Um capítulo esquecido na história da psicologia? sexualidades desviantes, psicopatologia e normalidade / A forgotten chapter in the history of psychology? deviant sexualities, psychopathology, and normality / ¿Un capítulo olvidado en la historia de la psicología? sexualidades desviadas, psicopatología y normalidad

Este artigo tem como objetivo produzir uma análise histórica sobre as intersecções entre Psicologia e sexualidade desviantes da norma no Brasil, de fins do século XIX a meados da década de 1980. Esta temporalidade foi escolhida por abarcar o surgimento das pesquisas científicas sobre sexualidade e desvios sexuais, a consolidação dos estudos psicológicos sobre a temática e o processo mais recente de despatologização da homossexualidade. Em termos teóricos e metodológicos, foram adotados os pressupostos da História Social da Psicologia e da historiografia das homossexualidades no Brasil. Desse modo, buscou-se compreender como as ideias, concepções e práticas psicológicas foram mudando ao longo do tempo, em conexão com as transformações socioculturais e políticas que ocorreram durante o século XX. Para isto, foram utilizadas fontes primárias e secundárias de pesquisa com vistas à produção de interpretações sobre as conexões entre as ideias, os atores e os eventos narrados. Argumenta-se, ao longo do artigo, que as ideias e práticas psicológicas estão intrinsecamente conectadas aos contextos socioculturais e políticos de seu tempo, sendo os movimentos dinâmicos e os conflitos presentes nesses contextos fatores determinantes para a sua constituição.(AU)

This article aims to produce a historical analysis of the intersections between Psychology and sexualities that deviate from the norm in Brazil, from the late 19th century to the mid-1980s. This period was chosen because it encompasses the emergence of scientific research on sexuality and sexual deviations, the consolidation of psychological studies on the subject and the most recent process of de-pathologization of homosexuality. Theoretically and methodologically, the assumptions of the Social History of Psychology and the historiography of homosexualities in Brazil were adopted. Therefore, we sought to understand how psychological ideas, conceptions and practices have changed over time, in connection with the sociocultural and political transformations that occurred throughout the 20th century. For this, primary and secondary sources of research were used to produce interpretations about the connections between the ideas, the actors and the narrated events. It is argued, throughout the article, that the psychological ideas and practices are intrinsically connected to the sociocultural and political contexts of their time, being the dynamic movements and conflicts present in these contexts determining factors for their constitution.(AU)

Este artículo tiene como objetivo realizar un análisis histórico de las intersecciones entre la Psicología y las sexualidades desviadas de la norma en Brasil desde finales del siglo XIX hasta mediados de la década de 1980. Esta temporalidad fue elegida por abarcar el surgimiento de las investigaciones científicas sobre sexualidad y desvíos sexuales, la consolidación de los estudios psicológicos sobre el tema y el más reciente proceso de despatologización de la homosexualidad. En el marco teórico y metodológico, se adoptaron los presupuestos de la Historia Social de la Psicología y de la historiografía de las homosexualidades en Brasil. De esta manera, se pretende comprender cómo las ideas, concepciones y prácticas psicológicas han cambiado a lo largo del tiempo, en conexión con las transformaciones socioculturales y políticas ocurridas durante el siglo XX. Para ello, se utilizaron las fuentes de investigación primarias y secundarias con miras a generar interpretaciones sobre las conexiones entre las ideas, los actores y los eventos narrados. Se argumenta, a lo largo de este artículo, que las ideas y las prácticas psicológicas están intrínsecamente conectadas a los contextos socioculturales y políticos de su tiempo, y los movimientos dinámicos y los conflictos presentes en estos contextos fueron los factores determinantes para su constitución.(AU)

Formação em psicologia escolar: implicações para a prática em equipe multiprofissional / The school psychology formation: implications for the practice in multidisciplinary team / Formación en psicología escolar: implicaciones para la práctica en equipo multiprofesional

