Engagement with meditation as a positive health trajectory: Divergent narratives of progress in male meditators

Objective: Studying personal narratives can generate understanding of how people experience physical and mental illness. However, few studies have explored narratives of engagement in health positive behaviours, with none focusing on men specifically. Thus, we sought to examine men’s experiences of their efforts to engage in and maintain healthy behaviours, focusing on meditation as an example of such behaviour.

Design: We recruited 30 male meditators, using principles of maximum variation sampling, and conducted two in-depth interviews with each, separated by a year. Main outcome measures: We sought to elicit men’s narratives of their experiences of trying to maintain a meditation practice.

Results: We identified an overall theme of a ‘positive health trajectory,’ in particular, making ‘progress’ through meditation. Under this were six main accounts. Only two articulated a ‘positive’ message about progress: Climbing a hierarchy of practitioners, and progress catalysed in other areas of life. The other four reflected the difficulties around progress: Progress being undermined by illness; disappointment with progress; progress ‘forgotten’ (superseded by other concerns); and progress re-conceptualised due to other priorities.

Conclusion: Men’s narratives reveal the way they experience and construct their engagement with meditation – as an example of health behaviour – in terms of progress.     

Men’s strategies for preserving emotional well-being in advanced prostate cancer: An interpretative phenomenological analysis

Objective: This study explores men with advanced prostate cancers’ own practices for promoting and maintaining emotional well-being using Interpretative Phenomenological Analysis.

Design: Five men with advanced prostate cancer participated in face-to-face, semi-structured, in-depth interviews.

Results: Within rich narratives of lost and regained well-being, two super-ordinate themes emerged – ‘living with an imminent and uncertain death’ and ‘holding on to life.’ Well-being was threatened by reduced sense of the future, isolation and uncertainty. Yet, the men pursued well-being by managing their emotions, striving for the future whilst enjoying life in the present, taking care of their families and renegotiating purpose. Running through participant’s accounts was a preference for taking action and problem-solving. Sense of purpose, social connectedness, and life engagement were revealed as concepts central to improving well-being, indicating areas which practitioners could explore with men to help them re-establish personal goals and life purpose.

Conclusions: The findings also add weight to the evidence base for the potential value of psychological interventions such as cognitive behaviour therapy and mindfulness in men with prostate cancer.     

Seriousness checks are useful to improve data validity in online research

Nonserious answering behavior increases noise and reduces experimental power; it is therefore one of the most important threats to the validity of online research. A simple way to address the problem is to ask respondents about the seriousness of their participation and to exclude self-declared nonserious participants from analysis. To validate this approach, a survey was conducted in the week prior to the German 2009 federal election to the Bundestag. Serious participants answered a number of attitudinal and behavioral questions in a more consistent and predictively valid manner than did nonserious participants. We therefore recommend routinely employing seriousness checks in online surveys to improve data validity.     

Therapeutic Implications of Religious-Related Emotional Abuse

Religion can play a positive role in preventing all types of abuse. Consequently, it is often difficult to believe that religion or a particular manner of religious awareness can also be conducive to the degradation and humiliation of individuals, and that it can be maneuvered to justify abusive behavior. In this article we discuss the emotional repercussions of religious-related abuse in the family, an aspect that is rarely documented in the field of psychotherapy, but has many negative consequences. Religious-oriented emotional abuse is traceable to several levels of human functioning: the individual's internal level of experiencing themselves, the interpersonal and systemic levels, where the individual enters relationships, as well as within the framework of the individual's relationship with God.     

All in faith: Religion as the idiom and means of coping with distress

A survey design was used to examine if there are any differences between a Christian, a Muslim, and a non-religious group in five personality factors (dominance, liveliness, warmth, apprehension, and sensitivity), general well-being, and death anxiety. No significant differences were found with any of the personality factors between the three groups. Religious participants (Christians and Muslims combined) scored significantly higher for general well-being than non-religious participants. Christians scored significantly lower for death anxiety than both non-religious and Muslim groups, and Muslims scored significantly higher than the non-religious group. These findings are discussed with reference to Terror Management Theory. Suggestions for future research include deeper investigation into beliefs of the afterlife and inclusion of more religions into psychological studies.     

Attentional capture by emotional faces in adolescence

Poor decision making during adolescence occurs most frequently when situations are emotionally charged. However, relatively few studies have measured the development of cognitive control in response to emotional stimuli in this population. This study used both affective (emotional faces) and non-affective (letter) stimuli in two different flanker tasks to assess the ability to ignore task-irrelevant but distracting information, in 25 adults and 25 adolescents. On the non-emotional (letter) flanker task, the presence of incongruent flanking letters increased the number of errors, and also slowed participants’ ability to identify a central letter. Adolescents committed more errors than adults, but there were no age-related differences for the reaction time interference effect in the letter condition. Post-hoc testing revealed that age-related differences on the task were driven by the younger adolescents (11-14 years); adults and older adolescents (15-17 years) were equally accurate in the letter condition. In contrast, on the emotional face flanker task, not only were adolescents less accurate than adults but they were also more distracted by task-irrelevant fearful faces as evidenced by greater reaction time interference effects. Our findings suggest that the ability to self-regulate in adolescents, as evidenced by the ability to suppress irrelevant information on a flanker task, is more difficult when stimuli are affective in nature. The ability to ignore irrelevant flankers appears to mature earlier for non-affective stimuli than for affective stimuli.     

The effects of three stimulus‐equivalence testing conditions on emergent US geography relations of children diagnosed with autism

Two children with autism were trained in US geography using a match to sample procedure. Different testing procedures commonly used in stimulus equivalence research were compared, including some conditions with reinforcement for responding to enhance motivation. Both children were able to master the trained geography relations and emergent stimulus relations were also noted. All three testing procedures produced similar effects, suggesting that incorporation of procedures to enhance motivation to respond does not invalidate testing in a stimulus equivalence preparation. Copyright © 2003 John Wiley & Sons, Ltd.     

Liberatory Pedagogies in the Religious Studies Classroom

The author describes the risks and rewards of her use of liberatory pedagogies in a “Feminist and Womanist Ethics and Spirituality” course. In addition to defining liberation pedagogies and providing a brief bibliography, she includes classroom rules and the projects undertaken that contributed to the character and success of the course.