Cognitive-behavioral modification of coronary-prone behaviors: Proposal for a treatment model and review of the evidence

The Type A behavior pattern (TABP) has been proposed as a causal risk factor in coronary heart disease (CHD), and Cognitive-Behavioral treatment procedures have been proposed as a means of altering TABP. However, recent research suggests that only one component of TABP, hostility and anger, is the primary pathogenic factor in CHD. We review the research literature addressing the relationship of cognitive dysfunction and TABP and the relationship between cognitive dysfunction and anger expression. We then review the cognitive-behavioral therapy research literature regarding the modification of cognitive dysfunction, TABP and anger expression. While sparse, the research suggests that cognitive-behavioral treatments for anger and hostility hold promise for the treatment of individuals at risk for CHD.Jeffrey M. Lohr, Ph.D., is an Associate Professor of Psychology at the University of Arkansas-Fayetteville. His research interests are in the assessment of irrational beliefs and their association with dsyphoric motivational statesL. Kevin Hamberger, Ph.D., is an Associate Professor in the Department of Family Medicine of the Medical College of Wisconsin. His clinical and research interests are in the cognitive-behavioral treatment of male spouse abusers     

Irrational beliefs and bulimia symptoms

The psychological correlates of bulimia include affective disorder and emotional liability. In addition, emotional liability appears to precipitate binge-purge episodes. It has been proposed that emotional liability is a function of irrational beliefs regarding personal performance, interpersonal relationships and self-control. Irrational beliefs and bulimia symptoms were assessed with psychometrically valid self-report measures. Correlational analyses showed that the irrational beliefs of Anxious Overconcern, Problem Avoidance, Helplessness and Blame Proneness are separately correlated with bulimia symptoms. The implications for the psychological assessment and treatment of bulimia symptoms are discussed.Jeffrey M. Lohr, Ph.D., is an Associate Professor of Psychology at the University of Arkansas. His research interests are in the assessment of irrational beliefs and their association with dysphoric motivational states.Donna L. Parkinson, M.A., is a doctoral candidate in the Department of Psychology at the University of Arkansas. Her research interests are in the assessment of eating disorders.     

Further validity and normative data for the Malouff and Schutte belief scale

The present study provides further validity and normative data for the Malouff and Schutte (1986) Belief Scale. Belief Scale, Eysenck Personality Questionnaire-Neuroticism Scale, and Beck Depression Inventory scores of a sample of 197 adults were correlated, and evidence for both construct and discriminant validities and support for the RET model were obtained. The Belief Scale appears to be a promising instrument for clinical research and the assessment of irrational beliefs.Ricks Warren, Ph.D. is the Director of the Anxiety Disorders Clinic, Lake Oswego, Oregon, and Associate Clinical Professor at the Oregon Graduate School of Professional Psychology, Pacific University. George D. Zgourides, M.A., is a doctoral student in clinical psychology at Pacific University of Forest Grove, Oregon and an associate therapist at the Anxiety Disorders Clinic of Lake Oswego, Oregon.     

Differences in irrational beliefs of pregnant and never pregnant adolescents

Twenty-five pregnant and/or parenting adolescents were compared with sixteen nonpregnant adolescents on two irrationality measures: The Child and Adolescent Scale of Irrationality and the Adolescent Pregnancy Beliefs Questionnaire. Findings suggest that pregnant adolescents subscribe to a greater number of general irrational beliefs; to a greater number of irrational beliefs specific to sex, dating and birth control; to a greater number of beliefs consistent with promoting pregnancy; and to fewer beliefs that might deter pregnancy when compared to never pregnant adolescents.Karen Westphal holds a Ph.D. in School Psychology from the University of South Carolina. She is an Assistant Professor of Psychology, Department of Psychology, Cleveland State University, Cleveland, Ohio.Susan Wagner worked with Dr. Westphal on this research while she was a graduate student at Cleveland State University. She is presently employed in the Mood Disorders Research Project at University Hospitals, Cleveland, Ohio.     

