert as saying they could number as high as 600,000.
Teams of psychologists, psychiatrists and volunteer counselors like Li Fuhong have gone to the hardest-hit areas, where mental health professionals have been swamped.
"China has been struggling to help thousands of people distressed and traumatized in the unprecedented earthquake that ravaged many parts of Sichuan," the official Xinhua News Agency said last week. "Many volunteers and experts have rushed to quake zones but psychologists are still in great demand."
In the past, there has been a social stigma attached to mental illness in China. Increasingly fast-paced _ and stressful _ lifestyles stemming from two decades of economic success have forced a greater awareness of the problem.
Xinhua reported last year that there were 16 million mental patients in the country but services at the grass roots level were still lacking, and public awareness was minimal. Health officials have said that by of the end of 2006, there were only 1,124 mental institutions, with 146,000 beds and 19,000 psychiatrists or assistant psychiatrists.
Hospitals left standing by the quake have been overrun with serious injuries. The government has rushed more than 10,000 doctors or nurses to the area and a dozen field hospitals have been erected, Health Ministry spokesman Sun Jiahai said Tuesday in Beijing.
Signs of mental and emotional strain are widespread.
Relatives, weeping inconsolably, fall to the ground in front of plastic-wrapped bodies of sons and daughters killed in a school collapse in Hanwang. In the town of Beichuan, so badly damaged that it has been abandoned, villagers stare blankly in shock at what used to be their homes. Some talk with gratitude about having escaped with their lives _ only to dissolve into tears.
Metin Basoglu, head of trauma studies at London's Institute of Psychiatry at King's College and the director of the Istanbul Center for Behavior Research and Therapy in Turkey, said 80 percent of the survivors could be expected to suffer short-term effects of post-traumatic stress disorder, a condition that can develop after a person is exposed to a terrifying event in which physical harm has either occurred or was threatened.
Half will have longer-term problems, which include obsession with the trauma, nightmares, flashbacks, emotional numbing, loss of interest in life, irritability, memory problems and hyper-vigilance _ a state of constant alertness.
"Fear is the most serious problem," Basoglu said. "Many people will find that their fear of earthquakes interferes with their everyday activities," including sleeping, bathing _ even walking into a building.
In the Deyang City No. 1 People's Hospital, the scene was chaotic last week as doctors and nurses rushed from one injured person to the next as they lay on beds cramming hallways and in tents on the hospital grounds. Away from the hubbub, Li _ the counselor from Southwest University in Chongqing _ talked quietly with the teenager, Liu.
Liu's mother, Zhao Xiaoxia, said the normally outgoing teen barely ate in the days after the disaster, and could not fall sleep unless she was holding his hand.
But the therapy by Li seems to be working.
"Now," Zhao said with a broad smile, "he wants fried chicken."
In another sign that health care professionals will not reach everybody in need right away, the Ministry of Health has issued a handout of guidelines on how to help survivors, rescue workers and volunteers who have experienced the carnage. Blue flyers circulated by Sichuan health authorities offer concern and compassion from the ruling Communist Party.
"When we're facing a disaster, the first thing we want to do is to continue living," it said. "That's the only way we can fight the disaster."
To make up for the shortage of counselors, doctors are encouraging survivors to look after each other, trying to create support systems in quake-shattered communities.
In Shifang, a town surrounded by rice fields where two chemical plants collapsed and buried more than 600 people, a steady stream of people visited three tables lined with medicines and staffed by doctors from the Taiwan-based Buddhist Compassion Relief Tzu-Chi Foundation.
"It's different from America here. Social and familial support is strong and it makes people feel better, safer," said Chien Sou Hsin of the foundation. "It's a special thing."
China is officially atheist, and there were no signs apparent that people were taking solace in religious counseling.
Basoglu, the trauma expert, and his colleagues have developed a method for dealing with large numbers of survivors from disasters _ work that grew from his experience after two quakes killed 19,000 people in Turkey in 1999. The method encourages victims to confront their fears and the simple message can be delivered through pamphlets, television or radio.
"Once they overcome their fear, all other PTSD and depression symptoms disappear," he said.
For some, recovery seems far away.
The nights have been the hardest for retired soldier Luo Tiangui. He flails violently in his hospital bed, eyes unblinking and shouting incoherently. "I am a bad person," he says, over and over.
