Prospective Primary Teachers’ Perceptions About Their Ability to Use and Teach Thinking Skills

Cognitive acceleration programs have been successful in promoting reasoning skills in school students and in changing the pedagogy of the teachers implementing them. For this reason, this study explored if using such approach with a different population—prospective primary teachers—produced changes in relation to their perceptions about their ability to use and teach thinking. The results suggest that, from the participants’ points of view, the course helped them to improve not only their ability to think but also their awareness about their own thinking. However, a single cognitive acceleration in mathematics education (CAME) course was not sufficient to improve their confidence about teaching thinking.     

Can We ‘Read’ the Eye-Movement Patterns of Readers? Unraveling the Relationship Between Reading Profiles and Processing Strategies

In an eye-tracking experiment we examined the risky reading hypothesis, in which long saccades and many regressions are considered to be indicative of a proactive reading style (Rayner et al. in Psychol Aging 21(3):448, 2006; Psychol Aging 24(3):755, 2009). We did so by presenting short texts—that confirmed or disconfirmed verb-based implicit causality expectations—to two types of readers: proactive readers (long saccades, many regressions) and conservative readers (short saccades, few regressions). Whereas proactive readers used implicit causality information to predict upcoming referents, and slowed down immediately when they encountered a pronoun that was inconsistent with these verb-based expectations, the conservative readers slowed down much later in the sentence. These findings were consistent with the predictions of the risky reading hypothesis and as such presented novel evidence for the general idea that the eye-movement profile of readers reveals valuable information about their processing strategy.     

Exploring Pathways Related to Men’s Violence: A Qualitative Exploration of the Relationship between Violent Men’s Violence and Their Masculinities,Childhood, and Emotions

ABSTRACT

This study explored new ways of finding knowledge about violent men’s pathways toward their status as violent criminals and the mechanisms that underlie their violent behavior. The empirical data were gathered through biographical interviews with 10 men sentenced to therapy against violence and drugs at a Swedish treatment center. The men who had experienced violence and childhood maltreatment tended to bypass shame with uncontrolled anger and violence when reliving childhood traumas. Conversely, men without extreme childhood experiences seemed to exhibit more controlled violence mechanisms. Two men who had experienced brutal physical school bullying might have been expected to bypass shame with immediate violence; however, these men described their violence as controlled, suggesting that they had learnt to take cognitive control over their bypass mechanisms in order to escape the bullying.     

Teaching Research Methods to MFT Master’s Students: A Comparison between Scientist-Practitioner and Research-Informed Approaches

The current study compares a traditional “scientist-practitioner” and a “research-informed” approach utilizing a sample of students from a COAMFTE accredited master’s program. Students were enrolled in a research methods course with either a “scientist-practitioner” or a “research-informed” focus. Results from both self assessment of core competencies, as well as basic research knowledge, found that both course types led to significant improvements; however neither course emerged as more significant than the other. Implications for best practices in teaching research methods in MFT training programs are discussed.     

The Impact of Exposure to Internet-Based Information About the Rorschach and the MMPI–2 on Psychiatric Outpatients’ Ability to Simulate Mentally Healthy Test Performance

To examine the impact of Internet-based information about how to simulate being mentally healthy on the Rorschach (Exner, 2003) and the MMPI–2 (Butcher, Dahlstrom, Graham, Tellegen, & Kaemmer, 1989), 87 psychiatric outpatients completed the tests under 4 conditions: uncoached and Internet-coached outpatients under faking healthy instructions (faking patients and Internet-faking patients) and patients and nonpatients under standard instructions (standard patients and standard nonpatients). On the Rorschach, faking patients and Internet-faking patients did not manage to portray healthy test performance and, like standard patients, revealed a significantly greater number of perceptual and cognitive disturbances than standard nonpatients. Faking patients scored in the psychopathological direction on most variables. Internet-faking patients produced constricted protocols with significantly higher F% (57%) and lower use of provoking and aggressive contents than the other groups. On the MMPI–2, faking patients and Internet-faking patients were able to conceal symptoms and, like standard nonpatients, scored in the normal range on the clinical scales. The validity scale L successfully detected the faking patients and the Internet-faking patients, whereas the F scale only distinguished the Internet-faking patients and K only the faking patients. We conclude that Internet-based information could threaten test validity.     

