Speaking (Un‐)Truth to Power: Conspiracy Mentality as a Generalised Political Attitude

Conspiracy theories explain complex world events with reference to secret plots hatched by powerful groups. Belief in such theories is largely determined by a general propensity towards conspirational thinking. Such a conspiracy mentality can be understood as a generalised political attitude, distinct from established generalised political attitudes such as right‐wing authoritarianism (RWA) and social dominance orientation (SDO) (Study 1a, N = 497) that is temporally relatively stable (Study 1b and 1c, total N = 196). Three further studies (combined N = 854) show that in contrast to RWA and SDO, conspiracy mentality is related to prejudice against high‐power groups that are perceived as less likeable and more threatening than low‐power groups, whereas SDO and RWA are associated with an opposite reaction to perceptions of power. Study 5 (N = 1852) investigates the relationship of conspiracy mentality with political behavioural intentions in a specific catastrophic scenario (i.e. the damage to the Fukushima nuclear reactor after the 2011 tsunami in Japan) revealing a hitherto neglected role of conspiracy mentality in motivating social action aimed at changing the status quo. Copyright © 2013 European Association of Personality Psychology.     

To switch or not to switch: Inviting bilingual clients to switch languages in psychotherapy

In the present study, we used an audio-analog design to test whether exposing bilingual participants to a therapist who invited a bilingual client to switch languages in a psychotherapy session would have a positive effect on participants’ perceptions of the therapist. We also explored whether participants’ sense of belonging to their ethnic group and to the larger US culture would enhance or attenuate this effect. Sixty-three bilingual Latino/a university students listened to one of two recordings of a simulated psychotherapy session with a bilingual Latina therapist and client. In one recording, the therapist invited the client to switch from English to Spanish when the client had trouble expressing complicated feelings; in the other, the therapist did not invite the client to switch. When listening, participants were asked to imagine themselves in the role of client and to rate the credibility and multicultural competence of the therapist, and the emotional bond they would anticipate with her. Contrary to expectation, only participants who expressed a greater sense of belonging to US culture rated the therapist who invited the client to switch as being more multiculturally competent. We discuss how these findings contribute to the literature on language switching and bilingualism in psychotherapy.     

意象对话技术治疗老年抑郁症的疗效观察

采用临床对照方法探讨意象对话技术对老年抑郁症的疗效,170例老年抑郁症患者随机分为2组,在应用5-羟色胺再摄取抑制剂（SSRIs）类抗抑郁药物治疗的基础上采用不同心理治疗方法：意象组采用意象对话技术;CBT 组采用支持性心理治疗和认知行为技术。所有患者随访一年,用汉密尔顿抑郁量表（HAMD）进行评定。结果表明意象对话技术对老年抑郁症的疗效与CB T疗效相当,且见效快,复发率低。利用其躯体出现的症状、感觉进行意象引导处理,可快速消除或减轻其身心痛苦,证实了意象对话技术可以在老年抑郁症中应用。     

医生服务态度的实证研究

医生的服务态度是医学人文关怀的具体形态.采用自行设计的调查问卷,在江苏省某大型综合性三甲医院对医生服务态度的耐心、专注、语言、神态、情绪、倾听、告知、解释、微笑、共情十个方面进行双向调查.通过统计分析发现,医生的服务态度是影响医患关系的重要制约因素,且医患双方对于医生服务态度表现的评估有显著性差异.服务态度管理是医院管理的重要内容,对服务态度的考核应进入考核体系.服务态度的改善必将有利于医院人文形象的构建,有利于和谐医患关系的构建,有利于医疗质量的提高.     

Who Dares,Speaks: Critical psychotherapy and the poetics of suffering

It is proposed that a critical psychotherapy could be developed by combining ideas from psychoanalysis with concepts from poetics, as Lacan originally suggested. Taking a narrative and personal style, and using examples of two men silenced by trauma and a clinical vignette, the author combines Laplanche’s psychoanalytic concept of fourvoiement with some examples of the poetics of ambiguity as an example of how such a critical psychotherapy could develop. Studying how words express more than their literal meaning is combined with the idea that we are continually going astray from the original decentring concept of the unconscious that Freud introduced to psychotherapy.     

