A Heroic Vision

Although the empirical studies of Terror Management Theory lend support to Ernest Becker's anthropology, they hardly provide a vision with the power to inspire late twentieth century humanity. Becker's own dark view of what it means to be human is, at least in part, to blame. On the basis of an exploration of the positive implications of the religious symbol of creatureliness, an alternative social theory, that of ecologico-social democracy, is proposed as a vision that requires and may even inspire heroism.     

Test–retest reliability and task order effects of emotional cognitive tests in healthy subjects

Little is known of the retest reliability of emotional cognitive tasks or the impact of using different tasks employing similar emotional stimuli within a battery. We investigated this in healthy subjects. We found improved overall performance in an emotional attentional blink task (EABT) with repeat testing at one hour and one week compared to baseline, but the impact of an emotional stimulus on performance was unchanged. Similarly, performance on a facial expression recognition task (FERT) was better one week after a baseline test, though the relative effect of specific emotions was unaltered. There was no effect of repeat testing on an emotional word categorising, recall and recognition task. We found no difference in performance in the FERT and EABT irrespective of task order. We concluded that it is possible to use emotional cognitive tasks in longitudinal studies and combine tasks using emotional facial stimuli in a single battery.     

Predictive Genetic Testing and Alternatives to Face to Face Results Disclosure: A Retrospective Review of Patients Preference for Alternative Modes of BRCA 1 and 2 Results Disclosure in the Republic of Ireland

The traditional model of providing cancer predictive testing services is changing. Many genetic centres are now offering a choice to patients in how they receive their results instead of the typical face-to-face disclosure. In view of this shift in practice and the increasing demand on the ROI cancer predictive testing service, a 2 year retrospective study on patient preference in how to receive a Breast Cancer (BRCA) predictive result was carried out. Results showed that 71.7 % of respondents would have liked to have the option of obtaining their results by telephone or by letter. However, when asked about their actual experience of BRCA predictive results disclosure 40.6 % did still value the face-to-face contact, while 44.9 % would still have preferred to receive results by either post or telephone. No significant difference was found between males and females (p?>?0.05) and those who tested negative or positive for the BRCA mutation (p?>?0.05) in wanting a choice in how their results were disclosed. While the majority expressed a wish to have a choice in how to receive their results, it is important not to underestimate the value of a face-to-face encounter in these circumstances.     

Qualitative undergraduate project supervision in psychology: current practices and support needs of supervisors across North East England and Scotland

The dissertation is a core component of a psychology undergraduate degree, though very little research has been conducted into supervision processes at undergraduate level. This study examined the accounts of supervisors of qualitative dissertations in order to identify current practices of supervision and possible resources that might support supervision. Seventeen supervisors from psychology departments in North East England and Scotland were interviewed, and three main themes were identified using thematic analysis: the quantitative culture in psychology teaching, supervisors’ expertise, and the supervision process. Supervisors noted that students were typically constrained in their choice of methodology due to limited qualitative methods teaching, lack of training and guidance for supervisors, and concerns about the risks of demanding qualitative projects. Supervisors therefore often reported staying within their comfort zone, electing where possible to supervise only the methods that they themselves use. Recommendations for practical resources are provided to help support students and supervisors in the process of undertaking qualitative psychology dissertations.     

A Short Measure of Transformational Leadership

This study reports the development of a short measure of transformational leadership: the Global Transformational Leadership scale (GTL). The study sample was 1,440 subordinates who assessed the leader behaviour of 695 branch managers in a large Australian financial organisation. Exploratory and confirmatory factor analysis showed that the GTL measured a single construct of leadership and had satisfactory reliability. Evidence for the convergent and discriminant validity is presented. We conclude that the GTL has a number of potential uses as an assessment and selection tool and in leadership research.     

Longitudinal models of developmental dynamics between reading and cognition from childhood to adolescence

The authors applied linear dynamic models to longitudinal data to examine the dynamics of reading and cognition from 1st to 12th grade. They used longitudinal data (N=445) from the Connecticut Longitudinal Study (S. E. Shaywitz, B. A. Shaywitz, J. M. Fletcher, & M. D. Escobar, 1990) to map the dynamic interrelations of various scales of the Wechsler Intelligence Scales for Children--Revised (i.e., Full, Performance, and Verbal) and specific markers of the Woodcock-Johnson Psycho-Educational Battery--Revised reading cluster (i.e., Letter-Word ID, Decoding, and Comprehension). The results of these analyses indicate that (a) there is a positive dynamic relation between reading and cognition across the selected age range; (b) this dynamic relation is symbiotic, with positive influences in both directions; (c) the influence from cognition to reading is stronger when considering the Wechsler Intelligence Scales for Children Performance--Revised Performance scale and weaker with the Verbal scale; (d) when examining the different Reading subtests, the influences from cognition are more apparent for Letter-Word ID and Comprehension and are less perceptible for Decoding; and (e) the dynamics of reading and cognition appear to be of stronger magnitude during 1st to 3rd grade, less strong during 4th to 8th grade, and weaker from 9th to 12th grade.