Correction to: Examining the Relationship between Helicopter Parenting and Emerging Adults’ Mindsets Using the Consolidated Helicopter Parenting Scale

Journal of Child and Family Studies -     

National Survey of Psychologists’ Training and Practice in Breaking Bad News: A Mixed Methods Study of the MUM Effect

Research on breaking bad news has involved undergraduates, medical students, and physicians. However, to date, no studies have examined how, or whether, psychologists are trained to break bad news, as well as their current practice of breaking bad news. This mixed methods study explored the training and practice of 329 licensed psychologists/APA members in breaking bad news, using the MUM effect as a theoretical backdrop. Results suggest (1) psychologists are, as hypothesized, significantly more reluctant to break bad news than good news, (2) anxiety accounts for 30.6% of the variance in their reluctance, and (3) three-out-of-four psychologists break bad news “to some extent” or more, most typically related to a patient’s psychological health, major Axis I diagnosis, or learning disability. Results also suggest most psychologists are not trained to break bad news, with only 2.7% being familiar with existing recommendations and guidelines; and anxiety, concerns for self/other, context, and norms play an important role in the bad news breaking process. Implications for theory, research, and practice are discussed and a training model is proposed.     

Computing Qur’ans: A Suggestion for a Digital Humanities Approach to the Question of Interrelations between English Qur’an Translations

The present article is primarily intended as a methodological contribution to Islamic Studies providing an example of how the power of computer-aided text analysis can benefit the field. The data consists of a set of 51 lexicons created out of translations of the Qur’an into English. The analysis applies simple programming to calculate the lexical overlap between translations and uses the results in a preliminary discussion of possible influence of earlier on later translations. The results are compared with conclusions arrived at in previous research on the interrelationship between translations and are also used to identify and suggest new areas for in-depth studies.     

The relation between cognitive and motor performance and their relevance for children’s transition to school: A latent variable approach

Both theoretically and empirically there is a continuous interest in understanding the specific relation between cognitive and motor development in childhood. In the present longitudinal study including three measurement points, this relation was targeted. At the beginning of the study, the participating children were 5–6-year-olds. By assessing participants’ fine motor skills, their executive functioning, and their non-verbal intelligence, their cross-sectional and cross-lagged interrelations were examined. Additionally, performance in these three areas was used to predict early school achievement (in terms of mathematics, reading, and spelling) at the end of participants’ first grade. Correlational analyses and structural equation modeling revealed that fine motor skills, non-verbal intelligence and executive functioning were significantly interrelated. Both fine motor skills and intelligence had significant links to later school achievement. However, when executive functioning was additionally included into the prediction of early academic achievement, fine motor skills and non-verbal intelligence were no longer significantly associated with later school performance suggesting that executive functioning plays an important role for the motor-cognitive performance link.     

Gender Ideology and Social Transformation: Using Mixed Methods to Explore Processes of Ideological Change and the Promotion of Women’s Human Rights in Tanzania

Despite growing international interest in policies and practices to enhance women’s status and well-being in the Global South, ideological constraints to structural transformation and increasing opportunities available to women are widespread. There is thus considerable need to examine how ideological processes surrounding women’s status and value can be challenged. In the current study we used mixed method analyses to examine a process of deideologization—the contestation and transformation of traditional ideology—among a group of Maasai women in northern Tanzania. First, thematic analysis was used to analyze qualitative interviews conducted with 16 Maasai women. Themes involving traditional ideology, the value of popular education, and components of a deideologization process were identified and assessed. Second, quantitative structural equation modeling was used to test a process model connecting women’s participation in popular education classes to increased political efficacy, decreased discomfort speaking at community meetings, and, in turn, deceased patriarchal beliefs about women. Overall, findings provided evidence for an iterative deideologization process catalyzed by popular education that led to improvements in women’s lives. The importance of promoting processes of deideologization via locally driven efforts to improve the status and well-being of women are discussed.     