O objetivo dessa pesquisa foi levantar o perfil sociodemográfico e formativo de psicólogos escolares, e discutir seu impacto nas práticas junto ao coletivo escolar e no trabalho em equipe. No município onde ocorreu a pesquisa, o psicólogo escolar é membro da equipe de especialistas em Educação. Participaram da pesquisa 62 psicólogos que atuam no Ensino Fundamental I, II, e na Educação de Jovens e Adultos. Os participantes responderam um questionário on-line com perguntas abertas e fechadas sobre dados sociodemográficos, de formação e atuação profissional. Realizou-se uma análise qualitativa a partir dos objetivos e itens do instrumento, quais sejam: caracterização do perfil sociodemográfico dos psicólogos escolares, formação acadêmica, atuação em psicologia escolar, atuação em outros campos/áreas da psicologia, e atuação em equipe de especialistas. A média de idade dos profissionais é de 47,46 anos, e apenas um é do sexo masculino. Possuem tempo de atuação de um a 36 anos, e a maioria não possui estágio supervisionado e pós-graduações no campo da psicologia escolar. Parte das equipes que trabalham nas escolas está incompleta, e há uma variabilidade nos dias e horários de reuniões. Reafirma-se que a formação de psicólogos escolares tem repercussões na atuação junto à equipe multidisciplinar, e a importância de intervenções pautadas na perspectiva crítica e psicossocial em Psicologia Escolar. Ademais, conhecer o perfil sociodemográfico e formativo destes profissionais possibilita obter um quadro atualizado sobre o grupo pesquisado e criar estratégias de intervenção que potencializem a atuação desses profissionais junto à equipe de especialistas e demais setores da escola.(AU)

The aim of this research is to identify the sociodemographic and training profile of school psychologists, and discuss their impact on practices within the school collective and the teamwork. In the city where the research took place, the school psychologist is a member of the council's expert team in Education. The research participants included 62 psychologists that work in elementary and intermediate school, and EJA. They answered an open and multiple choice online survey on sociodemographic, formation, and working data. A qualitative analysis was conducted considering its objectives and items, namely: sociodemographic profile, academic education, professional background on school psychology, other psychology fields/ areas, and participation on expert teams. The professionals are 47 and 46 years old, average, only one of them being male. They work in this position from one up to 36 years, and most of them do not have training experience and postgraduate studies in school psychology. Part of the teams working at schools are incomplete, and there is a variability concerning days and hours to team meetings. It is notable that the training profile of psychologists has repercussions in the performance with the multidisciplinary team, and in the importance of interventions based on critical and psychosocial perspectives in School Psychology. Moreover, knowing the sociodemographic and training profile of these professionals allowed us to have an updated chart about the researched group, as well as to create intervention strategies that enhance these professionals' performance within the expert team and other sectors of the school.(AU)

Esta investigación tuvo por objetivo levantar el perfil sociodemográfico y formativo de psicólogos escolares para discutir su impacto en las prácticas junto al colectivo escolar y al trabajo en equipo. En el municipio donde ocurrió la investigación, este profesional es miembro del equipo municipal de especialistas en Educación. Participaron 62 psicólogos que actúan en la educación primaria, secundaria y en la educación para jóvenes y adultos (EJA), y que respondieron a un cuestionario en línea con preguntas abiertas y de opción múltiple sobre datos sociodemográficos, de formación y de actuación profesional. Se realizó un análisis cualitativo según sus objetivos e ítems, o sea: perfil sociodemográfico, formación académica, actuación en Psicología Escolar, en otros campos/áreas de la Psicología o en equipo de especialistas. La edad mediana de los profesionales es de 46-47 años, y solo uno es del sexo masculino. El tiempo de actuación en el área varía entre 1 y 36 años, y la mayoría de los encuestados no tiene formación inicial y posgrado en el campo de la Psicología Escolar. Parte de los equipos que trabajan en las escuelas está incompleta, y existe una variabilidad en los días y horarios de reuniones. Se observó que la formación de los psicólogos escolares tiene repercusiones en la actuación con el equipo multidisciplinario y en la importancia de intervenciones basadas en la perspectiva crítica y psicosocial en Psicología Escolar. Además, conocer su perfil sociodemográfico y formativo posibilita obtener un cuadro actualizado sobre el grupo investigado, además de crear estrategias de intervención que potencialicen la actuación junto al equipo de especialistas y a los demás sectores de la escuela.(AU)

A coisa em psicanálise e o objeto no lísis de Platão / The thing in psychoanalysis and object in Plato's lysis / La cosa en psicoanálisis y el objeto en lisis de Platón

Este artigo propõe o estudo sobre o conceito de outro como semelhante e como objeto. Partindo de textos que interpelam a alteridade na psicanálise e remetendo aos temas do complexo semelhante, da satisfação, da perda, do luto, da negativa, da repetição; avalia o conceito de outro articulando textos de diversos autores. A partir da psicanálise freudiana, estuda o das Ding e a negação, discriminando com estes termos um objeto estruturante na origem do psiquismo. Aborda textos técnicos da psicanálise para delimitar o tema da repetição. Também a recordação e a repetição são vinculadas ao objeto e estudadas na perspectiva da filosofia moderna. São retomados temas do diálogo platônicos para definir o lugar do erótico e da amizade. No fim do presente artigo, propomos o termo clássico grego Oikos com valor equivalente ao da Coisa freudiana e como esta aparece em escritos psicanalíticos.(AU)

