Relationships between magical thinking,obsessive‐compulsiveness and other forms of anxiety in a sample of non‐clinical children

Despite the obvious phenomenological similarities between magical thinking and obsessive‐compulsiveness, the relationship between them has been the subject of few empirical investigations in samples of children. The present study aimed to examine the relationship between a general epistemic stance towards magical causation and tendencies towards obsessive‐compulsiveness in a non‐clinical sample of schoolchildren. One‐hundred and two children, aged between 5 and 10 years (48 boys and 54 girls), completed questionnaire measures designed to assess magical thinking, obsessive‐compulsiveness, and other forms of anxiety. School teachers completed a measure of strengths and difficulties for each child. General belief in magical causation was correlated with all types of anxiety, not just obsessive‐compulsiveness, with significant correlations shown for boys in the sample, but not girls. General belief in magical causation contributed little to the prediction of obsessive‐compulsiveness beyond general anxiety. In this study, a general epistemic stance towards magical causation did not differentiate obsessive‐compulsiveness from other anxiety dimensions. The findings are considered in the context of developmental theories of magical and scientific causal reasoning.     

Socially Optimized Learning in a Virtual Environment: Reducing Risky Sexual Behavior Among Men Who Have Sex With Men

A socially optimized learning approach, which integrates diverse theoretical perspectives, places men who have sex with men (MSM) in an interactive virtual environment designed to simulate the emotional, interpersonal, and contextual narrative of an actual sexual encounter while challenging and changing MSM's more automatic patterns of risky responses. MSM assume a character's identity and are scaffolded in their decision‐making and relearning process by supportive, and often humorous, peer coaches who encourage situated learning of self‐regulatory and behavioral skills, and tailor and frame their responses to be responsive to the men's behavioral choices. In a longitudinal design, participants were randomly assigned to receive either an interactive video (IAV) intervention with peer counseling or to a peer‐counseling‐alone control. Compared to the counseling alone, men who also received the IAV reduced risky anal sex behaviors and increased protected anal sex behaviors.