“For Every Illness There is a Cure”: Attitudes and Beliefs of Moroccan Muslim Women Regarding Health,Illness and Medicine

In order to provide adequate health care, it is important to be well aware of the views and attitudes of the health seeker regarding health, illness and medicine. In the Belgian context, the views of Muslim women, particularly of middle-aged and elderly Moroccan women, have been understudied. The aim of this article is twofold. First, we seek to bring forward the attitudes and beliefs of middle-aged and elderly Moroccan Muslim women living in Antwerp (Belgium) towards health, illness and medicine. Second, we seek to explore which role religion plays in their views and attitudes regarding health, illness and medicine. Qualitative empirical research was conducted with a sample of middle-aged and elderly Moroccan Muslim women living in Antwerp (Belgium) (n = 30) and with experts in the field (n = 15). In-depth interviews and participant observations were conducted to reveal their perceptions regarding health, illness and medicine. This study reveals that religion plays a crucial role in how Muslim women perceive and deal with illness. Theological considerations that centre on God’s omnipotence, the belief in the afterlife and religious virtues take up a central position. A holistic approach is adopted in the search for healing, i.e. an interplay between calling upon medicine and turning to God. Religious beliefs seem to be a powerful source in coping with illness.     

Personality Disorders Are Not as We Thought: Hierarchical Factor Structure at the Criterion Level

The use of personality disorder (PD) categories persists, despite the evidence against them. An often overlooked reason for this is the fact that the true structure underlying the Diagnostic and Statistical Manual of Mental Disorders (DSM) taxonomy is still unknown: We cannot be certain which disorders are valid, and which ones are arbitrary mixtures of heterogeneous traits. To address this gap, we factor analyzed the Personality Diagnostic Questionnaire (PDQ–4+; Hyler, 1994 Hyler, S. E. (1994). PDQ–4+ Personality Diagnostic Questionnaire–4+. New York, NY: New York State Psychiatric Institute. [Google Scholar]) at the criterion level in a mixed clinical and nonclinical sample of 2,519 individuals. The resulting structure was more similar to current dimensional taxonomies than to the DSM classification at all hierarchical levels. Whereas paranoid and antisocial PDs—and to a lesser extent avoidant, dependent, depressive, and schizoid PDs—were fairly homogeneous, all other disorders turned out to be combinations of 2 or 3 unrelated dimensions. Our results strongly support the structure of empirically based dimensional taxonomies and relocate DSM criteria within this emerging framework, thus contributing to preserving much of the knowledge accumulated to date.     

The Effect of Locus of Control on University Students' Mental Health: Possible Mediation through Self-Esteem and Coping

The purpose of this study was to examine the effect of locus of control on university students' mental health and to examine possible mediational roles of self-esteem and coping. A total of 418 university students completed Rotters I-E Scale, Self-liking/self-competence Scale, Endlers Coping with Stressful Situations Scale and Depression, Anxiety and Stress Scale. The results showed that external locus of control, lower self-liking and self-competence, as well as less problem-focused and more emotion-focused coping predict more symptoms of depression, anxiety, and stress in university students. However, mediational analysis revealed that the effect of locus of control was fully mediated by self-esteem and coping, with self-liking and emotion-focused coping being the strongest mediators. Results suggest that beliefs about control affect beliefs about one's self-worth and coping strategies, which in turn can affect one's mental health.     

Self-Criticism,Neediness, and Distress in the Prediction of Suicide Ideation: Results from Cross-Sectional and Longitudinal Studies

The aim of the present study was to test whether the maladaptive personality traits of self-criticism and neediness predict suicide ideation when controlling for general distress. Further, potential interactive effects on suicide ideation of the two traits and distress were also evaluated. Two studies with nonclinical samples were conducted. The first investigation was cross-sectional and involved a final sample of 202 community adults while the second study was longitudinal with a final sample of 207 college students. Results of Study 1 demonstrated that self-criticism, but not neediness, associated with suicide ideation and, in doing so, also interacted with distress. Neediness also tended to interact with self-criticism in the prediction of suicide ideation. Results from Study 2 were similar and confirmed the Study 1 results. Changes in self-criticism, but not changes in neediness, predicted changes in suicide ideation after statistically controlling for changes in distress. Changes in the interaction between self-criticism and distress predicted changes in suicide ideation and changes in the interaction between self-criticism and neediness tended to predict changes in suicide ideation. Results are discussed with regard to their implications for psychological intervention.     