This article studies the concept of other as similar and object. It is based on texts that question the alterity in psychoanalysis and refers to the themes of otherness complex, loss, grief, negative, repetition, and evaluates the concept of other, using articles of diverse authors. Based on Freudian psychoanalysis, it studies the Thing and the denial and discriminates a structuring object in the origin of psychism. It approaches technical texts of psychoanalysis to delimitate the theme of repetition. The recordation and repetition are also linked to the object and studied from the perspective of modern philosophy. Themes of the platonic dialogues are resumed to define the place of the erotic and the friendship. In the end of the article, we propose the greek classic term Oikos, with equal value to the Freudian Thing, as this one appears in psychoanalytic writings.(AU)

Este artículo estudia el concepto Otro como semejante y como objeto. A partir de textos que interpelan la alteridad en psicoanálisis y que se refieren a temas del complejo semejante, de la satisfacción, de la pérdida, del duelo, de la negación, de la repetición, se evalúa el concepto de Otro articulando textos de diferentes autores. Basado en el psicoanálisis freudiano, se aborda Ding y la negación, discriminando con estos términos un objeto estructurante en el origen de lo psíquico. Se abordan textos técnicos del psicoanálisis para delimitar el tema de la repetición; el recuerdo y la repetición son vinculadas al objeto y estudiadas desde la perspectiva de la filosofía moderna; y se retoman temas de los diálogos platónicos para definir el lugar de lo erótico y la amistad. Al culminar este artículo se propone leer el término griego clásico Oikos con un valor equivalente al de la Cosa freudiana como aparece en los escritos psicoanalíticos.(AU)

7th International Conference on Human Values in Higher Education: Education for holistic human health.

The 7th International Conference on "Human Values in Higher Education: Education for Holistic Human Health" (ICHVHE-18) was held from April 26 to 28, 2018, at Khesar Gyalpo University of Medical Sciences of Bhutan, Thimphu, Bhutan. This conference also celebrated the 50th year of Indo-Bhutan friendship. ICHVHE-18, was the culmination of the collaborative efforts of eight universities, two from Bhutan and six from India. The ICHVHE is an annual conference aimed at developing a shared vision of holistic, humane education, particularly in institutions of higher learning. The initial plan is to implement human values and education for holistic health in higher education within India and other SAARC nations. Delegates from five SAARC nations, viz, Bhutan, India, Nepal, Bangladesh and Maldives, participated in this conference. Ultimately, the effort is to provide universal human value-based education to every child, globally.

Fósseis do campo psi: sobre conversão de orientação sexual e gênero / Psy fossils: on sexual orientation conversion and gender / Fósiles del campo psi: sobre conversión de la orientación sexual y del género

Neste escrito analisamos a atualidade das discussões sociais e políticas em torno das práticas de conversão de orientação sexual e de gênero. Propomos pensar os riscos que teorias e técnicas estruturantes do campo psi - Psicanálise, Psicologia e Psiquiatria - têm de serem capturadas por grupos sociais, políticos e religiosos que podem utilizá-las para legitimar e ampliar o poder e o alcance de suas proposições no tocante ao exercício da sexualidade e à identidade de gênero. Construímos a hipótese de que certos fósseis morais, religiosos e conceituais, que pertencem aos registros lógicos e históricos das teorias e discursividades constituintes do campo psi, acabam sendo registros privilegiados para tal captura de práticas e de sentido conceitual. Dentre estes fósseis, citamos as discussões sobre a natureza psicopatológica da homossexualidade e mesmo sobre a formação de psicanalistas homossexuais, o que provocou debates intensos até tempos bastante recentes.(AU)

In this paper we analyze the current social and political discussions around the practices of conversion of sexual orientation and gender. We propose to think about the risks that the theories and structuring techniques of the field of psychoanalysis, psychology and psychiatry involve if captured by social, political and religious groups that can use them to legitimize and broaden the power and scope of their propositions regarding exercise of sexuality and gender identity. We construct the hypothesis that certain moral, religious, and conceptual fossils, which belong to the logical and historical records of the constituent theories and discursivities of the psy field, end up being privileged records for such capture of practices and conceptual sense. Among these fossils, we cite the discussions about the psychopathological nature of homosexuality and even about the formation of homosexual psychoanalysts, which provoked intense debates until quite recent times.(AU)

