bluuebunny/crossref_metadata_2025_split huggingface dataset:
The Tale of Two Universal Declarations: Ethics and Human Rights
Authors: Gauthier Janel , Pettifor Jean L. 
Published: February 2013

AbstractIn 1948, in the aftermath of WWII, and before the development of ethics codes in psychology, the United Nations adopted the Universal Declaration of Human Rights to protect people of all nations from harm. In 2008, 60 years later, in an increasingly globalized world, the International Union of Psychological Science and the International Association of Applied Psychology adopted the Universal Declaration of Ethical Principles for Psychologists. This latter declaration commits psychologists world-wide to be guided by fundamental ethical principles of respect and caring in all of psychology's interactions with persons and peoples. This chapter demonstrates how fundamental human rights in the world and ethical principles in psychology were each recognized through a universal declaration, how the approach to building a better world has evolved over time, and how the two universal declarations complement and strengthen each other in meeting today's global challenges for achieving freedom, justice, and peace in the world.
Ethical Issues and Ethics Reviews in Social Science Research
Authors: Wassenaar Douglas R. , Mamotte Nicole 
Published: February 2013

AbstractAlthough the ethics of social science research has not enjoyed as much scholarly attention as the ethics of biomedical research, social scientists continue to debate the relevance of research ethics and ethics review to social science research. Like social scientists, biomedical scientists have also objected to ethical review of biomedical research, and much has been gained from the ensuing debates. This chapter reviews much of this recent debate, and proposes the application of a framework developed by Emanuel, Wendler, and Grady (2008). We argue, however, that social scientists are generally inadequately trained in research ethics and may still espouse a dangerous view, common among behavioral scientists in the 1950s, that ethical concerns reflect a kind of methodological or scientific naiveté. We provide grounds for arguing, further, that social science research, with a few clear exceptions, should be rigorously ethically reviewed, and that research ethics committees have an obligation to be competent in the appropriate review of social science research, including qualitative research. Although the chapter refers largely to social science research, we include psychological research as a major domain of social science research.
Insurance and Drug Spending
Authors: Pauly Mark V. 
Published: February 2013

AbstractThis article discusses the conceptual, theoretical, and empirical research on insurance coverage for drugs in the context of a comparison with this idealized model. Deviations from it include (but are not limited to) the inability of insurers to determine and make benefit payments based on an objective health state, the absence of uniform predetermined prices, insurance policies that cover only certain products (e.g., drugs) or that take account only of current-period costs, imperfect information for consumers and providers about what the marginal benefits from drugs and other treatments really are, and the possibility of income effects from benefit payments or coverage per se.
Empirical Evidence on the Value of Pharmaceuticals
Authors: Garthwaite Craig , Duggan Mark 
Published: February 2013

AbstractThis article begins by summarizing the existing evidence concerning the effect of pharmaceuticals on overall health. It then examines evidence of the health benefits of pharmaceuticals for the most commonly used treatments for widespread chronic and life-threatening conditions. It focuses on the most widespread conditions and those for which the utilization of prescription medication has changed the most dramatically over the last two decades. A broader question about the total value of pharmaceuticals involves the net benefit of these medications. There is a growing debate in the literature specifically about whether new drugs are worth more than their costs. The largest debate focuses on whether spending on these new drugs leads to even larger decreases in nonprescription drug spending whether the new drugs are cost-effective (i.e., providing enough health benefits to outweigh their costs relative to an alternative treatment method), or neither. The article considers existing evidence on the net benefits of these medications in terms of cost savings from nondrug health spending. Finally, it discusses the growing body of literature focusing on the nonhealth benefits of pharmaceuticals.
Promotion to Physicians and Consumers
Authors: Kenkel Don , Mathios Alan 
Published: February 2013

AbstractThis article reviews research on the economics of pharmaceutical promotion and advertising. The economics of advertising is a long-standing part of the field of industrial organization. The economics of pharmaceutical advertising is beginning to emerge as a separate subfield, at the intersection of industrial organization and health economics. The review tries to put recent research on pharmaceutical advertising into this broader context, placing special emphasis on empirical research. It provides some history about the regulatory environment that governs the promotion of pharmaceutical products, and briefly considers data on its recent level and trends. It sketches a simple model of advertising decisions by pharmaceutical firms and uses the model as a framework to understand broad patterns in advertising practices. Next, it reviews empirical research concerning the impact of advertising on the demand for prescription drugs, emphasizing the challenges posed by data aggregation and endogeneity issues. The final section concludes by outlining possible directions for future work.
The Economics of Vaccines
Authors: Sloan Frank A. 
Published: February 2013