Persistence in seminary and in ministry

A follow-up study of 672 seminary students from 14 seminaries who took the Theological School Inventory in 1962 and 574 from 10 seminaries who took it in 1973 investigated factors involved in persistence in seminary and in ministry. Among those found were definiteness of decision, interest in parish ministry, a supportive spouse, unambivalent resolution of the authority problem, good role models in father and ministers. Motivations included redemptive outreach, pastoral care, Christian insight and scholarship, the encouragement of other people and a sense of effectiveness in ministry.Dr. Cardwell is Assistant Professor of Psychology and Counseling at Christian Theological Seminary, 1000 W. 42nd St., Indianapolis, Indiana 46208. This study was the basis for her Ph.D. dissertation, Indiana University, June, 1978. TSI data for the 1973 subjects were made available by Richard A. Hunt, Ph.D., Professor of Psychology, Southern Methodist University, and Director of Ministry Inventories, P.O. Box 8265, Dallas, Texas 75205. TSI data for the 1962 subjects were coded and made available by Edgar W. Mills. Ph.D., presently visiting Associate Professor of Sociology, University of Texas, San Antonio, formerly Director, Ministry Studies Board. Special credit is due the 16 seminaries who cooperated by furnishing follow-up data.     

Dimensions of perfectionism and irrational thinking

Several authors have suggested that perfectionism is associated with irrational thinking. The purpose of the present research was to test the hypothesis that various dimensions of perfectionism are related significantly to core irrational beliefs. In Study 1, 102 subjects completed the Multidimensional Perfectionism Scale (MPS) and the Irrational Beliefs Test (IBT). The MPS provides assessments of self-oriented, other-oriented, and socially prescribed perfectionism. Analyses revealed that self-oriented perfectionism was correlated positively with the IBT high self-expectations and perfect solutions subscales. Socially prescribed perfectionism was correlated significantly with a variety of irrational beliefs including high self-expectations, demand for social approval, dependency, blame proneness, and anxious overconcern. Other-oriented perfectionism was correlated with few irrational beliefs. In Study 2, 130 subjects completed the MPS and the Survey of Personal Beliefs, a new measure of core irrational beliefs. Analyses confirmed that all three perfectionism dimensions were associated with core irrational beliefs. It is concluded that the results constitute general support for the hypothesis that cognitive aspects are important in both personal and social components of perfectionism and that perfectionists are characterized by increased levels of irrational beliefs that may contribute to maladjustment. The findings are discussed in terms of the associations among perfectionism, irrational beliefs, and maladjustment.Gordon L. Flett, Ph.D is currently an assistant professor in the Department of Psychology at York University. Paul L. Hewitt, Ph.D is a clinical psychologist at Brockville Psychiatric Hospital. He is also an assistant professor in the Department of Psychiatry at the University of Ottawa. Kirk R. Blankstein, Ph.D, is an associate professor in the Department of Psychology at Erindale College, University of Toronto. Spomenka Koledin is a former student at Erindale College, University of Toronto. Currently, she is a graduate student in the Master of Arts programme at York University.     

Cognitive appraisal of daily hassles in college students displaying high or low irrational beliefs

It is argued that Lazarus' construct of cognitive appraisal in life stress might usefully be related to Ellis' ABC model. To test the hypothesized role of cognitive appraisal in Lazarus' model of life stress, 240 male and female undergraduate students completed the Hassles Scale and the Irrational Beliefs Test (IBT). Based upon their scores on the IBT, subjects displaying high irrational beliefs differed significantly from subjects displaying low irrational beliefs in reported hassles frequency (higher for high irrational belief subjects) and reported hassles intensity (greater for high irrational belief subjects). Results are interpreted specifically as supportive of the cognitive appraisal construct in Lazarus' life stress model and generally as quite consistent with RET theory. An attempt is made to relate the cognitive appraisal construct to the ABC model in RET theory.Susan Mills Harran is a graduate of the M.S. Psychology program at Villanova University and is currently a Ph.D. candidate in clinical psychology at Hahneman University.Daniel J. Ziegler is Professor of Psychology, former Chair of the Psychology Department, and current Dean of the Graduate School at Villanova University.     

