The transfer of Crel contextual control (same,opposite, less than,more than) through equivalence relations

According to Relational Frame Theory (RFT) C_rel denotes a contextual stimulus that controls a particular type of relational response (sameness, opposition, comparative, temporal, hierarchical etc.) in a given situation. Previous studies suggest that contextual functions may be indirectly acquired via transfer of function. The present study investigated the transfer of C_rel contextual control through equivalence relations. Experiment 1 evaluated the transfer of C_rel contextual functions for relational responses based on sameness and opposition. Experiment 2 extended these findings by evaluating transfer of function using comparative C_rel stimuli. Both experiments followed a similar sequence of phases. First, abstract forms were established as C_rel stimuli via multiple exemplar training (Phase 1). The contextual cues were then applied to establish arbitrary relations among nonsense words and to test derived relations (Phase 2). After that, equivalence relations involving the original C_rel stimuli and other abstract forms were trained and tested (Phase 3). Transfer of function was evaluated by replacing the directly established C_rel stimuli with their equivalent stimuli in the former experimental tasks (Phases 1 and 2). Results from both experiments suggest that C_rel contextual control may be extended via equivalence relations, allowing other arbitrarily related stimuli to indirectly acquire C_rel functions and regulate behavior by evoking appropriate relational responses in the presence of both previously known and novel stimuli.     

Transgressing Motherhood: Media Reports on Infanticide

This article seeks to understand the discourses on motherhood elicited by media in news articles dealing with infanticide. Applying thematic analysis, we studied news and online comments of a Portuguese newspaper. The analysis of infanticidal mothers reports two different images of these mothers both constructed and profiled by the media and the readers. Women are more penalized based on their perversity, living in better economic conditions, being employed and married, whether by the media or by the readers. They are absolved in accordance with their mental illnesses or poor social and economic backgrounds.     

Rage and hatred in infants: conditions which facilitate development versus those which result in tragic delays or alarming distortions

The paper traces some possible trajectories of aggressive behaviour in children and adolescents. It distinguishes three contributing factors: 1. Disturbance or Disorder; 2. Deficit and Neglect; and 3. Deviance. Therapeutic technique may need adjusting depending on which factor is dominant at any moment. Two dimensions which seem to run through these categories are first, the question of which type of violence is occurring - that is, the motivation and emotion which accompany the violence; the second question is whose violence: that is, when we study the inner world of aggressive children we discover vast differences in the relationships between the self and the internal objects or representational figures of other people. These two questions will be raised whenever we try to treat these children or adolescents.     

The impact of counsellor training on emotional intelligence

This study evaluated the impact of counsellor training on emotional intelligence (EI) in 45 undergraduates and 58 postgraduates. Significant improvements were recorded by students on completion of both programmes, suggesting that these were attributable to training which enhanced intra- and interpersonal aspects of emotional functioning. As a group, postgraduates were older than undergraduates, and at the outset of the study, EISAQ scores were comparable; however, at follow-up, undergraduates recorded significantly higher EISAQ scores. Students’ EI was not significantly related to their age, and these findings indicate the potential for effective EI-skills training which is unrelated to quantity of life experiences. It is hoped that this study contributes to a growing quantitative evidence base from which the counselling profession can evaluate its training profile.     

Planning for the near and distant future: How does temporal distance affect task completion predictions?

In everyday life people estimate completion times for projects in the near and distant future. How might the temporal proximity of a project influence prediction? Given that closer events elicit more concrete construals, we proposed that temporal proximity could enhance two kinds of concrete cognitions pertinent to task completion predictions: step-by-step plans and potential obstacles. Although these cognitions have opposite implications for prediction, and thus could cancel each other out, we hypothesized that temporal proximity would have a greater impact on cognitions that were relatively focal. Thus contextual factors that alter the relative focus on plans vs. obstacles should determine whether and how temporal proximity affects prediction. Six studies supported this reasoning. In contexts that elicited a focus on planning, individuals predicted earlier completion times for close than distant projects. In contexts that prompted a focus on obstacles, individuals predicted later completion times for close than distant projects.     

Social Buffering by God: Prayer and Measures of Stress

Social buffering is characterized by attenuation of stress in the presence of others, with supportive individuals providing superior buffering. We were interested in learning if the implied presence of a supportive entity, God, would reduce acute stress. Participants were randomly assigned to one of three conditions: prayer, encouraging self-talk, and control. They were subsequently placed in a stressful situation. Self ratings of stress were lower among the prayer and self-talk conditions relative to controls. Systolic and diastolic blood pressures only among those who prayed were lower than controls; however, prayer and self-talk did not differ. Prayer alone did not significantly reduce stress, perhaps because the majority of students in the prayer condition did not consider reading a prayer to constitute praying.     

College Adjustment and Subjective Well‐Being When Coping With a Family Member's Illness

Individuals coping with the chronic or terminal illness of a family member are presented with a unique challenge that may influence their adjustment and overall well‐being. This study investigated variables that relate to college adjustment and subjective well‐being, including attachment, social support, coping, and illness‐related constructs, in a sample of undergraduate students (N = 171) faced with this family crisis. The findings and counseling implications for this group are discussed.     

Avoiding awareness of betrayal: Comment on Lindblom and Gray (2009)

Betrayal trauma theory (BTT) predicts that unawareness of abuse by someone on whom a victim is dependent may serve to protect a necessary relationship. Lindblom and Gray (2009) contribute to a growing line of BTT studies by measuring narrative detail in a sample of undergraduates who met Criterion A of the PTSD diagnosis and who rated the abuse as their most distressing trauma. Although many core betrayal traumas do not fit Criterion A, Lindblom and Gray found a small effect in the predicted direction. Having found an effect as predicted by BTT, curiously the authors then argue that PTSD Avoidance is a confound for forgetting the abuse to be statistically managed. This is particularly curious since symptom 3 of Criterion C is ‘inability to recall an important aspect of the trauma’. Despite constraining participant selection and other methodological issues, Lindblom and Gray's results add support to BTT. Copyright © 2009 John Wiley & Sons, Ltd.     

Working memory interference during processing texts and pictures: Implications for the explanation of the modality effect

Auditory text presentation improves learning with pictures and texts. With sequential text–picture presentation, cognitive models of multimedia learning explain this modality effect in terms of greater visuo‐spatial working memory load with visual as compared to auditory texts. Visual texts are assumed to demand the same working memory subsystem as pictures, while auditory texts make use of an additional cognitive resource. We provide two alternative assumptions that relate to more basic processes: First, acoustic‐sensory information causes a retention advantage for auditory over visual texts which occurs no matter if a picture is presented or not. Second, eye movements during reading hamper visuo‐spatial rehearsal. Two experiments applying elementary procedures provide first evidence for these assumptions. Experiment 1 demonstrates that, regarding text recall, the auditory advantage is independent of visuo‐spatial working memory load. Experiment 2 reveals worse matrix recognition performance after reading text requiring eye movements than after listening or reading without eye movements. Copyright © 2008 John Wiley & Sons, Ltd.