Korea University, South Korea
Mimi Bong is Professor of Educational Psychology and the Associate Director of the Brain and Motivation Research Institute (bMRI) of Korea University. Bong has been studying motivation of adolescents in school settings and published over 60 articles and book chapters on related topics over the past 18 years. Her work appears in journals such as Journal of Educational Psychology, Educational Psychologist, Educational Psychology Review, and Contemporary Educational Psychology, among others.
Bong was recognized as the 8th most productive educational psychologist for the period of 1997-2001 and received the ‘Richard E. Snow Award for Early Contributions in Educational Psychology’ from the American Psychological Association/Division 15. She is the Associate Editor of American Educational Research Journal for the Teaching, Learning, and Human Development section and has served or currently serves on the editorial boards of Child Development, Contemporary Educational Psychology, Educational Psychologist, Educational Psychology Review, Educational Researcher, Journal of Educational Psychology, Journal of Experimental Education, and Theory into Practice.
Context-Specific Motivational Beliefs – The Critical Determinants of Adolescent Learning and Self-Regulation
In this presentation, I will argue for the importance of context-specific motivational beliefs in the self-regulation and academic performance of adolescent learners. Whereas the importance of context-specific motivation in academic learning and performance is well established in the literature, the ways with which these diverse motivational beliefs complement or interact with each other to facilitate or hinder self-regulation and achievement remain less clear. I will briefly describe how “context” is typically defined in educational and psychological research and then introduce representative constructs such as interest, self-efficacy, and achievement goals, whose context-specificity has been clearly demonstrated. Results from several empirical studies will then follow, which show that these constructs do interact with each other within specific contexts to produce different learning outcomes as well as mediate the effects of stable personality dispositions and contextual variations on students’ learning processes and outcomes.
Yamanashi Prefectural University, Japan
Professor Nishizawa is a Clinical Psychologist and Professor of Social Work at Yamanashi Prefectural University. He is a Chief Editor of the Japanese Journal of Child and Neglect, and a Board Member of several groups, including the Japanese Society for Prevention of Child Abuse and Neglect, the Center for Child Abuse Prevention, Tokyo, and the Association for Prevention of Child Abuse and Neglect, Osaka. He is also Professional Advisor for the Department of Family and Child Services, Tokyo Prefectural Government. He has published several books on Child Abuse, the most recent of which is Challenge for Child Abuse: Toward an integrative approach, published (in Japanese) in 2013. He was educated at Osaka University in Japan and San Francisco State University in the US.
Trauma and Attachment Focused Psychotherapy with Maltreated Children
Abused and/or neglected children often show trauma and attachment related psychological and behavioral problems. They need help to recover from traumatic experiences and rebuild healthy attachment to their non-abusive caregivers. The Center for Child Abuse Prevention in Tokyo has provided trauma and attachment-focused psychotherapy for more than 80 maltreated children who are placed at residential facilities, foster homes, and adoptive families since 2005.
This therapy has some characteristics such as implementation of trauma exposure to children in co-joint sessions with their caregivers who provide “holding environment” and encourage children to confront their traumatic experiences. The hypothesis underlying this way of therapy is, the existence of caregivers would facilitate trauma exposure to children, which, in turn, would improve their attachment to caregivers who help them to expose their traumatic events such as abuse.
Many children showed post traumatic play, life story work, and care-related play in the course of the playtherapy. In this presentation, I will discuss the meanings of this play and effectiveness of trauma and attachment focused therapy with maltreated children. Also, I will refer to the therapeutic meanings of “regression” which has been observed in many children in the course of the treatment. Regression might have very important functions for the recovery form trauma and rebuilding appropriate attachment although it has been almost ignored in the Western literatures.
1. Learning the techniques of trauma exposure for children.
2. Understanding the way to facilitate children’s attachment toward their caregivers.
3. Reconsidering therapeutic meanings of regression in psychotherapy.
University of Michigan, USA
James McNally is the Director of the NACDA Program on Aging, a data archive containing over 1,500 studies related to health and the aging lifecourse. He currently does methodological research on the improvement and enhancement of secondary research data and has been cited as an expert authority on data imputation. McNally has directed the NACDA Program on Aging since 1998 and has seen the archive significantly increase its holdings with a growing collection of seminal studies on the aging lifecourse, health, retirement and international aspects of aging. He has spent much of his career addressing methodological issues with a specific focus on specialized application of incomplete or deficient data and the enhancement of secondary data for research applications. McNally has also worked extensively on issues related to international aging and changing perspectives on the role of family support in the later stages of the aging lifecourse.
