Predicting sun-protective intentions and behaviours using the theory of planned behaviour: a systematic review and meta-analysis

Objective: To synthesise theory of planned behaviour (TPB) relationships, using meta-analysis, and test the predictive utility of the model for sun protection behaviour.

Design: Thirty-eight samples were identified via database/manual searches and academic society posts based on the criteria: measuring sun-protective intentions and/or prospective behaviour; using the TPB/theory of reasoned action as a basis of measurement; and providing bivariate correlations for at least one relevant TPB association.

Main outcome measures: Sun-protective intentions and behaviours.

Results: The sample-weighted average effects were moderate-to-strong with attitudes showing the strongest association with intention (r+ = 0.494), followed by perceived behavioural control (PBC; r+ = 0.451), and subjective norm (r+ = 0.419). Intentions showed a stronger association with prospective behaviour (r+ = 0.486) compared to PBC (r+ = 0.314). A total of 39% of variance in intentions and 25% of variance in behaviour were explained. Publication bias was not evident. Moderator analyses showed that TPB associations were stronger when measures specified the Target, Action, Context and Time; in non-student samples; and when follow-up exceeded two weeks.

Conclusion: Despite recent criticism, this review shows that the TPB explains a large amount of variance in sun protection and that TPB associations are robust across different populations.     

Learning and difficult experiences in graduate training in clinical psychology: A qualitative study of Japanese trainees’ retrospective accounts

This study examined the experiences of Japanese clinical psychology trainees in their graduate school with the aim of identifying factors that might enhance or hinder their learning and professional development. We analyzed the interview data obtained from 17 clinical psychologists using grounded theory approach. Two major category groups were generated: Developing as a Clinician and Difficulties. The primary positive learning experiences in Developing as a Clinician were labeled “Hot Learning,” in which trainees acquired professional knowledge and skills through close interpersonal engagement with clients, peers, faculty, and supervisors. In contrast, Difficulties involved trainees’ negative experiences resulting in feelings of self-doubt and incompetence. These experiences occurred in close but sometimes conflicted interpersonal contexts, where trainees felt evaluated in a manner incommensurate with the support they received. We found that the quality of interpersonal relationships, which provided the context for optimal learning for trainees, was paramount to the definition of positive versus difficult learning experiences. Implications for therapist training, professional development and future research are discussed.     

Intentional action processing results from automatic bottom-up attention: An EEG-investigation into the Social Relevance Hypothesis using hypnosis

Social stimuli grab our attention. However, it has rarely been investigated how variations in attention affect the processing of social stimuli, although the answer could help us uncover details of social cognition processes such as action understanding. In the present study, we examined how changes to bottom-up attention affects neural EEG-responses associated with intentional action processing. We induced an increase in bottom-up attention by using hypnosis. We recorded the electroencephalographic μ-wave suppression of hypnotized participants when presented with intentional actions in first and third person perspective in a video-clip paradigm. Previous studies have shown that the μ-rhythm is selectively suppressed both when executing and observing goal-directed motor actions; hence it can be used as a neural signal for intentional action processing. Our results show that neutral hypnotic trance increases μ-suppression in highly suggestible participants when they observe intentional actions. This suggests that social action processing is enhanced when bottom-up attentional processes are predominant. Our findings support the Social Relevance Hypothesis, according to which social action processing is a bottom-up driven attentional process, and can thus be altered as a function of bottom-up processing devoted to a social stimulus.     

Assessing the perceived value of reflexive groups for supporting clergy in the Church of England

Little research has been conducted to assess the effectiveness of reflexive groups in supporting clergy. For this research, eight Church of England Bishops’ Advisors for Pastoral Care and Counselling were interviewed to ascertain the value of reflexive groups. These data were analysed using a thematic analysis. Two superordinate themes emerged: Contextual issues and Benefits, along with 20 subordinate themes. An online survey, consisting of questions that came from the Bishops’ Advisors data, was then sent to reflexive group participants (n?=?64), to see if their experiences matched those benefits identified by the Bishops’ Advisors. The data from 37 participants was statistically analysed. The data from both sets of participants reveal that reflexive groups are psychologically beneficial to clergy. The research concludes that the implementation of reflexive groups as a way of developing self-awareness and enculturating attitudes towards resilience and self-care is important to foster psychologically and spiritually healthy practice.     

