Person‐Centred and Experiential Psychotherapy Scale: Development and reliability of an adherence/competence measure for person‐centred and experiential psychotherapies

Aims: This study aimed to assess the reliability of the Person‐Centred and Experiential Psychotherapy Scale (PCEPS), a new adherence/competence measure of person‐centred and experiential psychotherapies. The PCEPS consists of 15 items with two subscales: Person-Centred Process and Experiential Process. Method: One‐hundred twenty audio‐recorded segments of therapy sessions were rated independently by two teams of three raters using the PCEPS. Half of the segments were 10 minutes long and the other half were 15 minutes long. Six therapists were experienced therapists and four were counsellors in training. Seven of the therapists identified their work as ‘person‐centred’, and three identified their work as ‘process‐experiential’. Three raters were qualified and experienced person‐centred therapists and three raters were person‐centred counselling trainees in their first year of training. Results: Interrater reliabilities were good (alpha: .68–.86), especially when ratings were averaged across items (alpha: .87); interitem reliabilities were quite high (alpha: .98). Exploratory factor analyses revealed a 12‐item facilitative relationship factor that cuts across Person‐Centred and Experiential subscales (alpha: .98), and a nonfacilitative directiveness factor (3 items, alpha: .89). Conclusions/Implications: The PCEPS has potential for use in RCT research as well as in counselling training and supervision, but will require further testing and validation.     

Academic Misconduct Among Portuguese Economics and Business Undergraduate Students- A Comparative Analysis with Other Major Students

The main purpose of this study is to understand the demographic, personal and situational determining factors leading to academic misconduct among undergraduate students by comparatively analyzing the differences among Economics and Business students and other major students. Two thousand four hundred ninety-two undergraduate students from different Portuguese Public Universities answered a questionnaire regarding their propensity to commit academic fraud, 640 of whom were Economics and Business students. Results concluded that Economics and Business students can be distinguished from others regarding the likelihood of copying from the other Major students. Younger students admit more readily to the possibility of cheating than older students. Results indicate a greater probability of acceptance of dishonest practices outside the area of Economics and Management and a greater probability of condemnation of improper practices by students of Economics and Management. This indicates that students of Economics and Management are aware that their behavior is incorrect and unacceptable; peer-pressure and the learning process itself constitute the main justifications provided by Economics and Business students for their fraudulent actions. Implications for this practice are discussed.     

Are eyes windows to a deceiver's soul? Children's use of another's eye gaze cues in a deceptive situation

Three experiments examined 3- to 5-year-olds' use of eye gaze cues to infer truth in a deceptive situation. Children watched a video of an actor who hid a toy in 1 of 3 cups. In Experiments 1 and 2, the actor claimed ignorance about the toy's location but looked toward 1 of the cups, without (Experiment 1) and with (Experiment 2) head movement. In Experiment 3, the actor provided contradictory verbal and eye gaze clues about the location of the toy. Four- and 5-year-olds correctly used the actor's gaze cues to locate the toy, whereas 3-year-olds failed to do so. Results suggest that by 4 years of age, children begin to understand that eye gaze cues displayed by a deceiver can be informative about the true state of affairs.     

Effects of face configuration change on shape perception: a new illusion

We report two experiments indicating that varying the configuration of face features changes perception of an oval aperture windowing the face: as the eyes and mouth of a frontal-view face photograph are moved vertically toward face boundaries, the oval appears increasingly clongated, taller, and narrower; when eyes and mouth are moved toward the nose, the oval appears increasingly rounder, shorter, and wider. This shape illusion is maximised when faces appear upright within the oval and major face features (eyes, nose, and mouth) appear in their correct relative locations. These results establish that processing of a face configuration can affect perception of a geometric shape that shares visual space with a face. Whether the illusion is face-specific or a special case of a more general geometric illusion is discussed.     

Trends in burnout syndrome and emotional factors: an assessment of anesthesiologists in Southern Brazil, 2012

Burnout syndrome (BOS) is the result of chronic stress at work, and is characterized by emotional exhaustion (EE), depersonalization (DP), and low professional accomplishment. Anesthesiologyis a stressful profession. The aim of this study was to assess the prevalence of burnout as well as the sociodemographic and working characteristics associated with this syndrome’s emotional factors, in anesthesiologists from Southern Brazil. We assessed burnout severity, depressive symptoms, and self-esteem using the Maslach burnout inventory, the Beck depression inventory, and the Rosenberg self-esteem scale, respectively. Of the 198 anesthesiologists included in this study, 48.7% were positive for burnout, 26.9% for EE, 41.3% for DP and 32.7% for low personal accomplishment. Trends in BOS was associated with a younger age, difficulty to conciliate family and work demands, low self-esteem, and depressive symptoms.     

Religiosity is Associated with Motivation to Start and Stop Smoking Among Adolescent Students in Brazil

Journal of Religion and Health - This study aimed to estimate associations between adolescents’ religiosity and their motivation to start and stop smoking. A school survey was carried out in...     

Counter-Arguing During Curriculum-Supported Peer Interaction Facilitates Middle-School Students’ Science Content Knowledge

Abstract

Peer argumentation, especially the discussion of contrary points of view, has experimentally been found to be effective in promoting science content knowledge, but how this occurs is still unknown. The available explanations are insufficient because they do not account for the evidence showing that gains in content knowledge are unrelated to group outcomes and are still evident weeks after collaboration occurs. The aim of this article is to contribute to the understanding of the relationship between peer-group argumentation and science content knowledge learning. A total of 187 students (aged 10 to 11?years) from 8 classrooms participated in the study, with the classrooms spread across 8 public schools, all located in Santiago, Chile. We conducted a quasi-experimental study randomized at school-class level. Four teachers delivered science lessons following a teaching program especially developed to foster dialogic and argumentative classroom talk (the intervention group), and four teachers delivered lessons in their usual way (the control group). Students were assessed individually using both immediate and delayed post-test measures of science content knowledge. The results showed no differences in pre- to post-immediate content knowledge between conditions. However, the intervention-group students increased their content knowledge significantly more than the control-group students between post-immediate and post-delayed tests. Hierarchical multiple regression analyses showed that, after controlling for school-level variables, time working in groups, and scores in the pretest, the formulation of counter arguments, although occurring in both groups, significantly predicted delayed gains in the intervention group only. Moreover, the frequency of counterarguments heard by students during the group work did not make a difference. Focal analysis of one small-group work suggests that teachers’ instructional practice may have contributed to the consolidation of students’ knowledge at an individual level in a post-collaborative phase.     

Face recognition in 4- to 7-year-olds: processing of configural, featural, and paraphernalia information.

We tested 4- to 7-year-old children's face recognition by manipulating the faces' configural and featural information and the presence of superfluous paraphernalia. Results indicated that even with only a single 5-s exposure to the target face, most children could use configural and feature cues to make identity judgments. Repeated exposure and experimenter feedback enabled other children to do so as well. Even after attaining proficiency at identifying the target face, however, children's recognition was impaired when a superfluous hat was added to the face. Thus, although young children can process featural and configural face information, their memories are highly susceptible to disruption from superfluous paraphernalia.