En este artículo analizamos las discusiones sociales y políticas actuales sobre las prácticas de conversión de orientación sexual y de género. Proponemos pensar en los riesgos que tienen que capturar las teorías y técnicas de estructuración en el campo psi - psicoanálisis, psicología y psiquiatría por parte de grupos sociales, políticos y religiosos que pueden usarlas para legitimar y extender el poder y el alcance de sus proposiciones con respecto al ejercicio de sexualidad e identidad de género. Presumimos que ciertos fósiles morales, religiosos y conceptuales, que pertenecen a los registros lógicos e históricos de las teorías y discursividades que constituyen el campo psi, terminan siendo registros privilegiados para tal captura de prácticas y de significado conceptual. Entre estos fósiles, citamos discusiones sobre la naturaleza psicopatológica de la homosexualidad e incluso sobre la formación de psicoanalistas homosexuales, lo que ha provocado un intenso debate hasta tiempos muy recientes.(AU)

Analysis of self-evaluated ethical competence of midwifery students at a selected nursing college in the Free State.

BACKGROUND:  It is imperative to know whether the students who have undergone a specific training perceive themselves as confident and competent in handling ethical dilemmas, in the face of contemporary ethical challenges. Such evaluation is significant especially for nursing and midwifery students who have undergone training that stipulates adherence to a code of ethics and professional norms. At present, such knowledge is limited, and this has an impact for ethics education. OBJECTIVES:  The article aims to describe the self-evaluated ethical competence of midwifery students and to contrast the findings to the content of the ethics instruction received. Based on outcomes, the article aims to convey the claim to nursing institutions that current strategies that rely on teaching nursing ethics without appraising the context of a situation are ineffective in fostering ethical competence amongst students. METHOD:  This study made use of a set of self-reflection reports in which the midwifery nursing students narrated their experiences in handling ethical issues. RESULTS:  Analysis of the self-reflective reports revealed that one of the three dimensions of ethical competence was limited. There was evidence of moral perception, moral action and substandard moral reasoning. The principles that were mostly referred to within the narratives were autonomy and beneficence. CONCLUSION:  The findings support the argument that teaching principlism and enforcing a code of ethics without contextualising it coerces the student to conform without questioning their beliefs. Thus, ethical competence amongst the midwifery students may be described in terms of compliance to principles with limited reflection on the situation as a whole.

When Leading With Integrity Goes Well: Integrating the Mind, Body, and Heart.

The science and application of mindfulness is critical for helping leaders to make ethical decisions. The chapter offers three models that educators can use to connect the new science of well-being and mindfulness to ethical behavior.

Moral enhancement, gnosticism, and some philosophical paradoxes.

This article examines the concept of moral enhancement from two different perspectives. The first is a bottom-up approach, which aims at identifying fundamental moral traits and subcapacities as targets for enhancement. The second perspective, a top-down approach, is holistic and in line with virtue ethics. Both perspectives lead to the observation that alterations of material and social conditions are the most reliable means to improve prosocial behavior overall. Moral enhancement as a preventive measure invokes Gnostic narratives on the allegedly fallen status of human nature, its search for salvation, and the dependence of the laity on heteronomous salvific interventions. The allure of the preventive kind of enhancement is attributable to its religious hues. Owing to the absence of clarity regarding moral enhancement and of metrics to evaluate its progress, humanity is at risk of prioritizing unclear and unsubstantiated measures of preventive diminishment at the expense of celebrating human capacities and joys.

Should health care providers be forced to apologise after things go wrong?

The issue of apologising to patients harmed by adverse events has been a subject of interest and debate within medicine, politics, and the law since the early 1980s. Although apology serves several important social roles, including recognising the victims of harm, providing an opportunity for redress, and repairing relationships, compelled apologies ring hollow and ultimately undermine these goals. Apologies that stem from external authorities' edicts rather than an offender's own self-criticism and moral reflection are inauthentic and contribute to a "moral flabbiness" that stunts the moral development of both individual providers and the medical profession. Following a discussion of a recent case from New Zealand in which a midwife was required to apologise not only to the parents but also to the baby, it is argued that rather than requiring health care providers to apologise, authorities should instead train, foster, and support the capacity of providers to apologise voluntarily.

