Bodily perspective taking goes social: the role of personal,interpersonal, and intercultural factors

Mentally placing the self in the physical position of another person might engage social perspective taking because participants have to match their own position with that of another. We investigated the influence of personal (sex), interpersonal (siblings, parental marital status), and cultural (individualistic, collectivistic) factors on individuals' abilities to mentally take the position of front‐facing and back‐facing figures in an online study (369 participants). Replicating findings from laboratory studies responses were slower for front‐facing than back‐facing figures. Having siblings, parents' marital status, and cultural background influenced task performance in theoretically predictable ways. The present perspective‐taking task is a promising experimental paradigm to assess social perspective taking and one that is free from the response biases inherent in self‐report.     

Adjustment modes in the trajectory of progressive multiple sclerosis: a qualitative study and conceptual model

Objective: We examined cognitive and behavioural challenges and adaptations for people with progressive multiple sclerosis (MS) and developed a preliminary conceptual model of changes in adjustment over time.

Design: Using theoretical sampling, 34 semi-structured interviews were conducted with people with MS. Participants were between 41 and 77 years of age. Thirteen were diagnosed with primary progressive MS and 21 with secondary progressive MS. Data were analysed using a grounded theory approach.

Results: Participants described initially bracketing the illness off and carrying on their usual activities but this became problematic as the condition progressed and they employed different adjustment modes to cope with increased disabilities. Some scaled back their activities to live a more comfortable life, others identified new activities or adapted old ones, whereas at times, people disengaged from the adjustment process altogether and resigned to their condition. Relationships with partners, emotional reactions, environment and perception of the environment influenced adjustment, while people were often flexible and shifted among modes.

Conclusions: Adjusting to a progressive condition is a fluid process. Future interventions can be tailored to address modifiable factors at different stages of the condition and may involve addressing emotional reactions concealing/revealing the condition and perceptions of the environment.     

Acute Stress Disorder in Greek Cypriots Visiting the Occupied Areas

Following 30 years of war-driven displacement, in 2003 Cypriots were allowed to visit the occupied areas. The present study investigates whether visiting the occupied areas under peaceful conditions could be a traumatic experience potentially leading to Acute Stress Disorder (ASD). Of the 163 participants who completed self-report questionnaires measuring ASD, depression, anxiety, social support, and stress, 138 visited the occupied areas; out of these, 31 met criteria for ASD, 14 reported experiencing symptoms for over a month and 13 continued to experience symptoms at the time of data collection. Results suggest that visiting the occupied areas may constitute a traumatic experience.     

Implicit theories of intelligence, perceived academic competence, and school achievement: testing alternative models

In the present study 3 alternative causal models concerning the relationships between implicit theories of intelligence, perceived academic competence, and school achievement were tested. The direction of changes in implicit theories and perceived competence during early adolescence also was examined. A total of 187 fifth and sixth graders were tested and retested a year later, when they were sixth and seventh graders, respectively. Cross-lagged regression analyses indicated that school achievement determined the adoption of a particular implicit theory through the mediation of perceived competence. Implicit theories were found to change toward the adoption of more incremental beliefs and perceived academic competence declined; however, high achievers, as compared with their low- and middle-level classmates, adopted more incremental beliefs and had significantly higher perceived competence.     

TRAINING AND GENERALIZATION OF AFFECTIVE BEHAVIOR DISPLAYED BY YOUTH WITH AUTISM

The purpose of this study was to teach contextually appropriate affective behavior to 4 youths with autism. Treatment consisted of modeling, prompting, and reinforcement introduced in a multiple baseline design across response categories of affective behavior. During treatment, verbal praise and tokens were delivered contingent on appropriate affective responding during training trials. Modeling and verbal prompting were used as correction procedures. Each youth received treatment in either three or four response categories. Treatment systematically increased responding within the response categories for all 4 participants, with effects being specific to the affective response categories under treatment. Treatment effects occurred across untrained scenarios, therapists, time, and settings, suggesting that generalization had occurred.     

