Not leaving the conversation behind: approaching a decade of teaching reflective journal writing at a liberal arts college

Approaching a milestone in his teaching career, the author set out to document his observations on mentoring reflective journal writing with the aims of capturing his own learning journey and providing insights into future practice. Such recollections of teachers’ learning from experience in the higher education context have been subject to relatively little investigation. Some key points emerge: reflective journal writing is considered fundamental to advancing the core principles of the liberal arts tradition, specifically by allowing students to articulate their understanding of the more abstract concepts fundamental to undergraduate learning. Over time, mentoring of journal writing can provide rich individual and collective portraits of learner development. At the heart of this discussion is the belief that the ‘art’ of mentoring good journal writing lies in taking cues from the students, and acknowledging and incorporating their insights and first-hand experience of the process into classroom instruction. It is hoped that these reflections may be beneficial for teachers beginning or continuing their reflective journal mentoring.     

Hostile Sexism and Rape Proclivity Amongst Men

In the current study, we examined the influence of victim type and hostile sexism on men’s judgments about an acquaintance rape victim and their self-reported acquaintance rape proclivity. It was predicted that hostile sexism would predict self-reported rape proclivity, but that this relationship would be moderated by victim type. Specifically, it was predicted that participants would report greater proclivity in relation to a victim who appeared not to adhere to traditional gender stereotypes than to a victim who appeared to adhere to such stereotypes. Further, in line with D. Abrams, G. T. Viki, B. Masser, and G. Bohner (2003), it was predicted that the relationship between hostile sexism and rape proclivity would be mediated by perceptions of “token resistance” by the victim. Results partially supported the hypotheses. Hostile sexism was positively related to rape proclivity, but victim type was not found to moderate the relationship. In addition, perceptions of “token resistance” were found to mediate the hostile sexism and rape proclivity relationship. The results suggest that, at least in terms of rape proclivity, hostile sexists may not differentiate in their targets for sexual aggression.     

Can the REBT theory explain loneliness? Theoretical and clinical applications

Loneliness is a common psychological experience affecting a significant minority of the general population. Loneliness may in part be related to the existence of dysfunctional cognitive evaluations. To date, however, loneliness has yet to be explicitly assessed within a cognitive-behavioural theoretical framework. The current study sought to determine the association between negative cognitions, within the context of Rational Emotive Behaviour Therapy (REBT), and the experience of loneliness. A multinational sample of university students (n = 397) completed self-report assessments of rational and irrational beliefs, and loneliness. Structural equation modelling results found that the REBT model of psychopathology, and the REBT model of psychological health, provided satisfactory representations of loneliness, explaining 36% and 23% of variance in loneliness, respectively. Several dysfunctional (“Demandingness”, “Catastrophising” and “Self-Downing” beliefs) and functional (“Preferences” and “Self-Acceptance” beliefs) cognitions were directly and indirectly associated with loneliness. These results highlight that cognitions and loneliness are meaningfully related, and indicate that cognitive-behavioural models may be useful in understanding loneliness. More specifically, current results suggest that REBT may offer a viable psychotherapeutic approach to treating loneliness.     

Analysis of Emotions and Dysfunctional Attitudes in Depression

The current study was designed to examine the role of basic emotions and dysfunctional attitudes in depression. Moreover, six models related to the organization of emotions were examined through confirmatory factor analysis. Two hundred individuals with major depressive disorder were recruited from three clinical psychology centers. Participants completed a battery of questionnaires measuring basic emotions, dysfunctional attitudes, and depressive. Results demonstrated that the dysfunctional attitude of “need for approval” and the basic emotions of disgust and sadness could predict depressive scores positively and significantly. It was also shown that the dysfunctional attitudes could positively and significantly predict the two negative emotions of disgust and sadness. Thus, the findings supported an analysis in which the two basic emotions of sadness and disgust were elevated in individuals with depressive disorders. Confirmatory factor analysis supported the proposed basic emotions model and did not support alternative models, such as the positive affect and negative affect model.     

Bullying and victimisation in Scottish secondary schools: Same or separate entities?