Interaction of irrational beliefs with goal pursuit

152 subjects reported affective and cognitive reactions at several stages of pursuing a hypothetical goal related to the taking of a classroom test, then gave Anxious Overconcern and High Self-expectations ratings from Jones' Irrational Belief Test. Subject groups differed in kinds of goals set; e.g., easy vs. difficult. Affective and attributional correlates of the irrational beliefs appeared maladaptive, but differed as a function of difficulty and phase of pursuit of the hypothetical goal. These results supported a contextual model in which irrational beliefs are general cognitive structures which interact with other internal and/or external factors to influence reactions in particular situations. Motivational variables-such as type of goal pursued and number of steps taken in pursuit of it-appear to be important among such factors. The study thus points to growing complexity in our knowledge of how B functions in the ABC paradigm.Frank W. Wicker is Professor of Educational Psychology in the Department of Educational Psychology, The University of Texas at Austin. His research interests are focused on the cognitive bases of motivation and emotion.Gail Brown is a graduate student in the program in Cognition, Learning, and Instruction in the Department of Educational Psychology, University of Texas at Austin. Her primary research interests relate to theoretical explorations of motivation and emotion.Anastasia S. Hagen is a graduate student in the program in Cognition, Learning, and Instruction. She is especially interested in motivation as it pertains to learning and instruction.Wayne Boring is a graduate student in the program in Cognition, Learning, and Instruction. He is interested in cognitive approaches to the understanding of animal behaviors.James A. Wiehe is also a graduate student in the program in Cognition, Learning, and Instruction. He combines interests in cognitive, motivation, and the psychology of music.     

Sex role identification and young women's irrational beliefs

The present study was designed to examine the relationship between young women's beliefs about approval, frustration, and dependency and their sex-role identification. Sixty-six college women responded to a questionnaire which contained the Irrational Beliefs Test (Jones, 1969) and the Multidimensional Sex Role Inventory (MSRI; Bernard, 1981). As predicted, women who score high in irrational beliefs concerning approval, frustration, and dependency also scored higher on the MSRI scale pertaining to anxiety and neuroticism than did their more rational counterparts. Also, the high irrational group scored lower than did the low irrational group on the MSRI scale measuring instrumental-agentic traits. These results have two implications for feminist RET psychotherapists. First, they clarify the value of using instruments to assess both irrational beliefs and sex role identification in treatment planning. Secondly, they sensitize the psychotherapist to the impact of sex-role socialization and identification on the psychological adjustment of young women.This article is based in part on a master's thesis completed by Tracy L. Vining, M.A.The authors thank William Tooke, Ph.D., for his helpful advice.Tracy L. Vining, M.A., is a School Psychologist at the Wayne Finger Lakes BOCES in Rushville, N.Y. William P. Gaeddert, Ph.D., is an Associate Professor in the Psychology Department at SUNY-Plattsburgh, and Naomi B. McCormick is a Professor in the Psychology Department at SUNY-Plattsburgh and a Fellow of the Institute for Rational-Emotive Therapy.     

An Introduction to the Art. Review of Nonlinear Dynamics: Techniques and Applications in Psychology, by R. H. Heath

Richard Heath is a professor in the Discipline of Psychology at the University of Sunderland, England. He obtained his B.Sc. (Hons.) at the University of Newcastle, Australia in 1970 and a Ph.D. in psychology as a Commonwealth Scholar with Professor Stephen Link at McMaster University, Canada, in 1976. Heath's research has emphasized the role of new mathematical and computational techniques to the study and modeling of complex and nonlinear aspects of cognition. His experimental work has examined signal detection, categorization, memory, fatigue, handwriting, and the detection of behavior change. He has also developed nonlinear system identification models of attention and interference, nonstationary versions of the random walk model of choice response time, and adaptive, novelty sensitive models of human memory.Andrew Heathcote is an associate professor in the School of Behavioural Sciences, University of Newcastle, Australia. He obtained a B.Sc. (Hons.) at the University of Tasmania in 1984 and a Ph.D. in psychology as a Commonwealth Scholar with Professor D. Mewhort at Queen's University, Canada, in 1991. His research interests include nonlinear analysis and modeling of response time, skill acquisition, and recognition memory.     