AbstractThis article discusses preventive vaccines, focusing on features that differentiate these vaccines from other biopharmaceuticals. The external costs of infectious diseases imply external benefits from effective vaccines, and this has motivated public mandates, purchasing, and subsidies to demand for vaccines in most countries and government subsidies to supply for particular products, such as Project Bioshield in the United States. The article reviews these issues and then discusses factors that have contributed to the existence of few or sole suppliers of individual vaccines in the United States and possible policy responses.
Life Span Development: Childhood, Adolescence, and Adulthood
Authors: Juntunen Cindy L. , Bauman Stephanie San Miguel 
Published: February 2013

AbstractThis chapter examines human development in the context of multiple identities. It begins with an exploration of the complexity of human development through the lens of ecological systems theory (Bronfenbrenner, 1977; Bronfenbrenner & Morris, 2006), as augmented by multicultural and feminist psychology (Gilligan, 1982, 1996; Hurtado, 2010; Neville & Mobley, 2001; Yakushko, Davidson, & Williams, 2009). The roles of resilience and empowerment in development are then presented in the context of social identities. The remainder of the chapter explores important developmental concerns across the life span, including physical, emotional, social, and cognitive and academic/vocational development. Across each of these life domains, the specific contributions of feminist multicultural counseling psychology perspectives are identified, with an emphasis on fostering positive development throughout the life span.
Feminist Therapy in Counseling Psychology
Authors: Remer Pam A. , Oh Katharine Hahn 
Published: February 2013

AbstractIn this chapter, the authors discuss the development of feminist psychological practice and identify similarities between feminist approaches and counseling psychology, including multicultural and social justice perspectives. Empowerment Feminist Therapy (Worell & Remer, 1992, 2003) is highlighted as a model of feminist practice that applies the Guidelines for Psychological Practice with Girls and Women (APA, 2007) and incorporates social justice principles. The authors explain methods for using feminist assessment and conceptualization as collaborative and empowering interventions. They describe specific techniques for cultural analysis, exploration of privilege and oppression, analysis of identity development, and exploration of intersecting identities. The authors explore feminist perspectives on several ethical issues and stress the importance of using the Guidelines as a model of effective practice. Future directions for feminist theory and practice are provided.
Peace Interventions Tailored to Phases Within a Cycle of Intergroup Violence
Authors: Christie Daniel J. , Louis Winnifred R. 
Published: February 2013

AbstractThis chapter discusses intervention strategies for intrastate violence with emphasis on preventing and mitigating cycles of organized violence. We distinguish three phases of a cycle of violence (intergroup conflict, organized violence, and postviolence), discuss characteristics of each phase, and suggest peace intervention strategies that are particularly well suited for each phase. When discussing the limitations of our perspective and future research directions, we point to the narrow focus of research and practice on peace interventions aimed at promoting the absence of organized violence (i.e., negative peace) without concomitant efforts to promote social justice (i.e., positive peace) and sustainable development. We maintain that durable forms of peace require the application of both negative and positive peace interventions.
Intergroup Reconciliation: Definitions, Processes, and Future Directions
Authors: Nadler Arie 
Published: February 2013

AbstractThe chapter begins by considering the concept of reconciliation in scientific study in general, and research on intergroup relations in particular. On the basis of this review it proposes a distinction between structural, relational and identity-related aspects of intergroup reconciliation and suggests that these aspects are hierarchically organized. It continues to focus on relational and identity-related aspects of intergroup reconciliation by discussing the distinction between processes of instrumental and socio-emotional reconciliation. It continues to analyze the psychological dynamics in identity-related reconciliation and describes the need based model of reconciliation and relevant empirical support. Subsequent sections consider the effects of ‘truth-telling’ in the post-conflict era on societal and individual healing. A final chapter focuses on the distinction between false and genuine reconciliation and reviews scholarly work that emphasizes the place of victim resentment in genuine intergroup reconciliation.
Apology and Reparation
Authors: Iyer Aarti , Blatz Craig 
Published: February 2013

AbstractApology and reparations can facilitate the transition from conflict to peace, but the processes of deciding to offer them, determining their content, and deciding whether to accept their terms can themselves give rise to additional conflict. We examine these processes in this chapter, starting with a discussion of the parties involved: victims, perpetrators, group representatives, and third parties. Next, we consider the steps needed to bring about offers of apology and reparations: acknowledgment of illegitimate harm by a perpetrator group, and acknowledgment that restitution is feasible. In the third section we outline the various forms that apology and reparation have taken in intergroup conflict. We then focus on the aftermath of apology and reparation: when are victims and perpetrators likely to support such offers? We conclude that apology and reparation can help resolve conflict, but that they also require careful negotiation. We outline some unanswered questions and directions for future research.
Perspectives on the History of Deaf Education
Authors: Lang Harry G. 
Published: February 2013