Previous research has suggested that bullying is an increasingly severe problem in schools. Such research has approached the phenomenon from two different angles. Earlier research has treated bullying and victimisation as separate entities. However, current research suggests that bullies and victims engage in a special dynamic and interactive relationship, thereby providing the need for studying any similarities and differences between bullies and victims in relation to various factors. The present research has approached bullying and victimisation in both ways. First, we studied differences between bullies, victims, and those not involved in relation to various demographic, school, well‐being, and personality factors to identify factors that separate these three groups. In addition, we studied differences between those involved in bullying/victimisation (one group) and those never involved in relation to the same aforementioned factors to highlight aspects of the development of their special relationship (i.e., common factors). Prevalence rates and types of bullying/victimisation experienced/expressed in Scottish schools were also investigated. It was found that bullying and victimisation, when treated as separate entities, differed in relation to peer self‐esteem, with bullies reporting higher levels of peer self‐esteem than victims. When bullies and victims were treated as one group (involved), they were found to differ from the noninvolved group in relation to various factors, including school, well‐being, and personality factors. The involved group was found to be disadvantaged in relation to all measures used. However, overall results indicated that from all these factors the best predictors of overall involvement as bully, victim, or bully‐victim were Quality of School Life and school stress. The present results support the notion that bullying and victimisation could be treated, by future research, as both separate and/or interactive entities. This is so because bullying and victimisation were found to differ in relation to one personality factor, that is, peer self‐esteem. However, Quality of School Life and school stress, both school factors, were found to be associated with the phenomenon as a whole. Results are discussed in relation to future development of antibullying policy in Scottish schools.Aggr. Behav. 28:45–61, 2002. © 2002 Wiley‐Liss, Inc.     

A consideration of knowledge and authority in the case seminar

This paper examines difficulties in the management of knowledge and authority evidenced in some case seminar settings. The author suggests that the traditional model for the case seminar has not kept pace with evolving ideas about authority and knowledge in the psychoanalytic situation. The tension between our current ways of conceptualizing knowledge and authority in psychoanalysis, and the often unwitting idealization and constriction of knowledge and authority in the case seminar format, are explored. Following a review of the literature on the case seminar, three recommendations for change are discussed: (1) differentiation of the goals of the seminar from those of supervision; (2) reconsideration of the way in which the 'failed case" is discussed; and (3) encouragement of the instructor to present clinical material.     

Trauma-Informed Medical Care: Patient Response to a Primary Care Provider Communication Training

Trauma exposure predicts mental disorders and health outcomes; yet there is little training of primary care providers about trauma’s effects, and how to better interact with trauma survivors. This study adapted a theory-based approach to working with trauma survivors, Risking Connection, into a 6-hour CME course, Trauma-Informed Medical Care (TI-Med), to evaluate its feasibility and preliminary efficacy. We randomized four primary care sites to training or wait-list conditions; PCPs at wait-list sites were trained after reassessment. Primary care providers (PCPs) were Family Medicine residents (n = 17; 2 sites) or community physicians (n = 13; 2 sites). Outcomes reported here comprised a survey of 400 actual patients seen by the PCPs in the study. Patients, mostly minority, completed surveys before or after their provider received training. Patients rated PCPs significantly higher after training on a scale encompassing partnership issues. Breakdowns showed lower partnership scores for those with trauma or posttraumatic stress symptoms. Future studies will need to include more specific trauma-related outcomes. Nevertheless, this training is a promising initial approach to teaching trauma-informed communication skills to PCPs.     

Existential-Hayatological Theism

One of the oldest conceptions of theology is discourse of the poets about the gods and its philosophical interpretation. Judaism and Christianity borrowed this Greek understanding of theology and revised it only slightly to reflect its own monotheistic vision of God and God’s relations to and with the world of nature and human existence. The question as to which philosophy best explicates and justifies the oral and written mythopoetic discourse of the imaginative bards of Israel and the early Christian community became a fundamental issue and has remained so through the centuries. The aim of this essay is to explore this question once again in the context of post-liberal theology in general, the works of Abraham Heschel, Claude Tresmontant, and the Japanese theologian Tetsaturo Ariga on an implicit biblical philosophy and the explicit metaphysical theism of Alfred North Whitehead and Charles Hartshorne. The outcome of this exploration will be a rational reconstruction or ideal type of neo-classical theism or what I have chosen to call existential-hayatological theism.     

The Implicit Relational Assessment Procedure (IRAP) as a Measure of Implicit Relative Preferences: A First Study

The Psychological Record - The Implicit Relational Assessment Procedure (IRAP) was designed to examine implicit beliefs or attitudes. In Experiment 1, response latencies obtained from Irish...     

Sex-typing in infancy: The role of the father

Recent research on mother-infant interaction has provided little empirical support for the role of environmental factors in early sex-role development. In this paper, considerable support for the father's role is presented. Specifically, the research on mother- and father-infant interaction patterns is reviewed in order to describe developmental changes in the nature of differential treatment of the sexes during the first two years of life. Together, the studies reviewed highlight the importance of the father in early sex-role socialization, delineate a developmental model of the early differential treatment of the sexes, and provide clues as to the origins of later childhood sex differences in verbal and visual-spatial abilities.