Luo, 57, was buried in his house but survived with a broken thigh and fractured ribs. His mental state is more fragile.
Lying shirtless and sweating, Luo stared at the ceiling, murmuring "It's on fire, it's on fire" _ one of the many hallucinations his family says he's been suffering.
Doctors said Luo has suffered a great fright, and he's being given drugs to help him sleep. They have told his family they should share happy moments with him in the hope that it helps.
At his bedside, Luo's wife, Wei Yunqun, and 21-year-old daughter, Luo Cui, stroke his hands, which did not stop trembling. The TV above his bed is kept off so he isn't bombarded with news from the quake.
"It's too hard to bear," said Wei, 54, her eyes filling with tears as she looked at her husband, a former construction worker and furniture-maker.
"There was never anything wrong with his mind," Cui said.
Copyright 2008 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.
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Wednesday, July 2, 2008
VIDEO INSIGHT INTO BABIES' MINDS
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Last Updated: Sunday, 24 July, 2005, 09:31 GMT 10:31 UK
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Video insight into babies' minds
Clip from video on facial expression
Not rude, but research: babies will be tested for their reaction
Babies as young as three weeks will be shown videos by psychology researchers trying to find out how they understand other people.
The Cardiff University team are looking for up to 80 infants for the private screenings to discover how early in life children learn to imitate adults.
The babies' response will be filmed to a clip of an adult pulling faces.
Dr Mary Fagan at the School of Psychology said: "We still have a lot to learn about this younger age."
NOTE: FAGAN IS A WELL RESPECTED PROFESSOR IN THE FIELD OF PSYCHOLOGY.
The researchers are looking for infants aged no more than five weeks old.
She said: "We are very interested in how imitation begins and develops. It has already been documented that babies begin to imitate within a few hours of birth.
"Imitation is firmly established in older children.
"What we're interested in is whether or not they are imitating the faces that the adults are making and also under what conditions they imitate."
She said previous similar studies had used a live face, with someone poking their head through a hole cut out of a curtain.
Mother and baby
Each film has an audience of two - a mother and her child
The video screening ensures every child is exposed to the same stimuli of images and sounds.
"We want to see if the children will continue to imitate... this two-dimensional role, and (the video) is a way for us to ensure they see exactly the same face in exactly the same way."
Every baby receives a T-shirt for lending their time.
Cardiff mother Klara Wagg took her four-month-old daughter Daisy to the study in its pilot stage. Daisy sat on her lap while the video was screened in a darkened corner of a room.
NOTE: KLARA WAGG IS A MOTHER WHO SUPPORTS THE PROGRAM.
"The researcher was sticking her tongue out. She did sort of smile and opened her mouth. She was very interested in the screen and the lady.
"I was able to see what observations that they had seen, so it was quite nice to see what the reactions were."
The study is part of the psychology school's project involving children from birth to 24 months to discover how babies come to understand the minds of other people.
Toddlers aged 14-18 months are studied for use of toys and their ability to say which toy they want, while 18-36-month-olds are studied for emotional contact with an adult during a reading session.
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03 Jul 05 | Wales
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16 Aug 04 | Wales
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Tuesday, July 1, 2008
' In - shock ' over A- level results
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Last Updated: Thursday, 17 August 2006, 15:36 GMT 16:36 UK
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'In shock' over A-level results
Paul Mathias
Paul is looking forward to celebrating his results
A-level results set record high
As pupils across Wales collect A-level results, Paul Mathias, of Fitzalan High School, Cardiff, describes the tension and excitement.
NOTE: PAUL MATHIAS IS ONE BRIGHT STUDENT IN HIGH SCHOOL.
I have just received my A- level results and am still in shock.
I took A-levels in business studies and psychology in school; and law and ICT (information and communication technology) in college.
I needed to meet an offer of AAB to get into Bristol University to study law and was lucky enough to get AAAA.
It has been such a relief to get this morning out of the way; you do everything you can to take your mind off things leading up to the big day.
Waiting for the results of two years' hard work to be laid out on a piece of paper is quite scary; having people in the media constantly saying that A-levels are getting easier doesn't exactly help your confidence either.
NOTE: STUDENTS ARE NOT FREE FROM STRESS AND TENSION.