The Effects of Family Support on Depression Among Disabled Asian Elders in the United States
This analysis seeks to expand our understanding of ethnic variation in life satisfaction among elderly a household members who face a disabling condition that negatively impacts their health, particularly in regards to the US Asian context. With the introduction of oversampling among Asian households in the National Health Interview Survey we have a unique opportunity to look at ethnic differences in depression responses to health as well as examine the impact that household structure may moderate this outcome among disabled elders. This presentation will look at the risk of severe depression adults among Asian and non-Asian households dependent upon the respondents level of overall health and their access to family support as measured by household structure. We argue that the presence of immediate family support with the household should have a moderating impact on the risk of depression but that the presumed level of social acceptance of co-residence measured by ethnic variation should also result in measurable differences based upon household composition. As “filial responsibility” is often one of the characteristics ascribed to Asian cultures in the US as a component of the model minority stereotype this study seeks to add to a growing literature that looks at this stereotype using research that reflects actual variation within Asian families in relation to other racial groups within the US. Controlling for key variables including the health of the family members, age and race we measure ethnic variations in depression health among the elder household residents across various households compositions.
Keisen University, Japan
Dr Dexter Da Silva is currently Professor of Educational Psychology at Keisen University in Tokyo. He has taught EFL at junior high school, language schools, and universities in Sydney, and for the past two decades has been living and teaching at the tertiary level in Japan. Professor Da Silva was educated at the University of Sydney (BA, Dip. Ed., M.A.), and the University of Western Sydney (PhD) He has presented and co-presented at conferences in Asia, Australia, Europe and the U.S., and written or co-written articles and book chapters on education-related topics, such as trust, student motivation, autonomy, and content-based language teaching. He is a past editor and current associate editor of On CUE Journal, regular reviewer for conferences and proceedings, and recent co-chair of the 2011 CUE Conference on Motivation.
Nagoya University, Japan
Dr Jiro Takai is professor of social psychology at Nagoya University, and received his PhD from the University of California, Santa Barbara. He has served in the executive committees of the Japan Society for Social Psychology, the Japan Group Dynamics Society, the Japan Intercultural Education Society, the Communication Association of Japan, and the Japan-US Communication Association (affiliate of National Communication Association). Although he was born in Japan, he spent 15 years as a youth growing up in Canada, and has also spent two years living in the United States. Because of such a background, he has an interest in cross-cultural matters, particularly in the context of interpersonal communication as well as research interests in interpersonal competence, self-presentation and Multi-faceted self concept.
Tarumanagara University, Indonesia
Dr Satiadarma is a clinical psychologist who has been teaching psychology at Tarumanagara University since 1994. He was one of the founders of the Department of Psychology at Tarumanagara, as well as the Dean of Psychology, Vice Rector and Rector of the university. He graduated with a degree in psychology from the University of Indonesia, art therapy from Emporia State, Kansas, family counselling from Notre Dame de Namur, California, and clinical hypnotherapy from Irvine, California. He is the co-chair of IAFOR’s Asian Conference on Psychology and the Behavioral Sciences and has nationally published a number of books. Dr Satiadarma has a particular interest in educational psychology, and in music and art therapy, methods with which he treated survivors of the Indonesian tsunami on behalf of the International Red Cross and the United Nations. He is a board member and area chair of the International Council of Psychology, and a founder and board member of the Asian Psychology Association.
The Lucifer Effect in Indonesian Educational Settings
Educators are supposed to transform knowledge and become models to their students. The word educator comes from educo (Latin) and they lead students to conduct behavior in accordance to their suggestions. In a number of ways teachers, educators, and leaders become the authorities to their students. In both formative childhood learning and transformative adult learning (Mezirow, 2003), people seek agreement and justifications based on interpersonal relations, doctrines and ideologies. Milgram’s experiments (1963, 1974) explained in detail how people tend to obey authorities. Bandura (1977) in social learning theory has also explained how people imitate the behavior of their models. When leaders transform inappropriate knowledge and perform inappropriate behaviors, students will tend to imitate them in a form of obedience for being justified in accordance to the authorities. Zimbardo (1971), through his concept of the Lucifer Effect, explained how good people turn to becoming evil because of the environmental forces, the situational attribution, where people internalized their roles given by the authorities. Numbers of Indonesian educational concerns reported issues of charlatanism and hucksterisms (Pope & Vasquez, 1991) are being implemented along with the enforcement by the authorities. Various misconduct issues in Indonesian recent generation are related to the country’s environmental power to enforce the behavior through modelling, obedience and social justifications. To reconstruct the mentality of the people may have to take years and decades. Educators primarily must initiate to take action on improving the behavior of the people in the society in order to avoid more Lucifer Effects in the future.