Irrational beliefs and the anxiety disorders

This study investigated the levels of irrationality reported by a clinical sample of anxiety disorder patients, including simple and social phobics, panic disorder patients, agoraphobics, and obssessive compulsive patients. The levels of irrationality were compared between these groups and a group of normal control subjects, using the Rational Behavior Inventory (RBI). Agoraphobic patients were significantly less rational than control subjects on six of the RBI's subfactors and the total score of the Inventory. Patients in all diagnostic categories except simple phobia were significantly different from control subjects on the projected misfortune subfactor, and patients in all categories except simple phobia and panic disorder were significantly different from controls on the total RBI score. There were only four instances where patients in anxiety disorder categories significantly differed from each other in levels of irrationality. The implications of these findings, methodological limitations, and directions for future research are discussed.Joseph A. Himle, ACSW is a Clinical Social Worker at the Anxiety Disorders Program, Department of Psychiatry, University of Michigan. David P. Himle, Ph.D. is an Associate Professor of Social Work at the University of Michigan. Bruce A. Thyer, Ph.D. is an Associate Professor of Social Work, University of Georgia and Faculty Fellow at the University Affiliated Program. He is also an Associate Clinical Professor at the Department of Psychiatry and Health Behavior, Medical College of Georgia.     

Evaluation of self-administered rational emotive therapy programs for interpersonal anxiety

Self-administered rational emotive therapy (RET), withA New Guide to Rational Living (Ellis & Harper, 1975), as the treatment manual, was evaluated by comparing three groups which varied in terms of therapist contact (therapist administered, minimal contact, self-administered). University students who volunteered for the research program involving the treatment of interpersonal anxiety were randomly assigned to one of these treatments or to a wait-list control group. The results for 72 subjects who completed the 5-week program indicated the three treatment groups made significant gains over untreated controls on some of the self-report measures. No between-group differences appeared on ratings by significant others. A four- to five-month follow-up, which obtained data from 41 (58%) of the subjects, provided some support for the maintenance of treatment effects for the therapist administered and minimal contact groups. Correlations of assessed irrational beliefs with outcome measures provided some support for the RET model.Norris D. Vestre, Ph.D., is a Professor in the Department of Psychology, Arizona State University. Terrence J. Judge, M.C., R.N.C., is a nurse therapist at Camelback Vista Treatment Center, Scottsdale, Arizona.     

Judeo-Christian Clergy and Personal Crisis: Religion,Posttraumatic Growth and Well Being

This study investigated the psychological impact of personal traumatic events in a sample of 30 Judeo-Christian clergy. Use of religion-based coping strategies following a difficult life event was expected to facilitate posttraumatic growth, and posttraumatic growth was, in turn, expected to result in greater current well being. Both predictions were supported. In addition, higher levels of rumination soon after the event were associated with greater posttraumatic growth. The results indicated that clergy benefited from both positive and negative styles of religious coping, and that posttraumatic growth was not associated with greater well being for this sample. Deborah Proffitt, M.A., is in private practice in Charlotte, North Carolina. Arnie Cann, Ph.D., is a Professor in the Psychology Department at the University of North Carolina Charlotte. A social psychologist, he is involved in research on posttraumatic growth and interpersonal relationships. Lawrence G. Calhoun, Ph.D., is a Professor in the Psychology Department at the University of North Carolina Charlotte. A clinical psychologist, he has studied posttraumatic growth and responses to crises. Richard G. Tedeschi, Ph.D., is a Professor in the Psychology Department at the University of North Carolina Charlotte. A clinical psychologist, he has studied posttraumatic growth and bereavement issues.     