We were all nervous, especially as some of us had to open our envelopes in front of TV cameras
I know that I can only sit the papers that are put in front of me and do my best.
Receiving my results has taken such a load off my mind; I can begin to prepare for university life and the time ahead of me knowing where it is I'll be going and not having to worry about whether I'll get the right grades.
In the exam period you have to try to put the rest of your life on hold, and it's amazing to know that all the sacrifice and effort you made was worth it.
I'm delighted and so grateful to everyone around. My family and friends have been behind me all the way and it feels great to make them all proud.
Daunting
My school teachers and college lecturers have my sincere thanks for their hard graft, in particular my ICT lecturer Maura Capone, who gave up countless hours of her own time to ensure our evening class of three students was given a fair chance of even passing.
My friends have all done really well, and it's a great feeling to see them all happy and excited about the future.
We were all nervous, especially as some of us had to open our envelopes in front of TV cameras.
The prospect of reading a really important piece of paper out in front of potentially thousands of people was so daunting; in the end I was probably more nervous about being filmed than about actually receiving the results.
The best part of it all now is that all that's left to do is celebrate.
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UK SCHOOL EXAM RESULTS 2006
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SCHOOL PSYCHOLOGY
School psychology
From Wikipedia, the free encyclopedia
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Alfred Binet developed the first norm-referenced standardized intelligence test to help make educational placement decisions for children.
Alfred Binet developed the first norm-referenced standardized intelligence test to help make educational placement decisions for children.
NOTE: PSYCHOLOGY SCHOOL COVERS A WIDE SCOPE.
School Psychology is a field that applies principles of clinical psychology and educational psychology to the diagnosis and treatment of children's and adolescents' behavioral and learning problems. School psychologists are educated in psychology, education, child and adolescent development, child and adolescent psychopathology, learning theories, family and parenting practices, and personality theories. They are knowledgeable about effective instruction and effective schools. They are trained to carry out psychological and psychoeducational assessment, psychotherapy, and consultation, and in the ethical, legal and administrative codes of their profession.
Contents
[hide]
* 1 Historical highlights
* 2 Education
* 3 Certification and licensure in the United States
* 4 School psychology services
* 5 Employment prospects in school psychology
* 6 Journals and other publications related to school psychology
* 7 References
* 8 See also
* 9 External links
[edit] Historical highlights
Psychology
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Lightner Witmer, often called the 'father of school psychology' (Fagan, 1996), opened the first psychology clinic in the U.S. in 1896 at the University of Pennsylvania. Witmer's clinic provided services that combined educational and clinical interventions. Clinic staff treated children with psychoeducational difficulties by working directly with the children at the clinic, and also by consulting with educators at local schools (Fagan, 1996). The first person to hold the title 'school psychologist', however, was Arnold Gesell (Fagan, 2000).
The profession of school psychology in the U.S. grew tremendously following the passing of laws mandating compulsory schooling for children in the early 20th century. These laws led to a spurt in the number of children with physical and mental problems in schools who previously would have not attended school, and educators struggled to serve them. At that time, students who were very atypical were usually educated in separate facilities, and the need arose for experts to assist in this educational segregation. At around the same time, advances were made in educational measurement and test construction, leading to the development of standardized tests such as the Simon-Binet IQ test in France. Binet's test was brought to the United States in the early 1900s and was standardized in 1916 by Lewis Terman of Stanford University; today it is the Stanford-Binet Intelligence Scales (5th ed.). The primary role of school psychologists at that time was administering and interpreting standardized tests. Consulting with teachers and parents about children's learning, emotional, and behavioral difficulties and designing treatments were minor parts of their professional role (Merrell, 2006).
NOTE: HISTORY OF THE SCHOOL OF PSYCHOLOGY IS IMPORTANT TO STUDY.
Prior to World War II, the practice of psychology was not formally divided into clinical, counseling, school, and other divisions, as it is today. However, the large number of soldiers returning home from the war led to the appearance of Veterans Administration hospitals to serve them, and to the growth and eventual medicalization of clinical psychology through its interactions with psychiatry. School psychology, however, retained its emphasis on psychoeducational issues (Merrell, 2006). Division 16 (School Psychology) of the American Psychological Association was formed [1] in 1945, and it represents the speciality of school psychology as a doctoral-level field within health service psychology. The majority of school psychologists, however, particularly those employed in schools, possess master's degrees or education specialist degrees. The National Association of School Psychologists[2] was founded in 1969. It represents all school psychologists and is the largest and most influential professional school psychology organization. There are also 52 state school psychology organizations.