AbstractA history of the education of deaf persons is by its very nature a study of societal and cultural change. This notion is epitomized in tracing prevailing attitudes about deaf people and how they learn. Certain fallacious attitudes, for instance, have lingered, taking on new forms over time, even with the more recent efforts of scholars to examine the issues systematically. This is especially true with regard to the issue of language and its relationship to academic achievement. That deaf students are visual learners and may benefit from a visual language, rather than an auditory one, has never been universally accepted as an established tenet guiding formal instruction. Whether speaking of the seventeenth century’s metaphysical association of the human voice with the soul or divine spirit, or twenty-first-century decisions in some schools to forbid the use of signs by children with cochlear implants, misconceptions, as well as insufficient bridging of research and practice, have thwarted efforts to effectively teach language and academic content to deaf children. The well-documented cognitive and linguistic developmental delays in deaf children continue to be viewed by many as the result of deafness per se. But as Marschark, Lang, and Albertini (2002) summarize, “if there is a problem, it is much more likely to be found in the way we teach and what we expect from deaf students than in the students themselves” (p. 7). Such an understanding of deafness as an educational condition shapes the historical highlights discussed in this chapter.
Approaches to Reading Instruction
Authors: Schirmer Barbara R. , Williams Cheri 
Published: February 2013

AbstractThe aim of this chapter is to provide an overview of the research on approaches to reading instruction with deaf students. Although the body of research literature on the reading processes of deaf students consistently generates implications for instruction, relatively few studies have investigated instructional interventions with deaf readers. Brief descriptions of the research published before 2000 are offered in this chapter, except in cases of early seminal studies and lone studies in major areas, as a foundation for understanding the current research that is described in greater detail. The chapter concludes with a discussion of implications for future research on instructional approaches that could serve to inform teacher practice.
Writing: Characteristics, Instruction, and Assessment
Authors: Albertini John A. , Schley Sara 
Published: February 2013

AbstractToday’s information-based societies require technological knowledge and sophisticated literacy skills. Society’s literacy expectations are reflected in school standards, and with increased diversity in student populations, educators have had to find alternate models and approaches for students to use to meet these standards. This is true especially in the area of teaching students to write. Focusing on research conducted since the 1970s, this chapter examines what and how deaf students write, educators’ conceptions of writing the development of writing skills, the influence of language and modality on teaching deaf students to write, and assessment. Research indicates that grammatical and lexical performance will improve with direct instruction over time, and that use of familiar genres and functional approaches to the teaching and testing of writing will contribute to the learning of fluency and discourse organization.
Peer Interactions of Deaf and Hard-of-Hearing Children
Authors: Antia Shirin D. , Kreimeyer Kathryn H. , Metz Kelly K. , Spolsky Sonya 
Published: February 2013

AbstractPeer interaction is an important contributor to social development in all children. Hearing loss can create barriers in communication between children, thus the quality and quantity of peer interaction of deaf and hard-of-hearing (D/HH) children is a topic of interest to both practitioners and researchers. D/HH children have been found to interact less with peers and engage in less social play than hearing children of the same age. In contexts where both D/HH and hearing children are present, D/HH children prefer to interact with D/HH rather than hearing peers. Although D/HH children initiate interaction at rates similar to that of hearing children, they have fewer successful initiations, and have more difficulty maintaining interactions. However, they are able to moderate their initiation strategies based on the hearing status of their peers. Their communication during social play is likely to be focused on literal and current topics rather than on symbolic or fantasy topics. The quality and quantity of peer interaction between D/HH and hearing children appears to be related to language and communication ability, mode of communication, and familiarity. Intervention programs to increase peer interaction have succeeded in increasing interaction of D/HH children with D/HH but not with hearing peers. However, long-term intensive interventions that provide opportunities for peer familiarity, such as co-enrolled programs may be likely to produce positive results. Finally, little current research has been conducted on peer interaction, thus little is known about early-identified or early-implanted D/HH children who are in inclusive programs.
The Role of Cued Speech in Language Development of Deaf Children
Authors: Leybaert Jacqueline , Aparicio Mario , Alegria Jésus 
Published: February 2013