Cognitive variables related to suicidal contemplation in adolescents with implications for long-range prevention

In a series of studies with college and high school students (Total N=808) consistent and strong relationships were found between suicidal contemplation and the irrational beliefs considered by Rational-Emotive Theory & Therapy (RET) to underlie emotional distress. Suicidal contemplation was measured first by an item from the Beck Depression Inventory and subsequently by the Suicide Probability Scale. Irrational beliefs were measured by the Jones Irrational Beliefs Test and, in the third study, by the new Attitudes & Belief Scale-II as well. Groups formed on the basis of increasing indices of suicidal contemplation were found to be consistently, increasingly more irrational on both measures. Also groups created according to low, medium, and high levels of irrational beliefs (the B in RET) were found to be markedly different on C variables such as anxiety, depression, hopelessness, anger, psychosomoatic symptoms and suicidal contemplation. The findings were interpreted as strongly inferring a causational relationship from attitudes and beliefs to emotional distress and the contemplation of suicide. The implications of the findings for RET theory and for therapeutic and preventive strategies related to emotional distress and suicidal contemplation are clear. Other approaches to the explanation of suicide are cited and reference is made to a previous critical summary of them (Woods & Muller, 1988).Paul J. Woods, Ph.D., Co-Editor of this Journal, is a Fellow of the Institute for Rational-Emotive Therapy in New York City, a Professor of Psychology at Hollins College, and a Licensed Psychologist in independent practice in Roanoke, Virginia.Ellen S. Silverman, R. N., C. & M.A. collaborated in Study III for a Master's thesis at Hollins College. She is currently in a Ph.D. program in psychology at Virginia Polytechnic Institute & State University.Julia M. Gentilini, B. A. collaborated on Study I for an Honors' thesis in psychology at Hollins College.Deborah K. Cunningham, M. A. collaborated on Study II for a Master's thesis at Hollins College. She is currently in a Ph.D. program in psychology at the University of Memphis.Russell M. Grieger, Ph.D., Co-Editor of this Journal, is a Licensed Clinical Psychologist in independent practice in Charlottesville, Virginia, and a Fellow of the Institute for Rational-Emotive Therapy in New York City.     

Cognitive-behavior therapy with children: Developmental reconsiderations

The present paper reconsiders the role of developmental theory in the use of cognitive-behavior therapy (CBT) with children. The implication of Piaget's theory of cognitive development and Selman's social perspectivetaking theory are reviewed briefly in regard to CBT. It is argued that the assessment of both logical/analytical thought structures and social perspective-taking abilities may be useful in planning a course of CBT with children.Andrew Kinney, Ph.D., is an Associate Fellow at the Institute for Rational-Emotive Therapy, New York City. He is an Assistant Professor of Psychology at Mohawk Valley Community College, Utica, NY, and an Adjunct Lecturer of psychology at the State University of New York Institute of Technology at Utica/Rome, NY.     

An Integrated View of Empathy: Psychology,Philosophy, and Neuroscience

In this paper, we will examine and untangle a conflict mainly between a developmental psychologist, Martin Hoffman and a social psychologist, Daniel Batson. According to Hoffman, empathic distress, a vicarious feeling through empathy, is transformed into an altruistic motivation. Batson and others on the other hand, criticize Hoffman, claiming that empathic altruism has no relation with empathic distress. We will point out some problems with Batson’s position by referring to the results of fMRI experiments that suggest empathic distress and empathic altruism share a common basis, and defend Hoffman’s argument. This will also offer new insights into the evolution of empathy.

Irrational beliefs,situational attributions,and the coping responses of adolescent runaways

Data collected from a sample of 181 adolescent runaways was used to investigate the relationship between irrational beliefs, situational attributions and different coping responses. The findings support the hypothesis that irrational beliefs and situational attributions directly relate to coping. Further, particular sets of irrational beliefs and attributions were found to be differentially associated with both adaptive and non-adaptive coping responses. Contrary to a second hypothesis, however, irrational beliefs failed to moderate the relationship between attributions and coping, and thus did not appear to influence coping responses through the meaning ascribed to stressful situations. Clinical applications based upon information about the cognitive phenomenology of the coping pathway suggested by this study are discussed.Dr. Martin S. Denoff is an Associate Professor of Social Work at the University of Tampa. He is in private practice and is a consultant to the Hillsborough County Department of Children's Services—Beach Place Runaway Services Center.Support for this research was partially provided by a faculty development grant.     