Does Theory of Mind in Pre-kindergarten Predict the Ability to Think About a Reader’s Mind in Elementary School Compositions? A Longitudinal Study

A critical skill in emergent writing is the developing ability to take the perspective of different readers; however, the precursors of this skill have not yet been identified. In this longitudinal study, 105 children (90 after attrition) were tested at 3 time points: pre-kindergarten (3–4 years old, n = 105), kindergarten (5 years old, n = 97), and Grade 1 (6–7 years old, n = 90). Theory of mind (ToM) in pre-kindergarten significantly predicted children’s awareness of a reader’s epistemic state when they dictated letters in both kindergarten and Grade 1 even after controlling for language (Peabody Picture Vocabulary Task [PPVT]) and inhibitory control. In addition, ToM in pre-kindergarten remained a significant predictor of reader awareness in Grade 1 after further controlling for reader awareness in kindergarten. There was little relationship between higher-order ToM tasks in kindergarten and reader awareness, but higher-order ToM in Grade 1 concurrently predicted reader awareness. Receptive vocabulary (PPVT) was significantly related to reader awareness at all time points, longitudinally and concurrently. This study has both theoretical implications for the relationship between ToM and emergent literacy and practical implications for the early identification and remediation of children at risk for later writing difficulties.     

A diary study on the role of psychological detachment in the spillover of self-control demands to employees’ ego depletion and the crossover to their partner

This study examined whether daily self-control demands at work deplete one’s self-control resources (i.e., ego depletion) at work and whether these demands have prolonged effects by spilling over to the home domain via a lack of psychological detachment. Moreover, we investigated the daily crossover of ego depletion at home between partners and its influence on spousal interactions. Results of our dyadic diary study revealed that daily self-control demands at work are positively related to ego depletion experienced at work and at home, and negatively related to psychological detachment. Psychological detachment is directly negatively related to ego depletion experienced at home and mediates the positive relationship between self-control demands at work and ego depletion at home. With regard to crossover mechanisms, we found support for a direct positive crossover of ego depletion of the actor to the ego depletion of the actor’s partner. In addition, the ego depletion of the actor’s partner related directly negatively to providing spousal support and positively to spousal conflict and moreover mediated the relation between ego depletion of the actor and both spousal interactions. Implications for practice and suggestions for future research are discussed.     

Revisiting Jung’s “A Psychological Approach to the Dogma of the Trinity”: Some Implications for Psychoanalysis and Religion

This article explores one of C. G. Jung’s generally neglected essays, his psychological interpretation of the Trinity, and links up key theoretical notions with several more mainstream psychoanalytic concepts. It further uses the notions of oneness, otherness, thirdness, and the fourth to consider the recent points of convergence between psychoanalysis and religion.     

On the Alleged Connection between Moral Evil and Human Freedom: A Response to Trakakis’ Third Critique

In this essay, I respond to Nick Trakakis’ “A Third (Meta-)Critique.” This critique is directed against my argument concerning the inadequacy of the traditional theistic argument from free will. I contend that the argument from free will does not adequately explain the distribution of moral evil in the world. I maintain that the third critique, like Trakakis’ earlier critiques, is unconvincing. I remain convinced that my original argument regarding the inadequacy of the traditional argument from free will is compelling. The argument from freedom of the will, considered in itself, is unpersuasive.