Reviewing the research in children’s spirituality (2005–2015): proposing a pluricultural approach

Research on children’s spirituality seems to continue to be scarcely represented in the field of early childhood. In reviewing the literature, looking at empirical data-driven studies, this paper compiles an international review of the work completed in the last 10 years (2005–2015) on the topic of children’s spirituality. The research-based works reviewed are analysed and sorted taking into account: research methods, participant demographics (age, gender, ethnicity) and location (urban vs. suburban/rural, school vs. home), yet are presented in categories found related to their topic of study: (1) spiritual meaning-making and relationships to/with God, (2) children’s spirituality in education and (3) identity formation and sense of self. Finally, identification of gaps in the research literature regarding the study of children’s spirituality is presented. As well, avenues for future research are proposed, identifying methods and approaches. Also, the term pluricultural as a means to guide researchers in making sense of the complex phenomenon that is children’s spirituality is introduced.     

The meaning of work for South African women: A phenomenological study

This study sought to gain an in-depth understanding of the meaning that women attribute to their work in the South African context. The six women informants were 27–32 years old, all with tertiary education, in senior positions, without children. Data on the meaning of work for South African women were collected using semi-structured interviews. Findings indicate that the meaning of work for South African women changes when they experience work autonomy. Working women also report having a sense of identity and self-worth, meeting instrumental needs, achieving social relatedness, and being of service to others. The meaning of work also comes from intrinsic satisfaction, a sense of power and authority.     

The development of the Sport Commitment Questionnaire-2 (English version)

ObjectivesThe purpose of this research was to develop the Sport Commitment Questionnaire-2 (SCQ-2) and establish its psychometric properties. The SCQ-2 measures the updated Sport Commitment Model (SCM: Scanlan, Russell, Scanlan, Klunchoo, & Chow, 2013) and replaces the outdated Sport Commitment Questionnaire (SCQ) that assessed the original SCM (Scanlan, Simons, Carpenter, Schmidt, & Keeler, 1993).DesignBased on prior commitment research, items were generated to refine and expand the original SCQ subscales and to measure new candidate constructs to the SCM. A multiphase study was then conducted.MethodsPhase 1 participants were 753 male/female adolescent athletes (ages 13–19 years) from six sports representing varying levels of task interdependence. Using similar methodology as Phase 1, Phase 2 assessed 982 male/female adolescent athletes.ResultsExploratory factor analysis of Phase 1 data revealed 13 factors: two types of commitment (Enthusiastic and Constrained) and 11 sources. Confirmatory factor analysis of Phase 2 data supported a 58-item, 12-factor structure. In addition, all subscales were internally consistent. Structural equation modeling revealed that the sources explained 81.8% of the variance in Enthusiastic Commitment and 63.9% in Constrained Commitment.ConclusionsThe SCQ-2 assesses the sources and types of commitment in the updated SCM. Based on several indices of fit and the composite reliabilities, psychometric support for the SCQ-2 was established.     

Microphenomena research,intersubjectivity and client as self-healer

This article describes an approach to counselling and psychotherapy which complements dominant discourse approaches to clinical evaluation based on New Public Management systems which underpin the Improved Access to Psychological Therapies scheme within the field of therapy. It is based on an approach to research and practice development which I will call practitioner microphenomena research. In order to demonstrate the method, I will examine an extract from a single case study of a client with major depressive disorder from the point of view of intersubjective theory and a little-known approach to therapy called anthroposophic psychotherapy based on the work of Rudolf Steiner. I will show how the two clinical methods are well suited to examining the microphenomena of practice and can be integrated into a coherent whole. A central feature of the account will be the anthroposophical view about the central importance of our individuality or ‘I’ which has similarities with the Jungian self but is still distinct from it.