Clarifying the nature of the distinctiveness by domain interaction in conceptual structure: comment on Cree, McNorgan, and McRae (2006)

The conceptual structure account of semantic memory (CSA; L. K. Tyler & H. E. Moss, 2001) claims that feature correlation (the degree to which features co-occur) and feature distinctiveness (the number of concepts in which a feature occurs) interact with domains of knowledge (e.g., living vs. nonliving) such that the distinctive features of nonliving things are more highly correlated than the distinctive features of living things. Evidence for (B. Randall, H. E. Moss, J. M. Rodd, M. Greer, & L. K. Tyler, 2004) and against this claim (G. S. Cree, C. McNorgan, & K. McRae, 2006) has been reported. This comment outlines the CSA, discusses Cree et al.'s (2006) critiques of the Randall et al. (2004) experiments and the CSA, and reports new analyses of property norm and behavioral data, which replicate the results reported by Randall et al. (2004).     

The relationship of parental attachment and psychological separation to the psychological functioning of young adults

The authors explored the interrelations between attachment patterns and psychological separation from parents as well as the contribution of these variables to adaptive psychological functioning. Among 153 university students in Greece, there was a positive association between security of attachment and freedom from guilt, anxiety, and resentment toward one's parents (conflictual independence); in contrast, there was an inverse relation between security of attachment and independence from parents in relation to emotional, functional, and attitudinal independence. Compared with the insecurely attached students, the securely attached students also scored higher on measures of self-esteem and lower on measures of anxiety and loneliness.     

Parenting and Internet Behavior Predictors of Cyber-Bullying and Cyber-Victimization among Preadolescents

This study investigates the relationship between cyber-bullying (CB), cyber-victimization (CV), parenting styles, children’s Internet use and skills, on-line disinhibition, and five perceived specific Internet parenting practices in a sample of 220 Greek elementary students. Bully-victims scored higher in on-line disinhibition, while children of democratic parents in safe Internet use, Internet skills, and parenting communication about Internet use. CB and CV correlated negatively with Internet content parenting practices and autonomy, and positively with on-line disinhibition. CB negatively correlated with behavioral control. Psychological autonomy, warm involvement and on-line disinhibition significantly predicted CB, while psychological autonomy, CV. Prevention and intervention recommendations are provided.     

Religiosity and psychological well-being

The aim of the present study was to investigate the relationship between religiosity and psychological well-being in a sample of Greek Orthodox Christians. Previous research has documented that personal devotion, participation in religious activities, and religious salience are positively associated with different criteria of psychological well-being. The sample (83 men and 280 women) with an age range from 18 to 48 years, was strongly skewed with respect to sex (77% female) and education level (95% were university students or university graduates). Religiosity was operationalized as church attendance, frequency of prayer and belief salience. In addition, a single item referring to beliefs about God was used. Depression, anxiety, loneliness, and general life satisfaction were selected as dependent variables because they reflect important dimensions of psychological well-being. Preliminary analyses showed that sex was significantly related to the three religiosity variables (church attendance, frequency of prayer, belief salience), with women being more religious than men. Consistent with previous research, correlations suggested that church attendance and belief salience were associated with better life satisfaction. The results of hierarchical regression analysis showed a significant positive association between anxiety and frequency of personal prayer. Finally, personal beliefs about God did not seem to relate to any of the psychological well-being measures. The results of the present study partially support the hypothesized association between religiosity and psychological well-being.     

The Holy and Great Council of the Orthodox Church and Interreligious Dialogue

This article examines how, through a pan-Orthodox synodical decision, the Orthodox Church has for the first time officially asserted its obligation to enter into dialogue with people of other cultures and religious beliefs and emphasized the value of serious and clear interreligious dialogue to promote mutual trust, peace, and reconciliation. The Holy and Great Council of the Orthodox Church of Crete clarified that interreligious dialogue excludes both syncretism and proselytism, and that interreligious dialogue needs to be accompanied by the condemnation of fundamentalism, nationalism, and the religious justification of violence. Finally, this article makes reference to the basic principles of the Orthodox tradition regarding the promotion of interreligious dialogue and emphasizes that dialogue entails respect for other religions but also discernment.