Fear of Rejection versus Religious Commitment as Predictors of Adjustment Among Reformed and Evangelical College Students in Canada

The contradictory findings about the (positive or negative) associations between religion and adjustment suggest that different aspects of religion might have different effects. A total of 160 men and 283 women attending two faith-affirming colleges in Canada completed measures of fear of rejection (by God and church members), religiosity, prosocial attitudes, social adjustment (work orientation, school attitudes), and personal adjustment (life satisfaction, self-esteem). Fear of rejection was found to be predictive of lower religious commitment and of poor social and personal adjustment. In contrast, religious commitment was found to be predictive of prosocial attitudes and of good adjustment. Religious commitment had much higher correlations with prosocial values and adjustment among men than among women. Regression analyses indicated that fear of rejection was a strong predictor of poor adjustment among religious persons.     

Gaze behaviour in hereditary prosopagnosia

Prosopagnosia is the inability to recognize someone by the face alone in the absence of sensory or intellectual impairment. In contrast to the acquired form of prosopagnosia we studied the congenital form. Since we could recently show that this form is inherited as a simple monogenic trait we called it hereditary form. To determine whether not only face recognition and neuronal processing but also the perceptual acquisition of facial information is specific to prosopagnosia, we studied the gaze behaviour of four hereditary prosopagnosics in comparison to matched control subjects. This rarely studied form of prosopagnosia ensures that deficits are limited to face recognition. Whereas the control participants focused their gaze on the central facial features, the hereditary prosopagnosics showed a significantly different gaze behaviour. They had a more dispersed gaze and also fixated external facial features. Thus, the face recognition impairment of the hereditary prosopagnosics is reflected in their gaze behaviour.     

Implementing the Boulder Model of Training in a Psychology Training Clinic

The scientist–practitioner (S–P) model of training has guided professional psychology in the United States for nearly six decades. However, since its inception, the model has been hotly debated and implementation of the model has been chronically problematic. One counseling psychologist who is working as both a faculty member and psychology training clinic director describes how scientific principles can be retained in a practice setting. He overviews the Boulder model of training, provides a brief review of the psychology training clinic (PTC), describes his current work setting and unique faculty appointment, and outlines five strategies for integrating science and practice in applied clinical settings. He also highlights how embracing the Boulder model has promoted a strong professional identity and presents the PTC as a model professional home for S–Ps.     

Justification pressure in risky decision making: search for risk defusing operators

Under justification pressure, the decision maker knows in advance that the decision has to be justified to somebody afterwards. The effect of justification pressure on the search for risk defusing operators (RDOs) and the role of RDOs in the justification texts were investigated. An RDO is an action intended by the decision maker to be performed in addition to an otherwise attractive alternative to decrease the risk. As predicted, in Experiment 1 participants (60 non-students) under justification pressure searched more RDOs. Additionally, in Experiment 2 (80 non-students) RDO search success was varied. Under justification pressure, persistence of RDO search was higher when no RDO could be detected. In the justification texts, the existence or non-existence of RDOs played a prominent role. Searching for RDOs supports people in their goal to make a good decision and in their attempt to convince the addressee of their justification that the decision was good.     

A Mixed-method Study of Individual,Couple, and Parental Functioning During the State-regulated COVID-19 Lockdown in Spain

During the recent COVID-19 outbreak in Spain, we explored the individual and relational well-being of people confined together with their partners and/or children during the first 3 weeks of state-regulated lockdown. Adults 18 years or older (N = 407) completed an online survey that included demographic, household, and employment information along with standardized measures of psychological distress (State-Trait Anxiety and Beck Depression) and relationship functioning—either the Dyadic Adjustment Scale if there were no children in the household or a Basic Family Relations Evaluation Questionnaire (CERFB) measuring conjugal, parental, and coparental functions. Qualitative analyses of responses to an open-ended question about perceived changes in couple or family dynamics during lockdown revealed nine specific themes comprising two overarching categories: relational improvement and deterioration. The overall prevalence of improvement themes (61.7%) exceeded deterioration themes (41.0%), with increased (re)connection and conflict atmosphere cited most often. Quantitative analyses found elevated levels of state anxiety but not trait anxiety or depression during lockdown. Consistent with the qualitative results, couples having no children at home reported high levels of dyadic adjustment, but with children present CERFB parental functioning exceeded conjugal functioning, a pattern sometimes associated with child triangulation into adult conflicts. Although correlates of psychological distress (e.g., unemployment, perceived economic risk) were relatively stable across subgroups, predictors of relationship functioning varied substantially with household/parental status (e.g., telecommuting and employment facilitated conjugal functioning only for couples with children).     

Understanding how engagement in a self‐managed shelter contributes to empowerment

Participant empowerment is a foundational goal of self‐organised homeless care. We aim to understand how a self‐organised setting contributes to participants' empowerment. The data we analysed (56 interviews, both open and semi‐structured) were generated in a longitudinal participatory case study into Je Eigen Stek (Your own place, JES), a low‐cost shelter for people experiencing homelessness in the Netherlands. JES participants experienced the freedom of choice and influence on their living environment. JES' fluid structure allowed participants to adapt the program to their desires and needs, though participants were sometimes negative about having to live together. Most participants preferred JES over regular shelters. Unlike empowerment literature, participants mostly emphasised freedom of choice over capacity development. JES offered opportunities for social and organisational engagement, through which participants developed roles, skills and self‐image. However, a limited number of participants developed leadership roles through self‐management. Literature suggests setting aspects to be either enabling or entrapping. We found some aspects (e.g., size, freedom of choice) could be entrapping or enabling, depending on personal factors. Our analysis revealed individual freedom of choice, balancing freedom of choice with support, offering opportunities for engagement and maintaining fluidity in program management as core aspects of how JES contributed to participants' empowerment.     

Place‐value understanding in number line estimation predicts future arithmetic performance

In multi‐digit numbers, the value of each digit is determined by its position within the digit string. Children's understanding of this place‐value structure constitutes a building block for later arithmetic skills. We investigated whether a number line estimation task can provide an assessment of place‐value understanding in first grade. We hypothesized that estimating the position of two‐digit numbers requires place‐value understanding. Therefore, we fitted a linear function to children's estimates of two‐digit numbers and considered the resulting slope as a measure of children's place‐value understanding. We observed a significant correlation between this slope and children's performance in a transcoding task known to require place‐value understanding. Additionally, the slope for two‐digit numbers assessed at the beginning of grade 1 predicted children's arithmetic performance at the end of grade 1. These results indicate that the number line estimation task may indeed constitute a valid measure for first‐graders' place‐value understanding. Moreover, these findings are hard to reconcile with the view that number line estimation directly assesses a spatial representation of numbers. Instead, our results suggest that numerical processes involved in performing the task (such as place‐value understanding) may drive the association between number line estimation and arithmetic performance.