Catholic/Jesuit Values in an Introductory Religious Studies Course

A growing interest in the communication to students of the mission and identity of a higher education institution prompted this study about the presence of Catholic, Jesuit values in the introductory religious studies course at a faith‐based university. To conduct this study a survey instrument was developed, piloted, further refined, and then administered again to about four hundred and fifty students. The study's results showed that the introductory course had a positive effect on the majority of students surveyed, namely, those who had no Catholic schooling or only had a Catholic elementary school education. Statistically significant advances in several areas of knowledge about Catholic teachings endorsed by Catholic bishops and the pope occurred. Although less extensive, knowledge of Jesuit values also advanced in the course.     

Moving Through Time: The Role of Personality in Three Real‐Life Contexts

In English, two deictic space‐time metaphors are in common usage: the Moving Ego metaphor conceptualizes the ego as moving forward through time and the Moving Time metaphor conceptualizes time as moving forward toward the ego (Clark, 1973). Although earlier research investigating the psychological reality of these metaphors has typically examined spatial influences on temporal reasoning (e.g., Boroditsky & Ramscar, 2002), recent lines of research have extended beyond this, providing initial evidence that personality differences and emotional experiences may also influence how people reason about events in time (Duffy & Feist, 2014; Hauser, Carter, & Meier, 2009; Richmond, Wilson, & Zinken, 2012). In this article, we investigate whether these relationships have force in real life. Building on the effects of individual differences in self‐reported conscientiousness and procrastination found by Duffy and Feist (2014), we examined whether, in addition to self‐reported conscientiousness and procrastination, there is a relationship between conscientious and procrastinating behaviors and temporal perspective. We found that participants who adopted the Moving Time perspective were more likely to exhibit conscientious behaviors, while those who adopted the Moving Ego perspective were more likely to procrastinate, suggesting that the earlier effects reach beyond the laboratory.     

What’s the Harm? Genetic Counselor Perceptions of Adverse Effects of Genetics Service Provision by Non-Genetics Professionals

Anecdotal accounts suggest some patients have experienced negative outcomes as a result of receiving genetics services from non-genetics providers, but empirical evidence of these incidents and their outcomes is limited. This study examined genetic counselors’ perceptions of the occurrence of such incidents in the state of Minnesota. Twenty-five genetic counselors completed an on-line survey and 20 also participated in a semi-structured telephone interview. The interviewees recalled and described 37 specific incidents they perceived as having negative outcomes for patients and/or their families. Inductive and cross-case analysis revealed common themes including: adverse psychosocial effects, inadequate genetic counseling, genetic testing and screening errors, medical mismanagement, negative shifts in attitudes toward medical providers, and unnecessary use of health care resources. Commonly mentioned strategies for preventing/mitigating negative outcomes included: educational outreach and awareness programs for medical providers and the general public, standardized testing and screening processes, and implementing mechanisms for reporting and addressing adverse events. Additional findings, practice and policy implications, and research recommendations are discussed.     

Participating From the Comfort of Your Living Room: Feasibility of a Group Videoconferencing Intervention to Reduce Distress in Parents of Children With a Serious Illness or Injury

ABSTRACT

This study explored the feasibility and potential effectiveness of a videoconferencing group intervention for parents of children with a life-threatening illness. Parent functioning was assessed at pre, post, and 6-month follow-up (N?=?13). Semistructured interviews explored parent experiences of the program and clinicians’ experiences were systematically recorded. Attendance was high (92%) and parents reported comfort with the online delivery. Quantitative data revealed significant reductions on three of the nine measures examined (parent guilt/worry; unresolved sorrow/anger; lack of psychological flexibility). Clinician data are described and highlights the skills and program modifications required to adapt to the videoconferencing modality. A randomized controlled trial is now underway.     

Indeterminacy and consciousness in the creative process: What quantum physics has to offer

The quantum view of creativity, based on Goswami's idealistic interpretation of quantum physics, is presented. It provides a resolution for two controversial areas of creativity theory and research: the “aha”; experience and the role of consciousness. According to the quantum model, the mind‐brain consists of classical and quantum functions and structures. The source for creative ideation lies in the quantum realm in the form of unlearned coherent superpositions or states of simultaneous multiple possibilities. While access of coherent superpositions (CohS) are susceptible to interference from classical domain functions, such as attention, the CohS itself is experienced as an altered state, facilitating creative ideation. The relationships among attention, self‐awareness, context, ambiguity, uncertainty, and conscious and unconscious perception in creative ideation are proposed to be experienced discontinuously due to an indeterminate element inherent in nature. Theoretical and empirical investigation of the above propositions is possible through quantum physics.     