The development and dissemination of Council of Europe policy on education about religions and non-religious convictions

This article, written from an insider perspective, and in a personal capacity (the author has been involved with the Council of Europe’s work on religion and education since its inception in 2002), gives an account of the developing interest in the study of religions (and latterly non-religious convictions) in publicly funded schools by the Council of Europe, one of several international institutions to have focused on the place of religions and beliefs in public education in recent years. Particular attention is given to the 2008 Recommendation from the Committee of Ministers (the Foreign Ministers of the 47 member states of the Council of Europe) on teaching about religions and non-religious convictions in schools, and to current work on its dissemination. In 2011, the Council of Europe and the European Wergeland Centre set up a joint committee to produce a document (Policy and Practice for Teaching about Religions and Non-Religious Worldviews in Intercultural Education) to assist policymakers, schools and teacher trainers in implementing the Recommendation, adapted to different contexts across Europe. The present author has written the text on behalf of the joint committee. Signposts was published by Council of Europe Publishing in September 2014 (Jackson, R. 2014. Signposts: Policy and practice for teaching about religions and non-religious worldviews in intercultural education. Strasbourg: Council of Europe Publishing.). The article details the Council of Europe’s approach, includes an explanation of the process of consultation with various stakeholders, and summarises key issues to be addressed in the document. The general approach covered enables member states to increase competence of students to engage in the field of religions and beliefs, in ways that potentially contribute to various aspects of their personal and social development. It is hoped that the document will stimulate and contribute to constructive discussion, policymaking, teacher training, classroom practice and community links in different parts of Europe, and perhaps beyond.     

Therapist orientation,supervisor match,and therapeutic interventions: Implications for session quality in a psychotherapy training PRN

Background: Theoretical orientation is a multifaceted construct that is integral to the process of psychotherapy and psychotherapy training. While some research has been conducted on personal identification with particular schools of psychotherapy, techniques used in psychotherapy sessions, and match between trainees and supervisors in training, there is insufficient information regarding how these may interact with one another. Aim: This study, conducted in a practice research network of trainee therapists, was designed to test whether these variables may be related to one another in predicting session quality. Method: The sample comprised 328 sessions from 26 clients and 11 therapists, with the clients completing session quality measures and therapists completing measures of technique immediately post‐session. Results: Using multilevel linear modelling, the data showed varied results. For behavioural therapy and person‐centred therapy, techniques and orientation were unrelated to session quality in the sample. However, process‐experiential, psychodynamic, and cognitive therapy techniques were all involved in interactions with therapist and/or supervisor orientations. Conclusions: These results suggest that the impact of specific psychotherapy techniques sometimes depends on the orientation of the therapist and/or supervisor. For instance, sessions high in cognitive therapy techniques were only associated with positive outcome when both the therapist and supervisor were highly cognitively oriented. Though preliminary, these results suggest that orientation may be an important variable to consider in training and supervision, especially in the context of other variables.     

The Role of Students’ Attitudes and Test-Taking Motivation on the Validity of College Institutional Accountability Tests: A Path Analytic Model

Given worldwide prevalence of low-stakes testing for monitoring educational quality and students’ progress through school (e.g., Trends in International Mathematics and Science Study, Program for International Student Assessment), interpretability of resulting test scores is of global concern. The nonconsequential nature of low-stakes tests can undermine students’ test-taking motivation, artificially deflating performance and thus jeopardizing validity of test-based inferences, whether they pertain to programs, institutions, or nations (Eklöf, 2007, 2010; Stanat & Lüdtke, 2013; Wise & DeMars, 2005). Moreover, students in countries such as the United States, where academic progress over the course of K–12 (kindergarten through Grade 12) is systematically assessed, are likely to develop antagonistic attitudes toward low-stakes testing by the time they enter college. The relationship between such attitudes, test-taking motivation, and performance on a low-stakes university accountability test was modeled via path analysis. Results indicated the effects of attitudes were indirect (via test-taking motivation) and minimal, suggesting the influence of attitudes on test performance is negligible, further supporting the validity of inferences made from such low-stakes tests. Implications for international assessment are discussed.     

Men's body depilation: An exploratory study of United States college students’ preferences,attitudes, and practices

Young men in Western cultures frequently engage in body depilation practices, but little is known regarding how such bodies are perceived. This exploratory study asked United States college students (N = 238) to view six pictures of the same male body with different amounts of visible body hair and to indicate which body was most sexually attractive to themselves, to most men, and to most women. Both men and women chose a relatively hairless male body as the most sexually attractive. Women, however, thought men would choose a hairier body than men actually did. Most of the men reduced or removed body hair, especially from the pubic area. Questionnaire responses indicated that men and women had similar attitudes toward men's body hair, with both hair reduction and hair retention being socially acceptable. Men's body depilation, while still optional, may be becoming normative, at least among United States college students.