Intercessory Prayer on Spiritual Distress,Spiritual Coping,Anxiety, Depression and Salivary Amylase in Breast Cancer Patients During Radiotherapy: Randomized Clinical Trial

The goal of this study was to assess the effect of intercessory prayer in the psychological, spiritual and biological scores of breast cancer patients who are undergoing radiotherapy. Double-blind RCT comprising a sample of 31 participants (15 in the Control Group and 16 in the Intervention Group). Data collection was performed in three time points (T₀, T₁ and T₂). Significant changes have been identified in the intra-group analysis, concerning the decrease in spiritual distress score; negative religious/spiritual coping prevailed, while the total religious/spiritual coping increased between the posttest T₂ to T₀. Intercessory prayer was effective in religious and spiritual scores.

     

The art of imitation: Wilhelm Stekel's Lehrjahre

In the early history of psychoanalysis, the work of Wilhelm Stekel (1868-1940) was by and large neglected, even though he wrote a considerable number of psychoanalytic studies, some of which should be considered to have had a major influence on Freud's early thought. Freud, in turn, had much greater influence on Stekel than is commonly believed. In this article, the authors aim to uncover some of these mutual influences, in particular in the field of practice, by focusing on the elements of autobiography and self-analysis. The authors have identified a number of covert autobiographical passages in the work of Stekel, and attempt to link one of these 'revelations' to an equally covert response to it by Freud. In the closing section of this article, the authors argue that Stekel's attempt to imitate Freud's self-analysis contributed to the fracture between the two of them.     

Young adult learners with dyslexia: their socio-emotional support needs during adolescence

This study retrospectively explored social-emotional support needs that young adult learners with dyslexia perceived to have experienced as adolescents attending an inclusion school setting. Six young adults with dyslexia were participants (females = 3; age range 18–21 years). They responded to a qualitative interview on their socio-emotional experiences as learners with dyslexia. The data were thematically analysed. Recollections of lived experiences by the young adults highlight the important role social support systems and own coping strategies play in influencing their socio-emotional outcomes. Participants reported positive regard about their condition, with social support, acceptance and own personal assets important for success with dyslexia. A multi-dimensional socio and emotional support program could assist learners with dyslexia to function optimally.     

The effect of observational learning on students’ performance,processes, and motivation in two creative domains

Background . Previous research has shown that observation can be effective for learning in various domains, for example, argumentative writing and mathematics. The question in this paper is whether observational learning can also be beneficial when learning to perform creative tasks in visual and verbal arts. Aims . We hypothesized that observation has a positive effect on performance, process, and motivation. We expected similarity in competence between the model and the observer to influence the effectiveness of observation. Sample . A total of 131 Dutch students (10^th grade, 15 years old) participated. Method . Two experiments were carried out (one for visual and one for verbal arts). Participants were randomly assigned to one of three conditions; two observational learning conditions and a control condition (learning by practising). The observational learning conditions differed in instructional focus (on the weaker or the more competent model of a pair to be observed). Results . We found positive effects of observation on creative products, creative processes, and motivation in the visual domain. In the verbal domain, observation seemed to affect the creative process, but not the other variables. The model similarity hypothesis was not confirmed. Conclusions . Results suggest that observation may foster learning in creative domains, especially in the visual arts.     

Gender Education and the Transformation of Calvinism in the Netherlands, 1870‐1970

Examining from a gender perspective religious education within a prominent branch of Dutch Protestantism, this article investigates the interplay between oppressive and emancipating educational forces. The so‐called Neo‐Calvinists‐‐progressively minded, yet orthodox‐‐sought successfully to update traditional Calvinism and keep it abreast with modern developments from circa 1870 onwards, notably by reforming school, family and youth culture. Notwithstanding Calvinism being traditionally sexist biased, the role of women and girls was becoming more important. Firstly, the article sketches both the influence of Calvinism in the history of the Netherlands and Dutch ‘pillarized’ culture and society between 1880 and 1970, Neo‐Calvinism being one of the main ‘pillars’ within this religiously compartmentalized society. Secondly, it focuses on Neo‐Calvinist gender education and its paradoxical effects.