Positive Irrational Beliefs and Mental Health

Journal of Rational-Emotive & Cognitive-Behavior Therapy - This study examined the relationship between positive irrational beliefs, or positive illusions, and mental health. It attempted to...     

Measurement of Positive Irrational Beliefs (Positive Cognitive Illusions)

The role of positive irrational beliefs (positive cognitive illusions) in mental health has been debated over several decades. The measurement of such beliefs has usually been through inferential assessment, which has been heavily criticised. This paper sought to establish a measure for the direct assessment of such beliefs and to assess their relationship to subjective wellbeing (SWB). Over two studies this new measure was found to have a factor structure consistent with its design, assessing self-enhancing beliefs, beliefs rejecting imperfection, overly optimistic beliefs, and irrational beliefs of control. When combined, these beliefs account for 17.6 % of the variance with SWB. This is driven largely by a higher order factor, which demonstrates a positive relationship to SWB. However, individually the different types of irrational beliefs demonstrate a variety of relationships with SWB. It is therefore concluded that positive irrational beliefs, when directly assessed, provide a greater depth of information than they do when assessed inferentially.     

Rational Emotive Behaviour Therapy: A Positive Perspective

Through his development of Rational Emotive Behaviour Therapy (REBT), Albert Ellis was a major contributor to the development of cognitive behaviour therapy. This article reviews key aspects of REBT, the distinction between unhealthy and healthy emotions, and the role irrational and rational beliefs play in relation to these emotions. As with other areas of psychology, the focus of REBT over the years has been dominated by negative emotional experiences. In an attempt to address this and further develop REBT, the present article reviews recent claims from the realm of social psychology that positive illusions promote mental health. Consequently, it is proposed that a similar dichotomy of healthy and unhealthy positive emotions also exists, and a basic framework for working with this positive dichotomy is introduced.     

Similarities and differences in eyewitness testimonies of children who directly versus vicariously experience stress.

This study tested questions of ecological validity by comparing the eyewitness testimonies of children directly experiencing a painful inoculation experience those of children in a yoked-control group who vicariously experienced the inoculation onwith videotape. The study involved 86 5-year-olds, divided between 2 groups: the experiential and yoked control. The experiential group was followed through a health department with a video camera as they received diphtheria, pertussis, tetanus (DPT), and oral polio inoculations. They were tested immediately, 20 min later, and 1 month later. Each child in the yoked-control group merely watched the videotape of his or her counterpart in the experiential group, made similar ratings of pain, and was given the same tests and suggestions. Stress and personal experience affected items congruent with the stressor to produce flashbulb-like memories, with slower rates of forgetting for some items, such as nurse identifications, and greater suggestibility for other items, such as estimates of needle size. These and the apparently conflicting results in the literature were said to make sense when personally experienced stress was viewed from S.-A. Christianson's (1992) interactive perspective rather than as a single ubiquitous variable.     

Problem solving in infancy: the emergence of an action plan.

Young children's strategies were evaluated as they grasped and used objects. Spoons containing food and toys mounted on handles were presented to 9-, 14-, and 19-month-old children with the handle alternately oriented to the left and right. The alternating orientations revealed strategies that the children used for grasping items. Younger children usually reached with their preferred hand, disregarding the item's orientation. In the case of the spoon, this strategy produced awkward grasps that had to be corrected later. Older children anticipated the problem, alternated the hand used, and achieved an efficient radial grip (i.e., handle grasped with base of thumb toward food or toy end) for both orientations. A model of the development of action-selection strategies is proposed to illustrate planning in children younger than 2 years.     

Divided attention selectively impairs memory for self-relevant information

Information that is relevant to oneself tends to be remembered more than information that relates to other people, but the role of attention in eliciting this “self-reference effect” is unclear. In the present study, we assessed the importance of attention in self-referential encoding using an ownership paradigm, which required participants to encode items under conditions of imagined ownership by themselves or by another person. Previous work has established that this paradigm elicits a robust self-reference effect, with more “self-owned” items being remembered than “other-owned” items. Access to attentional resources was manipulated using divided-attention tasks at encoding. A significant self-reference effect emerged under full-attention conditions and was related to an increase in episodic recollection for self-owned items, but dividing attention eliminated this memory advantage. These findings are discussed in relation to the nature of self-referential cognition and the importance of attentional resources at encoding in the manifestation of the self-reference effect in memory.