Mindfulness and Levels of Stress: A Comparison of Beginner and Advanced Hatha Yoga Practitioners

The present study was designed to examine mindfulness and stress levels in beginner and advanced practitioners of Hatha Yoga. Participants (N = 52) were recruited through Hatha Yoga schools local to western Massachusetts. Beginner practitioners (n = 24) were designated as those with under 5 years (M = 3.33) experience and advanced practitioners (n = 28) as those with over 5 years (M = 14.53) experience in Hatha Yoga. The participants completed the Mindful Attention Awareness Scale (MAAS; Brown and Ryan 2003) and the Perceived Stress Scale (PSS; Cohen et al. 1983) directly preceding a regularly scheduled Hatha Yoga class. Based on two independent-samples t-tests, advanced participants scored significantly higher in mindfulness levels (P < .05) and significantly lower in stress levels (P < .05) when compared to beginner participants. Additionally, a significant negative correlation (r = −.45, P = .00) was found between mindfulness and stress levels. No significant correlations were found between experience levels and mindfulness and stress levels. Hatha Yoga may be an effective technique for enhancing mindfulness and decreasing stress levels in practitioners.     

Measuring Multicultural Training Reactance: Initial Instrument Psychometrics

Resistant behaviors in multicultural courses are a common dilemma within counselor education. On the basis of psychological reactance theory (J. W. Brehm, 1966), the authors created a multicultural training reactance scale to measure the construct. Exploratory factor analysis and initial reliability and validity data are presented, followed by suggestions that address course reactions. Los comportamientos resistentes en los cursos multiculturales son un dilema frecuente en la educación de consejeros. Basándose en la teoría de reactancia psicológica (J. W. Brehm, 1966), los autores crearon una escala de reactancia en la capacitación multicultural para medir el constructo. Se presenta un análisis factorial exploratorio, así como datos iniciales de fiabilidad y validez, seguidos por sugerencias que abordan las reacciones al curso.     

Parents and divorce: Identifying the support network for decisions about custody

Abstract

The social support network of divorcing parents has been identified as an important factor in postdivorce adjustment. The present study examined the social resources accessed by parents regarding issues of custody and visitation. Parents' evaluation of and interest in participating in four types of custody-related interventions (workshops, mediation, professional evaluation, and arbitration) were also examined. The findings and their implications for clinical practice suggest some major shifts in the provision of services for divorcing families.     

Evaluation of personality measures for the selection of textile employees

The purpose of this study was to evaluate the validity of a measure of personality constructs for the selection of operating employees in the textile industry. A commercial paper-and-pencil test measuring ten personality dimensions was used. Two measures of performance were obtained: an objective measure of performance based on individual output, and subjective ratings of performance by supervisors. The results indicated that two personality dimensions measured by the test were significantly related to employee performance. The results are discussed in relation to the potential of personality dimensions for predicting employee performance.     

An Examination of the Relationships Between Turnover Functionality, Turnover Frequency, and Organizational Performance

Meta-analysis was employed to investigate the relationships between organizational performance, as measured by sales growth, and turnover functionality and between organizational performance and turnover frequency. Turnover functionality was found to be correlated with organizational performance while turnover frequency was not.     

The two faces of dominance: The differential effect of ingroup superiority and outgroup inferiority on dominant-group identity and group esteem

The present paper provides evidence that dominant-group members distinguish dominance framed as ingroup superiority from dominance framed as outgroup inferiority, and that ingroup superiority enhances esteem for, and thus identification with, the group more than outgroup inferiority. In Experiment 1, Democrats report higher levels of party identification after being told that Democrats won an election than after being told that Republicans lost the election. These effects are attenuated among dominant group members whose values are in conflict with how dominance was achieved. In Experiments 2a and 2b, unearned dominance framed as ingroup superiority resulted in higher levels of White identification than unearned dominance framed as outgroup inferiority among Whites who did not value meritocracy. In contrast, Whites who valued meritocracy did not increase their levels of identification with the group. In Experiment 2b, this interactive effect on racial identification was mediated by esteem for the group.     

How believing in affirmative action quotas protects White men’s self-esteem

We propose that White men derive a psychological benefit from believing that affirmative action is a quota-based policy. Three studies provide evidence that quota beliefs protect White men’s self-esteem by boosting their sense of self-competence. Study 1 found a positive relationship between quota beliefs and self-esteem that was mediated by self-perceived competence. In Studies 2 and 3, the belief in affirmative action quotas—whether measured or experimentally manipulated—protected White men’s self-esteem from self-image threatening feedback. Only participants who did not believe in quotas reported a lower self-esteem after being told they had performed poorly on an intelligence test. As in Study 1, this effect was mediated by self-perceived competence. In all, these studies suggest that the belief that affirmative action is a quota policy may persist, in part, because it benefits White mens’ self-esteem.     

Long-term Effects of Subliminal Priming on Academic Performance

This research examines the temporal range of subliminal priming effects on complex behavior. In Experiments 1 and 2, participants were subliminally primed with words either related or unrelated to intelligence before completing a practice exam, administered 1 to 4 days before an actual course midterm. Results revealed that the intelligence primes increased performance on the midterm compared to neutral primes. Experiment 1 demonstrated that being told that the priming task was designed to help exam performance moderated the effect of the intelligence primes. In Experiment 2, practice test performance mediated the effect of the primes on midterm performance. These experiments demonstrated that subliminal priming may have long-term effects on real-world behavior, and demonstrates one means by which long-term priming effects may occur.