AbstractCued Speech (CS) is a manual communication system that makes use of visual information from speechreading combined with handshapes positioned in different places around the face in order to deliver completely unambiguous information about the syllables and the phonemes of spoken language. This chapter reviews research showing that CS (i) enhances speech perception, (ii) facilitates language development in the phonological, lexical, and morpho-syntactical domains, and (iii) allows the development of robust and precise phonological representations, which are recruited in cognitive abilities such as rhyming, remembering, reading, and spelling. Findings from research reviewed also shows that early exposure to CS, before learning to read, facilitates the acquisition of the alphabetic principle. We also discuss two new research lines about CS: (1) How is CS processed by the brain and the similarities and differences with the processing of audio-only and audio-visual language and (2) Is CS compatible with a cochlear implant? We support our view that exposure to CS before or after implantation could be important in the aural rehabilitation process of cochlear implantees.
Assessing Children’s Proficiency in Natural Signed Languages
Authors: Singleton Jenny L. , Supalla Samuel J. 
Published: February 2013

AbstractThis chapter reviews published or known assessments of children’s language proficiency across a number of the world’s signed languages, including American Sign Language, British Sign Language, Australian Sign Language, Sign Language of the Netherlands, and German Sign Language. Critical issues in sign language assessment are also discussed, with special attention to possible threats to test reliability and validity. For example, test examiners may doubt the authenticity of the elicited language sample from a deaf, signing child, or test developers may question whether an adaptation of a spoken-language test is appropriate for use with deaf, signing children. The authors conclude that there remains a critical need in many countries for commercially available, and easy to administer, signed language proficiency assessments for use in research and education settings with deaf and hearing individuals.
The Neural Systems Underlying Sign Language
Authors: Emmorey Karen 
Published: February 2013

AbstractFor more than a century we have known that the left hemisphere of the human brain is critical for producing and comprehending spoken languages. Evidence from brain-injured deaf signers and from neuroimaging studies indicates that the left cerebral hemisphere is also critical to processing signed languages. This chapter presents evidence that the left hemisphere specialization for language can be dissociated from symbolic gesture, motor control, and spatial cognitive abilities. Damage to distinct left perisylvian areas causes specific types of language impairment for both signers and speakers, and damage outside of these areas does not give rise to aphasic deficits. Specifically, neuroimaging and lesion data indicate that Broca’s area and Wernicke’s area play critical roles in sign language production and comprehension. Data from right hemisphere–damaged signers and speakers indicates that the right hemisphere is involved in discourse processing. In addition, the right hemisphere appears to be uniquely involved in the production and comprehension of spatial descriptions in sign language. Overall, both neural plasticity and invariance are observed for the neural organization of sign language. Neural plasticity is observed for auditory-related cortex (Wernicke’s area), which has received little or no auditory input, but nonetheless is engaged in processing the visual input of sign language. Neural invariance within left perisylvian structures points to a biological or developmental bias for these neural structures to mediate language at a more abstract level, divorced from the sensory and motoric systems that perceive and transmit language.
Working Memory, Neuroscience, and Language: Evidence from Deaf and Hard-of-Hearing Individuals
Authors: Rönnberg Jerker 
Published: February 2013

AbstractThis chapter focuses on the concept of working memory and how it relates to visual language processing in deaf and hard-of-hearing individuals. It discusses modality-free and modality-specific aspects of signed and spoken language processing from a variety of behavioral and neuroscience data. The chapter concludes by addressing some abstract working memory processes that constitute general features across language modality and modes of speech understanding
Envisioning Evidence-Based Management
Authors: Rousseau Denise M. 
Published: February 2013

AbstractEvidence-based management (EBMgt) is an evolution in the practice of management. It is a knowledge-intensive, capacity-building way to think, act, organize, and lead. Its practice incorporates (1) use of scientific principles in decisions and management processes, (2) systematic attention to organizational facts, (3) advancements in practitioner judgment through critical thinking and decision aids that reduce bias and enable fuller use of information, and (4) ethical considerations including effects on stakeholders. It is a no-fad, no-fluff approach to developing better managers and leading effective and adaptive organizations. EBMgt is a product of the distinct yet interdependent activities of practitioners, educators, and scholars. This chapter discusses how each contribute to the advancement and use of EBMgt.
Learning from Other Evidence-Based Practices: The Case of Medicine
Authors: Barends Eric , Ten Have Steven , Huisman Frank 
Published: February 2013

AbstractEvidence-based practice is all around us. Not only has medicine embraced its principles, but so have education, social welfare, criminal justice and, last but not least, management. With only slight exaggeration, Evidence-based practice can be said to be emblematic of the modern professional. This chapter addresses the implications of this trend toward evidence-based practice, by taking a close look at its first introduction, in medicine. Given evidence-based medicine’s almost paradigmatic status, we then will cover the similarities and the differences between the two professional fields. In doing so, we will show that the hindrances that block the further development of evidence-based management today are the same hindrances that blocked the development of evidence-based medicine two decades ago.