Is subjective outcome evaluation related to objective outcome evaluation? Insights from a longitudinal study in Hong Kong.

STUDY OBJECTIVES: Empirical studies investigating the inter-relationships among subjective outcomes and objective outcomes are sparse in the scientific literature. This study examined the relationship between these 2 forms of outcome evaluation data in Chinese adolescents, utilizing longitudinal data. DESIGN: In Wave 3 and Wave 4 of a randomized group trial, 2,784 Chinese secondary school students responded to the Chinese Positive Youth Development Scale (CPYDS) assessing objective outcome at pretest (Wave 3) and posttest (Wave 4). Students in the experimental schools also responded to a measure of client satisfaction assessing the subjective outcome of a positive youth development program at posttest (Wave 4). RESULTS: Subjective outcome evaluation measures (eg, process, program, and effectiveness) at Wave 3 were significantly correlated with CPYDS scores at Wave 4 and difference scores. Subjective outcome evaluation measures also predicted changes in the objective outcome evaluation measures scores across time. CONCLUSIONS: The present findings replicated the previous findings that subjective outcome and objective outcome evaluation findings were intimately related, and subjective outcome measures predicted posttest measures and their changes over time. The present study suggests that subjective outcome evaluation findings may yield useful information regarding program effectiveness in youth work settings.

Institutional and personal spirituality/religiosity and psychosocial adjustment in adolescence: concurrent and longitudinal associations.

Spirituality/religiosity is hypothesized to promote positive adjustment among adolescents. The goals of this study were to assess the unique and joint associations between two dimensions of spirituality/religiosity--institutional and personal--and a range of domains of psychosocial adjustment (intrapersonal well-being, quality of parent-child relationship, substance use, and academic orientation) and to evaluate the direction of effects in these associations. Participants included 803 predominately Canadian-born adolescents (53 % female) from Ontario, Canada, who completed a survey in grade 11 and grade 12. At the concurrent level, higher personal spirituality/religiosity consistently and uniquely predicted more positive adjustment in terms of well-being, parental relationship, and academic orientation. Higher institutional spirituality/religiosity uniquely and consistently predicted lower substance use, particularly when personal spirituality/religiosity also was high. With regard to the direction of effects (i.e., longitudinal associations), institutional spirituality/religiosity predicted lower future substance use. The results imply that the personal and institutional dimensions of spirituality/religiosity may be associated differentially with psychosocial adjustment, and it may be only in the domain of substance use that spirituality/religiosity predicts change in behavior over time.

Intellectual disability and spiritual development.

Linking the concepts of intellectual disability and spiritual development creates a challenging mixture of sociological and theological issues. Formal definitions of the concepts can be less than conclusive but it remains a fundamental issue to consider if there may be some minimal level of intellectual competence below which it is not feasible to anticipate a spiritual awareness. This issue is particularly challenging in the context of those with a profound level of intellectual disability. The acknowledgement of an inner spiritual state, which some call soul, is pivotal to addressing this challenge. It is then proposed that through reference to the language of symbols, to the openness of a child-like mindset, and to the influence of close personal relationships, spiritual awareness may be stimulated and developed.

The Challenge Model: examining resilience in Pelzer's A Child Called "It".

The rapidly emerging field of positive psychology has yielded theories, research, and best practice standards that may complement the work of nursing professionals as they assess and build upon individuals' unique areas of strength in the context of daily hassles, major life events, and exceptional circumstances. In this article, we summarize Wolin and Wolin's Challenge Model and illustrate its potential usefulness as a tool for examining resilience in pediatric patients. Through our own teaching and consultation experiences, we have found that the pairing of the Wolins' clinical model of human psychology and Dave Pelzer's A Child Called "It" provides a salient means of furthering current and prospective professionals' empathic regard for young patients and clients by promoting a more balanced and comprehensive understanding of children who face adversity.

Between psychology and pedagogy: "moral orthopedics" and case studies of children in fin-de-siècle French medicine.

In the latter decades of the 19th century, European physicians debated a controversial practice that mixed placebos with suggestion therapy to treat children diagnosed with neurotic disorders and behavioral problems. Designed to optimize suggestibility in juvenile patients, this "moral orthopedics" offered parents and therapists the message that children could be saved from becoming victims of their own personalities, of familial neuroses, or even of public health problems. Case studies, published in medical journals and books, circulated accounts of innovative strategies to treat childhood hysteria and to change habits that were considered destructive. Moral orthopedics actualized the insight that suggestibility could be therapeutically productive for juvenile subjects. However, because its adherents sought to manipulate patients' behavior and health by influencing unconscious thought, moral orthopedics provoked questions of expertise and disciplinary propriety among domains of medicine, law, and philosophy. This article reconstructs the controversy surrounding moral orthopedics by examining case studies. I argue that adherents of moral orthopedics did overcome philosophical objections raised against the method, and that they did so through what physician Edgar B6rillon referred to as "education of the will."

