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Coherent Account (coherent + account)
Selected AbstractsCoherent Accounts of Coping with a Chronic Illness: Convergences and Divergences in Family Measurement Using a Narrative AnalysisFAMILY PROCESS, Issue 4 2003BARBARA H. FIESE Ph.D. Researchers and clinicians have shown increasing interest in family narratives as an avenue for accessing the family meaning-making process. In this study, we examine the convergences and divergences between narrative assessment, family self-report, and verbal accounts of family climate. Sixty-two families with a child with pediatric asthma were interviewed about the impact that asthma had on family life. These interviews were coded for narrative coherence, relationship expectations, and engagement with the interviewer. Primary caregivers were also interviewed using the Five Minute Speech sample (FMSS) and completed self-report assessments of family functioning (Family Assessment Device [FAD] Impact on the Family Scale [IOF]). Contrary to prediction. Narrative coherence was higher in those cases where Emotional Over-involvement (EOI) was present on the FMSS. Narrative coherence and engagement with the interviewer were positively related to self-report of family problem solving, communication, and affective responsiveness as measured on the FAD. Divergences and convergences between different types of family measurement are discussed in light of meaning-making processes associated with coping with a chronic illness. [source] What Do Historians Argue About?HISTORY AND THEORY, Issue 1 2004C. Behan Mccullagh abstract Those who think that general historical interpretations do no more than express a personal point of view deny that arguments over their credibility can have any point. They commonly believe that historians decide upon particular facts about the past in the context of a general interpretation of those facts. Consequently they deny that there is any independent basis for judging the credibility of general interpretations of the past, and conclude that each coherent account is as good as every other. Similarly, those who think causal explanations are arbitrary can make no sense of arguments about their adequacy. They assume that historians simply pick out causes that interest them, and that there is no objective basis for judging the adequacy of the explanations they provide. This essay defends the credibility of interpretations against the skeptics, and the adequacy of causal explanations too. It shows that historians do discover a mass of particular facts independently of the general interpretations they finally provide, facts that provide a basis for assessing the credibility and fairness of those interpretations. It will also show that there is an objective basis for judging the adequacy of causal explanations, as some causes of an event are far more influential in bringing it about than others. A much more difficult problem concerns the need for historical interpretations to provide not just a credible account of the past, but also one that is fair, balanced, not misleading. Historians frequently argue about the fairness of general interpretations. Does this mean that fairness is always required? Quite often historians produce partial interpretations, in both senses, with no apology. It would be wrong to call such interpretations "biased" because they do not pretend to be comprehensive. So long as they are credible, they are acceptable. On the other hand, many interpretations are intended to present a fair, comprehensive account of their subject. When judging the adequacy of interpretations, it is necessary to know whether they are meant to be fair or not. [source] Theorizing Religious Effects Among American AdolescentsJOURNAL FOR THE SCIENTIFIC STUDY OF RELIGION, Issue 1 2003Christian Smith A large body of empirical studies shows that religion often serves as a factor promoting positive, healthy outcomes in the lives of American adolescents. Yet existing theoretical explanations for these religious effects remain largely disjointed and fragmented. This article attempts to formulate a more systematic, integrated, and coherent account of religion's constructive influence in the lives of American youth, suggesting nine key factors (moral directives, spiritual experiences, role models, community and leadership skills, coping skills, cultural capital, social capital, network closure, and extra,community links) that cluster around three key dimensions of influence (moral order, learned competencies, and social and organizational ties). [source] The Consensus Conference and Combined-Integrated model of doctoral training in professional psychology, Overview of Part 1: Nature and scope of the Combined-Integrated modelJOURNAL OF CLINICAL PSYCHOLOGY, Issue 9 2004Craig N. Shealy This special series of articles on the Consensus Conference and Combined-Integrated (C-I) model of doctoral training in professional psychology consists of 13 articles in two successive volumes of the Journal of Clinical Psychology. Six articles are presented in Part 1 (Vol. 60, Issue 9), which collectively describe the "nature and scope" of the C-I model (e.g., historic and definitional issues; the potential advantages of this model; implications for the profession). In Part 2 of this special series (Vol. 60, Issue 10), articles 7 through 12 address the broader implications and potential applications of the C-I model within a range of professional and societal contexts (e.g., for interprofessional collaboration; the health care field; development of a global curriculum; the unified psychology movement; issues of assessment and professional identity; and higher education); article 13 provides a summary of the series as well as a discussion of future directions. As an overview, this paper provides the abstract for each of the articles in Part 1, and describes the various topics of the articles in Part 2. Taken together, the articles in this special series are designed to provide a coherent account of how and why the C-I model is timely and relevant, and therefore warrants serious consideration by the larger education and training community in professional psychology. © 2004 Wiley Periodicals, Inc. J Clin Psychol. [source] Can Kant Have an Account of Moral Education?JOURNAL OF PHILOSOPHY OF EDUCATION, Issue 4 2009KATE A. MORAN There is an apparent tension between Immanuel Kant's model of moral agency and his often-neglected philosophy of moral education. On the one hand, Kant's account of moral knowledge and decision-making seems to be one that can be self-taught. Kant's famous categorical imperative and related ,fact of reason' argument suggest that we learn the content and application of the moral law on our own. On the other hand, Kant has a sophisticated and detailed account of moral education that goes well beyond the kind of education a person would receive in the course of ordinary childhood experience. The task of this paper will be to reconcile these seemingly conflicting claims. Ultimately, I argue, Kant's philosophy of education makes sense as a part of his moral theory if we look not only at individual moral decisions, but also at the goals or ends that these moral decisions are intended to achieve. In Kant's case, this end is what he calls the highest good, and, I argue, the most coherent account of the highest good is a kind of ethical community and end of history, similar to the Groundwork's realm of ends. Seen as a tool to bring about and sustain such a community, Kant's philosophy of moral education exists as a coherent and important part of his moral philosophy. [source] Annotation: Childhood Bereavement Following Parental DeathTHE JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES, Issue 7 2000Linda Dowdney Psychological outcomes in children who have experienced the death of a parent are heterogeneous. One child in five is likely to develop psychiatric disorder. In the year following bereavement, children commonly display grief, distress, and dysphoria. Nonspecific emotional and behavioural difficulties among children are often reported by surviving parents and the bereaved children themselves. The highest rates of reported difficulties are found in boys. This review identifies the moderating and mediating variables that lead to some children being more vulnerable to disturbance than others following parental death. Limitations and gaps in the recent bereavement literature are identified. Theoretical and methodological advances that are necessary for a coherent account of childhood bereavement are outlined. [source] | |||||||||||||