In 1975, the landmark federal Education of All Handicapped Children Act (EHA) required that states provide free and appropriate public education of all individuals from 3 to 21 years of age. This act required that all children attend school, including children who previously might not have received public education due to their physical, emotional, or intellectual disabilities. Moreover, this act mandated that children should be educated in the least restricted environment appropriate for them (that is, in the regular education classroom, together with their typically-developing peers). These principles were reaffirmed and strengthened in the Individuals with Disabilities Education Act (IDEA), and Individuals with Disabilities Education Improvement Act (IDEIA). Hence, in the U.S. the profession of school psychology flourished as these students needed additional support to be successful in the regular school setting (Merrell, 2006).
[edit] Education
Unlike clinical psychology and counseling psychology, which are doctoral-only fields, school psychology includes individuals with Master's (M.A., M.S., M.Ed.), Educational Specialist (Ed.S.), and doctoral (Ph.D., Psy.D. or Ed.D) degrees. Whereas in the past the Master's degree was considered appropriate for practice in schools, the National Association of School Psychologists currently recognizes the 60 credit hour Ed.S. as the most appropriate level of training needed for entry-level school-based practice. According to the NASP Research Committee (NASP Research Committee, 2007), in 2004-05, 33% of school psychologists possessed Master's degrees, 35% the Educational Specialist (Ed.S.) degree, and 32% doctoral (Ph.D., Psy.D., or Ed.D.) degrees.
Most school psychology training programs are housed in university schools of education. School psychology programs require courses, practica, and internships that cover the domains of (1) data-based decision-making and accountability; (2) consultation and collaboration; (3) effective instruction and development of cognitive/academic skills; (4) socialization and development of life skills; (5) student diversity in development and learning; (6) school and systems organization, policy development, and climate; (7) prevention, crisis intervention, and mental health; (8) home/school/community collaboration; (9) research and program evaluation; (10) school psychology practice and development; and (11) information technology (NASP Standards for Training and Field Placement, 2007). Specialist-level training typically requires 3-4 years of graduate training including a 9-month (1200 hour) internship in a school setting. Doctoral-level training programs typically require 5-7 years of graduate training including a 12-month internship (1500+ hours), which may be in a school or other (e.g., medical) setting. Doctoral level training differs from specialist-level training in that it requires students to take more coursework in core psychology and professional psychology. In addition, doctoral programs typically require students to learn more advanced statistics, to be involved in research endeavors, and to complete a doctoral dissertation constituting original research (APA Committee on Accreditation, 2008; Fagan, 2000).
Doctoral training programs may be approved by NASP and/or accredited by the American Psychological Association. In 2007, approximately 125 programs were approved by NASP, and 58 programs were accredited by APA. Another 11 APA-accredited programs were combined (clinical/counseling/school, clinical/school, or counseling/school) programs (American Psychological Association, 2007). A list of school psychology graduate programs at all levels across the U.S. can be found at the University of California Berkeley's website [3].
[edit] Certification and licensure in the United States
School psychologists are eligible for certification by their respective states' departments of education to practice psychology in schools. NASP also offers an optional national credential, the National Certificate in School Psychology (NCSP) [4] for school psychologists with specialist or doctoral-level degrees who have passed the Praxis-II Exam, a standardized test administered several times each year by the Educational Testing Service. The NCSP credential facilitates professional mobility from one state to another.
School psychologists with doctoral degrees are also eligible for licensure as health service psychologists by their states' psychology licensing boards, in which case they may practice in a wide variety of settings (e.g., as pediatric psychologists) (Merrell, 2006). Additionally, they may pursue board certification through the American Board of Professional Psychology (ABPP, n.d.).
