Death preparation of Chinese rural elders.

In this qualitative study, we explored how Chinese rural elders narrate death-related issues and death preparation. Adopting a phenomenological approach, we interviewed 14 participants regarding the particular actions they employ to prepare for death. The findings revealed a death preparation system for rural Chinese elders that is instrumental in how they converse about death, wish for a good death, make objects and symbols, and anticipate an afterlife as a worshiped ancestor rather than a wandering ghost. Family and family honor provide the context for death preparation. We discuss implications and the need for the death preparation education of younger generations.

Interpersonal stress, not depression or hopelessness, predicts suicidality in university students in Macao.

OBJECTIVES: Joiner's Interpersonal Theory of Suicide, which states that an individual will desire death when they perceive themselves to be a burden to others, and experience social isolation, has received much support, but has not been directly assessed in non-Eurocentric individuals. METHODS: Joiner's Interpersonal Needs Questionnaire (measuring both perceived burdensomeness and thwarted belongingness) and measures of depression, hopelessness, gender, relationship status and region of residence were evaluated as risk factors for suicidality after controlling for response biases. Participants were 273 undergraduate university students of Chinese ethnicity between the ages of 17 and 23 years in Macao. RESULTS: The predictors in sum distinguished between the presence and absence of suicidality (χ(2) = 62.759, p < .01). Perceived burdensomeness (p < .01) and relationship status (p < .01) made significant contributions to the presence of suicidality. Low internal consistency prevented thwarted belongingness from being assessed as a risk factor. CONCLUSIONS: Interpersonal variables may account for the seemingly disparate risk factors for suicide.

The application of critical psychology to facilitate reflective clinical practice in orthotics/prosthetics.

The co-construction of a psychology module for a postgraduate training course in orthotics/prosthetics is socially constructed for the first time in Southern African history. This paper elucidates the integration of theory and practice in a model for the development of a professional identity as orthotist/prosthetist. In creating a context where trainees can learn to develop their practice while also enabling them to deconstruct notions of 'expert knowledge', orthotist/prosthetists move from a position of scientist-practitioner to negotiating an alternative position of reflective practitioner. In the process of co-constructing knowledge, an alternative story of teaching and learning evolves. The result is a celebration of life as it is really lived by health professionals.