Nagoya University, Japan
Minoru Karasawa received his Master’s degree from Kyoto University, Japan, and PhD from the University of California, USA, both majoring in psychology. After teaching at Aichi Gakuin University and Kobe University, he has been at Nagoya University since 2006. Dr Karasawa’s primary research area has been social cognition, covering various issues such as social categorization, intergroup cognition and emotions, and the role of culture and language in social inferences. He is also heading a research project on the psychological mechanism underlying judgments of responsibility and punitive motives in legal contexts. He has been an Associate Editor of the Asian Journal of Social Psychology and the Editor of the Japanese Journal of Social Psychology. Academic associations that he has served as a board member include the Japanese Society of Social Psychology, the Japanese Group Dynamics Association, and the Japanese Society for Law and Psychology. He has been a member of the Science Council of Japan since 2006.
The International Academic Forum (IAFOR), Japan
Stuart D. B. Picken is the founding chairman of the IAFOR International Advisory Board. The author of a dozen books and over 130 articles and papers, he is considered one of the foremost scholars on Japan, China, and Globalization in East Asia. As an academic, Professor Picken has devoted more than 30 years to scholarship in Japan, notably as a professor at the International Christian University in Tokyo, where he specialized in ethics and Japanese thought, and as International Adviser to the High Priest of Tsubaki Grand Shrine (Mie prefecture). He has also served as a consultant to various businesses, including Jun Ashida Ltd., Mitsui Mining & Smelting Corp., Kobe Steel, and Japan Air Lines. In November 2008, the Government of Japan awarded Professor Picken the Order of the Sacred Treasure for his pioneering research, and outstanding contribution to the promotion of friendship and mutual understanding between Japan and the UK. The honour is normally reserved for Japanese citizens and is a mark of the utmost respect in which Professor Picken is held by the Japanese Government. Although now resident in Scotland, Professor Picken maintains his interests in Japan, as Chair of the Japan Society of Scotland, and through his work with IAFOR. A fellow of the Royal Asiatic Society, he lives near Glasgow with his wife and two children.
Michigan State University College of Law, USA
Frank S. Ravitch is Professor of Law and the Walter H. Stowers Chair in Law and Religion at the Michigan State University College of Law, and Director of the Kyoto, Japan Summer Program. He is the author of several books: Marketing Intelligent Design: Law And The Creationist Agenda (Cambridge Univ. Press, 2011); Masters Of Illusion: The Supreme Court And The Religion Clauses (NYU Press 2007); Law And Religion, A Reader: Cases, Concepts, And Theory, 2nd Ed. (West 2008) (First Ed. 2004); Employment Discrimination Law (Prentice Hall 2005) (with Pamela Sumners and Janis McDonald); and School Prayer And Discrimination: The Civil Rights Of Religious Minorities And Dissenters (Northeastern University Press, 1999 & paperback edition 2001). Professor Ravitch has also published a number of law review articles addressing U.S. and Japanese constitutional law, law & religion, and civil rights law in leading journals. Moreover, he has written a number of amicus briefs addressing constitutional issues to the United States Supreme Court.
In 2001, Professor Ravitch was named a Fulbright Scholar and served on the Faculty of Law at Doshisha University in Kyoto, Japan. Currently, he directs the Michigan State University College of Law Japan Summer program. Professor Ravitch regularly serves as an expert for print and broadcast media, and speaks on topics related to U.S. Constitutional Law, Japanese Law, and Israeli Law to a wide range of national, international and local organizations. He speaks English, Japanese, and Hebrew.
Charles Darwin University, Australia
Thomas Brian Mooney is Professor of Philosophy and Head of School of Creative Arts and Humanities, Charles Darwin University.
His major research interests are in Moral Philosophy, Political Philosophy and Ancient Philosophy, and recent books include Aquinas, Education and the East (2014), Understanding Teaching and Learning (2012), Meaning and Morality: Essays on the Philosophy of Julius Kovesi (2013) and Critical and Creative Thinking (McGraw Hill: Forthcoming 2014).
Originally from the North of Ireland, he completed his BA and MA from The Queen’s University, Belfast before moving to Australia to continue his doctoral work, being awarded his PhD in 1993 on the “Philosophy of Love and Friendship” at La Trobe University. Since then has taught at a number of Australian institutions including Melbourne University, Deakin University, Swinburne University, Edith Cowan University, and the University of Notre Dame. He has also taught at the University of Ghana, and prior to his current post, was at Singapore Management University.
Powers of the Soul – A Very Different Theory of Justice
Contemporary philosophical (as well as political, sociological and psychological) accounts of power focus on the exercise of power within given social conditions. From such perspectives power and its exercise, is largely a matter of external concern – the power of the media, the power of governments, of law, of politics and so on. However, certain writers in the ancient world of the West conceived of power and powers quite differently. They conceived of power as essentially located in virtues of the soul – internal power. While the Greeks were no strangers to the notion of external power (think of Thucydides’ Melian Dialogues) they conceived of such external power as having its sources in the soul of individuals and collectives. In this paper I address some dimensions of the internal nature of power and provide some suggestions as to what a theory of justice might look like starting from this vantage point – a very different theory of justice than those prevalent in the contemporary world.