THE INTERACTION BETWEEN RELIGION AND SCIENCE IN CATHOLIC SOUTHERN EUROPE (ITALY,SPAIN, PORTUGAL)

Reviewing the last fifty years of interaction between religion and science in Catholicism in Southern Europe, common traits are clearly evident: a late awareness of the importance of this interaction and a theological reluctance to address science or to account for its progress. Early signs of the engagement between religion and science appear as a consequence of the work of the French anthropologist and theologian Teilhard de Chardin. In Italy and Spain in the last fifteen years, we see a substantive growth in the rise of research centers and academic activities devoted to exploring the common ground between science, philosophy, and theology. However, despite all these efforts and the many positive signs, there remains a long way to go for theology to consider science as a true challenge and an inspiration and to integrate it into the theological curriculum.     

Training of practitioners and beliefs about family skills in family-based prevention programmes

To ensure close adherence to the contents of a family-based cognitive-behavioural programme, and maintain a high standard of quality in its implementation, it is important that practitioners’ attitudes and beliefs regarding family skills coincide with those of the programme. This paper describes and analyses (observed) potential changes in these beliefs, after training courses held prior to the application of a prevention programme for families: the Family Competence Programme. A questionnaire was devised to examine practitioners’ beliefs regarding family skills; and completed both before and after the training course. The results point to significant changes in family dynamics, realistic expectations and active listening. Thus, it can be demonstrated that preliminary training courses promote practitioner attitudes and beliefs which are more coherent with a subsequent programme’s approach.     

Spanish version of the Sexual Excitation/Sexual Inhibition Inventory for Women: Factorial structure,reliability and validity evidences

Background/Objective: The Dual Control Model suggests that sexual excitation and associated behaviors are the result of the balance between relatively independent excitatory and inhibitory mechanisms. Based on this theoretical model, the Sexual Excitation/Sexual Inhibition Inventory for Women (SESII-W) was developed to evaluate excitation and inhibition dimensions in women. The aim was to adapt and validate the SESII-W in the Spanish population. Method: A sample of 1,380 heterosexual women (aged 18 to 52) completed the Spanish SESII-W, together with other related instruments. After the translation and adaptation of the SESII-W, a Confirmatory Factor Analysis (CFA) was performed. Results: CFA resulted in a version consisting of 33 items divided into eight sub-factors, which were grouped into two higher-order factors (Sexual Excitation and Sexual Inhibition). The sub-factors demonstrated adequate internal consistency values except for Sexual Power Dynamics and Concerns about Sexual Function. Test-retest reliabilities were good. Their scores correlated with erotophilia, sexual sensation seeking, age at first intercourse, and number of sexual partners in the expected direction. Conclusions: The Spanish version of SESII-W has adequate psychometric guarantees for use in clinical practice and research, although it would be necessary to further revise factors that showed a lower level of reliability.     

Do Critical Thinkers Drink Too Much Alcohol,Forget to Do Class Assignments,or Cheat on Exams? Using a Critical Thinking Measure to Predict College Students’ Real-World Outcomes

Critical thinking is a higher-order way of reasoning composed of the skill and will to use cognitive abilities and knowledge on a daily basis. It is identified as essential by higher education institutions, corporations, and society in general. To analyze whether college students are critical thinkers in their daily lives, the Halpern Critical Thinking Assessment (HCTA; Halpern in Halpern Critical Thinking Assessment (Measurement instrument), Schuhfried, Mödling, 2012) and the real-world outcomes inventory (RWO; Butler in Appl Cogn Psychol 26(5):721–729, 2012) were administered to 238 students. We performed a cluster analysis (K-means-constrained clustering method), and ANOVAs for each cluster solution tested to identify the most suitable clustering solution, taking the RWO inventory dimensions as dependent variables and cluster membership as an independent variable. Four separate clusters emerged, each representing a different profile related to students’ everyday negative outcomes resulting from a lack of critical thinking. We performed multinomial logistic regression to examine which dimensions of the HCTA test, as well as gender, age, and disciplinary area, predicted the four singular groups of students that emerged: “Mature,” “Risk-taking,” “Lost in translation,” and “Reflective.” Results indicate that: (1) age is a relevant predictor of slackness, rashness, and health neglect, all characteristics of “Mature” students; (2) students who are particularly skilled in hypothesis testing tend to be “Risk-taking,” while it is less likely that students who are specifically competent in argument analysis will be in this group; (3) gender is relevant to predict “Lost in translation” students, while argument analysis is negatively related to the chances of being in this group. Our study supports the relevance of critical thinking in daily decisions and everyday outcomes.