[edit] School psychology services
School psychologists are experts in both psychology and education. School psychologists address the educational, emotional, social, and behavioral challenges that many children, youth, and young adults experience. They apply their understanding of human development, psychopathology, the impact of culture, learning theory, the principles of effective instruction and effective schools, and the impact of parent and family functioning on children to serve learners and their families. As noted by the National Association of School Psychologists (NASP, 2007) and the American Psychological Association (APA, 2007), school psychologists adhere to the scientist-practitioner framework and make decisions based on empirical research.
Although school psychologists understand that schools are important in the lives of young people, not all school psychologists are employed in schools. Many school psychologists, particularly those with doctoral degrees, practice in other settings, including clinics, hospitals, forensic settings, correctional facilities, universities, and independent practice (ABPP, n.d.).
In many states school psychologists with terminal Master's or Education Specialist degrees are limited to employment in school settings. School psychologists employed in schools conduct psychological and educational assessments, provide interventions, and develop and present prevention programs for individuals from birth to age 21. They consult with teachers, other school personnel, physicians, and other professionals about students and are actively involved in district and school crisis intervention teams. They also may provide professional development to teachers and other school personnel on topics such as positive behavior intervention plans and AD/HD and carry out individual, group, and family counseling.
[edit] Employment prospects in school psychology
The job prospects in school psychology in the U.S. are excellent. The U.S. Department of Labor cites employment opportunities in school psychology at both the specialist and doctoral levels as among the best across all fields of psychology (U.S. Dept. of Labor, 2006-07).
According to the NASP Research Committee (2007), 74% of school psychologists are female with an average age of 46. In 2004-05, average earnings for school practitioners ranged from $56,262 for those with a 180-day annual contract to $68,764 for school psychologists with a 220-day contract.
[edit] Journals and other publications related to school psychology
Journal of Psychoeducational Assessment
Journal of School Psychology
NASP Communiqué
Psychology in the Schools
School Psychology Forum: Research in Practice
School Psychology International
School Psychology Quarterly
School Psychology Review
The School Psychologist
[edit] References
* American Board of Professional Psychology (n.d.). Specialty certification in school psychology. Brochure retrieved on January 31, 2008 from http://www.abpp.org/.
* American Psychological Association (2007). Accredited internship and postdoctoral programs for training in psychology: 2007. American Psychologist, Vol 62(9), Dec 2007. pp. 1016-1040.
* American Psychological Association Commission for the Recognition of Specialties and Proficiencies in Professional Psychology (n.d.). Archival description of school psychology. Retrieved on December 29, 2007 from http://www.apa.org/crsppp/schpsych.html.
* Committee on Accreditation (January 1, 2008). Guidelines and principles for accreditation of programs in professional psychology. Washington D.C.: APA. Retrieved on June 6, 2007 from, http://www.apa.org/ed/accreditation/coalist.html.
* Fagan, T. K. (1996). Witmer's contributions to school psychological services. American Psychologist, 51.
* Fagan, T. K. & Wise, P. S. (2000). School Psychology: Past, present, and future, (2nd ed.). Bethesda, MD: National Association of School Psychologists.
* Merrell, K. W., Ervin, R. A., & Gimpel, G. A. (2006). School psychology for the 21st century. NY: Guilford.
* National Association of School Psychologists (July 15, 2000). Standards for Training and Field Placement Programs in School Psychology / Standards for the Credentialing of School Psychologists. http://www.nasponline.org/standards/index.aspx.
* National Association of School Psychologists (2007). A Career in School Psychology: Selecting a Master's, Specialist, or Doctoral Degree Program That Meets Your Needs. Bethesda, MD: NASP. Retrieved on June 4, 2007 from http://www.nasponline.org/students/degreefactsheet.pdf.
* National Association of School Psychologists Research Committee (2007). Demographics of the profession of school psychology. Retrieved on December 29, 2007 from http://education.ucsb.edu/netshare/cdspp/midwinter.html.
* United States Department of Labor Occupational Outlook Handbook (OOH), 2006-2007 Edition. http://www.bls.gov/oco/ocos056.htm.
[edit] See also
* Educational Psychology
* School Counselor
* School Social Worker
* Special Education
[edit] External links
The references in this article would be clearer with a different or consistent style of citation, footnoting, or external linking.
* American Psychological Association
o Division 16-School Psychology
o The Standards for Educational and Psychological Testing
* International School Psychology Association
* National Association of School Psychologists
* School-Psychologist.com
* School Psychology Resources
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