Mismatched Lovers: Exploring the Compatibility Between LGBTQ+ Identity Theories and Gender and Sexual Plurality in Sri Lanka

Sexual and gender identity development theories in psychology and sociology exert considerable influence over discourse on gender and sexuality, shaping key domains such as counseling, education, and social work, as well as public policy and advocacy. While a robust body of literature has developed in critique of such theories and models, they continue to be applied in the Global South without much thought for their relevance to various non-Western cultural contexts. The current study explores the fit of these identity development theories to the experiences of 15 non-heterosexual and transgender individuals in Sri Lanka, gathered through a qualitative study of the question in 2016. These participants articulated gender and sexual self-conceptions that were incongruent with major identity development theories in significant ways. A broad majority failed to endorse central or salient sexual identities, while demonstrating a fluidity in object choice, sex roles, and sex acts, thus rupturing the theoretical notion of stable and coherent identities. Transgender participants did not demonstrate identity synthesis or pride and complicated theoretical understandings of sexual intimacy. These findings highlight the necessity of considering individual differences and cultural contexts when studying gender and sexuality and the dangers of universalizing theories across cultural differences.     

A Single-Subject Evaluation of the Treatment of Morphing Fear

We present a single-subject prospective outcome study of a man with severe morphing fear and long history of OCD who was not helped by previous interventions, and who received an adapted form of cognitive behavior therapy (CBT) as part of this study. Treatment consisted of a cognitively focused approach tailored to address his fear of morphing and included developing a stronger sense of self-stability. We describe the details of the case, the treatment protocol, and the therapeutic outcomes as assessed over 36 weeks by questionnaires, rating scales, and semistructured interviews. The intervention was effective in eradicating the patient’s morphing fears and reducing other symptoms of OCD, anxiety, and depression. The presented case illustrates the need to appropriately conceptualize, assess, and address the specific nature of morphing fear symptoms in treatment.     

Manualizing psychotherapy: Aaron T. Beck and the origins of Cognitive Therapy of Depression

Abstract

This paper examines the origins of psychiatrist Aaron T. Beck’s 1979 Cognitive Therapy of Depression (CTOD). CTOD was the first psychotherapy manual designed to be used in a randomized controlled trial (RCT). Making psychotherapy amenable to the RCT design had been a ‘holy grail’ for leading American psychotherapy researchers since the late 1960s. Beck’s CTOD – which standardized his treatment so it could be compared with drug treatments in a clinical trial – delivered that holy grail, and ushered in the manualized treatment revolution. Manuals are now a sine qua non in psychotherapy research. In this paper, I explore some of the personal, political, and economic variables that made the idea of a manual irresistible to Beck and to those who first championed him.     

Auditory access,language access,and implicit sequence learning in deaf children

Developmental psychology plays a central role in shaping evidence‐based best practices for prelingually deaf children. The Auditory Scaffolding Hypothesis (Conway et al., 2009) asserts that a lack of auditory stimulation in deaf children leads to impoverished implicit sequence learning abilities, measured via an artificial grammar learning (AGL) task. However, prior research is confounded by a lack of both auditory and language input. The current study examines implicit learning in deaf children who were (Deaf native signers) or were not (oral cochlear implant users) exposed to language from birth, and in hearing children, using both AGL and Serial Reaction Time (SRT) tasks. Neither deaf nor hearing children across the three groups show evidence of implicit learning on the AGL task, but all three groups show robust implicit learning on the SRT task. These findings argue against the Auditory Scaffolding Hypothesis, and suggest that implicit sequence learning may be resilient to both auditory and language deprivation, within the tested limits. A video abstract of this article can be viewed at: https://youtu.be/EeqfQqlVHLI [Correction added on 07 August 2017, after first online publication: The video abstract link was added.]     