Event Semantics: A Husserlian Critique

Event semantics is concerned with the formal structure of sentences which appear to describe an event of some kind, e.g. ‘Brutus kills Caesar,’ or ‘My tooth fell out.’ Phenomenologists should be interested in work in this field, if they hope to rescue Husserl’s phenomenology of judgment from its narrow focus on copular judgments of the form ‘S is p.’ An adequate phenomenology of judgment must ultimately develop an account of judgments whose intentional correlates seem to be events, rather than states of affairs, since such judgments are ubiquitous. For this endeavor, existing work on the formal structure of event sentences provides a crucial foothold. However, phenomenologists cannot simply import semantic theories for their own use, without first evaluating them for phenomenological plausibility. This concern is particularly acute in the case of the widely-adopted “Davidsonian” approach, according to which the logical structure of event sentences diverges radically from natural language syntax. The Davidsonian form introduces a “covert” variable, which stands in for an event. Thus, the sentence ‘Brutus kills Caesar’ becomes, ‘There is an event e that is a killing of Caesar by Brutus.’ Such a theory, if correct, would have decisive consequences for the phenomenology of event sentences, and even of events themselves. Yet the introduction of covert variables in turn introduces—I argue—a covert intentional object, without assessing this idea for phenomenological plausibility. Building on Husserl’s phenomenology of predication, I develop a criterion for evaluating this hypothesis, and argue that the Davidsonian approach, as it stands, is phenomenologically untenable.     

The future is now: the impact of present fluency in judgments about the future

Recent research has emphasised the role of episodic memory in both remembering past events and in envisaging future events. On the other hand, it has been repeatedly shown that judgments about past events are affected by the fluency with which retrieval cues are processed. In this paper we investigate whether perceptual fluency also plays a role in judgments about future events. For this purpose we conducted four experiments. The first experiment replicated recent findings showing that stimuli that are processed fluently tend to be wrongly recognised as having been encountered in the past outside the laboratory walls [Brown, A. S., & Marsh, E. J. (2009). Creating illusions of past encounter through brief exposure. Psychological Science, 20, 534–538. doi:10.1111/j.1467-9280.2009.02337.x]. Two follow-up experiments using Brown and Marsh’s [(2009). Creating illusions of past encounter through brief exposure. Psychological Science, 20, 534–538. doi:10.1111/j.1467-9280.2009.02337] task tested the influence of perceptual fluency on future judgments. The fourth and last experiment was designed to rule out a potential confounding factor in the two previous experiments. Across experiments, we found that people rely on fluency when making judgments about events that are yet to come. These results suggest that fluency is an equally valid cue for past and future judgments.     

Developing a Learning Progression for Curriculum,Instruction, and Student Learning: An Example from Mathematics Education

Learning progressions have been demarcated by some for science education, or only concerned with levels of sophistication in student thinking as determined by logical analyses of the discipline. We take the stance that learning progressions can be leveraged in mathematics education as a form of curriculum research that advances a linked understanding of students learning over time through careful articulation of a curricular framework and progression, instructional sequence, assessments, and levels of sophistication in student learning. Under this broadened conceptualization, we advance a methodology for developing and validating learning progressions, and advance several design considerations that can guide research concerned with engendering forms of mathematics learning, and curricular and instructional support for that learning. We advance a two-phase methodology of (a) research and development, and (b) testing and revision. Each phase involves iterative cycles of design and experimentation with the aim of developing a validated learning progression. In particular, we gathered empirical data to revise our hypothesized curricular framework and progression and to measure change in students. thinking over time as a means to validate both the effectiveness of our instructional sequence and of the assessments designed to capture learning. We use the context of early algebra to exemplify our approach to learning progressions in mathematics education with a focus on the concept of mathematical equivalence across Grades 3-5. The domain of work on research on learning over time is evolving; our work contributes a broadened role for learning progressions work in mathematics education research and practice.