When is a Concrete Property Basic?

We more or less understand how composition works in the case of objects. We cement bricks together to build a wall. We stir together red paint and yellow paint to get orange paint. In both cases, one way or another, A = B + C. This paper examines composition in the case of concrete natural properties. It explains why property composition is so much less straightforward than object composition. Then it distinguishes strictly basic properties (like the mass of an electron), compositely basic properties (like the mass of a planet), and fully non-basic properties (like the saltiness of blood). It shows how strictly basic properties compose, or result in, compositely basic and fully non-basic properties, which differ from, yet depend for their natures on, the strictly basic properties they result from. It explains the characteristics and differences of these types of properties. It notes that the existence of compositely basic and non-basic properties grounds an argument for the genuine existence of composite properties as well as the composite objects they characterize. Finally, it defends the usefulness of these distinctions by identifying projects they assist, and by applying them both to mark off distinct metaphysical views too often conflated and to correct sundry metaphysical mistakes.     

Personal project commitment in adolescence: The role of relatedness,competence and integrity

University (n = 175) and high school (n = 162) students rated their commitment to three personal projects self‐identified as central to their lives, the extent to which each project generated experiences of relatedness, competence and integrity, and how much approval it received from significant others. This study compared the ‘life’ (hobbies, fitness, church, life transitions, intrapersonal, etc.) and education projects of participants who spontaneously generated an example of each (98 university and 70 high school participants). Integrity and competence received higher ratings than relatedness and were the most important predictors of commitment to both types of project. For both groups, education projects received more family/adult approval than life projects and there was much greater variation in approval ratings for the latter. The results suggest that, at least for young people in New Zealand, feeling that you are good at a project and it fits with your values, is almost a proxy for commitment. It is possible that social factors play a less direct role, perhaps by influencing the choice of interpersonal settings in which to carry out important projects. Copyright © 2009 John Wiley & Sons, Ltd.     

Concerns of South Korean Patients and Family Members Affected with Genetic Conditions: A Content Analysis of Internet Website Messages

The genetic counseling profession is expanding globally, and many countries, such as South Korea, are in the early stages of developing programs to prepare healthcare professionals specifically trained as genetic counselors. However, little research has investigated the concerns of South Korean patients and family members that have genetic conditions. The present study assessed their concerns by accessing and analyzing messages posted to websites devoted to genetic conditions. Eighteen websites were accessed—1 website concerns general genetic conditions, and 17 concern specific conditions. A sample of 700 messages was translated into English and analyzed using grounded theory analysis. Three major themes and 30 categories were extracted. The themes are: 1) Medical Concerns (e.g., clinical symptoms, diagnosis, prognosis, recurrence risk, prevention, inheritance); 2) Psychosocial Concerns (e.g., emotions, social stigma, social support); and 3) Management Concerns (e.g., therapy and alternative treatments, education, financial support, nutrition, medical facilities, folk remedies). The findings provide insight into the types of information and genetic counseling services that might benefit South Korean individuals and family members.     

Publishing a Master’s Thesis: A Guide for Novice Authors

Publication of original research, clinical experiences, and critical reviews of literature are vital to the growth of the genetic counseling field, delivery of genetic counseling services, and professional development of genetic counselors. Busy clinical schedules, lack of time and funding, and training that emphasizes clinical skills over research skills may make it difficult for new genetic counselors to turn their thesis projects into publications. This paper summarizes and elaborates upon a presentation aimed at de-mystifying the publishing process given at the 2008 National Society of Genetic Counselors Annual Education Conference. Specific topics include familiarizing prospective authors, particularly genetic counseling students, with the basics of the publication process and related ethical considerations. Former students’ experiences with publishing master’s theses also are described in hopes of encouraging new genetic counselors to submit for publication papers based on their thesis projects.