Children prenatally exposed to maternal anxiety devote more attentional resources to neutral pictures

Maternal anxiety during pregnancy can negatively affect fetal neurodevelopment, predisposing the offspring to a higher risk of behavioral and emotional problems later in life. The current study investigates the association between maternal anxiety during pregnancy and child affective picture processing using event‐related brain potentials (ERPs). Mothers reported anxiety during the second trimester using the anxiety subscale of the Symptom Checklist (SCL‐90). At age 4 years, child affective picture processing (N = 86) was measured by recording ERPs during viewing of neutral, pleasant, and unpleasant pictures selected from the International Affective Pictures System. The late positive potential (LPP)—an ERP component reflecting individual differences in affective processing—was used as child outcome. The expected positive association between maternal anxiety and LPP amplitude for unpleasant pictures was not found. Nevertheless, we found a positive association between maternal anxiety during pregnancy and LPP amplitudes for neutral pictures in the middle and late time window at anterior locations (all p < .05). These associations remained significant after adjusting for maternal postnatal anxiety and gestational age at birth and after FDR correction for multiple comparisons. Our study provides neurophysiological evidence that children prenatally exposed to higher maternal anxiety devote more attentional resources to neutral pictures, but not to unpleasant pictures. Possibly, these children show enhanced vigilance for threat when viewing neutral pictures. Although useful in dangerous environments, this enhanced vigilance may predispose children prenatally exposed to higher maternal anxiety to developing behavioral and/or emotional problems later in life. A video abstract of this article can be viewed at: https://www.youtube.com/watch?v=kEzYi6IS2HA     

Multiple Religious Belonging among visitors of Dominican spiritual centers in the Netherlands

ABSTRACT

In the religiously pluralized Western world, a trend called ‘Multiple Religious Belonging’ (MRB) has been identified. Although it is a much theologically debated concept, empirical research on the practice of MRB is limited. The present research project therefore explores the phenomenon of MRB among visitors of Dominican spiritual centers in the Netherlands (n=472). It investigates to what extent and in which ways such visitors combine elements from more than one religious tradition in their lives and what they perceive to be the benefits of combining elements. It links this information to their views on religion, the resources they draw from, their (religiously diverse) networks, and their motivations for attending spiritual activities. The results indicate that respondents who combine elements from more than one religious tradition (‘combiners’) are more likely than ‘non-combiners’ to: a) see religion as something that is constantly changing during the life course; b) have networks which are religiously diverse; c) place importance on nature, in-depth conversations, personal rituals or practices, and theological, philosophical, and spiritual texts as resources; d) be motivated to attend spiritual centers because of a focus on self-exploration.     

Adaptive memory: Is the animacy effect on memory due to emotional arousal?

Animate entities are often better remembered than inanimate ones. The proximal mechanisms underlying this animacy effect on recall are unclear. In two experiments, we tested whether the animacy effect is due to emotional arousal. Experiment 1 revealed that translations of the animate words used in the pioneering study of Nairne et al. (Psychological science, 24, 2099–2105, 2013) were perceived as being more arousing than translations of the inanimate words, suggesting that animacy might have been confounded with arousal in previous studies. In Experiment 2, new word lists were created in which the animate and inanimate words were matched on arousal (amongst several other dimensions), and participants were required to reproduce the animate and inanimate words in a free recall task. There was a tendency towards better memory for arousing items, but robust animacy effects were obtained even though animate and inanimate words were matched on arousal. Thus, while arousal may contribute to the animacy effect when it is not carefully controlled for, it cannot explain the memory advantage of animate items.     

Do students feel authentic in integrated RE? A quantitative analysis

Abstract

The purpose of this article is to present quantitative results concerning students’ sense of authenticity during a teaching experiment conducted in Finnish ninth grade religious education classes in 2014. In this experiment, students (N = 24) from three different faith traditions (Lutheran, Orthodox, secular humanist) studied ethical contents together on four subsequent lessons. The analysis showed some differences in students’ experiences of common trait authenticity and lesson-specific experiences of state authenticity but in general, the students felt welcome in the integrated RE lessons. There was not a lot of difference between girls and boys but Orthodox students seemed to be more complacent than the other students. This article adheres to the view that the ability to be authentic is one of the prerequisites of successful spiritual education and it seems that meeting this prerequisite is possible, even among students who have previously studied in segregated religious education.     

Personality,coping, and school well-being: an investigation of high school students

With a growing interest in well-being as an outcome of schooling, there is an increased need for research on how to enable it in students’ academic lives. This study examined personality and coping strategies as predictors of students’ well-being outcomes at school using structural equation modelling. Students (N?=?328) completed measures of personality and coping strategies, and then approximately 6 months later reported on their satisfaction with school and subjective well-being. Results indicated that, along with personality and sociodemographics, productive coping strategies were associated with school satisfaction and subjective well-being 6 months later. The findings suggest that coping strategies used by adolescents to deal with the stresses of school have important consequences. Interventions to increase school students’ use of productive coping strategies may have meaningful impacts on their well-being.