On the alleged connection between moral evil and human freedom: A response to Trakakis’ second critique

In this essay, I answer Nick Trakakis’ second critique of my argument against the adequacy of traditional free will theodicy. I argue, first, that Trakakis errs in his implicit assertion that my argument relies upon our being strongly malevolent by nature. I argue, second, that Trakakis errs in thinking that our being weakly benevolent, morally bivalent, or weakly malevolent by nature is sufficient to refute my critique of the traditional freewill theodicy. I still maintain that the argument from freedom of the will offers an explanation of moral evil that is, in the final analysis, manifestly inadequate. I thank Nick Trakakis for his continuing interest in my essay, “On the Alleged Connection Between Moral Evil and Human Freedom.” The exchange of ideas in an atmosphere of mutual respect is the very heart of philosophy and I am grateful for the opportunity to participate in such an exchange. I believe, as a consequence, that my thinking concerning the inadequacy of the traditional free will theodicy has become more fully articulated.     

A response to Nguyen’s article, ‘Identification: A qualitative study of the experiences of bilingual therapists with their monolinguals and bilingual clients’

Noticing a certain lack of reflections directly related to language per se, I emphasise and discuss the importance of language issues in any bilingual or multilingual therapy. I try to illustrate this both with some of the existing literature on the subject and by offering my own take on some of the comments made by the interviewees.     

The Oral History and Education Project of the International Society for Quality of Life Studies and the Gallup Institute for Global Well-Being: A Way to Honor Distinguished Researchers and to Preserve their Legacies—The Alex Michalos Interviews

The Oral History and Education Project of the International Society for Quality of Life Studies and the Gallup Institute for Global Well-Being is described along with specific, step-by-step procedures and guidelines for planning, conducting, and disseminating oral history and educational interviews with pre-eminent research scientists and exemplars of service to others. An illustrative “case” of interviews with the pre-eminent scholar, Alex Michalos, winner of Canada’s Gold Medal Award and president of Academy II of the Royal Society of Canada is presented. The Project’s goal is to produce oral histories and educational interviews with the top researchers in the fields of quality of life, well-being, social indicators, positive psychology and other sciences, in order to preserve their academic legacies, share their findings worldwide, and encourage a new generation of researchers, scientists, and oral historians. Those conducting these interviews may claim their interviews as publications in the fields of the history and teaching of psychology and sociology and oral history as long as these interviews remain available through a university, academic society, college textbook company, or university archivist. It is hoped that this article will inspire and guide others who may wish to emulate this work.     

For the Greater Good of Psychoanalysis: Response to Carla Fischer’s Paper “Psychoanalysis and Dictatorship in Chile: A Non-Existing Relationship”

My response to Carla Fischer’s paper enlarges upon one of the powerful subthemes she introduces. Beginning with the rise of the Third Reich, there is a long history in psychoanalysis in which questionable decisions furthering the interests of the institution itself have been made at the expense of individual psychoanalysts. These conscious and unconscious choices have established an unfortunate precedent; they have had a profound effect on the culture of psychoanalysis as a whole, with technical and theoretical consequences that continue to reverberate throughout the profession. The “submission and castration” of the institution of psychoanalysis, as Fischer puts it so succinctly, have led to a loss of integrity and the sacrifice of the founding principles of a discipline that had privileged understanding, an investigative discipline that sought the truth even if that truth was a threat to the social order.     

And Yet it Moves! A Reply to “Rectifying Misconception: A Comprehensive Response to Gardner,Moore, and Marks Comments on ‘Some Concerns About the Psychological Implications of Mindfulness: A Critical Analysis’ ”

In this brief article I reply to Gardner et al. (J Ration Emot Cogn Behav Ther. doi:10.1007/s10942-014-0196-1, 2014)’s comments to my previous article titled “Some concerns about the psychological implications of mindfulness. A critical analysis” (David, in J Ration Emot Cogn Behav Ther. doi:10.1007/s10942-014-0198-z, 2014). While initially—humorously and for the sake of debate—adopting an attitude towards mindfulness based on a modified version of Galileo’s Abjuration, I then critically argued that Gardner et al.’s criticism is focused on a priori defending a construct and its associated practices that, by the very nature of empirically supported constructs/interventions, are not perfect (i.e., panacea), but subject to clarifications, limitations, and improvements.