Breastfeeding and the Bahá'í Faith.

The Bahá'í Sacred Writings reference breastfeeding literally and symbolically and provide guidance as to its practice. Breastfeeding is endorsed as the ideal form of infant nutrition. The importance of breastfeeding is underscored by the exemption of breastfeeding women from fasting, as well as by the identification of breastfeeding as being linked to the moral development of children. Several of the central principles of the Bahá'í Faith, such as the equality of women and men and the harmony of science and religion, may engender attitudes that support the practice of breastfeeding. The implications of the Bahá'í Writings with regard to breastfeeding are explored and summarized here.

Religion, spirituality, positive youth development, and thriving.

Issues of spirituality and thriving are pertinent to the period of adolescence given the marked changes in body, mind, and relationships. In order to provide an overview of the relationship between religion, spirituality, and positive youth development, this chapter offers a developmental systems perspective and proposes a relational spirituality as a framework for understanding adolescent religious and spiritual development. In addition, the chapter examines various psychological mechanisms through which religion and spirituality may promote positive youth development. Existing empirical research on the relationships between adolescent religion, spirituality, thriving, and specific indicators of positive youth development is reviewed. Finally, future directions for continuing to build the field of study are discussed.

Florence Nightingale's contribution to contemporary nursing ethics.

Florence Nightingale brought nursing from a disreputable and immoral vocation into the honest and ethical profession that is enjoyed today by emphasizing strict morals in the personal and work lives of her nursing students. In modern day, ethical principles guide the nursing profession and have many relevant connections to Nightingale's morals. Just as the high moral character of Nightingale's nurses helped nursing rise to a profession in her day, teaching and following ethical principles is crucial in furthering the nursing profession in our day.

Communal violence and child psychosocial well-being: qualitative findings from Poso, Indonesia.

This exploratory study examined the health care system in relation to communal violence-related psychosocial wellbeing in Poso, Indonesia, as preparation for conducting a cluster randomized trial of a psychosocial intervention. We employed focus groups with children (N = 9), parents (N = 11), and teachers (N = 8), as well as semi-structured interviews with families affected by communal violence (N = 42), and key informants (N = 33). An interrelated set of problems was found that included poverty, an indigenized trauma construct, morally inappropriate behavior, inter-religious tensions, and somatic problems. Participants emphasized social-ecological interactions between concerns at different systemic levels, although problems were mainly addressed through informal care by families. The programmatic and research implications of these findings are discussed.

[Tuitional-based promotion of social competencies and prevention of bullying in adolescence--the fairplayer.manual: results of a pilot evaluation study]. / Das fairplayer.manual zur unterrichtsbegleitenden Förderung sozialer Kompetenzen und Prävention von Bullying im Jugendalter: Ergebnisse der Pilotevaluation.

The fairplayer.manual (Scheithauer u. Bull, 2008), a manualized, tuitional-based preventive intervention programme to facilitate social competence and prevent school bullying consists of at least 15 to 17 consecutive, ninety-minute-lessons using cognitive-behavioural methods (e. g. role plays, model-learning, social reinforcement, behaviour-feedback) and moral dilemma discussions amongst others. We present results from a pilot evaluation study with 138 students (between 13 and 21 years of age, from comprehensive and vocational school) and their teachers. Students and teachers were administered structured questionnaires considering e. g. the occurrence of bullying, prosocial behavior and student's empathy as well as legitimation of violence. For 113 students we obtained data for the two measurement points (pre-post). Due to a high attrition rate information of an initially recruited control group could not be considered. Results indicated partially impressive positive changes concerning the total number of bullies and victims as well as prosocial behavior. Results concerning legitimation of violence and empathy differed for classes according to treatment integrity.

Identifying and integrating helpful and harmful religious beliefs into psychotherapy.

The 2 main roles of the psychotherapist involve identifying and understanding the client's problems/strengths and treating problems. Suggestions are offered to guide addressing or avoiding religious beliefs in both roles. Types of religious beliefs that contribute to distress, particularly for youth, are identified and treatment options are offered.