Measurement of rational-emotive therapy in outcome studies

Outcome research has to date yielded little convincing evidence concerning the effectiveness and mechanisms of action of RET. One major cause of this problem appears to be the lack of empirical evidence to confirm that outcome studies have implemented RET as it is theoretically intended and with high quality. This paper reviews constructs relevant to the measurement of psychotherapy conditions in outcome studies (adherence, purity, differentiability, and quality), surveys the extent to which these constructs have been considered in prior RET outcome research, and offers recommendations for methodological improvements in future studies in this area.David A. F. Haaga, Ph.D. is Assistant Professor of Psychology at The American University, Windy Dryden, Ph.D. is Senior Lecturer in Psychology at Goldsmiths' College, University of London. Christine P. Dancey, Ph.D. is now Lecturer in Psychology at the Polytechnic of East London.     

Religion and children with disabilities

Religion as a personal coping resource used by parents of infants and toddlers with disabilities has received some attention in recent literature. This exploratory study involved indepth interviews of 12 parents who had children with disabilities ranging in age from 15 months to 30 years. The ways in which religion can be used as a coping resource across the life-cycle are exemplified through excerpts from these interviews. Prayer, church attendance, and specific religious beliefs were identified as sources of support which helped some parents feel a growing sense of hope and strength. Suggestions for future research are discussed.Tess Bennett, Ph.D., is Assistant Professor in the University of Illinois College of Education, Department of Special Education; Deborah A. Deluca, B.A., is in the Department of Educational Psychology, and Robin W. Allen, M.S.W., is a doctoral candidate in the Department of Social Work at the same university.     

Spiking Interest in Computational Modeling: A Unified Approach to Cognitive Neuroscience. Review of Computational Explorations in Cognitive Neuroscience: Understanding the Mind by Simulating the Brain, by O'Reilly, R. C., & Munakata, Y.

Randall C. O'Reilly is an assistant professor in the Department of Psychology and Institute of Cognitive Science at the University of Colorado at Boulder. In 1996, he received his Ph.D. in psychology from Carnegie Mellon University under the supervision of Professor James L. McClelland. From 1996 to 1997, Randall O'Reilly was awarded a McDonnell-Pew Cognitive Neuroscience Postdoctoral Fellowship to study at the Department of Brain and Cognitive Sciences at the Massachusetts Institute of Technology. He has served on several National Institutes of Health grant peer review panels and is currently an associate editor of the journal Cognitive Science. Professor O'Reilly's primary research interests are concerned with understanding the biological basis of cognitive processes through a variety of methodologies including computational and formal models of the biological bases of cognition.Yuko Munakata is an associate professor in the Department of Psychology at the University of Denver. In 1996, she received her Ph.D. in psychology from Carnegie Mellon University under the supervision of Professor James L. McClelland. Professor Munakata is a panel member of the NIH Biobehavioral and Behavioral Processes Study Section, a recent recipient of the Boyd R. McCandless Young Scientist Award (American Psychological Association), and Co-Editor (with M. Johnson and R. O. Gilmore) of the book Brain Development and Cognition: A Reader (2nd ed.). From 1996 to 1997, Yuko Munakata was awarded a McDonnell-Pew Cognitive Neuroscience Postdoctoral Fellowship to study at the Department of Brain and Cognitive Sciences at the Massachusetts Institute of Technology. Professor Munakata's primary research interests are concerned with the development and evaluation of neural network models and other representational systems for the purposes of understanding human cognitive development.Richard M. Golden is associate professor of psychology, cognitive science, and electrical engineering at the University of Texas at Dallas. Professor Golden is currently a member of the editorial boards of the journals Neural Networks, Neural Processing Letters, and the Journal of Mathematical Psychology, which focus upon computational and mathematical analyses of neurally inspired mathematical models. He is also a member of the Governing Board of the Society for Text and Discourse and the author of the book Mathematical Methods for Neural Network Analysis and Design. Professor Golden's primary research interests are concerned with the development and evaluation of formal models of higher level cognitive processes through a variety of methodologies from fields such as dynamical systems theory, optimization theory, statistical pattern recognition, and computational cognitive neuroscience.